Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior. / The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.

Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

The Internet with its World Wide Web feature opened up a whole new frontier for language-culture learning that foreign language textbook authors have integrated into their programs. Designing tasks that progress beyond promoting learners' passive consumerism and reiteration of facts remains a goal and a challenge. Thus, three research questions characterized this study that sought to examine the on-line tasks associated with six current Spanish textbook programs. The design focused on an analysis of these tasks in light of prevailing culture learning concepts and other pedagogical paradigms posited by reputable foreign language educators to determine if they filled the gap left by textbooks in facilitating second culture acquisition. The first question asked for evidence that learners were encouraged to recognize their own cultural conditioning. Evidence was present only to a miniscule degree. The second question sought to determine the extent of opportunities provided to learn about the target culture - Hispanic - as they mirrored the objectives of the perspectives on culture learning. Low-level thinking skills and a predominance of tasks concerning products, in contrast to those concerning behavioral practices or perspectives, characterized the extent of target-culture learning. The third question sought to discover if learners were engaged in process-based tasks, whether they were prompted to identify authentic problems, suggest solutions, and apply new vii knowledge. Evidence for these situations was minimal. Additional findings revealed factual information questions to be a majority with a few tasks inviting learners to respond to hypothetical and creative situations. Results indicate that in this early stage, the World Wide Web remains an authentic venue for culture learning; however, future directions ought to include expanding the scope of adjunct tasks as they complement the multiple presentations of culture in the companion textbook chapters.

<p>In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.</p>

This dissertation reports on the narrated experiences of nine adult ESL learners enrolled in an Intensive English Program (IEP) as they negotiated a sense of belonging to new linguistic communities of practice outside of their home countries. In this qualitative multiple-case study, I analyzed first-person accounts of the language socialization process by which the learners’ participation in new social communities resulted in shifts in their social positionings and changes in their self-concept. In my analysis, I drew upon theoretical frameworks that view learning as a situated social practice in which individuals form new identities as a result of their (non)participation in communities of practice (Lave & Wenger, 1991; Wenger, 1998). In order to investigate the research problem, I conducted ethnographic forms of data collection over a six-month period. I became a participant observer in an advanced level Listening and Speaking course during one semester and conducted regular formal classroom observations. In addition to observations, I conducted individual in-depth interviews with the learners, and they participated in a photo-narrative assignment in which they documented their experiences through photography. This camera project culminated in a formal, narrative presentation to the class, which was recorded and used for analysis. The five women and four men who became the focal participants of the study were diverse in age, academic and professional ambitions, and cultural and linguistic background. The findings of the study presented in this dissertation represent my interpretive analysis of the participants’ narratives of departing their home countries and negotiating a meaningful sense of self vis-à-vis the host community as well as the various transmigrant communities that were important to them. The findings show that, through the process of L2 learning and transmigration, the participants constructed migrant identities (Block, 2007), and these identities could be both expansive and restrictive. Additionally, the findings show the ways in which these language learners were agentic in accessing L2 communities and forging attachments within them, and how these moves were designed as “answers” to how they were discursively positioned within the worlds that were important to them. / text

