Esta dissertação tem como objetivos descrever, analisar e discutir uma experiência de ensino/aprendizagem de francês voltada para profissionais de secretariado, indagando se um curso de Francês com Objetivos Específicos propriamente dito seria viável a aprendizes com pouco ou nenhum conhecimento do idioma já inseridos no mercado de trabalho ou se seria necessário iniciar a formação por um curso geral de Francês Língua Estrangeira. O curso experimental foi ministrado na sede do Sindicato das Secretárias do Estado de São Paulo de março a novembro de 2009 e contou com a participação de trezes secretárias. A partir da observação dos dados coletados e dos resultados obtidos ao longo da realização deste curso, pareceu-nos fundamental acrescentar à reflexão contida neste trabalho outra perspectiva: trata-se de um curso de FOS propriamente dito ou de um curso de FLE com orientação secretarial? Esta pesquisa apresenta em primeiro lugar o profissional de secretariado assim como parâmetros referentes às tarefas exigidas deste profissional no mercado de trabalho brasileiro nos dias atuais. Em segundo lugar, ela analisa a gênese e o desenvolvimento gradual do conceito de FOS e expõe por fim a concepção do curso experimental a partir dos resultados obtidos na etapa de análise de necessidades. Este estudo de caso revela o cerne do trabalho do professor: o de ser o responsável pela concepção de formações lingüísticas que aliem protocolos de concepção e procedimentos de FOS a uma orientação para a área secretarial. / This dissertation aims at describing, analysing and discussing a teaching/learning experience to secretaries regarding the French language. Its core question is whether or not a course with specific purposes would be viable for learners with little or no knowledge of the language but already inserted in the work market. The study wanted to determine if such a course would be efficient or if the students would need a general course of French as a foreign language prior to the specific purpose course. The experimental course was taught at the secretaries union in the state of São Paulo from March to November 2009 and it had 13 secretaries. Based on the observation of data collected and the results obtained, we found it important to add another perspective: is this a FOS course or a FLE course but oriented to the secretarial field? This research shows first the professionals as well as parameters that refer to the tasks demanded from these professionals in todays Brazilian work market. Following, it analyses the genesis and the gradual development of the concept of FOS. Finally, it exposes the conception of the experimental course based on the results obtained in the period of the needs analysis. This case study reveals the core of a teachers job: the one of being responsible for the conception of linguistic formation that put together conception protocols and procedures of FOS with the secretarial orientation.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-09-18T11:33:27Z No. of bitstreams: 2 Dissertacao Lidia N de A Carvalhaes.pdf: 4772156 bytes, checksum: 864af8872bad073bb894be333343d911 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-18T13:04:31Z (GMT) No. of bitstreams: 2 Dissertacao Lidia N de A Carvalhaes.pdf: 4772156 bytes, checksum: 864af8872bad073bb894be333343d911 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-18T13:04:31Z (GMT). No. of bitstreams: 2 Dissertacao Lidia N de A Carvalhaes.pdf: 4772156 bytes, checksum: 864af8872bad073bb894be333343d911 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-05-10 / This thesis aims to analyze and understand how the collaboration of pairs of students can cooperate to textual comprehension in English, interpreting the reading strategies and communication used by them to mediate the interaction, in an approach of English for Specific Purposes. The research, based on Vygotsky‟s sociocultural theory and his collaborators, aims to demonstrate that, by working together, participants have the opportunity to interact and can assist each other in understanding the text, allowing the cognitive development that, according to the author, occurs primarily in the interpsychological plan and then is internalized. The ten participants are Técnico em Informática students of Instituto Federal Goiano, Rio Verde Campus, and the discipline of Inglês Técnico is part of this course curriculum. This is a qualitative investigation of three reading tasks in which participants revise together the comprehension of exercises and reconstruct the solution for the proposed questions. At the end of