Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-26T21:05:04Z No. of bitstreams: 1 Juliana de Carvalho Moral Queiroz Pereira.pdf: 20716825 bytes, checksum: f640145b07311ebf61c29c0d123b9201 (MD5) / Made available in DSpace on 2016-10-26T21:05:05Z (GMT). No. of bitstreams: 1 Juliana de Carvalho Moral Queiroz Pereira.pdf: 20716825 bytes, checksum: f640145b07311ebf61c29c0d123b9201 (MD5) Previous issue date: 2016-09-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to analyze the conceptions about the teaching-learning process of teacher educators and teachers of English to children up to 6 years old and examine if they see gaps in the academic education that needs to be filled so that the teacher is able to perform in a satisfactory way in basic education regular schools. For this purpose, the leading questions were: a) What are the English as additional language teaching-learning conceptions by teacher educators and preschool English teachers in schools of the private sector? and b) Are there specific knowledge that may contribute to the performance of these teachers? This study is relevant due the lack of academic researches about indispensable issues to the education of preschool teachers, including methodology and theoretical aspects related to the age and English language teaching. This research has its theoretical background based on very young learners English teaching (NUNAN, 2011; HARMER, 2007; CAMERON, 2005; BROWN, 2001; ROTH, 1998; HALLIWELL, 1992), in Brazilian documents with respect to preschool Infantil (BRASIL, 1998a, 2010, 2012, 2013, 2015, 2016) and relevant concepts concerning the teaching-learning process in the Sociocultural Theory (VIGOTSKI, 1934/2007). The investigated data includes semi- structures interviews (STAKE, 2011; MINAYO, 2008; TRIVIÑOS, 1987), that were analyzed though theme content (BRONKCART, 1999/2007). Results reveal the necessity of teacher education programs that are anchored in the vygotskian perspective of play in order to facilitate child development / O objetivo desta pesquisa é analisar as concepções de ensino-aprendizagem de formadores e professores de inglês para crianças de até 6 anos e verificar se entendem que há brechas na formação acadêmica que precisem ser preenchidas a fim de que o docente tenha a possibilidade de desempenhar seu papel satisfatoriamente no contexto de escolas regulares da educação básica. Para tanto, as perguntas norteadoras são: a) Quais são as concepções de ensino-aprendizagem de inglês como língua adicional de formadores e professores que atuam no contexto da Educação Infantil em instituições da rede particular de ensino? e b) Há saberes específicos que podem contribuir para a atuação dos profissionais nesse contexto? A importância da realização deste estudo está na carência de trabalhos acadêmicos que tratem de aspectos imprescindíveis à formação de profissionais da educação que atuem em séries da Educação Infantil, englobando aspectos teórico- metodológicos relacionados tanto à faixa etária quanto ao ensino de língua inglesa. Esta pesquisa tem sua fundamentação teórica apoiada nos aspectos de ensino- aprendizado de língua inglesa para crianças (NUNAN, 2011; HARMER, 2007; CAMERON, 2005; BROWN, 2001; ROTH, 1998; HALLIWELL, 1992), nos documentos oficiais brasileiros elaborados pelo Ministério da Educação que fazem referência à Educação Infantil (BRASIL, 1998a, 2010, 2012, 2013, 2015, 2016) e em conceitos relevantes ao processo de aprendizagem e desenvolvimento da Teoria Sócio-Histórico-Cultural (VIGOTSKI, 1934/2007, 1934/2008). Foram realizadas entrevistas semiestruturadas (STAKE, 2011; MINAYO, 2008; TRIVIÑOS, 1987) e a análise por meio de conteúdos temáticos (BRONKCART, 1999/2007). Obtivemos como resultado a necessidade de propostas de formação de professores de inglês alicerçadas no brincar vygotskiano para de fato proporcionar o desenvolvimento infantil

Este trabalho busca analisar as representações construídas no discurso de alunos do Ensino Médio em uma escola pública. O objetivo é o de verificar os diferentes efeitos de sentido produzidos por discursos além do pedagógico e investigar sua eventual interferência no processo de identificação, tendo em vista as condições de produção do discurso da Escola Pública. Adotou-se uma abordagem transdisciplinar, à luz da Análise de Discurso (AD), Psicanálise, Filosofia e de Estudos Culturais, por meio do levantamento de alguns conceitos da AD e da conceituação de noções tais como as de identidade, representação e identificação. Partiu-se da hipótese central de que o sujeito, interpelado por diferentes discursos, a partir de um processo de identificação com relação ao falante de inglês, toma o idioma como um instrumento que lhe possibilitará ocupar o lugar desse falante. As condições de produção dos discursos trabalhados foram apontadas através de breves históricos da instrução pública no Brasil, da instituição da Língua Inglesa no currículo escolar e da sua posterior solidificação entre nós por meio de uma aliança cultural entre Brasil e Estados Unidos da América. O corpus foi formado por entrevistas gravadas em áudio, as quais foram transcritas e, posteriormente, analisadas. As análises enfocam as representações dos sujeitos acerca da instrução pública no Brasil, da aprendizagem de inglês na Escola Pública, da aprendizagem de inglês em Institutos de Idiomas, da cultura como facilitadora da aprendizagem e da língua inglesa como um bem comercializável. Dentre os discursos que constituem os sujeitos, destacamos, nessas análises, o discurso oficial da escola pública, o da mídia, o da cultura e o político-econômico. Dessas análises depreende-se que os alunos, interpelados por esses e outros discursos, são submetidos a identificações com formações que os fazem ocupar posições