Orientador: Maria Rita Salzano Moraes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T07:26:51Z (GMT). No. of bitstreams: 1 Brahim_AdrianaCristinaSambugarodeMattos_D.pdf: 1893537 bytes, checksum: 5110d88e051bfaf6f9aa973be160bc71 (MD5) Previous issue date: 2008 / Resumo: Esta investigação foi realizada através da abordagem qualitativa de pesquisa, do tipo pesquisa-ação, orientada por reflexões teóricas sobre concepções de discurso, leitura crítica e tipos de interação pedagógica. O objetivo foi avaliar - através de análises de eventos pedagógicos selecionados a partir da interação em sala de aula - uma proposta de intervenção pedagógica em um contexto de formação de professores de inglês, ou seja, o Curso de Letras. Essa proposta foi guiada pelo "perspectivismo crítico" a partir do qual sugerimos uma prática de leitura que contemplasse, por um lado, os textos e o tema ("o mundo do trabalho") presentes no livro didático de inglês, e, por outro, textos externos, de mesmo tema, que apresentassem perspectivas discursivo-ideológicas diferentes. Sendo assim, nossa análise teve como corpus as análises pré-pedagógicas e cinco aulas registradas em que atuamos como professora-formadora/pesquisadora, a partir das quais investigamos os efeitos de vários tipos de interação pedagógica que ocorrem no processo de leitura crítica que parte de uma interpretação textual, para então chegar a uma interpretação do discurso, apoiando os alunos na reflexão sobre aspectos ideológicos subjacentes, levando-os a um posicionamento de aliança ou de resistência. Para isso, o estudo foi teoricamente embasado por concepções de análise crítica do discurso, leitura crítica e por tendências interacionistas neo-vygotskianas. As análises nos mostraram que uma aula de leitura que se quer crítica pode acontecer através de diferentes tipos de interação pedagógica, sendo em alguns momentos mais e, em outros, menos contingentes. O processo de reflexão crítica sobre discursos deve partir, necessariamente, de um entendimento do discurso em si. Como professora-formadora tivemos, em alguns momentos, um papel importante de apoio nas interpretações textuais e discursivas e, em outros momentos, os alunos mostraram autonomia nas interpretações discursivo-ideológicas. Concluímos que é possível fazer um trabalho de leitura crítica com textos de um livro didático se o professor-formador alterar o modo de utilização do material, inserindo outros textos sobre o mesmo tema que apresentem perspectivas discursivo-ideológicas diferentes. / Abstract: This investigation was carried out through a qualitative approach study and action research, supported by theories about discourse analysis, critical reading and pedagogical interaction. The main goal was to evaluate a pedagogical proposal in an EFL teacher education course. This proposal was based on the critical perspectivism - a pedagogical practice which uses texts and theme (the world of work) from an EFL textbook and other authentic texts. All these texts have different ideological perspectives. The corpora were the pre-pedagogical analyses and five registered classes that were analysed to investigate the different types of pedagogical interaction effects. This was carried out in a critical reading process, which initiates with text interpretation, leading to discourse interpretation and supporting the students in the process of ideological critical reflection, therefore positioning them differently.The analyses showed that a critical reading class can take place in either a onological or a dialogical way. The critical reflection process has to start by an understanding of the discourse itself. As a researcher and an educator-teacher we had an important role concerning the scaffolding to lead students to different discourse positionings; on the other hand they had some autonomy. We have also concluded that it is possible to make a critical pedagogical work with texts from an EFL textbook if the educator-teacher changes the way of using the textbook adding to his work texts with different ideological perspectives. / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

This research investigated the relationship between students’ approaches to second language learning and a specific personality variable. The main research instruments were two questionnaires. One was the Language Learning Orientation Questionnaire (LLOQ), which measures two orientations to language learning, Structure Orientation (SO) and Communication Orientation (CO). The other instrument was the Regulatory Focus Theory Questionnaire (RFTQ), which was extensively modified from the USdesigned Regulatory Focus Theory (RFT: Higgins, 1997) for application in the Chinese cultural background, or Confucian Heritage Cultures (CHC), of Taiwan. The study involved 360 students in four high schools in Taiwan. The quantitative data from the questionnaires were supplemented by qualitative data from interviews and non-participant classroom observations. The analysis of LLOQ results demonstrated a clear distinction between SO and CO among the participants. The results of the CHC RFTQ identified three forms of Regulatory Focus: Obligation-Adherence, Social-Security (which are conflated in standard RFT as PRE) and Goal-Achievement (a specific form of PRO). The analysis of the relationship between the LLOQ and RFTQ data indicates there is a correlation between RF and LLO.