Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The purpose of this study was to investigate the significance of English for Specific Purposes (ESP) approach for the first year Law Degree students at the University of Limpopo. Qualitative, ethnographic research was conducted to determine the views and perceptions of the participants. Data was collected through interviews and questionnaires with a selected sample of respondents, and the data was analysed using thematic analysis. Themes were generated to present the data based on the objectives of the study, which were aligned to the literature review. The study has highlighted how the ESP approach could be used in the existing English module drawing from the participants’ conceptions. The findings revealed that even though the English module is considered important in the law degree by students and lecturers, the content of the module should be designed in a manner that fits the Law field. The study recommends that relevant content be designed to develop essential skills such as problem-solving and critical thinking and the module content should be designed with the specific content that fits the law degree.

Elicited Imitation (EI) is an assessment approach that uses sentence imitation tasks to gauge the oral proficiency level of test takers. EI tests have been created for several of the world's languages, including English, Spanish, Japanese, French, and Mandarin. Little research has been conducted for using the EI approach with learners of Russian. This dissertation describes a multi-faceted study that was presented in two journal articles for the creation and analysis of a Russian EI test. The EI test was created for and tested with Russian-speaking missionaries and employees at the Missionary Training Center (MTC) in Provo, UT. The first article describes the creation of the test and analyzes its ability to predict oral language proficiency by comparing individuals' scores on the EI to their scores on the Oral Proficiency Interview (OPI). The test was found to effectively predict an individual's OPI score (R2 = .86). The second article analyzes the difference in person ability estimates and item difficulty measures between items from a general content bank and a religious content bank. The mean score for the content specific items (x̄ = .51) was significantly higher than the mean score for the general test (x̄ = .44, p < 0.001). Additionally, the item difficulties for the religious items were significantly less than the item difficulties for the general items (p < 0.05).

<p>Doktorska disertacija &bdquo;Nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji: teorijski, metodolo&scaron;ki i praktični aspekti&rdquo; bavi se stručnim usavr&scaron;avanjem profesora poslovnog engleskog jezika u Srbiji. Cilj je upoznavanje profesora, ali i ostalih učesnika u obrazovanju sa savremenim teorijskim istraživanjima i kretanjima u nastavnoj praksi iz oblasti poslovnog engleskog jezika i stručnom usavr&scaron;avanju profesora, te uzimajući u obzir aktuelno stanje u Srbiji u tom pogledu, autorka takođe nastoji da ponudi nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika, koji će se zasnivati na savremenim shvatanjima procesa usavr&scaron;avanja, ali će odgovarati i potrebama i radnim prilikama profesora.<br />Nakon uvodnog poglavlja, koje sadrži opis ciljeva, metoda i tehnika istraživanja, pregled relevantne literature i prikaz organizacije izlaganja, naredna četiri poglavlja predstavljaju teorijski okvir disertacije. U drugom poglavlju opisani su pojmovi u vezi sa jezikom struke i poslovnim engleskim jezikom, dat je uvid u razvoj ovih oblasti i njihove karakteristike, te su povučene sličnosti i razlike između poslovnog i op&scaron;teg engleskog jezika.<br />U trećem poglavlju predstavljen je profil profesora u kontekstu nastave poslovnog engleskog jezika. Na osnovu postojeće literature detaljno su opisane uloge i kompetencije profesora u pogledu poznavanja stručne discipline, analize potreba, kreiranja kursa, odabira i produkcije materijala i evaluacije.<br />Četvrto poglavlje bavi se profilom profesora poslovnog engleskog jezika u okviru savremenog poimanja nastave uop&scaron;te. Tu je opisan razvoj pojma nastavničkog znanja i prikazan je model nastavničkih kompetencija koji je nastao u okviru obrazovnog sistema u Srbiji. Takođe, dat je osvrt na karakteristike ličnosti uspe&scaron;nog i kompetentnog profesora.</p><p>Predmet petog poglavlja jesu pojam i karakteristike stručnog usavr&scaron;avanja profesora, sa posebnim naglaskom na usavr&scaron;avanje profesora poslovnog engleskog jezika. U ovom poglavlju takođe je predstavljeno aktuelno stanje u Srbiji u pogledu učenja poslovnog engleskog jezika i stručnog usavr&scaron;avanja.<br />&Scaron;esto poglavlje sadrži opis organizacije i rezultate empirijskog istraživanja sprovedenog tokom 2014. i 2015. godine sa profesorima poslovnog engleskog jezika i polaznicima kurseva poslovnog engleskog jezika u Srbiji. Putem anketnih upitnika i intervjua, profesori su pružili uvid u svoja shvatanja, stavove, potrebe i očekivanja u vezi sa stručnim usavr&scaron;avanjem, a polaznici u vezi sa potrebama i očekivanjima u kontekstu nastave, uloga i kompetencija profesora. Dobijeni rezultati su detaljno analizirani i protumačeni u svetlu savremene teorije i prakse.