sujeito diversas, até por vezes contraditórias. Sugere-se, ademais, que o sujeito aprendiz de inglês no contexto de uma escola pública identifica-se com a representação do lugar ocupado pelo falante de inglês. Observa-se, no entanto, que, apesar de expressar vontade de aprender inglês, nem sempre sua possível identificação permite a ressignificação do sujeito em um processo de aprendizagem de um idioma estrangeiro. / English LaThis paper analyzes the representations built in the discourse of high-schoolers from a public school in Brazil. The aim is to recognize the effects of meaning possibly being produced by discourses other than the pedagogic and to investigate whether they have a role in the identification process, given the conditions of production of the discourse of the Public School. A transdisciplinary approach is adopted, including concepts from Discourse Analysis, Psychoanalysis, Philosophy and Cultural Studies. We thus bring in some concepts of Discourse Analysis and also conceptualize notions such as identity, representation and identification. The central hypothesis is that the subject, interpellated by different discourses, from an identification process related to the English Speaker, considers language as an instrument that will enable him/her to take the place that an English speaker has. The conditions of production of the various discourses studied in this paper are presented via brief historical surveys of the public education in Brazil, of the inclusion of the English language in the Brazilian curriculum and of the circumstances that caused English to be considered the most important foreign language within the learning system after an agreement between cultural agencies of Brazil and the United States of America. The corpus consists of audio taped interviews that were transcribed and analyzed. The analysis focuses the representations, by the subjects, of the public education in Brazil, of learning English in Public School, of learning English in Language Institutes, of culture as a facilitator of learning and of English as a commodity. Among discourses that constitute the subjects, we highlight the official discourse of public school, the discourse of media, the discourse of culture and the political-economic discourse. These analyses show that students, interpellated by these and other discourses, identify themselves with formations that make them occupy different, even contradictory, subject positions. We suggest that the subject, an English learner whose context is that of a Brazilian public school, identifies him/herself with his/her representation of the place that an English speaker takes. It is to be noted, however, that notwithstanding the subjects expression of his/her willingness to learn English, not always his/her (possible) identification allows for re-signifying within a process of learning a foreign language.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 81-84).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 81-84). Also available in print.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007. / Bibliography: 269-288.

The aim of this study is to understand whether Dörnyei’s (2005, 2009) motivational self system fits well with the language learning motivation of the participants in this Turkish university context The study has been carried out in a university in Western Turkey. In order to answer the research questions, the study has adopted a quantitative research design. The study has been conducted using a 109 item Likert scale questionnaire. The total number of participants in the study is 250. The study includes English prep class participants from the Department of Molecular Biology and Genetics, the Department of Environmental Engineering, the Department of English Language Teaching, the Department of English Language and Literature and the Department of Biology. The results of the study show that the motivational self system partially fits well with the language learning motivation of the participants in this Turkish university context. As the results suggest, the model needs some modifications in order to fit within this context. The three main components of the motivational self system (ideal L2 self, ought to L2 self, and attitudes toward learning English) are seen to be related to the intended learning efforts of the participants, and are confirmed as distinct independent constructs that measure the different dimensions of L2 motivation. However, the two standpoints, own and other, overlap in terms of instrumentality promotion, instrumentality prevention and family influence. The contribution of attitudes toward learning English to the intended learning efforts of the participants is higher than the ideal L2 self, and the effect of the ought to L2 self is questionable. In addition to this, the study shows that family influence is related to the ought to L2 self, rather than the ideal L2 self, but, contrary to Dörnyei’s (2005, 2009) model, milieu does not have any significant relationship with the ought to L2 self. The results also show that instrumentality has two foci: instrumentality promotion is related to the ideal L2 self, and instrumentality prevention is related to the ought to L2 self. Furthermore, imagination is found to be related to the ideal L2 self, as shown in the motivational self system. The results also suggest that the international community is important instrumentally for the imagined selves of the participants. This result supports the discussion that the international position of English attracts the participants’ future selves as suggested in the L2MSS. Key words: motivational self system; ideal L2 self; ought to L2 self; attitudes toward learning English; instrumentality promotion; instrumentality prevention.

