A partir dos pressupostos de que crenças exercem um papel importante na aquisição e aprendizagem de línguas e de que o ensino de línguas tem chegado a uma fase que pode ser caracterizada como pós-métodos, o presente trabalho investiga em que medida um curso interativo e intensivo de alemão atua sobre as crenças dos aprendizes. O curso é baseado nos conceitos da teoria de aquisição de línguas estrangeiras de Stephen Krashen que apresenta uma distinção entre aquisição e aprendizagem e também demonstra que fatores afetivos atuam como um filtro para o aprendizado. Ao mesmo tempo, esta teoria é ampliada com aspectos de outras teorias de aquisição e aprendizagem de línguas. Desta forma o curso oferecido é focalizado na oralidade, aquisição e interação. Dentro do âmbito deste curso são pesquisadas no presente trabalho especialmente as crenças dos participantes do curso a respeito de autonomia, nas aulas de língua alemã e de língua em geral. A investigação aconteceu mediante o critério temporal, verificando-se quais as crenças os participantes possuíam antes e depois do curso. Ao mesmo tempo, o trabalho propõe a identificação de relações entre motivação, expectativas específicas sobre o curso, decisões programáticas dentro do curso e sua percepção pelos participantes. Também foram observados fatores afetivos que influenciam mudanças nas crenças gerais sobre aulas de línguas. No trabalho, investigam-se os pontos indicados mediante questionários, diários de aprendizagem, entrevistas, testes de desempenho e gravações das aulas. Os resultados do trabalho indicaram mudanças nas crenças dos participantes do curso para algumas determinadas áreas. Destacam-se aqui as crenças sobre a língua alemã e, em parte, sobre aulas de línguas. As crenças sobre autonomia não foram alteradas significativamente. Porém as interdependências das várias crenças se demonstraram complexas e múltiplas. / Parting from the supposition that beliefs have a considerable impact on language learning and language acquisition and that language teaching has reached a point that can be characterized as a post-methods era, the present work investigates what impacts an intensive and interactive German language course has on the participants beliefs. The language course in question is based on the theory established by Stephen Krashen and concerns in particular the learningacquisition distinction and the affective filter. Furthermore, this basis is amplified through aspects of other language learning theories. Thus, the offered language course focuses on oral skills, provides language acquisition rather than learning and interaction in the classroom. In the framework of such a course the beliefs of the participants are investigated, especially concerning affective variables and beliefs about the German language, language classes in general and autonomy. The investigation was carried out using questionnaires, interviews, learning diaries, achievement tests and audiotapes of class interaction. The participants beliefs held before and after the course were compared. At the same time, possible relations between motivation, expectations about the course and how the participants perceived the course were investigated. Affective variables throughout the course and how these affect learning and the beliefs of the participants were also investigated. The results of the work indicate that the participants beliefs in certain areas change throughout the course. Especially the beliefs about learning German and the German language seem to have changed. Partial changes were noticed in the beliefs about language learning in general. The course seems not to have an impact on the students beliefs on autonomy. The links between alteration of beliefs, motivations and expectations were found to be complex and diverse.