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-02T11:58:20Z No. of bitstreams: 1 ALTAMIR GOMES DOS SANTOS.pdf: 9473772 bytes, checksum: 93fbb702acd65733cc1df7d85e87aacc (MD5) / Made available in DSpace on 2017-10-02T11:58:20Z (GMT). No. of bitstreams: 1 ALTAMIR GOMES DOS SANTOS.pdf: 9473772 bytes, checksum: 93fbb702acd65733cc1df7d85e87aacc (MD5) Previous issue date: 2017-02-24 / In a bibliographical survey process with the Bank of Theses and Dissertations (BTD), the various public policies that deal with foreign language teaching, especially English, do not contemplate the use of specific tools for middle school. The learning of a second language in a process of globalization is very important in the development of the subject, and this is why the legislation presupposes the teaching of English to students of basic education in grades 5-8. Considering the mapping of the specific literature, it is possible to affirm that the students' learning has been deficient, even with four consecutive years of teaching English. Similarly, some authors still claim that the teacher is responsible for the students' lack of learning. Faced with the insertion of new technologies in schools, it is necessary to make available to our school institutions, through the formulation of public policy, tools that contribute as a proposal to meet the demands of education and student learning. This research investigated the application of a specific software in a private school in the interior of the State of S?o Paulo, involving two groups of 8th graders, with the purpose of evaluating the referred tool. The research problem was thus formulated: what results, after applying the software, can be evaluated as subsidies for a public policy? The method used was documentary, bibliographic and field study, and the instruments were: two questionnaires and class observation, in addition to the perspective of teachers as interlocutors of this process. As a result, the importance of the English teaching tool was evidenced, which acts as an ally in the daily experience of teaching and learning English, as well as motivating students to practice the foreign language out of the traditional classroom environment. Difficulties were encountered with the connection of the tool with the internet in the first two months of implantation, mainly with respect to the speech device that gave access to the program. / Por meio de um levantamento bibliogr?fico junto ao Banco de Teses e disserta??es (BTD), as diversas pol?ticas p?blicas que tratam do ensino de l?ngua estrangeira, em especial o ingl?s, n?o contemplam a utiliza??o de ferramentas espec?ficas para o Ensino Fundamental II. O aprendizado de uma segunda l?ngua em um processo de globaliza??o ? muito importante na forma??o do sujeito, e esta afirma??o ? confirmada pela determina??o da LDB (Leis de Diretrizes e Bases) para que haja o ensino de pelo menos uma l?ngua estrangeira para alunos da educa??o b?sica de 6? ao 9? ano, que geralmente ? o Ingl?s; e a escolha depender? de cada esfera estadual ou municipal conforme as realidades regionais. Considerando o mapeamento da literatura espec?fica, ? poss?vel afirmar que a aprendizagem dos alunos tem sido deficit?ria, mesmo com quatro anos seguidos de ensino de ingl?s. Igualmente, alguns autores ainda afirmam ser o professor o respons?vel pela aus?ncia de aprendizagem dos alunos. Face ? inser??o das novas tecnologias nas escolas, percebe-se a necessidade de ser colocada ? disposi??o de nossas institui??es escolares, por meio da formula??o de pol?tica p?blica, ferramentas que contribuam como proposta para atender as demandas da educa??o e a aprendizagem dos estudantes. Esta pesquisa investigou a aplica??o de um software espec?fico em uma escola privada no interior do Estado de S?o Paulo, envolvendo duas turmas do 8? ano, com o prop?sito de avaliar a referida ferramenta. O problema da investiga??o estava assim formulado: que resultados, ap?s aplicar o referido software, podem ser avaliados como subs?dios para uma pol?tica p?blica? O m?todo utilizado diz respeito ? pesquisa documental, bibliogr?fica e estudo de campo, e os instrumentos foram: dois question?rios e observa??o de classe, al?m da perspectiva dos professores como interlocutores deste processo. Como resultado, evidenciou-se a import?ncia da ferramenta de ensino de ingl?s, a qual atua como aliada na experi?ncia di?ria do ensino e aprendizagem do ingl?s, como tamb?m motivar os alunos para a pr?tica da L?ngua Estrangeira fora do ambiente de sala de aula tradicional. Evidenciou-se tamb?m dificuldades de conex?o da ferramenta com a internet nos primeiros dois meses de implanta??o, principalmente com rela??o ao dispositivo de fala que dava acesso ao programa.

Extramural English (EE) engagement is common amongst young English as a foreign language (EFL) learner in Sweden. However, the ESL students engage in EE activities to varying degrees and their English proficiency could be positively affected by the amount of time spent on EE activities. The present study therefore aims to increase knowledge about grade 6 students’ EE engagement and its possible correlate with the students’ English grades in a Swedish context. Additionally, the study explores which types of EE activities: receptive, productive, and interactive, the students engage most in, and if there is some correlation between type of EE activity engaged in and English grade. This was investigated through mixed-method research, conducting both a quantitative digital questionnaire with 30 participant sixth graders and two qualitative focus group interviews with a total of five sixth graders participating. The findings show that the grade 6 students with high English grades engage most in interactive EE activities, whereas low-grade English students mostly engage in receptive EE activities. Additionally, the qualitative results indicate that grade 6 students perceive benefits of learning English through EE engagement. However, the present study cannot prove any statistically significant correlation between number of hours spent on EE activities per week and English grades. The present study suggests that EFL teachers consider and incorporate the increasing EE engagement of their students in the didactic choices made for English language teaching (ELT). To comprehensively explore the effects that young ESL learners’ EE engagement has on their English acquisition and grades, further research should focus on longitudinal studies, representing a greater variety and number of students participating.