<br />U sedmom poglavlju predstavljeni su op&scaron;ti zaključci proistekli iz istraživanja i dat je predlog modela stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji.</p> / <p>The doctoral thesis &ldquo;A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects&rdquo; deals with the professional development of Business English Teachers in Serbia. It aims at introducing teachers and other interested parties from the field of education with current research and trends in teaching practice regarding Business English and professional development of teachers. Taking into account the current state of these two fields in Serbia, the author also proposes a new model of professional development of Business English teachers, which draws on contemporary views of the process of professional development and also meets the needs and fits the working environment of the teachers.<br />Following the introductory chapter, which offers the description of the aims, methods and techniques employed in this research, the overview of relevant literature as well as the thesis structure, the next four chapters represent a theoretical framework within which the research has been undertaken. The second chapter introduces the main concepts related to the language for specific purposes and Business English, shows the development of these two fields, draws similarities and explores differences between Business English and General English.<br />The third chapter provides a description of the teacher profile within the Business English context. Based on findings in the literature, the author describes Business English teacher roles and competences in terms of knowledge of the specialist subject, needs analysis, course design, material selection and production, and evaluation.</p><p>The fourth chapter addresses the teacher profile within the contemporary understanding of the teaching practice in general. It shows the development of the concept of teaching knowledge and presents a framework of teacher competences that has been created within the educational system in Serbia. At the end of the chapter, the author briefly touches upon the subject of personality features of successful and competent teachers.<br />The fifth chapter outlines the main concepts and features of the field of teachers&rsquo; professional development and particularly focuses on the professional development of Business English teachers. It then proceeds with a description of the current situation in Serbia regarding learning and teaching Business English, as well as that of professional development of Business English teachers.<br />The sixth chapter offers a thorough description of the organization and results of the empirical research conducted with Business English teachers and students in Serbia during 2014 and 2015. By employing a survey and an interview as research instruments, the teachers gave an insight into their attitudes, views, needs and expectations regarding professional development, and the students revealed their needs and expectations regarding Business English classes, teacher roles and competences. The findings have been analysed in detail and interpreted within the framework of contemporary teaching theory and practice.<br />The seventh chapter presents the general conclusions that have been drawn from the empirical research and contains the author&rsquo;s proposal of the model of professional development of Business English teachers in Serbia.</p>

Cette thèse porte sur la caractérisation du milieu spécialisé des entreprises du risque technologique aux États-Unis. Dans le cadre de la recherche en anglais de spécialité, il s’agit de démontrer que les multinationales américaines du pétrole et des biotechnologies agricoles partagent un discours et une culture spécifiques, fondés sur une stratégie de légitimation de leurs activités. Cette stratégie de légitimation se manifeste à travers des choix structurels, lexicaux, syntaxiques et rhétoriques qui distinguent le discours spécialisé au sein du monde de l’entreprise. Dans la première partie, nous revenons sur les fondements théoriques et méthodologiques de ce travail : nous précisons la singularité du milieu formé par Monsanto, DuPont Pioneer, Dow AgroSciences, Chevron, ExxonMobil et Conoco Phillips et présentons la méthodologie en trois temps, qui reflète le caractère pluridisciplinaire de l’anglais de spécialité. La seconde partie porte sur les manifestations de la stratégie de légitimation dans les déclarations de mission, les rapports annuels et les communiqués de presse des multinationales étudiées. L’analyse souligne des modifications de certains critères prototypiques, qui reflètent une conception particulière de la RSE et de la culture d’entreprise. Une perspective civilisationnelle est proposée afin d’éclairer l’adaptation du discours de l’entreprise au contexte local. La dernière partie traite