Made available in DSpace on 2016-04-28T18:24:10Z (GMT). No. of bitstreams: 1 Eduardo de Carvalho Cassimiro.pdf: 1020935 bytes, checksum: 5f58f40cd77d7501317d1d1802e15821 (MD5) Previous issue date: 2009-08-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Through this research, its author investigated the reasons why there were some errors in the essays written by his students in a foreign language. They were all adult, Brazilian learners of English at a language institute. Such errors used to make those students communication in written English quite difficult, and this fact would leave them bothered and bitterly frustrated. In the author s research group, papers whose focus was exactly like his, which brought up methodological and institutional implications, were scarce. This is a qualitative and interpretative case study that can be placed in the Applied Linguistics field, and its theoretical bases are the studies by Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygostky (2000) and Corder (1981), among others. The evidence seems to warrant the conclusion that those learners of English used to write their essays in the foreign language in accordance with their linguistic awareness of their mother tongue (Portuguese), and such awareness of language had been built , developed, social--historically, throughout their experiences in their native tongue / O autor desta pesquisa investigou as razões da existência de agramaticalidades nas redações escritas em inglês pelos seus alunos adultos numa escola de idiomas. Tais agramaticalidades dificultavam a comunicação desses aprendizes em língua estrangeira, o que os incomodava e frustrava bastante. No grupo de pesquisa do autor, eram escassos trabalhos cujo foco fosse igual ao deste, que teve implicações metodológicas e institucionais. Trata-se de um estudo de caso qualitativo e interpretativo que se insere no campo da Lingüística Aplicada e se fundamenta nos trabalhos de.Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygotsky (2000) e Corder (1981), dentre outros. Os resultados parecem revelar que os discentes-participantes norteavam a sua produção escrita em língua estrangeira pelos conhecimentos construídos socioistoricamente em língua materna