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-08-07Bitstream added on 2014-06-13T18:30:39Z : No. of bitstreams: 1 costa_crm_me_sjrp.pdf: 1020410 bytes, checksum: efc5f97389b625455de924692dd9972e (MD5) / Esta investigação insere-se na área de ensino e aprendizagem de inglês como língua estrangeira, mediada pelo uso da internet. Trata-se de uma pesquisa de natureza qualitativa, de cunho etnográfico e tem por foco a motivação. Esta foi investigada em dois momentos: na fase de diagnóstico, em que aulas de língua inglesa foram observadas e na fase de intervenção, em que os alunos do mesmo contexto foram preparados e atuaram no laboratório de informática em chat com outros jovens, na língua-alvo. Na análise dos dados, na fase de diagnóstico, verificamos a baixa motivação da professora participante e também dos alunos observados, ocorrida provavelmente devido ao predomínio de procedimentos metodológicos tradicionais. Percebemos também, a desmotivação da maioria dos alunos observados pelos tipos de atividades propostas e desenvolvidas pela professora participante. Na fase de intervenção pedagógica, verificamos uma alta motivação na maioria dos alunos devido às atividades desenvolvidas pela professora pesquisadora, que enfatizavam a língua inglesa em uso para propósitos comunicativos. Neste momento da pesquisa foi realizado um estudo panorâmico da motivação dos alunos. Os dados coletados nesta fase foram insuficientes (pouco representativos), e então, optamos pela realização de um estudo de caso. Como resultados das interações, verificamos momentos de alta e baixa motivação. Momentos de alta motivação ocorreram quando os alunos participantes conseguiram interagir bem na língua inglesa e encontraram condições favoráveis da internet (speedy). Momentos de baixa motivação ocorreram quando os alunos encontraram dificuldades de compreensão da mensagem enviada na língua inglesa, e condições desfavoráveis da internet (ig). / This investigation is inserted within the area of teaching and learning English as a foreign language, mediated by the use of internet. It's a qualitative research of ethnographic nature which has as focus motivation. Motivation in a seventh grade of a public school was investigated in two moments: in a diagnosis phase, an English class was observed and in an intervention phase, the students of this same context were prepared and performed in the computer laboratory in chat with other young speakers of the English language. In the analysis of the data from the intervention phase, we could verify low motivation of the participating teacher and of the observed students which probably occurred due to the teacherþs traditional approach. We also realized that the students' desmotivation was caused by the kinds of activities proposed and developed in the classroom. In the intervention phase, we could verify high motivation of the great majority of the observed students due to the activities developed by the researcher teacher, that emphasized the English language in use for communicative purposes. In this moment of research, we fulfilled a panoramic study of students' motivation. The collection of data in this phase was incomplete, we opted to develop a case study. As results of the interactions, we could verify moments of high motivation and low motivation. Moments of high motivation were observed when the participating students demonstrated the wish of having more classes, communicated well in English and met favorable conditions of internet (speedy). Moments of low motivation occurred when the students found difficulties of comprehension of the message sent in English and unfavorable conditions of internet (ig).