des genres émergents, de l’adaptation des outils du Web 2.0. et de la mise en place de stratégies de « légidivertissement » et de « promodivertissement » sur Internet, afin de répondre aux enjeux communicationnels propres au domaine du risque technologique. / This dissertation focuses on the specialized milieu formed by technological risk companies in the United States. Within the framework of English for Specific Purposes, we aim to show that American multinationals specializing in oil and agricultural biotechnology share a specific discourse and culture based on legitimizing their activities. This legitimation strategy can be identified through structural, lexical, syntactic and rhetorical choices which set apart the specialized discourse of technological risk companies within the corporate world. Part 1 presents the theoretical and methodological foundations of our research: the specificity of the milieu formed by Monsanto, DuPont Pioneer, Dow AgroSciences, Chevron, ExxonMobil and Conoco Phillips is clarified and the methodology, which reflects the pluridisciplinary nature of English for Specific Purposes, is explained. Part 2 concentrates on the manifestations of the legitimation strategy in the mission statements, annual reports and press releases of technological risk companies. The analysis underscores some modifications in the traditional genres of company discourse which reflect a specific vision of CSR and corporate culture. A cultural perspective is suggested to cast light on the local adaptation of corporate discourse. Part 3 concentrates on emerging cybergenres, the adaptation of web 2.0 tools and the use of “promotainment” and “legitainment strategies” on the Internet as a response to the specific communicative needs of technological risk multinationals.

Cette thèse en anglais de spécialité s’inscrit dans le cadre de l’étude des domaines spécialisés analysés par le prisme du continuum unissant milieu, culture et discours. Notre approche consiste à tenter d’appliquer ce cadre à un objet problématique, celui de la presse écrite de qualité aux États-Unis, représentée par le New York Times et le Washington Post. Dans cette optique, nous nous appuyons sur les trois fonctions d’un domaine spécialisé (opération, régulation et formation) afin de déterminer dans quelle mesure les caractéristiques culturelles du domaine conduisent à la production d’un discours spécifique.La première partie présente une réflexion épistémologique et méthodologique sur notre objet de recherche et sur notre discipline. Nous exposons les difficultés à considérer le journalisme comme domaine spécialisé en anglais de spécialité et la réflexion qui nous a conduite à envisager la spécialisation de ce sous-domaine, qui s’appuie en particulier sur certaines théories sociologiques. Nous présentons également la méthodologie adoptée pour l’étude de terrain et pour l’analyse du corpus. Dans la deuxième partie, nous nous intéressons au cadre de l’entreprise comme premier niveau de spécialisation et nous tentons de déterminer ce qui réunit les deux journaux choisis. Nous analysons ainsi certains aspects de la fonction d’opération. Dans la troisième partie, nous nous concentrons sur l’analyse du milieu ; nous exposons ainsi les fonctions de régulation et de formation telles qu’elles sont mises en œuvre dans le domaine. Enfin, la quatrième partie présente deux aspects du discours qui reflètent les contraintes du milieu : le discours rapporté et la terminologie. / This dissertation in the field of English for Specific Purposes focuses on the study of specialized domains analysed through the milieu-culture-discourse continuum. The approach consists in an attempt to apply that theoretical framework to the problematic domain of the quality written press in the United States, of which the New York Times and the Washington Post represent two examples. The study consists more specifically in testing the three functions of a specialized domain, operation, regulation and training, in order to understand to what extent the cultural features of the domain determine the production of a specific discourse. The first part presents an epistemological and methodological reflection on the research object as well as on the theoretical framework. It begins with a presentation of the specific difficulties encountered in analysing journalism from an ESP perspective. It then focuses on the criteria used to determine the specialization of the milieu, based on sociological theories of the media. It finally presents the methodological framework developed for the field study and as regards discourse analysis. The second part focuses on the two companies, considered as the lowest level of specialization, in an attempt to define the similarities between the two newspapers based on a study of the operation function. The third part presents an analysis of the milieu, through an understanding of the regulation and training functions in the domain. The fourth part studies two aspects of journalistic discourse that reflect the constraints of the milieu, namely reported speech and terminology.

