O propósito desta pesquisa é analisar e compreender a angústia vivenciada por professores de língua inglesa (LI) que atuam tanto em instituições de ensino privadas como em cursos de idiomas, ao se depararem com o aparente desinteresse dos alunos das escolas regulares públicas, mesmo quando as aulas são ministradas por professores que possuem uma formação diferenciada e que também atuam na rede privada, onde o ensino parece ser bem mais significativo. A partir de minha prática pedagógica, alguns questionamentos foram formulados e mobilizam o presente estudo: a) O que nós (professores de LI) podemos fazer para motivar a nós mesmos como professores da rede pública? b) Por que as aulas ministradas pelo mesmo professor parecem funcionar e serem significativas em instituições privadas e não públicas? A partir do problema de pesquisa observado, levantamos a hipótese de que o professor da rede pública, mesmo que tenha uma formação diferenciada e seja proficiente na língua inglesa, parece ser expropriado do seu saber-poder, na escola regular pública, onde, muitas vezes, não se verifica o desejo de saber a LI. O objetivo geral desta pesquisa é contribuir para um processo de ensino e aprendizagem de LI mais significativo na escola regular pública e fornecer subsídios para os demais estudos desenvolvidos em Linguística Aplicada. O objetivo específico é destacar, nos depoimentos dos professores das redes públicas e privada de ensino, representações acerca da LI, de modo a compreendermos a resistência do sujeito-aluno, sobretudo da rede pública diante da disciplina de LI e como despertar o desejo de saber essa língua. Buscaremos, nas formulações postas, os discursos e vozes que produzem efeitos de sentido, de modo a desnaturalizarmos verdades sócio-historicamente construídas sobre o ensino e a aprendizagem da LI. Como material de pesquisa foram analisados recortes das entrevistas realizadas com professores de ambas as instituições de ensinos. A partir da análise dos dados, a hipótese de pesquisa se ratificou, pois o mesmo professor, com a mesma formação e experiência se subjetiva diferentemente, dependendo do espaço em que está atuando e das formações imaginárias que permeiam as práticas discursivas. Ou seja, na escola privada (ou de idiomas), onde a LI é valorizada e desejada, o professor assume uma posição de poder-saber diante dos alunos, mas seu poder-saber parece ser posto em xeque ou subestimado pelos alunos da rede pública. / This research seeks to analyze and comprehend the anguish suffered by English language teachers that work in private teaching institutions, such as language courses, when encountering with the apparent disinterest of the regular public student, even when classes are given by teachers with a different formation who also work in a private institution, where teaching seems to be more significant. From my teaching practice, some questioning was formulated and they mobilize the present study: a) What can we (English language teachers) do to motivate ourselves as part of public teaching? b) Why classes given by the same teacher seem to work and be significant in private institutions and not in public ones? From this problem, it is possible to hypothesize that the public teacher, even possessing a different formation and proficient in English language, seems to be dispossessed of his knowledge-power, in public teaching, where, many times there is not the wish to know the English language. The main goal of this research is to contribute to a more significant teaching-learning process on what concerns English language on public schools and also provide support to other studies involving Applied Linguistics. The specific goal is to highlight teachers statements, in both public and private teaching environments, representations about the English language, in order to comprehend the subject-students resistance, particularly the public teaching on what concerns English language, and also, how to awaken the wish to know this language. We will seek, in proper formulations, the discourses and voices that produce meaning effects, in order to denature social-historical truths built about teaching and learning of English language. As survey material were analyzed interviews pieces fulfilled with teachers of both teaching institutions. Through data analysis, the research hypothesis has been confirmed, for the same teacher, with same formation and experience is subjective differently, according to the space he is in and the imaginary formations which permeate the discursive practices. In other words, in private school (or language course), where the English language is valued and wished, the teacher assumes a power-knowledge position before the students, though his power-knowledge seems to be cast aside or underestimated by public teaching students.