each collaborative task, semi-structured interviews were conducted with students in order to obtain their perceptions of the work developed in pairs. The dialogues produced during the participants‟ interactions were recorded in audio and later transcribed and analyzed. Based on the results, we observed that the students made use of strategies and sociocognitive activities to mediate the interaction. These attitudes underlie the cognitive process, allowing the development of greater autonomy in carrying out the task, and assist in its successful completion, as pointed by Donato and Brooks (1994) and Guerrero and Villamil (1996). We also observed that participants felt more interested and stimulated to perform tasks involving content closer to their academic and professional reality, supporting the principles of English for Specific Purposes that recommend combining the knowledge of the specific area with the target language to suit students‟ needs and also the needs of their education (CELANI, 2009; HUTCHINSON; WATERS, 1987). We can therefore say that, through interaction, learners experienced concrete situations of linguistic practice, realizing that they can learn from each other and becoming aware of their active role in the learning process, which favors the acquisition of FL/L2. Thus, collaboration in learning to read in English, in an English for Specific Purposes approach, constitutes a very fruitful and interesting strategy, because this knowledge is co-constructed, acquired and shared, making it legitimate, highlighting the importance of the social component to teaching and learning, not just of a FL/L2, but also as an essential condition for human cognitive development (VYGOTSKY, 1998). / Esta dissertação tem por objetivo analisar e compreender como a colaboração em pares de alunos pode cooperar para a compreensão textual em língua inglesa, interpretando as estratégias de leitura e a comunicação utilizadas por eles para mediar a interação, numa abordagem de inglês para fins específicos. A pesquisa, fundamentada na teoria sociocultural de Vygotsky e de seus colaboradores, pretende demonstrar que, ao trabalharem em conjunto, os participantes têm a oportunidade de interagir e podem auxiliar uns aos outros no entendimento do texto, possibilitando o desenvolvimento cognitivo que, segundo este autor, ocorre primeiramente no plano interpsicológico e depois se internaliza. Os dez participantes deste estudo são alunos do curso Técnico em Informática do Instituto Federal Goiano, Câmpus Rio Verde, e a disciplina de Inglês Técnico faz parte da matriz curricular deste curso. Trata-se de uma investigação qualitativa em que os participantes revisam juntos a compreensão de textos e reconstroem a solução das questões propostas durante três tarefas de leitura. Ao final de cada tarefa colaborativa, entrevistas semiestruturadas foram realizadas com os alunos na intenção de conhecer as suas percepções sobre o trabalho desenvolvido em duplas. Os diálogos produzidos durante as interações dos participantes foram gravados em áudio e posteriormente transcritos e analisados. Com base nos resultados obtidos, pudemos observar que os alunos fizeram uso de atividades sociocognitivas e de estratégias para mediar a interação, atitudes que dão base ao processo cognitivo, permitindo o desenvolvimento de maior autonomia na realização da tarefa, e ajudam no seu cumprimento bem-sucedido, conforme apontam Brooks e Donato (1994) e Villamil e Guerrero (1996). Observamos também que os participantes sentiram-se mais interessados e estimulados a realizar as tarefas que envolveram conteúdos mais próximos da realidade acadêmica e profissional deles, corroborando os princípios da abordagem instrumental que recomendam aliar os conhecimentos da área específica com a língua-alvo para atender às necessidades dos alunos e de sua formação (CELANI, 2009; HUTCHINSON; WATERS, 1987). Podemos dizer, portanto, que, por meio da interação, os aprendizes vivenciaram situações concretas de prática linguística, percebendo que podem aprender uns com os outros e tomando ciência de seu papel ativo no processo de aprendizagem, o que favorece a aquisição da LE/L2. Dessa forma, a colaboração na aprendizagem de leitura em inglês, numa abordagem instrumental, constituise numa estratégia profícua e bastante interessante, pois esse conhecimento é co-construído, partilhado e adquirido, o que o torna legítimo, destacando a importância do social para o ensino e para a aprendizagem, não só de uma LE/L2, mas também como condição essencial para o desenvolvimento cognitivo do ser humano (VYGOTSKY, 1998).