RESUMO O objetivo desta dissertação é a análise da disciplina Inglês do projeto de educação a distância Telecurso 2000 produto de um convênio entre a FIESP (Federação das Indústrias do Estado de São Paulo) e a FRM (Fundação Roberto Marinho). Esse projeto de educação é largamente utilizado no Brasil e no exterior, nas mais variadas instituições, tais como sindicatos, empresas, igrejas, presídios e até mesmo em instituições oficiais da rede pública de ensino. Esse material se propõe desenvolver a educação para o trabalho e para a cidadania, no sentido do que acreditamos poder chamar de movimento de inclusão social, já que se destina ao público jovem e adulto que não foi à escola na idade considerada apropriada. A disciplina Inglês do projeto Telecurso 2000 se desenvolve nas bases de um discurso que parece defender a inclusão social do aprendiz no que diz respeito ao domínio do idioma inglês, o que o poria em condições de igualdade com aqueles que dominam esse idioma. Nossa hipótese é de que há um processo de exclusão expresso no material. A análise da materialidade de nosso objeto de estudo tem por substrato teórico os pressupostos da AD, os quais complementamos com Kress e Van Leeuwen (1966), que contribuirão com categorias que propiciam a observação de como o elemento não-verbal - a imagem - posiciona o telespectador em relação à língua inglesa na articulação desta com o mundo do trabalho, além da noção gramsciana de um processo hegemônico (GRUPPI, 1980), que contribui para com uma melhor compreensão de como o sistema educacional está a serviço da ideologia dominante, que quer fazer crer que é democrática e, portanto, includente, mas que é estruturalmente excludente. A análise articula, necessariamente, o elemento verbal e o não-verbal por se pautar pela constatação de que esses elementos estão em constante interação, devido à exibição simultânea de ambos e por se deter no material exibido em vídeo. Conclui-se, ao final desta pesquisa, que nossa hipótese é verificada, i.e., o material se pretende incluso, mas traz expressa a exclusão, que está na base do sistema educacional ocidental como um todo. / ABSTRACT The objective of this dissertation is the analysis of the subject English of the Distance Education Project Telecurso 2000, which is a result of an agreement between FIESP (Federação das Indústrias do Estado de São Paulo [Federation of the Industries of the State of São Paulo]) and FRM (Fundação Roberto Marinho [Roberto Marinho Foundation]). This education project is largely used in Brazil and abroad by the most different institutions, such as unions, companies, churches, prisons and even by official institutions of the state education system. This material proposes to develop education for work and for citizenship, aiming at what we might perhaps call a movement of social inclusion, since it is aimed at young and adult people who have not attended school at the age considered appropriate. The subject English of the Telecurso 200 project develops on the basis of a discourse that allegedly stands for the social inclusion of the learner, as far as the command of the English language is concerned, which, in turn, would put him/her in a state of equality with those who command the language. Our hypothesis is that there is an exclusion process expressed in the material. For its theoretical basis, the analysis of the materiality of our study object has the concepts of the French Discourse Analysis, which will be complemented with concepts developed by Kress and Van Leeuwen (1996), which will contribute categories that make possible the observation of how the non-verbal element - the image - positions the telespectator in relation to the English language in the articulation of this language with the labour world. This analysis will also count on the gramscian concept of a hegemonic process (GRUPPI, 1980), that will contribute to a better understanding of how the education system is at the service of the dominant ideology, which is shown as democratic and, therefore, inclusive, but is structurally excludent. The analysis leads to the conclusion that our hypothesis is right, i.e., the material claims to be inclusive, but brings along it the exclusion, that is on the basis of the Western education system as a whole.

Orientador: Marcos Aurelio Pereira / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T21:13:51Z (GMT). No. of bitstreams: 1 Miotti_CharleneMartins_M.pdf: 1419970 bytes, checksum: 441953b180fc009a1895760319c04bb5 (MD5) Previous issue date: 2006 / Resumo: A observação do atual panorama do ensino de língua latina em algumas universidades brasileiras, conforme traçado por vários autores, permite constatar que grande parte dos problemas aí encontrados se devem, entre outras causas, a uma metodologia originária de concepções incertas quanto aos objetivos do ensino de uma língua com as características do latim. Partindo da análise de um método de ensino dessa língua, considerado dos mais completos à disposição atualmente, inclusive no que tange à consideração nele feita da própria cultura clássica (Reading Latin, criado há duas décadas pelos professores Peter Jones [University of Newcastle Upon Tyne, U.K.] e Keith Sidwell [St. Patrick¿s College, Irlanda] e utilizado em universidades como a Federal do Paraná [UFPR] e a Estadual de Campinas [UNICAMP]), pretende-se justamente investigar as razões e a metodologia que têm levado os estudantes das universidades públicas do Estado de São Paulo, em especial, a estudar e aprender latim. Concebido, pois, o emprego de um método produzido em língua diferente do português em universidades brasileiras, nossa pesquisa toca em questões fundamentais, relativas (1) às perspectivas do ensino de latim para o nível superior, (2) aos pressupostos lingüísticos e culturais que animam o método e (3) ao papel da língua materna na aprendizagem de uma língua ''estrangeira'', observadas as particularidades que distinguem as línguas clássicas das vernáculas / Abstract: The look at the current Latin language teaching panorama at some Brazilian universities, according to several authors, allows one to ascertain that the most part of the problems within this panorama is due to, among other factors, a methodology stemming from uncertain conceptions regarding the teaching goals of a language such as Latin. Having as a starting point the analysis of a teaching method of this language, which is considered one of the most complete ones nowadays, including what is taken into account concerning the classical culture (Reading Latin, conceived two decades ago by Peter Jones [University of Newcastle Upon Tyne, U.K.] and Keith Sidwell [St. Patrick¿s College, Ireland] and applied in Universities like Paraná Federal [UFPR] and the State University of Campinas [UNICAMP]), we seek to investigate the reasons and the methodology that have led students, in special those from São Paulo state public universities, to study and learn Latin / Mestrado / Mestre em Linguística