A partir dos pressupostos de que crenças exercem um papel importante na aquisição e aprendizagem de línguas e de que o ensino de línguas tem chegado a uma fase que pode ser caracterizada como pós-métodos, o presente trabalho investiga em que medida um curso interativo e intensivo de alemão atua sobre as crenças dos aprendizes. O curso é baseado nos conceitos da teoria de aquisição de línguas estrangeiras de Stephen Krashen que apresenta uma distinção entre aquisição e aprendizagem e também demonstra que fatores afetivos atuam como um filtro para o aprendizado. Ao mesmo tempo, esta teoria é ampliada com aspectos de outras teorias de aquisição e aprendizagem de línguas. Desta forma o curso oferecido é focalizado na oralidade, aquisição e interação. Dentro do âmbito deste curso são pesquisadas no presente trabalho especialmente as crenças dos participantes do curso a respeito de autonomia, nas aulas de língua alemã e de língua em geral. A investigação aconteceu mediante o critério temporal, verificando-se quais as crenças os participantes possuíam antes e depois do curso. Ao mesmo tempo, o trabalho propõe a identificação de relações entre motivação, expectativas específicas sobre o curso, decisões programáticas dentro do curso e sua percepção pelos participantes. Também foram observados fatores afetivos que influenciam mudanças nas crenças gerais sobre aulas de línguas. No trabalho, investigam-se os pontos indicados mediante questionários, diários de aprendizagem, entrevistas, testes de desempenho e gravações das aulas. Os resultados do trabalho indicaram mudanças nas crenças dos participantes do curso para algumas determinadas áreas. Destacam-se aqui as crenças sobre a língua alemã e, em parte, sobre aulas de línguas. As crenças sobre autonomia não foram alteradas significativamente. Porém as interdependências das várias crenças se demonstraram complexas e múltiplas. / Parting from the supposition that beliefs have a considerable impact on language learning and language acquisition and that language teaching has reached a point that can be characterized as a post-methods era, the present work investigates what impacts an intensive and interactive German language course has on the participants beliefs. The language course in question is based on the theory established by Stephen Krashen and concerns in particular the learningacquisition distinction and the affective filter. Furthermore, this basis is amplified through aspects of other language learning theories. Thus, the offered language course focuses on oral skills, provides language acquisition rather than learning and interaction in the classroom. In the framework of such a course the beliefs of the participants are investigated, especially concerning affective variables and beliefs about the German language, language classes in general and autonomy. The investigation was carried out using questionnaires, interviews, learning diaries, achievement tests and audiotapes of class interaction. The participants beliefs held before and after the course were compared. At the same time, possible relations between motivation, expectations about the course and how the participants perceived the course were investigated. Affective variables throughout the course and how these affect learning and the beliefs of the participants were also investigated. The results of the work indicate that the participants beliefs in certain areas change throughout the course. Especially the beliefs about learning German and the German language seem to have changed. Partial changes were noticed in the beliefs about language learning in general. The course seems not to have an impact on the students beliefs on autonomy. The links between alteration of beliefs, motivations and expectations were found to be complex and diverse.

This study examines the ways in which adult male students approach learning English as a second language. A number of recent studies have indicated that many male learners experience considerable difficulty participating in language classes. In particular several studies have found that course failure rates of male language students were higher than those of females. The objectives of the present study, therefore, are to: describe the preferred strategies of a group of male students for approaching language learning; describe the strategies they use when interacting in class discussion; and to examine the relationship between learning strategies and ESL academic achievement. This broad subject has been narrowed down to a specific focus on how male ESL students develop oral and aural skills. The subjects are a small group of students of the Adult Migrant English Service Program, Canberra. Data have been obtained through questionnaires, interviews and observations in classroom settings. The questionnaires and interviews aim to reveal how frequently, and in what situations, certain learning strategies appear important to the male students' participation in language learning. These strategies include those of memory, cognition, compensation, meta-cognition, social communication and emotion. The observations examine patterns in interaction. Both the questionnaire and observations provide the basis for statistical analysis. Literature covering the role of strategies and styles in second language learning, the characteristics of adult learners; and gender differences in the range of strategies used by adult learners has been examined and used as a foundation for the present study. Strategies for listening and speaking are often used without conscious attention given to them. However, given the right learning environment, male students may develop a range of strategies that may assist them in ESL learning. This environment exists both informally, in the community, and in the ESL classroom. It was found that students who used ESL frequently in community life, such as in a workplace setting, had developed a "strategy awareness" and were able to call on a broad range of strategies to help them when interacting with other speakers. Within the classroom, it was observed that unstructured discussions using open-ended themes encouraged male students to use a variety of strategies, such as asking questions, asking for clarification and expanding ideas, to enable them to participate in the communication. The findings of this study suggest that an awareness of and ability to apply appropriate learning strategies have an important place in helping male students participate in selected language learning activities and to develop their ESL skills. An examination of Australian Second Language Proficiency Rating scores and the Certificate in Spoken and Written English III results revealed that students who were successful in these assessment measures, were those who were observed and who reported frequent awareness and utilisation of the above mentioned strategies. Finally, it can be suggested that because not all male students have equal opportunities to use ESL in community life, the English language teacher is in an ideal position to develop students' strategy awareness. For this to occur, the teacher also needs to create a learning environment whereby students are encouraged to select from these strategies and to utilise them in appropriate ways.