A fonética, estudo dos sons de uma língua, tem um papel fundamental na aprendizagem de línguas estrangeiras, principalmente na aquisição das competências orais. No entanto, a transposição didática desta disciplina não é sempre evidente para o professor de línguas estrangeiras. Por um lado, ele tem que enfrentar um assunto considerado excessivamente técnico e inacessível aos não-iniciados, e por outro, são poucas as obras escritas para este fim. Esta dissertação tem como objetivo discutir o lugar da fonética no ensino/aprendizagem de línguas estrangeiras e propor procedimentos metodológicos para o trabalho da fonética em sala de aula. Para isto apresentaremos no primeiro capítulo um percurso histórico das diferentes metodologias, mostrando como a pronúncia foi tratada em cada uma delas. Isto nos permitirá determinar, no capítulo II, os princípios a serem levados em conta na elaboração de um programa e das atividades de fonética. No último capítulo descreveremos as três experiências realizadas em duas instituições de ensino de francês língua estrangeira na Universidade de São Paulo. Graças a esta pesquisa poderemos não só avaliar a importância da fonética para o ensino/aprendizagem de línguas estrangeiras como também sugerir atividades lúdicas que ajudem o professor a motivar seus alunos no aprimoramento da pronúncia. / Phonetics is the study of speech sounds. Even though it plays an important role in the second language acquisition, specially of the oral skills, its didactic transposition is not always evident for the language teacher. On the one hand he has to face a discipline considered too technical and unavailable to the non-initiated, on the other hand, there are very few works on the subject. The objective of this paper is to discuss the place of phonetics in second language teaching and to propose methodological procedures for its learning. For that, we will present in the first chapter an historical view of second language methods, showing how pronunciation was treated in each one of them. In chapter II we will determine the principles that should be taken into account when elaborating a phonetics program or activities. In the last chapter we will describe three experiences achieved in two different language institute at São Paulo University. Due to this research we will be able to evaluate the importance of phonetics in the second language acquisition and suggest fun activities to help teachers to motivate their students in pronunciation classes.

[pt] O processo de ensino/aprendizagem de língua inglesa em contexto escolar tem sido avaliado como ineficiente pelos sujeitos envolvidos, a saber, professores, professores em formação e alunos, como apontam pesquisas recentes. Apesar de reconhecerem a importância desse idioma em suas vidas, tanto em âmbito pessoal quanto profissional, há uma crença que se perpetua no imaginário das pessoas, dentro e fora do ambiente escolar, de que a escola não é o local de se aprender uma língua estrangeira. Contudo, percebe-se que há uma crescente atenção a essa língua estrangeira pelas autoridades educacionais, como, por exemplo, a inserção desse componente curricular no Programa Nacional do Livro Didático (PNLD) em 2011. Sendo assim, esta tese buscou investigar as representações sociais de sujeitos (gestores, professores de inglês, professores de outras disciplinas e alunos) de duas escolas públicas (uma estadual e uma federal) sobre o processo de ensino/aprendizagem de inglês. A teoria das representações sociais desenvolvida por Moscovici (1961) é o principal referencial teórico da presente tese, que também considerou a perspectiva mais estrutural de tal teoria, denominada de teoria do núcleo central (ABRIC, 1976). Para o desenvolvimento da pesquisa, foram realizadas entrevistas semiestruturadas com cada um dos 26 participantes. Após análise de conteúdo e do discurso dos participantes, essa pesquisa revelou as representações sociais nucleares e periféricas sobre o ensino/aprendizagem de inglês, assim como o posicionamento discursivo dos mesmos. Os resultados revelam que a língua inglesa é considerada importante, mas ainda é muito desvalorizada em ambiente escolar. Acredita-se que saber inglês é saber falar a língua, mas a habilidade de comunicação oral não é desenvolvida nas salas de aula. Conclui-se, portanto, que as representações sociais aqui elucidadas possam vir a informar políticas públicas, para que haja melhoria da qualidade desse ensino em contexto escolar. / [en] English education at schools in Brazil has been regarded as inefficient by teachers (both pre- and in-service) and students. Although they acknowledge the importance of learning English for their personal lives and professional careers, they do not think that English classes at schools allow one to learn this foreign language. In spite of that perception, English language education has been receiving increasing attention from the authorities at different levels, e.g., English subject was inserted in the National Program of Books (known as PNLD) in 2011. Considering those efforts, this thesis aimed at revealing the social representations of English education by listening to the voices of school managers, English teachers, teachers of other disciplines and students, in two public secondary schools (one run by the State of Rio de Janeiro and the other by the federal government). The theory of social representations developed by Moscovici (1961) was the theoretical framework of this research, which has also considered the structural perspective of the referred theory, the central nucleus theory (ABRIC, 1976). As regards to the methodology, a total of 26 participants were interviewed. After content and discourse analyses of the interviews, this research has revealed the nuclear and peripheral social representations of English education, as well as the way participants positioned themselves through discourse. Results showed that the English language is regarded as important, but is still considered inefficient in school classrooms. Participants believe that learning English is learning how to speak it, but this skill is not developed at the school environment. This study may lead us to the thinking that measures should be taken in order to improve the quality of English education at Brazilian public schools.