Cette thèse vise à contribuer à l’étude de la fonction de régulation dans les domainesspécialisés en contexte anglophone (Petit, 2002a, 2004, 2010) à travers l’analyse des professionsà accès régulé au Royaume-Uni.La première partie présente plusieurs points de repère généraux servant à cadrer l’ensemble denotre étude et à éclairer le fonctionnement des domaines spécialisés. Nous définissonspremièrement les notions centrales de domaine et de discours spécialisés, avant d’aborder lanotion de régulation. Les discours sur la régulation et les discours contribuant à la régulation sontensuite analysés : nous en construisons une cartographie générale visant à mettre en lumière leurscaractéristiques stylistiques et rhétoriques. Nous présentons enfin la notion de profession, qui faitl’objet d’une acception différente en anglais et en français, avant de montrer les spécificités desprofessions anglophones à accès régulé.Dans la seconde partie, nous nous employons à caractériser la fonction de régulation quis’applique aux domaines de la santé, du droit et de l’ingénierie au Royaume-Uni, après avoirdémontré qu’ils répondent aux critères de définition des domaines spécialisés. Nous yenvisageons ainsi le fonctionnement général de la régulation par le biais de ses acteurs et de sesprincipaux dispositifs. Nous souhaitons montrer qu’il existe non seulement des points deconvergence dans les domaines examinés, mais aussi des éléments qui relèvent spécifiquement dechacun d’entre eux. L’étude de la fonction de régulation doit nous permettre d’éclairer lefonctionnement général et l’identité des domaines spécialisés. / This doctoral dissertation aims to contribute to the study of the regulatory functionthat applies to specialised domains (Petit, 2002a, 2004, 2010) through the analysis of the health,law and engineering professions in the UK.The first part of our dissertation describes the theoretical foundations and the key elements forour research. We first define some important notions, in particular those of specialised domainand specialised discourse, before approaching the notion of regulation. We then offer a typologyof the discourses on regulation and those contributing to regulation in order to highlight theirmain stylistic and rhetorical characteristics. Lastly, we present the notion of profession, whichhas a different meaning in English and in French, before pointing out the characteristics of theanglophone regulated professions.In the second part of this dissertation, we examine the regulatory function that characterises thehealth, law and engineering domains in the UK, after showing that they are specialised domains.We then examine, in each of them, the general functioning of regulation through the study of itsactors and practices. We intend to show that there are constant elements in these domains, butalso specific elements of regulation in each of them. The analysis of regulation aims to improvethe general understanding of the specialised domains.