Made available in DSpace on 2017-07-10T18:56:02Z (GMT). No. of bitstreams: 1 Susana_ Ferreira.pdf: 4106070 bytes, checksum: 1044accb1700604b74985f1093a3a898 (MD5) Previous issue date: 2016-06-03 / Fundação Araucária / The context of this research involved two State public schools located on the cowntryside of Paraná. Specifically, it involved two English language teachers of elementary school, invited to participate in the study during a workshop of continued training of 60 hours, in which it was reflected the social identities of race and teaching practice permeated by multiliteracies resources. The research questions that permeate this work are: ─what were the perceptions of each teacher during the workshop of continuing education on the subject of social identities of race and multiliteracies?- what were the perceptions of each teacher about how their own practice, through a formation course reflections, about the social identities of race and multiliteracies in English classes? ─what were the perceptions about how the multiliteracies theory can contribute to reflections about social identities of race and multiliteracies in English classes? ─ The theme of research is about perceptions of these two teachers about social identities of race, multiliteracies and teaching practice during and after the workshop of continuing education. To answer these questions, the research was supported by the theoretical framework of Applied Linguistics (MOITA LOPES, 2006). In addition, it was consulted many sources that deal with social identities race (FERREIRA, 2012a), about literacies (SOARES, 2003; KLEIMAN, 2005) new studies of literacy (STREET, 2003), multiliteracies (COPE, KALANTZIS, 2000) and critical discourse analysis (FAIRCLOUGH, 2001; VAN DIJK, 2012). These information were really important to the reflections of this work. Methodologically, it is a qualitative and grounded nature of research in Applied Linguistics, which presented a proposal for action- research / intervention as methodology, whereas the theoretical and practical reflections were held since the beginning of the teacher training workshop up to the end, which resulted in the use of didactic sequence elaborated by teachers in order to improve the teaching practice. The data generation tools were: observation diary, reflective accounts, autobiographies, questionnaire, interview and writing classes, while using the courseware developed by two teachers. The results point that the multiliteracies resources contributed to improve the practice of teachers and it helped in hinking about social identities race. This work also showed that more targeted reflections to equip teachers of Language teaching area, especially English Language, are necessary. Except theoretical/ methodological limitations, the conclusion points to positive perceptions of both teachers about the participation of a training workshop on social identities of race and multiliteracies and its contribution to reflections on the racial issue in English Language classes. / O contexto desta pesquisa envolveu duas escolas públicas estaduais situadas no interior do estado do Paraná. Especificamente, envolveu duas professoras de Língua Inglesa (LI) de Ensino Fundamental, convidadas a participar da pesquisa durante uma oficina de formação continuada de 60 horas que refletiu a respeito de identidades sociais de raça e prática docente e os recursos de multiletramentos. As perguntas de pesquisa que permearam esse trabalho foram: ─Quais foram as percepções das duas professoras durante uma oficina de formação continuada a respeito da temática acerca de identidades sociais de raça e multiletramentos? ─Que percepções cada professora teve sobre a temática identidades sociais de raça e a própria prática pedagógica, a partir de uma formação continuada acerca de identidades sociais de raça e multiletramentos? ─Quais foram as percepções das professoras a respeito de como os multiletramentos podem contribuir para as reflexões acerca de identidades sociais de raça nas aulas de Língua Inglesa? A temática da pesquisa versou sobre as percepções dessas duas professoras a respeito de identidades sociais de raça, multiletramentos e prática docente durante e após a oficina de formação continuada. Para responder a tais questionamentos, a pesquisa foi sustentada pelo arcabouço teórico da Linguística Aplicada (MOITA LOPES, 2006). Além disso, foram consultadas várias fontes que versam sobre identidades sociais de raça (FERREIRA, 2012a), sobre letramentos (SOARES, 2003; KLEIMAN, 2005), sobre novos estudos do letramento (STREET, 2003), sobre multiletramentos (COPE, KALANTZIS, 2000) e sobre análise crítica do discurso (FAIRCLOUGH, 2001; VAN DIJK, 2012). Essas consultas foram de suma importância para as reflexões registradas neste trabalho. Metodologicamente, trata-se de uma pesquisa de cunho qualitativo e alicerçada na LA, que trouxe uma proposta de pesquisa-ação/intervenção como metodologia, ao passo que as reflexões teóricas e práticas foram realizadas desde o início da oficina de formação de professores até o final da utilização da sequência didática elaborada pelas docentes visando ao aprimoramento da prática pedagógica. Os instrumentos de geração de dados foram: observação com diário de campo, relatos reflexivos, autobiografias, questionário, entrevista e gravação das aulas durante a utilização do material didático elaborado pelas duas professoras. Os resultados apontaram na direção de que os recursos de multiletramentos contribuíram para melhorar a prática das professoras e auxiliaram na reflexão sobre identidades sociais de raça. E que reflexões mais direcionadas para instrumentalizar docentes da área do ensino de Línguas, especialmente LI (Língua Inglesa), são necessárias. Salvo limitações teóricas/metodológicas, a conclusão apontou para percepções positivas das duas professoras a respeito da participação numa oficina de formação sobre identidades sociais de raça e multiletramentos e sua contribuição para reflexões sobre a temática racial nas aulas de LI.

