Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-20T12:21:30Z No. of bitstreams: 1 arquivo total.pdf: 1815599 bytes, checksum: 9137de06af69475646ea46666aac3298 (MD5) / Made available in DSpace on 2016-07-20T12:21:30Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1815599 bytes, checksum: 9137de06af69475646ea46666aac3298 (MD5) Previous issue date: 2015-10-13 / Using technology is still a great challenge to many teachers in their work development. Questions and reflections about what are the real education power of technology to the teaching/learning process and how they can influence the pedagogical actions are present on educacional research. This way, this work has as objective evaluate the use of a digital tool of cartoon production, the TOONDOO, in English language teaching, as this textual genre (HQs) stimulates reading, writing and its production process which involv criativity in elabaration of settings and characters which should be associated to verbal and non-verbal texts, promoting a relation to the object of studying, stimulating the imagination in knowledge acquisition. The research was developed with 20 students of 6th and 7th of a public high school in Recife. It’s a research-in-action, once it plans the improvement of a practice, it aplies, observes and describes the action effects, and evaluated the results. Among the teorical references are Moran (2013), Vergueiro (2009), Xavier (2007) and others. We hope that the results of this study stimulates other profissionals of educacional area to use technology and HQs as a tool in their teaching/learning process of foreign language and other subjects. / O uso das tecnologias ainda se apresenta como um desafio para muitos professores no desenvolvimento do trabalho docente. Questionamentos e reflexões sobre quais são os reais potenciais educativos das tecnologias para o processo de ensino-aprendizagem e de que forma elas podem influenciar as ações pedagógicas estão presentes nas pesquisas educacionais. Nesse sentido, este trabalho tem como objetivo avaliar o uso de uma ferramenta digital de fabricação de quadrinhos, o TOONDOO, no ensino de língua inglesa, já que esse gênero textual (HQs) motiva a leitura e a escrita e seu processo de produção envolve a criatividade na elaboração de cenários e personagens que devem ser associados ao texto verbal e não verbal, promovendo relação com o objeto estudado, estimulando a imaginação na aquisição do conhecimento. A pesquisa foi desenvolvida com 20 alunos do 6º e 7º anos do ensino fundamental de uma escola pública, localizada na cidade do Recife. Trata-se de uma pesquisa-ação, visto que planeja a melhoria de uma prática, aplica, monitora e descreve os efeitos da ação, avaliando seus resultados. Dentre os referenciais teóricos, estão Moran (2013), Vergueiro (2009) e Xavier (2007), entre outros. Esperamos que os resultados deste estudo motivem outros profissionais da área de educação a utilizar as tecnologias e as HQs como ferramentas no processo de ensino e de aprendizagem de línguas estrangeiras, como também de outras disciplinas.

nÃo hà / Colombia y Estados Unidos han mantenido una relaciÃn bilateral estrecha y amigable por casi dos siglos. Este fenÃmeno contrasta con el bajo nivel de inglÃs mostrado por la poblaciÃn Colombiana de manera general, y, particularmente, por los estudiantes del sector pÃblico. Esta debilidad ha sido evidenciada por resultados obtenidos en exÃmenes de proficiencia en ingles realizados a nivel nacional e internacional. Por este motivo, desde la dÃcada de los 80Âs el Ministerio de EducaciÃn Nacional de Colombia (MEN) ha desarrollado una serie de medidas con el fin de mejorar esta situaciÃn, en el aÃo 2004, se institucionalizà el: âPrograma de BilingÃismo,â con una polÃtica que se estructurà basada en el Marco ComÃn Europeo (MCER) y se oficializà el 12 de julio del 2013, cuando recibià el completo respaldo del Gobierno Nacional a travÃs de la Ley del BilingÃismo. Finalmente, en 2016, a travÃs de un convenio entre el (MEN) y el British Council fue diseÃado, y divulgado en dominio pÃblico el material -English Please! Fast Track, para la enseÃanza de inglÃs en la educaciÃn secundaria del paÃs. Sin embargo, algunas caracterÃsticas de este material no han sido analizadas aÃn, una de ellas es el uso que se le da a la traducciÃn como complemento en su propÃsito educativo. En atenciÃn a lo cual y para ser mÃs especÃfico los ejercicios de traducciÃn presentes en el material, fueron clasificados con base en los tipos de traducciÃn descritas por RomÃn Jakobson (1973), para ser analizados bajo la luz del funcionalismo de Christiane Nord (2012, 2010, 2009), Reiss y Vermeer (1996). El funcionalismo permitià obtener una visiÃn poco explorada en esta Ãrea de enseÃanza, principalmente, por el cuidado que la teorÃa alemana da al anÃlisis de los elementos inter/extratextuales circundantes al texto a ser traducido, este anÃlisis permite una interacciÃn y entendimiento no solo en el Ãmbito idiomÃtico, sino tambiÃn del cultural. El segundo aspecto es de alta relevancia, ya que es fundamental cuando se tiene como propÃsito enseÃar un idioma extranjero con una base comunicativa. Con esta base, se evidencià que los ejercicios de traducciÃn analizados carecÃan de informaciÃn suficiente con respecto lugar, gÃnero, tiempo, funciones del texto base y de las culturas envueltas en el proceso, para generar un acto comunicativo. En contraste, la teorÃa funcionalista presenta una guÃa detallada del proceso pretraslativo que ayudarà a los profesores de inglÃs a diseÃar y a evaluar materiales de traducciÃn funcional con un propÃsito comunicativo claro y estructurado para los alumnos. Lo cual es visible en las propuestas de traducciÃn planteadas en este trabajo.