Nos últimos anos, os estudos de língua japonesa acadêmica mulplicaram-se, dando forma a um novo domínio de pesquisa. Apesar dos avanços no conhecimento de japonês acadêmico, há uma lacuna quanto às categorias de documentos encontradas em periódicos acadêmicos do Japão. Pesquisas passadas privilegiaram documentos do tipo ronbun (artigo), deixando de lado a existência de outras categorias relevantes de publicação. O presente estudo dirige-se a essa lacuna. A fim de identificar as principais categorias de documentos de revistas acadêmicas japonesas, examinaram-se instruções aos autores de periódicos do Japan Science and Technology Information Aggregator, Electronic (J-Stage), base eletrônica de acesso aberto do Japão. Como resultado, seis categorias foram identificadas: ssetsu (teoria compreensiva), shiry (material), kaisetsu (explicação), gencho ronbun (artigo original), shohy (crítica de livro) e tanp (relatório curto). O modo pelo qual as revistas do J-Stage descrevem essas categorias foi retratado mediante a compilação de conteúdo de instruções aos autores. Além disso, as categorias foram caracterizadas quanto à estrutura e ao propósito fundamental aparente por meio do exame de uma amostra de documentos publicados em revistas do J-Stage. Traços linguísticos gerais de documentos de periódicos acadêmicos japoneses foram ainda descritos com base em orientações encontradas em instruções aos autores. / In recent years, the body of research on academic Japanese has grown considerably, and a new research domain has emerged. Despite the advances in knowledge of academic Japanese, there is a gap concerning publication categories found in scholarly periodicals from Japan. Past studies focused on documents of the ronbun (article) type, ignoring the existence of other relevant categories. The present study addresses this gap. In order to identify the main publication categories from Japanese scholarly journals, instructions to authors from periodicals found in the Japan Science and Technology Information Aggregator, Electronic (J-Stage)an open-access, electronic database from Japanwere examined. As a result, six categories have been identified: ssetsu (general theory), shiry (material), kaisetsu (explanation), gencho ronbun (original article), shohy (book review), and tanp (short report). The way by which journals from J-Stage describe these categories was depicted by the compilation of descriptions extracted from instructions to authors. Furthermore, the six categories were characterized in terms of structure and visible fundamental purpose by means of an analysis of a sample of documents published in journals from J-Stage. Additionally, general linguistic features of Japanese journal documents were described based on directions found in instructions to authors.

Este trabalho tem por objetivo principal identificar e discutir as diferentes produções escritas solicitadas no meio universitário francês para estudantes do Curso de Letras Francês/Português da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo inseridos em programas de intercâmbio na França. Além disso, a pesquisa tem como objetivo apontar eixos que venham a constituir um referencial de formação linguística para o desenvolvimento de competências visando a produção escrita de dois gêneros em particular, o commentaire composé e a dissertation, identificados como os gêneros mais recorrentes solicitados aos estudantes de Letras em intercâmbio. A fundamentação teórica desta pesquisa apoia-se, primeiramente, na metodologia do ensino do Francês para Objetivo Específico, mais particularmente, para Objetivo Universitário (Mangiante e Parpette, 2004, 2011 e Mangiante, 2009) e os estudos de Bakhtin sobre os gêneros do discurso (1997 [1929]). Para a coleta e análise dos dados, baseamo-nos na metodologia descrita por Mangiante e Parpette (2011) e na pesquisa qualitativa como princípios metodológicos que nos levaram à identificação de necessidades e dificuldades para a realização das produções acadêmicas solicitadas. Os resultados mostraram que é fundamental preparar os alunos, candidatos a programas de intercâmbio, do ponto de vista linguístico, discursivo e metodológico visando o desenvolvimento de competências para a realização de produções escritas à la française . / This work has as main objective to identify and discuss the different written productions asked, in the french campus environment, for undergraduate students of French and Portuguese Studies from the Faculty of Philosophy, Languages and Literature, and Human Sciences of the University of São Paulo, who enrolled in exchange programs in France. Furthermore, the research aims to point out axes that may constitute a language training reference for skills development aiming at written productions of two genres in particular, the commentaire composé and the dissertation, identified as the most current genres requested for the Languages and Literature students in exchange programs. The theoretical basis of this research relies primarily on the French for Specific Purposes teaching methodology, mainly for Academic Purpose (Mangiante and Parpette, 2004, 2011 and Mangiante, 2009), and the notion of speech genre defined by Bakhtin (1997 [1929]). To collect and analyze the data, we rely on the methodology described by Mangiante and Parpette (2011) and the qualitative research as methodological principles that led us to the identification of needs and difficulties to write the required academic productions. The results showed that it is essential to prepare students, candidates for exchange programs, in terms of linguistic, discursive and methodological aiming at developing skills for creating written productions \"à la française\".

