Made available in DSpace on 2014-12-17T15:07:03Z (GMT). No. of bitstreams: 1
PauloRPC_DISSERT.pdf: 1017623 bytes, checksum: 4d0c75b7a2a662915e405a7e79cd1800 (MD5)
Previous issue date: 2013-04-18 / Our research has arisen from the interest of aligning English as a Foreign Language (EFL)
classroom practice to current discussions in the ambit of learning and teaching Foreign
Languages (FLs). Because of the need to integrate the linguistic development to the
development of notions clung to the practice of citizenship, we have adopted a cultural
perspective. We have noticed jokes as a fertile ground for discussing cultural aspects in
classroom. Considering such factors, our research question is: how to explore cultural aspects
in jokes for the elaboration of EFL activities which aim for the development of intercultural
competence and interaction? Therefore, our general goal is to explore cultural aspects in jokes
for the elaboration of EFL teaching and learning activities and our specific goals are: (I) to
study official suggestions (LDB, 1996; PCNEM, 2000; PCN+EM, 2002; OCEM, 2006)
regarding culture at foreign languages teaching and learning, (II) to select 05 (five) jokes and
analyze them focusing on their cultural aspects, (III) to identify possible interpretations for
jokes; (IV) to elaborate EFL activities which grant a privilege to jokes cultural aspects. This
investigation is descriptive and documental and relies on qualitative paradigm (CHIZZOTTI,
2010; FLICK, 2009; CHAROUX, 2006; BOGDAN; BIKLEN, 1994; 1992). The corpus is
constituted by jokes taken from Internet sites and by official documents (LDB, 1996;
PCNEM, 1998; PCN+EM, 2000; OCEM, 2006). For the elaboration of activities we have
chosen a weaker version of Content-based instruction (CBI), in which contents are cultural
aspects in jokes and we have undertaken a reflection on methods, approaches and
perspectives, among which there are notions about post-method and CBI, which talk to EFL
learning and teaching. For theoretical support we have some discussions about FL methods
and approaches (BELL, 2003; KUMARAVADIVELU, 2003; WESCHE; SKEHAN, 2002;
PRABHU, 1990), a cultural perspective (KRAMSCH, 1998, 1996, 1993; BYRAM; FENG,
2004), some works in Linguistics about jokes (POSSENTI, 2010, 1998; CHIARO, 1992);
notions about implicit (MAINGUENEAU, 2004, 1996; CHARAUDEAU; MAINGUENEAU,
2012) and about ambiguity (KEMPSON, 1977; CHARAUDEAU; MAINGUENEAU, 2012;
TRASK, 2011), having the adoption of such categories emerged from the analyzes of some
jokes / Nossa pesquisa surgiu do interesse de alinhar a pr?tica de sala de aula de Ingl?s como L?ngua
Estrangeira (ILE) a discuss?es atuais no ?mbito do processo de ensino-aprendizagem de
L?nguas Estrangeiras (LEs). Tendo em vista a necessidade de integrar o desenvolvimento
lingu?stico ao desenvolvimento de no??es atreladas ? pr?tica da cidadania, adotamos uma
perspectiva cultural. Percebemos as jokes como um solo f?rtil para a discuss?o de aspectos
culturais em sala de aula. Com base nesses fatores, nossa pergunta de pesquisa ?: como
explorar os aspectos culturais de jokes com vistas ? elabora??o de atividades de ILE que
objetivem o desenvolvimento da compet?ncia intercultural e a intera??o? Portanto, nosso
objetivo geral ? explorar os aspectos culturais de jokes na elabora??o de atividades de ensinoaprendizagem
de ILE e nossos objetivos espec?ficos s?o: (I) estudar direcionamentos oficiais
(LDB, 1996; PCNEM, 2000; PCN+EM, 2002; OCEM, 2006) referentes ? cultura no ensinoaprendizagem
de LE; (II) selecionar 05 (cinco) jokes e analis?-las enfocando seus aspectos
culturais; (III) identificar poss?veis interpreta??es das jokes; (IV) elaborar atividades de ILE
que privilegiem os aspectos de cultura das jokes analisadas. Esta investiga??o ? descritiva e
documental e apoia-se no paradigma qualitativo (CHIZZOTTI, 2010; FLICK, 2009;
CHAROUX, 2006; BOGDAN; BIKLEN, 1994; 1992). O corpus ? constitu?do por jokes
provenientes de s?tios da Internet e por documentos oficiais (LDB, 1996; PCNEM, 2000;
PCN+EM, 2002; OCEM, 2006). Para a elabora??o das atividades, privilegiamos a abordagem
por conte?dos (Content-based instruction CBI), em uma vers?o mais fraca, em que os
conte?dos s?o aspectos culturais nas jokes, e empreendemos uma reflex?o sobre m?todos,
abordagens e perspectivas, em que se incluem no??es sobre o p?s-m?todo e sobre o CBI, que
falam ao ensino-aprendizagem de ILE. Temos por aporte te?rico discuss?es sobre abordagem
e metodologia de ensino-aprendizagem de LE (BELL, 2003; KUMARAVADIVELU, 2003;
WESCHE; SKEHAN, 2002; PRABHU, 1990), a perspectiva cultural (KRAMSCH, 1998,
1996, 1993; BYRAM; FENG, 2004), alguns trabalhos em Lingu?stica sobre piadas
(POSSENTI, 2010, 1998; CHIARO, 1992); no??es sobre impl?citos (MAINGUENEAU,
2004, 1996; CHARAUDEAU; MAINGUENEAU, 2012) e sobre ambiguidade (KEMPSON,
1977; CHARAUDEAU; MAINGUENEAU, 2012; TRASK, 2011), tendo a ado??o de tais
categorias emergido da an?lise de algumas jokes
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16269 |
| Date | 18 April 2013 |
| Creators | Campos, Paulo Rodrigo Pinheiro de |
| Contributors | CPF:46530100482, http://lattes.cnpq.br/1212672321267679, Weissheimer, Jana?na, CPF:35316182091, http://lattes.cnpq.br/7345837860360864, Barbosa, Jos? Roberto Alves, CPF:77943651472, http://lattes.cnpq.br/6863902903753881, Canan, Ana Gra?a |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0026 seconds