Orientador: Carmen Zink Bolonhini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T01:35:56Z (GMT). No. of bitstreams: 1 Silveira_MaraRegina_M.pdf: 1063604 bytes, checksum: 34066c6855a50f12ce6fbe4e568573d9 (MD5) Previous issue date: 2010 / Resumo: As mudanças demográficas apresentam o Brasil como um país em processo de envelhecimento, a discussão sobre o envelhecimento populacional começa a emergir em várias ciências, justificando o desenvolvimento de pesquisas como a que propomos, objetivando explorar a constituição e o uso do imaginário do idoso veiculados pela mídia. De forma mais específica, buscamos identificar a imagem do idoso na propaganda, por ser a comunicação publicitária utilizada como indicador, produto e reflexo dos valores culturais da sociedade. Este trabalho propõe a investigação sobre a constituição do idoso hoje como subsídio para o ensino de inglês como língua estrangeira (LE) a este público, pois ainda são escassas as oportunidades de estudar uma LE em um ambiente voltado às necessidades das pessoas nesta faixa etária. O corpus recorta a imagem do idoso em alguns anúncios publicitários veiculados pela mídia impressa, observando os mecanismos discursivos acionados em tais textos, com apoio da Análise de Discurso Materialista, representados aqui pelos pensamentos de Michel Pêcheux e Jacqueline Authier-Revuz, na França, e Eni Orlandi, no Brasil, buscando investigar as representações do idoso presentes no imaginário de nossa sociedade e expressas em propagandas publicadas em veículos de mídia de grande circulação nacional. Além disso, analisaremos também as representações dos idosos presentes na mídia, a partir do discurso dos alunos do Centro de Línguas de Jundiaí/SP - Projeto CLITI (Culturas da Língua Inglesa para a Terceira Idade) sobre si mesmos e sobre elementos da prática de aprendizagem de uma LE, como forma de também analisar como o idoso vê ou se vê nesse processo de identificação através da imagem do idoso produzida pela via midiática. Resultam dessas observações duas formas-sujeito distintas, uma que mimetiza os ideais da juventude, aqui chamada de "novo velho" e outra, ainda constituída à margem da sociedade e referência para as políticas públicas, aqui chamada de "idoso-inclusão". Para o ensino de LE e outras áreas sociais que lidam com idosos, nossa análise nos permitiu observar representações que apontam para um imaginário em constante reformulação e passível de equívocos, onde muitas vezes os idosos são submetidos a tratamentos infantilizados, devido à sua condição de dependência e fragilidade. / Abstract: Brazil is going through demographical changes, as well as through an aging process. The discussion upon the populational aging begins to emerge in several sciences, which justifies the development of researches such as this one. Our research aims at exploring the building and the use of the elderly image in the media. Our search is to identify the elderly image through advertisements, because the media communication is used as indicator, product and reflection of the society's cultural values. This project aims at investigating the elderly constitution nowadays as proof to the English language teaching to this public, due to the lack of opportunities to study a foreign language in an environment appropriate to the specific needs of this public. Our corpus uses the elderly image in some advertisements published in magazines in Brazil. Our search is about the discoursive mecanisms inside these texts, using the support of the Materialistic Discourse Analysis, here represented by the thoughts of Michel Pêcheux and Jacqueline Authier-Revuz, from France, and Eni Orlandi, from Brazil. We aim to investigate the elderly representations - shown in advertisements in nationwide media - as part of the imaginary in our society. Also, we are going to analyze the elderly media representations through the CLITI Project students' discourse about themselves and about the English language learning process. Our objective is analyse how the elderly see this process or see themselves in this identification process triggered by the media. From these observations we distinguish two different subject forms, one that mimes the ideals of youth, hereby called "new old" and another, built at the margin of the society and also reference to public politics, hereby called "elderly". Teaching EFL and other social areas that deal with elderly have allowed watching representations that aim to an imagery in constant reformulation and susceptible to misunderstandings, where many times the elderly are submitted to childish treatments due to their condition of dependence and fragility. / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

