Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-10T11:44:24Z No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-11T11:03:28Z (GMT) No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) / Made available in DSpace on 2017-01-11T11:03:29Z (GMT). No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) Previous issue date: 2016-06-17 / Esta tese apresenta a inser??o da pedagogia de g?neros proposta pela Escola de Sydney (ROSE; MARTIN, 2012) nas aulas de Ingl?s para Fins Espec?ficos (IFE) de uma escola t?cnica do Rio Grande do Norte, no curso de Redes de Computadores. A proposta ? identificar os g?neros escolares relevantes para o curso ap?s a realiza??o de an?lise de necessidades, utilizando a Lingu?stica Sist?mico-Funcional (LSF) de Halliday e Matthiessen (2004) como recurso que facilita a compreens?o dos textos lidos, aproximando os estudos te?ricos da LSF da pr?tica na sala de aula, para que os alunos possam conceber a l?ngua como pr?tica social. Outro objetivo ? conhecer as percep??es dos alunos sobre as aulas ministradas. Trata-se de uma pesquisa quanti-qualitativa (D?RNYEI, 2007), na qual a LSF foi utilizada como modelo te?rico de an?lise de linguagem e de pesquisa, visto que ela ? o pr?prio objeto de pesquisa, e ao mesmo tempo o suporte te?rico que embasa a an?lise das opini?es dos alunos sobre as aulas. Aspectos da Pesquisa Narrativa (CLANDININ; CONNELY, 2004) tamb?m s?o utilizados para dar voz ao relato de minhas pr?prias experi?ncias como professora do curso de Redes e como pesquisadora, bem como para realizar a composi??o de sentidos observada nas representa??es dos alunos ap?s a viv?ncia de nossas aulas com o apoio da pedagogia adotada e da abordagem Sist?mico-Funcional, e para a reflex?o sobre as experi?ncias relatadas. O Sistema de Avaliatividade (MARTIN; WHITE, 2005) foi o instrumento anal?tico para verificarmos como se configuram as percep??es dos alunos sobre as aulas de IFE. A categoria mais utilizada do Sistema de Atitude, um dos dom?nios sem?nticos do Sistema de Avaliatividade, respons?vel pela express?o lingu?stica de avalia??es positivas e negativas, foi a Aprecia??o do tipo Valora??o, revelando a relev?ncia do trabalho com a pedagogia de g?neros e a originalidade na forma de abordagem dos textos. O trabalho com textos aut?nticos da ?rea, trabalhos em grupo, ensino colaborativo e reconhecimento dos tipos de textos foram aspectos da pedagogia de g?nero mais mencionados pelos alunos em suas aprecia??es. Outro tipo de Aprecia??o encontrado foi a Rea??o Impacto negativo, categoria utilizada para descrever o impacto emocional vivenciado nas aulas. Os resultados da an?lise das avalia??es feitas pelos alunos sobre as experi?ncias vividas em nossas aulas apontaram o reconhecimento e validade da utiliza??o da LSF nas aulas de IFE e, consequentemente, da pedagogia de g?neros proposta pela Escola de Sydney e ao mesmo tempo revelou o desejo de desenvolver a oralidade, promovendo uma reflex?o sobre a inclus?o da compet?ncia oral no curr?culo do curso. / This thesis presents the implementation of a genre pedagogy as proposed by the Sydney School (ROSE; MARTIN, 2012) in English classes for Specific Purposes (ESP) at a federal technical school in Rio Grande do Norte, in the Computer Networks undergraduation course. The proposal is to identify the relevant genres to the course after carrying out needs analysis, using the Systemic Functional Linguistics (SFL) from Halliday and Matthiessen (2004) as a resource that facilitates the understanding of texts, approaching the theoretical studies of SFL and implement them in the classroom practice, so that students can conceive language as a social practice. Another aim is to understand the perceptions of students about the classes taught. This is a quanti-qualitative research (D?RNYEI, 2007), in which the SFL was used as a theoretical model of language analysis and research, since it is the very object of research, and at the same time the theoretical framework that underlies the students' opinions about the classes. Aspects of Narrative research (CLANDININ; CONNELY, 2004) are also used to give voice to the account of my own experiences as a Network English language teacher and as a researcher, as well as to make sense from the students? representations after the experience of our classes with the support of the pedagogy adopted and the Systemic Functional approach and also give voice to the reflection on experiences reported. The Appraisal System (MARTIN; WHITE, 2005) was the analytical instrument in order to verify how to shape the students? perceptions about ESP classes. The most widely used category in the Attitude System, one of the semantic domains of Appraisal System, responsible for linguistic expression of positive and negative reviews, was the assessment of the Valuation type, revealing the importance of working with genre pedagogy and originality in the form of the text approach. Working with authentic texts from the field, group work, collaborative teaching and recognition of types of texts were aspects of genre pedagogy most mentioned by students in their assessments. Another type of assessment found was the negative impact Reaction, category used to describe the emotional impact experienced in class. The results of the analysis of the evaluations made by the students about the experiences in our classes showed the recognition and validity of the use of SFL in ESP classes and consequently the genre pedagogy proposed by the Sydney School. At the same time, it was revealed the desire to develop oral communication, promoting reflection on the inclusion of oral competence in the course curriculum.