<p>This investigation examined the effectiveness of different types of explicit classroom instruction on second language (L2) development of the Spanish discourse marker (DM) <em>pues</em>. While several studies have addressed the positive effect of explicit instruction on L2 DM development, the current investigation moves beyond the explicit-implicit method debate by examining the comparative effectiveness of different types of explicit instruction, specifically by comparing the effects of concept-based instruction (CBI), rule-based instruction (RBI), and a control group (CTRL). This investigation contributes to the field of instructed pragmatics by demonstrating how different types of explicit instruction can affect the robustness of pragmatics learning outcomes. Furthermore, with the inclusion of CBI, this investigation expands theoretical paradigms for L2 pragmatics teaching to include a less explored framework for instruction — sociocultural theory (Vygotsky, 1987).</p> <p><br></p> <p>Given the learnability problem posed by the low perceptual salience and extensive multifunctionality of DMs, along with their conceptual connections to important interactional practices and to a semantic core that guides their use in discourse, DMs and <em>pues</em> specifically were identified as a potentially ideal candidate for development through CBI. <em>Pues</em> is translated in English to ‘so’, ‘then’, ‘cos’, and ‘well’ and is a highly frequent feature of Spanish conversation (Domínguez García, 2016; Stenström, 2006a; Stenström, 2006b). DMs like <em>pues </em>contribute to speakers’ ability to communicate effectively and participate in social interaction (Crible & Pascual, 2020; Hayano, 2011; Hoshi, 2017; Thörle, 2016) and, thus, they are important linguistic features for L2 speakers.</p> <p><br></p> <p>Using a pre, post, and delayed post design, data were collected using an oral decision-making task and a dialogue reflection task. The analyses addressed whether CBI, RBI, and CTRL produce the same effect on L2 Spanish learners’ <em>pues</em> frequency of use, <em>pues</em> functional range, and use of <em>pues</em> in interaction. As a secondary objective, the analyses also considered whether CBI and RBI produce the same effect on L2 Spanish learners’ ability to transfer learning to unlearned DMs.</p> <p><br></p> <p>Quantitative analyses, which addressed the learners’ ability to use <em>pues</em> frequently and for a range of functions, indicated an advantage for the CBI group, with CBI learners using <em>pues</em> with greater frequency of use and functional range than RBI and CTRL learners. The qualitative analysis, which addressed the learners’ ability to use <em>pues</em> in interaction, also indicated an advantage for the CBI group, with CBI learners using <em>pues</em> to express a stance of givenness towards utterances as well as to manage turn-taking in interaction. CBI learners’ use of <em>pues</em> for accomplishing these two interactional practices indicated a deeper understanding of <em>pues</em> and how the DM can be used to accomplish social actions in interaction.</p> <p><br></p> <p>Overall, the findings provide support for the claim that CBI is superior to traditional explicit models of instruction (Erikson, Lanning, & French, 2017) and suggest that the learnability problem of DMs may be lessened by providing a conceptual structure that presents learners with a framework for organizing DM multifunctionality and that also highlights the interactional importance of DMs as tools that can be used to accomplish social actions. The findings are discussed considering the role of conceptual knowledge in L2 DM development and implications for pragmatics instruction.</p>