Made available in DSpace on 2016-04-28T18:23:13Z (GMT). No. of bitstreams: 1 anexos.pdf: 265635 bytes, checksum: 3a22ac1c7ee09b5288f2e0d231823c3f (MD5) Previous issue date: 2006-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo mostra os resultados de uma pesquisa na área de Inglês Instrumental, com o objetivo de realizar uma análise de necessidades do uso da língua inglesa por administradores de empresa, comparando o que dizem os alunos com o que dizem os profissionais consultados a respeito do uso do inglês no seu trabalho. Os instrumentos de coleta utilizados foram 38 questionários aplicados a alunos de administração de empresas do segundo ano do curso noturno de um centro universitário da zona norte da cidade de São Paulo, 55 aplicados a profissionais diretamente atuantes na área administrativa em empresas de pequeno, médio e grande porte, sem distinção de cargos, contanto que trabalhassem na área em questão e, finalmente 15 aplicados a administradores com cargos de chefia em empresas de portes distintos. Como base teórica para a elaboração dos questionários usamos os estudos de Hutchinson & Waters (1987) e Celani (1988, 2001, 2005). Nesta pesquisa utilizamos a abordagem Sistêmico Funcional para interpretação dos dados discursivos. Segundo Eggins (1994), a abordagem Sistêmico Funcional explica o modo como os significados são construídos nas interações lingüísticas do dia-a-dia. Por isso, requer análise de produtos autênticos das interações sociais (textos orais e escritos) levando em conta o contexto cultural e social em que ocorrem a fim de entender a qualidade dos textos: porque um texto significa o que significa, e porque ele é avaliado como o é. Para a investigação acerca da linguagem foi utilizada a ferramenta computacional WordSmith Tools que permite recursos para análise de vários aspectos da linguagem. Entre estes aspectos, estão a composição lexical, a temática de textos selecionados, e a organização retórica e composicional de gêneros discursivos. Através dos instrumentos de coleta pudemos identificar as necessidades objetivas e subjetivas de aprendizagem dos alunos pesquisados; levantar as tarefas executadas na situação alvo, identificar as exigências do mercado de trabalho; possibilitando, dessa forma, estabelecer objetivos claros e definidos para o ensino de língua inglesa para os futuros profissionais, tornando assim, o aprendizado significativo para os estudantes de administração de empresas

Made available in DSpace on 2016-04-28T18:23:42Z (GMT). No. of bitstreams: 1 Keila Rocha Reis de Carvalho.pdf: 934296 bytes, checksum: 1882fb0926ca4118269e2c610c45ebe2 (MD5) Previous issue date: 2008-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study shows the results of a research developed in the area of English for Specific Purposes (ESP), in order to investigate the learning needs of students of an English language course from a Letters undergraduate program of a private university located in the city of São Paulo, Brazil, through three main objectives: a) to carry out a needs analysis for the English course taking into account the actual learning situation and the use the students will make of the English language in their target situation in three specific contexts: private basic education schools, public basic education schools and language institutes; b) to compare the activities performed in the actual learning situation and in the target situation; c) to provide subsidies for the outline of a syllabus for the English language course mentioned above, to be carried out in the light of the ESP approach, based on genre and tasks, in order to articulate the students needs and expectations with the institution to which the course belongs. The theoretical framework is composed of the ESP approach (Hutchinson and Waters, 1987 and Dudley-Evans and St. John, 1998), the genre analysis model (Swales, 1990 and Bhatia, 1993), the concept of task (Ellis, 2003) and Ramos (2004) pedagogical proposal for genre implementation in the classroom in ESP courses. In order to obtain the data needed to accomplish the research, questionnaires were administered to 119 students of the above-mentioned English