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T20:36:37Z No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-05T23:14:12Z (GMT) No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Made available in DSpace on 2017-09-05T23:14:13Z (GMT). No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) Previous issue date: 2017-04-26 / Esta pesquisa, de natureza qualiquantitativa, trata de uma a??o pedag?gica de estrat?gias de leitura na base de Ingl?s para Fins Espec?ficos (IFE) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), no ensino e aprendizagem da l?ngua inglesa como l?ngua estrangeira (ILE) no contexto de Ensino B?sico T?cnico e Tecnol?gico, no Instituto Federal do Rio Grande do Norte, campus Jo?o C?mara. Objetiva-se identificar e quantificar marcas lingu?sticas utilizando instrumentos e categorias baseados no aparato te?rico da Lingu?stica Sist?mico Funcional (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), mais especificamente, fazendo-se uma An?lise do Discurso por meio das ferramentas sem?ntico-discursivas do Sistema de Avaliatividade, elaborado por Martin e Rose (2003; 2007) e Martin e White (2005). O corpus desta pesquisa ? composto de respostas extra?das de tr?s question?rios de avalia??o, aplicado via Google Docs, para 24 participantes, e uma An?lise Experimental, aplicado a 19 participantes do IFRN, campus Jo?o C?mara, que participaram de um Curso Forma??o Inicial e Continuada (Curso FIC), na ?rea de inform?tica, projetado nesta a??o pedag?gica. A An?lise do Discurso centra-se nas percep??es desses alunos em rela??o ? interven??o pedag?gica. Observamos como os alunos caracterizam, nas escolhas lexicogramaticais, suas percep??es do Curso FIC, atrav?s das categorias Aprecia??o e Julgamento, que s?o componentes do Subsistema de Atitude no Sistema de Avaliatividade, levando-se em considera??o os tipos rea??o, composi??o e valora??o e a subcategoria capacidade. Resultados indicaram que o discurso foi marcado, principalmente, pelas subcategorias rea??o qualidade e valora??o relev?ncia. Al?m disso, a An?lise Experimental indicou n?o haver ganho estatisticamente significativo na compreens?o escrita de textos na ?rea t?cnica mesmo havendo aumento do escore de 9 dos 19 participantes do pr?-teste para o p?s-teste. / This quali-quantitative research is based on a pedagogical action regarding reading strategies based on methods in English for Specific Purposes (ESP) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), in the teaching and learning of English as a Foreign Language (EFL) within the context of Technical and Technological Basic Education (Ensino B?sico T?cnico e Tecnol?gico - EBTT), at the Federal Institute of Rio Grande do Norte, Jo?o C?mara campus. The objective is to identify and quantify linguistic items using instruments and categories based on theoretical frameworks from the Systemic Functional Linguistic perspective (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), more specifically, carrying out a Discourse Analysis through the Appraisal System elaborated by Martin and Rose (2003; 2007), and Martin and White (2005). The corpus of this research is comprised of responses to three evaluation questionnaires, applied via Google Docs, to 24 participants, and an Experimental Analysis applied to 19 participants who are students in the Basic Lifelong Training Course (Curso de Forma??o Inicial e Continuada - FIC) designed in this pedagogical action for the computing field. The Discourse Analysis focuses on the perceptions of these learners regarding the pedagogical intervention. We observed how students? characterize, through lexicogrammatical choices, their perceptions of the FIC Course, using the categories Appreciation and Judgement, which are components of the Subsystem, Attitude, in the Appraisal System, taking into account the types reaction, composition and valuation and the subcategory capacity. Results indicated that the speech was marked mainly by the subcategories reaction quality and valuation relevance. In addition, the Experimental Analysis did not present a statistically significant gain in the reading comprehension of texts in the technical area even though there was an increase in the score of 9 out of 19 participants from the pre-test to the post-test.

Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 MariaERS_DISSERT.pdf: 1409095 bytes, checksum: 47d94589cef732af65add0f419e0a74b (MD5) Previous issue date: 2012-03-06 / This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Ingl?s para Fins Espec?ficos (IFE) in Brazil, also known as Ingl?s Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market / Este estudo apresenta os resultados de uma pesquisa desenvolvida na ?rea de Ingl?s para Fins Espec?ficos (IFE) com o objetivo de identificar (1) as necessidades de aprendizagem dos alunos de um curso de Turismo, seus desejos e car?ncias, numa universidade federal, quanto ao uso do ingl?s; (2) as necessidades da situa??o atual dos professores e do coordenador do referido curso quanto ao idioma; (3) as necessidades da situa??o-alvo dos profissionais (egressos) e empresas com rela??o a essa l?ngua. Esta pesquisa ? um estudo de caso (STAKE, 1998; YIN, 2009) e foram utilizados, para levantamento dos dados, como instrumentos de coleta: question?rios, entrevistas semiestruturadas, al?m de documento sobre o curso de Turismo. Para tanto, foram adotados como aporte te?rico os construtos do English for Specific Purposes (ESP) Ingl?s para Fins Espec?ficos (IFE) tamb?m conhecido no Brasil como Ingl?s Instrumental, cuja fundamenta??o baseia-se nos trabalhos de Hutchinson e Waters (1987), Robinson (1991), Dudley-Evans e St. John (1998), Celani, Deyes, Holmes, Scott (2006), dentre outros, visto que este trabalho ? voltado para uma ?rea espec?fica, o turismo. Os resultados demonstram que os alunos opinaram pela habilidade em leitura e priorizaram a oralidade em sala de aula. Os egressos relataram que esta ?ltima ? uma ferramenta indispens?vel para sua entrada no mercado de trabalho; mesmo assim, sentem-se despreparados, necessitando frequentar escolas de l?ngua. O depoimento dos dirigentes de empresas tamb?m aponta para essa defici?ncia. Por ?ltimo, a situa??o atual dos professores denota que, embora defendam o uso da l?ngua inglesa em sala de aula, isso n?o acontece, porque os alunos preferem a l?ngua materna. Tamb?m ficou evidenciada a inexist?ncia de an?lise de necessidades. Por fim, a coordenadora informou que h? certa indefini??o quanto ? metodologia, aos conte?dos e ?s habilidades lingu?sticas trabalhadas, al?m da falta de intera??o entre os professores de ingl?s. Conclui-se, portanto, que ? relevante realizar uma an?lise de necessidades para que se possa redesenhar um curso que atenda ?s diferentes necessidades contextuais: de alunos, professores, coordena??o, representada pelas necessidades institucionais, profissionais e o mercado de trabalho

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 MariaKM_TESE.pdf: 3038556 bytes, checksum: 959c362d0d49e946b855e4fe4d1d94e9 (MD5) Previous issue date: 2014-02-04 / This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher?s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals / A presente pesquisa tem como pressupostos te?rico-metodol?gicos (1) a Pesquisa Narrativa (PN CLANDININ; CONNELLY, 2011), (2) a Gram?tica Sist?mico-Funcional (GSF HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) e (3) a abordagem de ensino de Ingl?s para Fins Espec?ficos (IFE HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), com o objetivo geral de fazer um levantamento dos sentidos constru?dos pelos professores participantes sobre o IFE, a forma??o espec?fica que receberam para ministr?-lo e a sua experi?ncia em ensin?-lo no n?vel superior. Os textos de campo e, por conseguinte, as an?lises, foram organizados em dois grupos distintos: o primeiro com dados gerados a partir de um question?rio aplicado a nove professores de uma institui??o p?blica no nordeste brasileiro, contendo perguntas abertas e fechadas a respeito de sua forma??o e de suas experi?ncias em ministrar a disciplina de Ingl?s Instrumental e o segundo grupo, a partir do enfoque nas experi?ncias de tr?s professoras do primeiro grupo que continuavam ensinando IFE, com dados gerados por entrevistas com essas participantes e por suas autobiografias, al?m dos dados gerados pela autobiografia da pr?pria pesquisadora, tamb?m participante da pesquisa. Foi usada a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2012) para selecionar, organizar e quantificar os dados a serem analisados no primeiro grupo de textos, identificando-se os tipos de Processos e os Participantes, pelo Sistema de Transitividade (HALLIDAY; MATTHIESSEN, 2004), sendo que os Processos mais usados pelos professores no question?rio foram os Materiais, seguidos dos Relacionais e em terceiro lugar os Mentais, indicando que a maioria relatou mais suas a??es com rela??o ao ensino de IFE, classificou ou definiu a abordagem, sua forma??o e suas experi?ncias do que demonstrou seus pensamentos e emo??es a respeito de ensinar IFE. A maioria dos nove professores afirma fazer a an?lise de necessidades, mas nem todos a fazem de acordo com o que estabelecem os autores por eles citados ou outros autores considerados refer?ncia nessa ?rea, tais como os que usamos nesta pesquisa. Do mesmo modo, suas defini??es e concep??es sobre IFE, na maioria das vezes, diferem das desses autores. Todos os professores participantes alegam n?o ter tido forma??o espec?fica para ensinar IFE na licenciatura. Ao analisar os relatos das quatro professoras do segundo grupo de textos de campo, com base na composi??o de sentidos segundo Ely, Vinz, Downing e Anzul (2001), percebeu-se que o tipo de conhecimento que estas referem usar para ministrar IFE est? relacionado ao Conhecimento Pr?tico Pessoal e ao Conhecimento Profissional (ELBAZ, 1983; CLANDININ, 1988). Em seus relatos, foram identificadas tamb?m imagens que representam suas concep??es a respeito de ensinar e ser professora. Esperamos, atrav?s desta pesquisa, contribuir tanto para a compreens?o do que pode significar ensinar IFE para os professores do contexto pesquisado, como para a forma??o continuada de professores de IFE, assim como para uma revis?o nos curr?culos de Letras e do papel do IFE na forma??o do professor de l?ngua inglesa