Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 BrunoFL_DISSERT.pdf: 1055764 bytes, checksum: c27b7a3100abe3e267adb3b7f0237f3b (MD5) Previous issue date: 2012-04-16 / This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (L?DKE; ANDR?, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts / Este trabalho tem como objetivo compreender o ensino de Ingl?s em um Instituto Federal considerando as recomenda??es dos documentos oficiais e t?cnicos para o Ensino M?dio Integrado e a perspectiva dos professores da disciplina lotados em um dos campi da referida institui??o. Tamb?m constitui objetivo desta pesquisa depreender at? que ponto a perspectiva dos professores se articula com as recomenda??es documentais. Para isso, realizamos um levantamento de v?rios documentos oficiais e t?cnicos (L?DKE; ANDR?, 1986), tais como os PCNEMs (BRASIL, 2000), as OCNEMs (BRASIL, 2006) e o Projeto Pol?tico-Pedag?gico Institucional (IFRN, no prelo), e aplicamos um question?rio por via eletr?nica a seis professores de Ingl?s de um dos campi do Instituto. O referencial te?rico da pesquisa apoia-se, entre outros, em Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson e Waters (1987) e Dudley-Evans e St. John (1998). Os resultados mostram que o ensino de Ingl?s segundo os documentos prev? o uso instrumental da l?ngua estrangeira, mas preconiza o desenvolvimento de compet?ncias e habilidades como pr?ticas sociais contextualizadas, visando ? forma??o integral do aluno como um profissional-cidad?o. A perspectiva dos professores, por sua vez, aponta para uma preocupa??o que o ensino de Ingl?s sirva como ferramenta de melhoria de vida do aluno a partir do uso instrumental da l?ngua como forma de acesso a informa??es e qualifica??o profissional. Tal constata??o releva que a articula??o entre as recomenda??es documentais e a perspectiva dos professores n?o vai al?m do que se refere ao ensino instrumental de l?ngua, j? que os docentes n?o evidenciam, no relato de suas pr?ticas, o ensino de l?ngua como pr?tica social, conforme inscrito nos textos legais

Made available in DSpace on 2014-12-17T15:06:46Z (GMT). No. of bitstreams: 1 MKM.pdf: 917584 bytes, checksum: cea833f5d98c17ebc0535d899cf9f518 (MD5) Previous issue date: 2009-07-07 / This present work has as objective to analyze the interpretation of the syntactic and semantic meaning performed by third graders in the nominal groups (NGs) with attributive adjectives in the English language in a text of the final exam in the ESP (English for Specific Purposes) discipline. The corpus is made up of 30 exams of two classes from a third grade institution of the biomedical area, corresponding to the basic and advanced levels of the second term in 2006. The text has 24 NGs of different lexical content, a total of 27 NGs in the whole text summing up to 810 analyzed occurrences. The analysis is carried out at the morphologic, syntactic and semantic levels using as theoretical background the traditional and functional grammars (QUIRK et al, 1985; CELSE-MURCIA et al, 1998; TUCKER, 1998), in their semantic aspects, the Semantics (FRAWLEY, 1992) and the Cognitive Linguistics (TAYLOR, 2002). We concluded that the main difficulties were due to the lack of vocabulary and to the use of mother tongue strategies instead of using the top-down strategies for reading a text in English to compensate this gap. We also observed that even when the vocabulary was known, there were difficulties in establishing the semantic and syntactic relations between modifier and noun head. We suggested improvements for the teaching of reading English texts at the third grade grounded in the obtained results such as a more comprehensive study of the several different morphologic and syntactic structures of the NGs with premodifiers and their semantic consequences, an approach of the morphologic, syntactic and semantic aspects of the NGs and the use of both top-down and bottom-up strategies when reading a NG in the English language / Este trabalho tem como objetivo analisar a interpreta??o do significado sint?tico e sem?ntico realizada por alunos universit?rios de Ingl?s Instrumental nos sintagmas nominais (SNs) com adjetivos atributivos na l?ngua inglesa em um texto da prova de final de semestre. O corpus ? constitu?do por 30 provas de duas turmas de uma institui??o de n?vel superior, da ?rea biom?dica, do segundo semestre de 2006, do n?vel b?sico e avan?ado. O texto da prova ? composto por 24 SNs de conte?do lexical diferente, num total de 27 SNs presentes no texto, totalizando 810 ocorr?ncias analisadas. Usamos como pressupostos te?ricos as gram?ticas tradicional (QUIRK et al, 1985) e funcionalista (CELSE-MURCIA et al, 1998; TUCKER, 1998), em seus aspectos sem?nticos, a Sem?ntica (FRAWLEY, 1992) e a Ling??stica Cognitiva (TAYLOR, 2003). Conclu?mos que as maiores dificuldades deveram-se ? falta de vocabul?rio, ao uso inadequado de estrat?gias da L?ngua Materna no lugar de se usar as estrat?gias descendentes de leitura para suprir esta falta. Observamos tamb?m que, mesmo quando se conhecia o vocabul?rio do SN, muitas vezes houve dificuldades em se perceber a rela??o sem?ntica e/ou sint?tica entre os modificadores e o n?cleo do SN acarretando inadequa??es de interpreta??o. Sugerimos melhorias para o ensino da leitura de textos em l?ngua inglesa nas universidades com base nos resultados obtidos, como um estudo mais detalhado das v?rias estruturas morfossint?ticas dos SNs com modificadores antepostos e suas conseq??ncias sem?nticas; uma abordagem conjunta dos aspectos morfol?gico, sint?tico e sem?ntico dos SNs com adjetivos atributivos na l?ngua inglesa e o uso das estrat?gias descendentes juntamente com as ascendentes ao se ler um SN na l?ngua inglesa