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Innerhalb des Faches ‚Auslandsgermanistik‘ existieren bislang keine einheitlichen überschaubaren Richtlinien und Handlungsschritte für die Lehre des berufsorientierten Übersetzens auf allen sprachlichen Leistungsniveaus in Fremdsprachenstudien. Trotz der Einbeziehung der Sprachmittlung in den Gemeinsamen Europäischen Referenzrahmen (GER), ist hier ein professioneller Gebrauch der sprachmittlerischen Fertigkeiten in der Auslandsgermanistik nicht einbezogen (Fitzpatrick 1997:66). Daraus folgt die noch existierende Trennung der Fertigkeiten, die in den Fächern Übersetzungswissenschaft und Fremdsprachenstudien (im konkreten Fall hier: Auslandsgermanistik) zu trainieren sind. Weitere Folgen solcher Abgrenzungen lassen sich in einem sich noch entwickelnden Land wie Nigeria finden. In diesem Land gibt es aufgrund der Nichtverfügbarkeit von qualifizierten Lehrenden im Fach ‚Übersetzen‘ (de-en, en-de) keine funktionale Übersetzerausbildung, es fehlt auch eine Berufsorientierung im Germanistikstudium für nigerianische Germanistikstudierende. Außerdem bedürfen die Wirtschaftsbeziehungen zwischen Nigeria und Deutschland einer funktionierenden und belastbaren ‚Arbeitsbühne‘, die die Weiterentwicklung der Wirtschaft im Bereich der sprachlichen Dienstleistungen fördert und nicht, wie bisher, einschränkt. In dieser Dissertation wurde daher untersucht, wie das berufliche Übersetzen im Rahmen einer berufsbezogenen Fremdsprachlehre eingebunden werden kann. Am Beispiel des Germanistikstudiengangs in Nigeria lässt sich das anpassungsfähige Modell eines berufspraktischen Lehrplans zum Übersetzen ‚VOTT‘ als Zusatz zu den schon bestehenden Lehrplänen entwickeln.

Innerhalb des Faches ‚Auslandsgermanistik‘ existieren bislang keine einheitlichen überschaubaren Richtlinien und Handlungsschritte für die Lehre des berufsorientierten Übersetzens auf allen sprachlichen Leistungsniveaus in Fremdsprachenstudien. Trotz der Einbeziehung der Sprachmittlung in den Gemeinsamen Europäischen Referenzrahmen (GER), ist hier ein professioneller Gebrauch der sprachmittlerischen Fertigkeiten in der Auslandsgermanistik nicht einbezogen (Fitzpatrick 1997:66). Daraus folgt die noch existierende Trennung der Fertigkeiten, die in den Fächern Übersetzungswissenschaft und Fremdsprachenstudien (im konkreten Fall hier: Auslandsgermanistik) zu trainieren sind. Weitere Folgen solcher Abgrenzungen lassen sich in einem sich noch entwickelnden Land wie Nigeria finden. In diesem Land gibt es aufgrund der Nichtverfügbarkeit von qualifizierten Lehrenden im Fach ‚Übersetzen‘ (de-en, en-de) keine funktionale Übersetzerausbildung, es fehlt auch eine Berufsorientierung im Germanistikstudium für nigerianische Germanistikstudierende. Außerdem bedürfen die Wirtschaftsbeziehungen zwischen Nigeria und Deutschland einer funktionierenden und belastbaren ‚Arbeitsbühne‘, die die Weiterentwicklung der Wirtschaft im Bereich der sprachlichen Dienstleistungen fördert und nicht, wie bisher, einschränkt. In dieser Dissertation wurde daher untersucht, wie das berufliche Übersetzen im Rahmen einer berufsbezogenen Fremdsprachlehre eingebunden werden kann. Am Beispiel des Germanistikstudiengangs in Nigeria lässt sich das anpassungsfähige Modell eines berufspraktischen Lehrplans zum Übersetzen ‚VOTT‘ als Zusatz zu den schon bestehenden Lehrplänen entwickeln.