As a result of the development in foreign trade in Vietnam, there is a growing need for trained business executives and business people. A good command of spoken English is one of the most important qualifications of a foreign trade executive who needs English as a means of communicating with English speaking people in various business activities. At present, the responsibility for training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in general, and the teaching of speaking skills in particular still leave much,to be desired. The students' oral proficiency is far from satisfactory. The purpose of this report is to explore the two main problematic areas in teaching speaking skills to students of commerce in Vietnam: syllabus design and teaching methods. The report consists of four chapters. Chapter one looks at some major theoretical problems and practical issues in English for Specific Purposes teaching. Chapter two provides an analysis of the teaching and learning situations at Hanoi Foreign Trade College and problems in teaching oral skills. Chapter three is mainly concerned with designing a communicative syllabus for the teaching of speaking skills to students of commerce. Chapter four deals with the theoretical assumptions and processes involved in oral communication and discusses some classroom methods and techniques in the light of the current communicative approach. This report should be regarded as an exploratory attempt in adopting the communicative approach to teaching oral skills to students of commerce in Vietnam.

The increasing number of economic and cultural aid programmes for Vietnam to reconstruct its war-torn economy in recent years from the United Nations Development Programme and other international and governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems that face Vietnamese scientists and technicians working in these aid programmes have been a major concern of many educational institutions in Vietnam and a reason for the author of this Study Report to take up this study. Chapter one of this study covers major stages of development of the teaching of English for Specific Purposes (ESP) and various factors that influence the teaching of ESP. Chapter two discusses some current issues in the teaching of ESP in Vietnam with special reference to course organization, syllabus and material design at the Hanoi Foreign Language College. It also points out some misunderstanding and misconception in the teaching of English to Vietnamese scientists and technicians. Chapter three looks at major language problems that Vietnamese students meet when they go to study at different colleges or universities in English speaking countries. A close investigation will be carried out over a number of Vietnamese veterinary doctors studying at the university of Queensland in Australia. Chapter four is concerned with the selection of suitable syllabus models for ESP/EAP courses at HFLC and also attempts to work out appropriate syllabuses for EAP courses for Vietnamese students going to study overseas. The final chapter suggests some further considerations for organizing ESP/EAP courses at HFLC especially for material production, ESP teacher training and ESP testing. It is hoped that this Study Report will give language teachers in the ESP Department at the Hanoi Foreign Languages College a clearer picture of what ESP is all about and provide some guidelines for successful organization of teaching ESP and EAP to Vietnamese students.

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

The purpose of this study was to examine the English language needs of Tour Guidance students of Faculty of Applied Sciences at BaSkent University by referring to the perceptions of students, English instructors and curriculum coordinators and to see whether there was a relationship between students&amp / #8217 / attitude towards English language and their self ratings of learning and target needs. The data collection instruments used for the study were the attitude scale and student needs assessment questionnaire administered to forty-five students, ESP Identification Form administered to two curriculum coordinators and English Instructor Questionnaire administered to both of the curriculum coordinators and the three English instructors. The descriptive analysis of the data revealed that there were both similarities and differences among the perceptions of students, English instructors and curriculum coordinators with respect to the learning needs and target needs of students. Paired-Samples T Test results indicated need for most of the skills referring to learning and target needs. The relationship between students&amp / #8217 / attitude towards English language and their self ratings of learning and target needs came up to be of different values for the seven subdimensions of attitude. On the basis of the results of the study, it is suggested that speaking, listening and specialist vocabulary be emphasised more in order to fulfill the ESP needs of Tour Guidance students. Applying skill based syllabus as primary and situational and content approaches to syllabus design as subordinate is suggested to be effective as well. Using instructional materials appealing to the subdimensions of attitude is another suggestion presented.

Teaching through specifically designed and produced learning materials is a widely used and accepted way of teaching in higher education both nationally and internationally. Although this kind of teaching is used mainly in the field of distance education, it has become increasingly popular at traditional universities in face-to-face methods of education. Developing language-learning materials that meets the needs of English for Specific Purposes learners is a process that requires meticulous planning as English for Specific Purposes courses are aimed at meeting the career needs of the learners. An empirical study was conducted to determine the perceptions and concerns of learners using the ENGL 122 study guide at the North-West University (Potchefstroom Campus). The results of the study indicated that the learners were positive that the study guide enhanced their learning process, but various concerns were also raised by the learners. This study also aimed to create a framework for the writing of English for Specific Purposes (ESP) study guides. In order to achieve this, a literature study was done to provide information about the relevant theories and principles that apply to ESP study guide development. The literature study also included aspects that need to be taken into consideration when designing or planning the development of an ESP study guide. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