The goal of this paper was to investigate if code-switching is a beneficial language strategy pertaining to pupils’ oral language development. Moreover, the purpose was to examine what teachers need to consider when they use the pupils’ first language in the classroom. Previous studies are in conflict of whether or not code-switching is a useful language strategy and also of how it should be used in the language classroom. This synthesis attempted to answer if code-switching support oral language development in the second language (L2) classroom in secondary school in Sweden and what needs to be considered when using code-switching in an educational context. The results suggested that low-proficiency learners benefit from first language (L1) usage, whereas high-proficiency students seem to both prefer and benefit more from an English-only classroom. Findings also propose that maximum exposure of the target language (TL) is to be preferred, as long as it is not too difficult for pupils to comprehend. Together, these findings suggest that teachers’ and pupils’ usage of code-switching can be a beneficial language strategy, but that it is crucial for teachers to know their pupils’ language level and when to use code-switching.

The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditoryorthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R 2 = .108, adjusted R 2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R 2 = .101, adjusted R 2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp iv increasing the predictive power by 3%; (b) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R 2 = .112, adjusted R 2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R 2 = .114, adjusted R 2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.

Thesis (MA (African Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa that characterize lecturer-student conversations in tertiary context as regards problems of some individual students assuming the Task-based Theory of second language learning and teaching. The study is motivated by the need that exists for the development of specific purposes language courses for African languages like Xhosa in South Africa in the light of the constitutional provision for multilingualism and the advancement of the African languages. The introduction of multilingualism and the advancement of the status and use of the African languages are also specified in the National language policy for Higher Education. In order to commence on the kind of research on syllabus design required for quality second language courses for Xhosa within tertiary context the nature of lecturer-student communication relating to the problems of individual students is investigated in this study. The study focuses in particular on the issue of task design, i.e. the features posited by Pica et al (1993) relating to the interactant relationship between the participants, the interactant requirement (one-way or two-way), the communication goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one or several outcome options). The analysis of the Xhosa communication tasks is of crucial significance for syllabus design, course design and pedagogic task design for task-based language teaching. / AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale. Die invoer van veeltaligheid en die bevordering van die status en gebruik van die Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys. Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student kommunikasie buite die klas, betreffende die probleme van individuele studente ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde taalonderrig.

Thesis (DLitt (African Languages))--University of Stellenbosch, 2009. / This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...

This study focused on the relationship between reading comprehension and academic achievement of grade 10 learners in the learning area Language and attempted to address the following primary research question: What is the relationship between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language ? The researcher also addressed the following secondary questions: Is them a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language)? Is there a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language) ? A total of seventy-seven (77) grade 10 learners for whom English is a second language were included in this study. The learners' reading comprehension abilities in the first language (Afrikaans and Sesotho) and the second language (English) were tested and correlated with their achievements in the learning area Language (first and second language). The reading comprehension and language achievements of Afrikaans and Sesotho-speaking learners respectively and male and female learners were compared. Resulting from the findings of this study, the following conclusions were made: A significant relationship exists between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language. There is a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). There is a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

