This research was essential to analyze the process of oralization a written text, pointing out the importance of elements of orality to the construction of meaning between the subject interactive in pieces theater. The analysis was done on these pieces, transcribed the oral environment in the classroom. The appropriateness of activities in written and spoken texts, conversely, can help students understand how to perform each of these modalities text. Was based on studies of conversational discussions Kerbrat-Orecchioni (2006), Sacks, Schegloff, Jefferson (2003), Silva (2004), Marcuschi (2003a). For studies related to the process of oralization and / or (re) formulation appeared Marcuschi (1990, 1992, 1999, 2002, 2001, 2007 and 2008), Favero et alia. (2000), Flores & Silva (2005), Dionísio & Hoffnagel (2005, p.119). The analysis showed that the informants used in pieces theater such as brands of oral correction, repetition, paraphrase, hesitation and modalization, although oral manifestations have been from a previously prepared written text. The relevance of the work is given to show the transition from oral to written text, indicating the specificity of each one in the relations of the classroom. / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta pesquisa teve como objetivo analisar o processo de oralização de um texto escrito, apontando a importância de elementos da oralidade para a construção do sentido entre os sujeitos interativos em peças teatrais. A análise foi feita nessas peças, transcritas da oralidade em ambiente de sala de aula. As atividades de adequação de textos falados em escritos e, de maneira contrária, podem contribuir para que os alunos percebam como se realiza cada uma dessas modalidades textuais. Teve como fundamentos, quanto aos estudos conversacionais, as discussões de Kerbrat-Orecchioni (2006), Sacks, Schegloff, Jefferson (2003) , Silva (2004), Marcuschi (2003a) . No tocante aos estudos ligados ao processo de oralização e/ou (re) formulação, apareceram Marcuschi (1990, 1992, 1999, 2002, 2001, 2007 e 2008), Fávero et ali. (2000), Flôres e Silva (2005), Dionísio & Hoffnagel (2005, p.119). Com isso, as análises investigam como os informantes usaram, nas peças teatrais, marcas da oralidade como a correção, a repetição, a paráfrase, a hesitação e a modalização, mesmo tendo essas manifestações advindas de textos escritos e previamente elaborados, buscando-se como se dá a passagem do texto escrito para o oral, assinalando as especificidades próprias de cada um, nas relações de sala de aula.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation aims to promote a reflection about the studies that involve retextualization operations, speaking and writing, the genre autobiography and learning needs that surround the public of Youth and Adult Education. It was observed that these students reproduced speech in the text written production, without considering that each of these modalities has linguistic marks that distinguish them, making it possible to conclude that they were homogenised way of views. In order to check specific features of speech and its transformation to other relevant information written language, offered a study about the retextualization processes proposed by Marcuschi (2010). We note the linguistic behavior of students of adult education class in a retextualization activity with pedagogical adaptations related at transforming an oral text to written text in the genre autobiography. The choice of genre is the result of a more sensitive look toward the audience that was able to recognize in their own productions, compare to the other and thus form their own identity. Through a methodological approach guided in an action research, this proposal looks at the application of a didactic sequence, based on the ideas of Schneuwly and Dolz (2004), from a pedagogical notebook in order to develop the practice of retextualization so contextualized. Textual-discursive operations involved in retextualization process are demonstrated considering interactional properties with the genre autobiography. By this way, describes how students appropriate the linguistic elements that act in the oral and written language of the genre autobiography. / Esta dissertação tem a finalidade de promover uma reflexão sobre os estudos que envolvem operações de retextualização, fala e escrita, o gênero autobiografia e as necessidades de aprendizado que circundam o público da Educação de Jovens e Adultos. Observou-se que esses estudantes reproduziam a fala na produção do texto escrito, sem considerar que cada uma dessas modalidades possui marcas linguísticas que as distinguem, possibilitando concluir que eram vistas de modo homogeneizado. A fim de verificar recursos específicos da fala e a sua transformação para outros elementos pertinentes a linguagem escrita, preconizou-se um estudo sobre os processos de retextualização propostos por Marcuschi (2010). Observamos o comportamento linguístico dos alunos de uma classe da EJA em uma atividade de retextualização com adaptações pedagógicas voltadas à transformação de um texto oral para o texto escrito no gênero autobiografia. A escolha do gênero é consequência de um olhar mais sensível em direção ao público-alvo que foi capaz de reconhecer-se em suas próprias produções, comparar com as dos outros e, assim, formar sua própria identidade. Por meio de uma abordagem metodológica pautada no estudo de caso, esta proposta analisa a aplicação de uma sequência didática, fundamentada nas ideias de Schneuwly e Dolz (2004), a partir de um caderno pedagógico com o intuito de desenvolver a prática de retextualização de forma contextualizada. São demonstradas operações textuais-discursivas envolvidas no processo de retextualização, considerando propriedades interacionais com o gênero autobiografia. Por esse viés, descreve-se como os alunos se apropriam dos elementos linguísticos que atuam na linguagem oral e escrita do gênero autobiografia.