Die Arbeit bildet die fachwissenschaftlich gestützte Erziehung von Deutsch-als-Fremdsprachelehrkräften zur Medienmündigkeit ab. Dafür werden Vorstudien zu einem umfassenden Konzept zusammengefügt. Es werden drei Fachbereiche vernetzt: Lehrerbildung, Medienpädagogik und Deutsch als Fremdsprache. Der Konzeption abgeleitet ist eine mögliche Didaktik für neuere Technologien, die mit einem von der Autorin selbst erstellten Kursbaustein veranschaulicht wird.

Die Arbeit bildet die fachwissenschaftlich gestützte Erziehung von Deutsch-als-Fremdsprachelehrkräften zur Medienmündigkeit ab. Dafür werden Vorstudien zu einem umfassenden Konzept zusammengefügt. Es werden drei Fachbereiche vernetzt: Lehrerbildung, Medienpädagogik und Deutsch als Fremdsprache. Der Konzeption abgeleitet ist eine mögliche Didaktik für neuere Technologien, die mit einem von der Autorin selbst erstellten Kursbaustein veranschaulicht wird.:1. Einführung 2. Forschungsstand 2.1. Aus- und Fortbildung von Deutschlehrkräften 2.1.1. Historische Aspekte 2.1.2. Situierung im Germanistik- und Lehramtsstudium 2.1.3. Situierung der Lehrerfortbildung 2.1.4. Neue Ansprüche und Konzepte der Lehrerfortbildung 2.2. Medienpädagogik 2.2.1. Mediensozialisation 2.2.2. Medienbildung 2.2.3. Medienkompetenz 2.2.4. Neue Medien 2.2.5. Mediendidaktik 2.2.6. Lernen & Lehren mit neuen Medien 2.3. Deutsch als Fremdsprache 2.3.1. Medienwissenschaft 2.3.2. Sprachlehr- und -lernforschung 2.3.3. Medien im Unterricht 2.4. Schlussfolgerungen 3. Rahmenanalyse und Begründung der zu erstellenden Kurskonzeption 3.1. Zielgruppenanalyse & Einordnung 3.2. Ergebnisanalyse vergleichbarer Studien und Kurse 3.2.1. Lektürebericht 3.2.2. Auswertung eines landeskundlichen Seminares 3.2.3. Überlegungen zu einem medienpädagogischen Seminar 3.2.4. Überlegungen zu einer Online-Lehrerfortbildung des Goethe-Instituts 3.3. Standards, Kriterien und zu beantwortende Fragen zu Kurs & Medien 4. Konzeption eines medienpädagogischen Kurses für Deutschlehrkräfte 4.1. Kursziel: Kompetenzen Kursteilnehmender 4.1.1. Auf inhaltlicher Ebene 4.1.2. Auf Ebene der Technologien 4.1.3. Auf Ebene didaktischer Konzepte 4.1.4. Auf Ebene der Medienkompetenz 4.1.5. Zusammenfassende Lernzielformulierung 4.2. Kursform: Blended Learning 4.2.1. Struktur & Didaktik 4.2.2. Lehr- und Lernvereinbarungen 4.2.3. Überprüfung des Lernerfolges 4.2.4. Qualitätsmanagement 4.3. Kursinhalt: Konkrete Technologien & Konzepte 4.3.1. Lernplattformen & Blogs 4.3.2. Podcasts 4.3.3. Digital Games 5. Grundlegung einer Didaktik für Neue Technologien 5.1. Kommentiertes Modell 5.2. Beispielablauf eines Kursbausteins 5.3. Eignung & Varianten 6. Schlussbemerkungen Anhang: Liste der Seminarweblogs zu „Landeskunde und neue Medien“ Abbildungsverzeichnis Quellen- und Literaturverzeichnis