Este trabalho busca analisar as representações construídas no discurso de alunos do Ensino Médio em uma escola pública. O objetivo é o de verificar os diferentes efeitos de sentido produzidos por discursos além do pedagógico e investigar sua eventual interferência no processo de identificação, tendo em vista as condições de produção do discurso da Escola Pública. Adotou-se uma abordagem transdisciplinar, à luz da Análise de Discurso (AD), Psicanálise, Filosofia e de Estudos Culturais, por meio do levantamento de alguns conceitos da AD e da conceituação de noções tais como as de identidade, representação e identificação. Partiu-se da hipótese central de que o sujeito, interpelado por diferentes discursos, a partir de um processo de identificação com relação ao falante de inglês, toma o idioma como um instrumento que lhe possibilitará ocupar o lugar desse falante. As condições de produção dos discursos trabalhados foram apontadas através de breves históricos da instrução pública no Brasil, da instituição da Língua Inglesa no currículo escolar e da sua posterior solidificação entre nós por meio de uma aliança cultural entre Brasil e Estados Unidos da América. O corpus foi formado por entrevistas gravadas em áudio, as quais foram transcritas e, posteriormente, analisadas. As análises enfocam as representações dos sujeitos acerca da instrução pública no Brasil, da aprendizagem de inglês na Escola Pública, da aprendizagem de inglês em Institutos de Idiomas, da cultura como facilitadora da aprendizagem e da língua inglesa como um bem comercializável. Dentre os discursos que constituem os sujeitos, destacamos, nessas análises, o discurso oficial da escola pública, o da mídia, o da cultura e o político-econômico. Dessas análises depreende-se que os alunos, interpelados por esses e outros discursos, são submetidos a identificações com formações que os fazem ocupar posições sujeito diversas, até por vezes contraditórias. Sugere-se, ademais, que o sujeito aprendiz de inglês no contexto de uma escola pública identifica-se com a representação do lugar ocupado pelo falante de inglês. Observa-se, no entanto, que, apesar de expressar vontade de aprender inglês, nem sempre sua possível identificação permite a ressignificação do sujeito em um processo de aprendizagem de um idioma estrangeiro. / English LaThis paper analyzes the representations built in the discourse of high-schoolers from a public school in Brazil. The aim is to recognize the effects of meaning possibly being produced by discourses other than the pedagogic and to investigate whether they have a role in the identification process, given the conditions of production of the discourse of the Public School. A transdisciplinary approach is adopted, including concepts from Discourse Analysis, Psychoanalysis, Philosophy and Cultural Studies. We thus bring in some concepts of Discourse Analysis and also conceptualize notions such as identity, representation and identification. The central hypothesis is that the subject, interpellated by different discourses, from an identification process related to the English Speaker, considers language as an instrument that will enable him/her to take the place that an English speaker has. The conditions of production of the various discourses studied in this paper are presented via brief historical surveys of the public education in Brazil, of the inclusion of the English language in the Brazilian curriculum and of the circumstances that caused English to be considered the most important foreign language within the learning system after an agreement between cultural agencies of Brazil and the United States of America. The corpus consists of audio taped interviews that were transcribed and analyzed. The analysis focuses the representations, by the subjects, of the public education in Brazil, of learning English in Public School, of learning English in Language Institutes, of culture as a facilitator of learning and of English as a commodity. Among discourses that constitute the subjects, we highlight the official discourse of public school, the discourse of media, the discourse of culture and the political-economic discourse. These analyses show that students, interpellated by these and other discourses, identify themselves with formations that make them occupy different, even contradictory, subject positions. We suggest that the subject, an English learner whose context is that of a Brazilian public school, identifies him/herself with his/her representation of the place that an English speaker takes. It is to be noted, however, that notwithstanding the subjects expression of his/her willingness to learn English, not always his/her (possible) identification allows for re-signifying within a process of learning a foreign language.

The study of motivation in language learning and language teaching has a long history. The present study investigates what attitudes students in upper secondary school have towards the English language and what motivates them to learn it. The study is based on a questionnaire regarding motivation and sixty students have participated. The study shows that the students have acknowledged the status of the English language in the world and its function as an international language as well as its function as a tool for communicative purposes. A conclusion is that they have positive attitudes in general towards the English language as well as learning English.

This study explores whether upper-secondary students in a Swedish school tend to have instrumental or integrative motivation towards their English studies. Several studies are looked into where a correlation between motivation and second language achievements has been found and a number of models are analysed that show how motivation plays a role in second language proficiency. The study also investigates the students’ overall motivation towards a specific assignment that they recently finished and the correlation between motivation and the grade that they got on the assignment is calculated and analysed. This study is conducted through a survey that is answered by 40 students at an upper-secondary school in Sweden. All of the students study English and they all answered a questionnaire regarding their motivation towards their English studies in general as well as their motivation towards the assignment that they recently finished.  The results show that students in upper-secondary schools in Sweden tend to have instrumental motivation towards their English studies as they answered that the majority of them wants to learn English for practical reasons. The study also showed that the correlation between students’ motivation and their second language achievements is moderate and positive where the students’ motivation as well as their grades tend to move in tandem, so when the motivation gets higher, the grade tends to follow and vice versa.