M.A. (Applied Linguistics) / There is widespread concern regarding the second language communicative competence of first year university students. This inadequacy has necessitated the introduction of special language courses at various universities. After eleven years of second language study, and the attainment of good matric symbols, many students are still not able to converse adequately. Teachers using cramming methods, especially with regard to the prescribed books, are often blamed for this. In this study an attempt is made to demonstrate that the particular nature of literature makes it a valuable adjunct in the process of language acquisition. Through this medium students can gain insight into the cultural-set and world-view ·of those whose language he is studying - hence the requirements for both psycho- and socio-linguistic input are satisfied. Recent theories regarding language acquisition place particular emphasis on the role of the student in the learning process: Internal factors inclUding attitudinal and personality tendencies are particularly.relevant in this context. The most important external factor is the nature of the input itself for this to effect an optimal impact on the internal aspects of a student specific requirements must be met, the most important criteria being interest-value and comprehensibility. In order to determine whether standard nine and ten setbooks.

This study explores the progression between English for year nine and English 5, based on a textual analysis and comparison of the two curricula, as well as semi-structured interviews with six teachers about their interpretations and concretisations of the curricula. The analysis of the curricula and the analysis of the interviews were compared to each other and discussed in relation to interpretation, concretisation, and progression. The results show that, on the same level of education, i.e. in compulsory school or upper secondary school, teachers’ interpretations and preferred methods of working are very similar. Finally, the results show that slight progression is noticeable in the curricula but more so in the teachers’ practices, especially when the courses are taught separately rather than in merged groups.

The aim of the present study is to find out what the self-perceptions of Greek non-native speaking teachers of English (non-NESTs) are regarding their effectiveness as foreign language teachers. What is more, the study aims to explore the Greek non-NESTs’ perceptions about their teaching employability opportunities, in positions for which NESTs also apply. More specifically, in the present study, 32 non-NEST Greek participants were asked to answer a questionnaire regarding their self-perceptions as non-NEST teachers, their experiences with issues of equality in teaching employment opportunities, on the basis of their non-nativeness, and their self-perceived teaching differences and/or similarities with native speaking teachers of English. The results of the study revealed that, in general, the participants are confident in teaching the language. However, they seem to be sceptical about the possibilities of a Greek non-NEST to be preferred for a private school teaching position, over a native-speaking teacher candidate. The study also showed that the Greek participants claimed grammar and syntactic knowledge, as well as the opportunity to use their and their students’ first language (L1) during lessons, to be their most significant teaching assets -with the latter possibly further contributing to the development of the target language, as long as the non-NEST knows the appropriate mechanisms to enhance L2 literacy development through the use of the L1. At the same time, the English language levels where they report needing stronger proficiency are pronunciation and vocabulary.

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This study focuses on identifying students' perceptions of the most successful and least successful methodologies of teaching/ learning- English language and literature in Saudi Arabian universities. The study employed a questionnaire format, which was distributed to the English Departments of three Saudi Arabian universities and one college for women, to gather data. Data analysis revealed that students had many problems, especially with Old and Middle English literature. Language problems, cultural differences, and unfamiliarity with the literary or historical backgrounds of the English literature were cited as the major obstacles to learning. Students of any foreign ,literature need a constantly improved curriculum which uses methods aimed at overcoming and simplifying these major language and cultural differences. Data analysis also indicated that students perceived the lack of oral practice and lack of stimuli, such as the use of films and other colorful supplemental material, as major reasons for their difficulties. The study has implications for English instruction in Saudi Arabia and for future research. Samples of the students' and teachers' comments are included in the appendix.