Teaching through specifically designed and produced learning materials is a widely used and accepted way of teaching in higher education both nationally and internationally. Although this kind of teaching is used mainly in the field of distance education, it has become increasingly popular at traditional universities in face-to-face methods of education. Developing language-learning materials that meets the needs of English for Specific Purposes learners is a process that requires meticulous planning as English for Specific Purposes courses are aimed at meeting the career needs of the learners. An empirical study was conducted to determine the perceptions and concerns of learners using the ENGL 122 study guide at the North-West University (Potchefstroom Campus). The results of the study indicated that the learners were positive that the study guide enhanced their learning process, but various concerns were also raised by the learners. This study also aimed to create a framework for the writing of English for Specific Purposes (ESP) study guides. In order to achieve this, a literature study was done to provide information about the relevant theories and principles that apply to ESP study guide development. The literature study also included aspects that need to be taken into consideration when designing or planning the development of an ESP study guide. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

Submitted by JESSICA LAIRA DE ARAUJO ESGOTI ULIANA (jessica.esgoti@etec.sp.gov.br) on 2018-04-03T21:43:19Z No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-04-04T13:43:46Z (GMT) No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) / Made available in DSpace on 2018-04-04T13:43:46Z (GMT). No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) Previous issue date: 2018-03-05 / Esta é uma investigação qualitativo-interpretativista de cunho etnográfico que visou analisar como se configura o processo de ensino-aprendizagem em aulas do componente de Inglês Instrumental no curso Técnico em Açúcar e Álcool, oferecido por uma instituição técnica pública do estado de São Paulo. O estudo foi realizado por meio de pesquisas bibliográficas, autobiografia da professora e entrevista, questionário aos alunos, observação, anotações em diário, gravação em vídeo, transcrição e análise das aulas, assim como sessão de visionamento com a professora participante e análise do plano de curso, sendo os dados interpretados à luz da perspectiva sociocultural (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). O objetivo principal da pesquisa foi compreender melhor o processo de ensinoaprendizagem, buscando contribuir para que a professora e demais professores possam repensar ou reafirmar seus papéis em sala de aula. O presente trabalho teve como pergunta e subperguntas de pesquisa: 1.Como se configura a (co)construção de conhecimentos em aulas de Inglês Instrumental no curso Técnico em Açúcar e Álcool sob a perspectiva sociocultural?, 1.1.Que elementos são levados em conta pela professora para essa (co)construção?, 1.2.Como se constrói a interação professor x aluno em sala de aula?, 1.3.Como se configura a negociação de significados na interação professor x aluno e aluno x aluno?, 1.3.1.Que papéis desempenha o professor?, 1.3.2.Que papéis desempenham os alunos?. Por meio da análise dos dados obtidos pode-se afirmar que as interações da professora favorecem a construção do conhecimento dos alunos, apresentando a coconstrução entre ambos, mas não é possível afirmar que essa coconstrução seja frequente. / This is a qualitative interpretative research of an ethnographic nature that aimed at investigating how the teaching-learning process is configured in ESP (English for Specific Purposes) classes of the Sugar and Alcohol Technical Course offered by a public technical institution of the state of São Paulo. The study was carried out by bibliographical research, the teacher's autobiography and interview, questionnaire to the students, observation, notes, video recordings, transcription and analysis of the classes, as well as a viewing session with the teacher and the course plan analysis, being the data interpreted in the light of the sociocultural perspective (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). The main objective of the research was to better understand the teaching-learning process, seeking to contribute so that the participating teacher and others can rethink or reaffirm their roles in the classroom. The present work had as question and sub-questions of research: 1.How is the (co)construction of knowledge configured in ESP classes of Sugar and Alcohol Technical Course from a sociocultural perspective?, 1.1.What elements are taken into account by the teacher for this (co)construction?, 1.2.How is the student-teacher interaction constructed in the classroom?, 1.3.How is the negotiation of meanings configured in the teacher-student and studentstudent interaction?, 1.3.1. What roles does the teacher play?, 1.3.2.What roles do students play?. Based on the analysis of the obtained data, it can be affirmed that the teacher’s interactions contribute to the construction of the students’ knowledge, presenting the co-construction between both, but it is not possible to state that this co-construction is frequent.

The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31: 182-183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education. The main focus of the paper is on the "English-medium Paradigm", a framework created to identify prevalent instructional types in Englishtaught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. "English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design." Dissertation, University of Vienna, 45-52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings". Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.