The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows: Students’ poor background exposure to the English language; Students’ negative associations with language learning; EFL instructors’ ineffective classroom management; The adverse influence of students’ external social environments; Dependency in group work; low relevance of English Language support courses; Lack of administrative support from Universities. The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T19:05:55Z No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T19:06:13Z (GMT) No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / Made available in DSpace on 2017-03-29T19:06:13Z (GMT). No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / A presente pesquisa surge de questionamentos a respeito da formação de novos gêneros textuais, a partir dos atuais suportes digitais, via internet. Em particular, chamou nossa atenção a construção dos referentes em fóruns de discussão educacionais em Educação a Distância (EAD), bem como sua formação como gênero textual potencialmente híbrido. Para explorar essas questões, verificamos, por meio do levantamento de cadeias referenciais/estratégias referenciais de cinco fóruns de discussão educacionais e de cinco edições de um programa de televisão, a hipótese de que haveria um hibridismo entre as modalidades oralidade/escrita nos fóruns de discussão em tela. Tal hipótese parte do pressuposto de que esse gênero se constrói na escrita, porém trazendo claras heranças de sua origem oral: os fóruns. O foco específico da análise, o estudo das cadeias referenciais nos fóruns de discussão, justifica-se pela tentativa de verificar o possível papel das estratégias na configuração desse hibridismo. A investigação foi conduzida com base em um quadro de estratégias referenciais, proposto em Simas (2009) e refinado, em suas unidades analíticas, para esta tese. O arcabouço teóricometodológico deste estudo apoia-se em dois eixos: o primeiro formado pelos construtos teóricos da Teoria da Referenciação (cf. RONCARATI 2010; RONCARATI; NEVES DA SILVA, 2006; NEVES DA SILVA 2002, 2007; KOCH 2002, 2004, 2006), oriunda da chamada Linguística Textual ou Linguística do Texto e o segundo pela Teoria dos Gêneros (cf. MARCUSCHI, 2005, 2010; HEMAIS; BIASI-RODRIGUES, 2005; BAHKTIN, 1979; BRONCKART 1999; SWALES, 1990, 1998, 2004). Os resultados atestaram que, tanto nos Fóruns como nas edições do programa televisivo aqui verificadas, as estratégias de referenciação mais comuns são a pronominalização com ou sem dêixis textual, a elipse e mecanismos implícitos de retomada, tais como metáfora, metonímia, meronímia e a anáfora associativa. Isso corrobora nossa hipótese acerca do hibridismo dos fóruns e de sua possível herança na modalidade oral, no que concerne à referenciação. Sendo assim, o presente estudo contribui para a compreensão da natureza híbrida e dinâmica dos gêneros digitais, cada vez mais presentes nas práticas discursivas cotidianas. / The present research arises from questions concerning the formation of genres at new digital on-line supports from the internet. Particularly, the construction of referents in on-line discussion educational foruns on distance education (EAD, in this work) has called our attention as a potentially hybrid genre (spoken / written). In order to explore these issues, we have investigated the referential stratagies used in five discussion educational foruns and five editions of a TV show and verified the hypothesis that there might be a hybridism of spoken and written modalities in the EAD foruns. This hypothesis arises from the presupposition that, altough this genre is realized in the written modality, it brings clear characteristics from its oral origins: the classical foruns. The specific focus of the analysis, which is the study of the referential chains in the online discussion educational foruns, is motivated by the observation of a possible role of these stratagies in the configuration of the hybridism. The analysis was carried out on the basis of a chart of referential strategies, which had been proposed in Simas (2009), and refined for the present research . The theoretical framework of this study is twofold: the main concepts of Referential Theory (cf. RONCARATI, 2010; RONCARATI; NEVES DA SILVA, 2006; NEVES DA SILVA, 2002, 2007; KOCH 2002, 2004, 2006), which emerge from Textual Linguistics, and Genre Theory (cf. MARCUSCHI 2005, 2010; HEMAIS; BIASI_RODRIGUES, 2005; BAHKTIN, 1979; BRONCKART, 1999; SWALES, 1990, 1998, 2004). The results have demonstrated that the foruns and the TV show have the same most frequent referential stratagies, such as pronouns, with or without deixis; ellipsis and implicit mecanisms such as metaphors, metonymy, meronymy and associative anaphor. These results seem to corroborate our hypothesis concerning the hybridism of digital genres, which are increasingly present in our daily discourse practices.