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T20:00:13Z (GMT). No. of bitstreams: 1 Maciel_AnaCeciliadeMedeiros_M.pdf: 1064371 bytes, checksum: cc689b7fcc4dbffb2f728f8939cd4dc5 (MD5) Previous issue date: 2010 / Resumo: Este estudo de natureza documental, e fundamentado na Teoria Social Cognitiva, teve como objetivo geral analisar o conteúdo da publicação científica dos últimos nove anos sobre o papel dos constructos da autoeficácia e autorregulação na aprendizagem de línguas estrangeiras no ensino superior . Em termos específicos, propôs investigar as produções quanto ao conteúdo e características dos estudos e quanto ao conceito e achados envolvendo os constructos de autoeficácia e autorregulação na aprendizagem de língua estrangeira e implicações para a docência. O levantamento em banco de dados online referente ao período de 2000 a agosto de 2009 possibilitou a obtenção de 19 publicações estrangeiras, sendo 13 artigos, duas dissertações, três teses e uma publicação em anais. Notou-se que há crescente abordagem destes constructos, predominantemente o da autoeficácia e no contexto asiático. Foram observadas relações de natureza positiva com as variáveis: expectativa de uso futuro da língua estrangeira, gênero, habilidade linguística, autoconceito, percepção de valor da língua e cultura, experiência prévia de aprendizagem, atribuições, autoeficácia para a autorregulação, estratégias de aprendizagem, estratégias de ensino, crença em talento inato e motivação. E relações de natureza inversa em relação a afetos negativos. A análise dos estudos também possibilitou a identificação de ações pedagógicas, de gestão e de orientação voltadas para a promoção da aprendizagem de língua estrangeira no ensino superior, considerando a percepção de autoeficácia e a autorregulação. Considerando as relações observadas, somadas à crescente relevância do domínio de idiomas estrangeiros, sugerem-se a necessidade e a urgência de se incluir esta temática na agenda das investigações nacionais. / Abstract: This study based on documental nature and grounded on Social Cognitive Theory had as its general objective to analyze the content of the scientific publication of the last nine years regarding the role of self-efficacy and self-regulation in foreign language learning in higher education. In specific terms, it was proposed to investigate the production as to the content and characteristics of the studies and also the concepts and findings involving the constructs of self-efficacy and selfregulation in foreign language learning, as well as implications for teaching practice. The search through online database regarding the period from 2000 to June 2009 made it possible to obtain 19 international publications, being 13 articles, two dissertations, three theses and one annals publication. It was observed positive relation with the following variables: future expectancy of foreign language use, genre, language skills, self-concept, perception of value of language and culture, previous learning experience, attributions, self-efficacy for selfregulation, learning strategies, teaching strategies, belief in giftedness and motivation. Also, negative relation with negative affect. The analysis of the studies have also made it possible to identify pedagogical, management and orientation actions towards promoting foreign language learning in higher education, having into account the perception of self-efficacy and self-regulation. Considering the observed relations, added to the growing relevance of the foreign language domain, it is suggested the need and urgency to include this issue in the national investigation agenda. / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos. / Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.

A presente pesquisa pertence à área de conhecimento chamada Lexicografia e trata da inserção de colocações verbais em dicionários bilíngües e bilemáticos de alemão-português. Tendo em vista que a maioria dos livros didáticos de alemão como língua estrangeira não dá um tratamento adequado a elas, é necessário que o aprendiz procure-as nos dicionários, tanto no momento da decodificação, quanto no da codificação de textos. Essa pesquisa levantou certo número de colocações verbais consideradas fundamentais na formação de um vocabulário-base em situações rotineiras de comunicação, verificando em três dicionários se elas ocorrem e como ocorrem, na tentativa de estabelecer até que ponto tais dicionários se constituem numa ajuda efetiva não só na compreensão, como (principalmente) na produção de textos. / This research belongs to the area of knowledge called Lexicography and treats of the insertions of verbal collocations in bilingual and bilemmatical German- Portuguese dictionaries. Considering that the majority of the didactic books of German as foreign language does not treat them properly, it is necessary that the learner looks them up in dictionaries at the moment of the decoding as well as when coding texts. For this research we selected a certain number of verbal collocations considered fundamental to the formation of a basic vocabulary for routine communication situations, checking in three dictionaries if they occur and how they occur, in an attempt to establish how these dictionaries represent an effective help not only for comprehension but also for text production.