language course, 18 teachers and 12 language coordinators who are engaged in the job market in three specific contexts: private basic education schools, public basic education schools and language institutes, and two English teachers from the Letters undergraduate program, in order to compare the actual learning situation and the target situation. The data resulting from the questionnaires enabled me to identify: the students profile, which corresponds to their social, economic and cultural characteristics; the students learning needs, which correspond to their interests, lacks, pedagogical preferences and expectations in relation to the use of the English language at the end of the course; the desired profile for English teachers engaged in the job market according to the three analyzed contexts; the activities performed in the target-situation and a comparison between these activities and those performed in the actual- situation. Finally, I reflect on the implementation of a syllabus based on genre and tasks, according to Ramos (2004) pedagogical proposal. The study presented here hopes to have made an original contribution to the English language teaching and learning in the perspective of the ESP approach, showing results that may aid the preparation of material concerning English courses, directing it to the needs of Letters undergraduate students / Este estudo apresenta os resultados de uma pesquisa desenvolvida na área da Abordagem Instrumental, para investigar as necessidades de aprendizagem de alunos da disciplina Língua Inglesa de um curso de Letras de uma faculdade particular da cidade de São Paulo. Os objetivos do estudo são: a) realizar uma análise de necessidades para a disciplina Língua Inglesa de um curso de Letras, considerando-se o contexto de situação atual e o contexto da situação-alvo em três situações distintas: escolas de Ensino Fundamental e Médio da rede particular e pública e institutos de idiomas; b) comparar as atividades executadas na situação-alvo e na situação atual; c) fornecer subsídios para o delineamento de um syllabus para a disciplina Língua Inglesa do curso de Letras, a fim de articular as necessidades e as expectativas dos alunos à instituição da qual a disciplina faz parte, em uma visão de Ensino-Aprendizagem Instrumental baseada em gênero e tarefas. O trabalho teve como fundamentação teórica a Abordagem Instrumental segundo Hutchinson e Waters (1987) e Dudley-evans e St. John (1998), o modelo de análise de gênero segundo Swales (1990) e Bhatia (1993), o conceito de tarefas de acordo com Ellis (2003) e a proposta pedagógica de Ramos (2004) para a implementação de gêneros em sala de aula. Para levantamento dos dados, usei, como instrumento de coleta, questionários que foram aplicados a 119 alunos do curso de graduação em Letras mencionado acima, 18 professores e 12 coordenadores atuantes no mercado de trabalho (escolas de Ensino Fundamental e Médio da rede particular e pública e institutos de idiomas) e dois professores do curso de Letras, para comparar a situação atual de aprendizagem com a situação-alvo. Os dados advindos da análise das respostas dos questionários possibilitaram os seguintes resultados: o levantamento do perfil dos alunos do curso de Letras, o qual diz respeito às suas características sócio-econômico-culturais; o levantamento de suas necessidades de aprendizagem, que compreendem seus interesses, lacunas, suas preferências pedagógicas e suas expectativas em relação à língua inglesa ao final do curso; o levantamento do perfil desejado do professor de Língua Inglesa atuante no mercado de trabalho nos três contextos analisados; as atividades executadas na situação-alvo e uma comparação entre elas e as executadas na situação atual. Finalmente, faço considerações sobre um syllabus baseado em gênero e tarefas, de acordo com a proposta de Ramos (2004). A pesquisa pretende ter dado uma contribuição original para a área de Ensino-Aprendizagem de Língua Inglesa na perspectiva da Abordagem Instrumental, ao mostrar resultados que podem auxiliar no preparo de material voltado para a disciplina Língua Inglesa, direcionando-o para as necessidades de alunos de cursos de Letras