O presente estudo segue um viés interpretativista de natureza qualitativa e objetiva desenvolver uma reflexão filosófica e, portanto, não dogmática, de algumas questões importantes que envolvem conceitos-base na formação e evolução da grande subárea Ensino- Aprendizagem de LE/L2 na LA, tais como: abordagem, movimento, paradigma e comunidade científica. O trabalho busca como fundamentação teórica, primordialmente, o conjunto da obra de Thomas Kuhn apoiada, também, na visão de Masterman (1979). Para a evolução da reflexão, a investigação recebe um auxílio valioso da segunda filosofia de Wittgenstein, no que se refere à noção de jogos de linguagem, e da visão de Lakatos sobre a formação de programas de pesquisa científica. O tema central da pesquisa gira em torno da percepção de uma tensão instaurada na área pela apropriação, pelos especialistas, da noção de sinônimo entre os termos abordagem comunicativa (AC), ensino comunicativo de língua (ECL) e movimento comunicativo (MC), associados, muitas vezes, à concepção de paradigma. A noção de que AC, ECL e MC são sinônimos entre si, acaba atribuindo à AC uma posição de destaque na hierarquia com outras abordagens (como, por exemplo, as abordagens instrumental (AI) e comunicacional (ACC)). Atualmente na área, o uso dos termos dimensão, variante ou versão da AC aparecem na literatura para classificar as outras abordagens, minimizando o que classificamos de tensão. O que se propõe é o reconhecimento da AI e da ACC como abordagens independentes (ou paradigmas como exemplos compartilhados/metaparadigma de sentido mais restrito) e em coexistência com a AC, todas inseridas no MC. Para tanto, o termo movimento é definido para a área como paradigma como a constelação dos compromissos de grupo/sociológico (de sentido mais global). O termo abordagem mantém o conceito clássico em Anthony (1963/1965), mas o reposicionamos hierarquicamente abaixo do termo movimento. Os resultados mostram que a competência comunicativa, que historicamente inspira o surgimento dos termos AC, ECL e MC, é base de fundamentação apenas da AC e mote da comunidade científica ECL. O alicerce do MC (comunidade científica de sentido mais global; o conjunto) é a visão de linguagem como ato social que é compartilhada por todas as comunidades (de sentido mais restrito; os subconjuntos) que o compõe: ECL, ensino comunicacional de língua (ECCL) e ensino instrumental de língua (IEL). A competência linguística e a competência pragmática são as bases que fundamentam: 1) a ACC e a AI; 2) as reflexões a priori sobre a aquisição de LE/L2 das comunidades, ECCL e EIL, que, respectivamente, elaboraram as abordagens mencionadas. A proposta da tese de um re-mapeamento na área de ensino de línguas é, também, o início de um debate (filosófico e não dogmático) e um convite à reflexão para os membros que compõem a comunidade (de sentido mais global) do MC. A finalidade maior dos resultados desse debate é revertê-los para a formação de novos especialistas e de professores pré- e em serviço de línguas estrangeiras. / The aim of the thesis is to develop a philosophical reflection, and therefore not dogmatic, of some important questions which involve basic concepts in the background and improvement of Foreign and Second Language (F/SL) Teaching and Learning, such as: approach, movement, paradigm and the scientific community. This qualitative and interpretative research attempts to use the collection of work by Thomas Kuhn, also supported by Masterman´s point of view (1979), as a guideline of a theoretical basis. For this reflection to take place, the investigation was helped by the second philosophy of Wittgenstein, in which the notion of language games are referred to, as well as the vision of Lakatos concerning the development of scientific research programmes. The central theme of research is concerned with the perception of a tension felt in the area by appropriacy, by specialists, of the notion of synonym among the terms: the Communicative Approach (CA), Communicative Language Teaching (CLT) and the Communicative Movement (CM), often associated to the concept of paradigm. The notion that CA, CLT and CM are synonyms among themselves ends up attributing to the CA a strong position in the hierarchy with other approaches, such as English/Language for Specific Purpose (ESP/LSP Approach) and the Communicational Approach (CCA). Currently in the area, the use of the terms dimension, variant or ´weak´/´strong´ interpretation of the CA appears in the literature to classify the other approaches, minimizing what we classify as a tension. What is proposed here is the recognition of ESP/LSP and CCA as independent approaches (or paradigms in a restricted sense) and the co-existence with CA, all inserted into the CM (which is at the top of the hierarchy). To achieve this, the term movement is defined in the area in terms of paradigm (in a global sense). The term approach maintains the classic concept in Anthony (1963/1965), but we reposition it hierarchically under the term movement as a paradigm in a restricted sense. The results show that communicative competence, which historically inspired the appearance of the terms CA, CLT and CM is, in fact, the fundamental basis of CA only, and the motto of CLT. The basis of the CM (as a paradigm and a scientific community, both in a global sense) is the vision of language as a social act which is shared by all communities (in a restricted sense) which form it: CLT, Communicational Language Teaching (CCLT) and ESP/LSP. Linguistic and pragmatic competences are the fundamental basis of: 1) CCA and ESP/LSP approach; 2) reflections (a priori) of the communities of CCLT and ESP/LSP about F/SL acquisition, which respectively developed the mentioned approaches. The proposal of remapping the area of LT is also the beginning of a philosophical debate and an invitation to members of the MC community (in a global sense) to reflect on the issues brought about by this thesis. From this work, we expect to redirect its outcomes so as to instruct new specialists and teachers in pre- and in-service training of foreign languages.