Navegando por Assunto "Linguagem e línguas - Estudo e ensino"

Agora exibindo 1 - 5 de 5

A aprendizagem de inglês como língua estrangeira a partir do uso das quatro habilidades básicas comunicativas em salas de aula de escolas da rede pública de São Bento do Una
(2019-07-19) Melo, Karla Karolynne Souza de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/5342845037433005
The present monograph aims at observing, analyzing and discussing the teaching approaches, methods and techniques used in English classes in two state schools in the city of São Bento do Una – PE, where the two respective internships for the English Internship subjects of our undergraduation course had been carried out. Based on Applied Linguistics, this research presents and discusses the possible presence and use of the four basic learning abilities in foreign language according to Silveira (1999), focusing, however, on speaking and listening as the ones that should be more emphasized in regular school teaching classes lest the students regard language teaching as something exclusively grammatical. In order to get to such point, it deems necessary to address the matter of the four existing language teaching approaches available today: the traditional approach; the structural approach; the cognitive approach and the communicative approach, understanding the role of each language ability in each approach and the role of each of these approaches in cass. Furthermore, a relation between the Brazilian PCN (National Curricular Parameters) and the kind of school teaching nowadays is established. In order to corroborate the hypothesis, authors such as Brown (1994), Schmitz (2007) and Silveira (1999) are brought. This work questions and inquires about the seeminglly lack of orality in several language classrooms and seeks to understand the reasons behind such fact. As such, a qualitative kind of research was chosen for the development of this work, having considered our corpus and the nature of the discussions to be conducted, which could be classified as case-study, once its non-exclusive relation to theoretical information, but also with field observtions and experiential comparisons and contrasts. What was found in the internship was the predominant use of the traditional approach with exercises involving only the grammar of EL.
A concordância verbal em textos escritos por estudantes de Garanhuns - PE: uma análise sociolinguística
(2018-08-27) Silva, Ricardo Soares da; Lima, Emanuelle Camila Moraes de Melo Albuquerque; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/8091023593918666
This essay (work) presente an study about the variation of the verbak agrément of the language in its actual use of students from Garanhuns’ city – PE. To perform this research, we use as theoretcical-methodological basics the Variacionista Sociolinguistics that has its originator William Labov (2008), who considers the language in its social contexto, we have also used previously utlized surveys about the phenomenon studied as the one of Moura (2007), Rodrigues (1987), Vieira (1994) among others. Based of this assumphtion that the verbal agrément of Braszilian Portuguese is a variable rule, in which ther is a prestigie variant and a discredited variant in competition between ther we look for not only verify this variantion but also identify the linguistic and socao factors that are influencing and conditioning this variation in the formal writing. The use of the variants was analysed according to the linguistic and socials factors already postulated by others scholars. Among the linguistic factors we selected the ver type (state and action) and position of the verb in relation to the subject. The extralinguistic factors analysed were: the sex and the education level of the students. Based on the Labovain methodology, we collected data, set up the research corpus constituted by thirty texys produced by students from the 6th and 9th grades of elementary school and grade 12 of high school and alayzed them. The quantification of the data was done through the tabulation and allowed us reach to the following results: there is absence of the verbal agrément in the writing langauge of the informations in general of (14,15%) appointed mainly among the students of higher education (garde 12), as well as the male is the one that most presentes a non-standard form. We verify the two linguistic factors that also act as conditioners of variant. Therefore it was seen that the school influences the students to employ the langauge in its stantard norm, softerning the use of variations as non-standard.
O ensino da oralidade para os anos finais do ensino fundamental na Base Nacional Comum Curricular e no Currículo de Pernambuco: encontros e desencontros
(2019-07-19) Cordeiro, Leidiane Raimundo; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/1450021936246179
The present coursework sought to investigate the proposals for oral teaching in the Base Nacional Comum Curricular (BNCC) and Currículo de Pernambuco (CP), with the specific objectives of: a) identifying the teachable dimensions of oral included in these official documents; b) to verify if there is an alignment between what BNCC proposes and the Pernambuco Curriculum for oral teaching; c) to understand the possible implications of the guidelines of these documents for the development of oral expression of students. For this purpose, we use as a theoretical contribution the studies on the orality of authors such as Dolz, Schneuwly and Haller (2004), Marcuschi (2004, 2005) and the teachable dimensions of oral, based on Leal, Brandão and Lima (2012). In order to respond to the objectives of this research, we observed in detail the two documents, using as a methodological contribution, documentary analysis (LÜDKE and ANDRÉ, 2012) and content analysis (BARDIN, 2011). With the analyzes, we verified that the teachable dimension of the oral one more approached in the two documents was the production and comprehension of oral genres and that there is a progression in the suggested abilities for the oral teaching, mainly in those that correspond to the education of the 6th to the 9th year. It was also verified an alignment of oral teaching proposals in both documents and that, for oral expression of students, the priority is for the development of oral language skills from the understanding and production of oral genres of the public sphere formal.
Percepções acerca das práticas pedagógicas na formação docente : a didática no ensino de línguas em Surubim-PE
(2024-07-30) França, Marcela Cardoso da Mota; Paulino, Suzana Ferreira; http://lattes.cnpq.br/2393224245460974; http://lattes.cnpq.br/1435817306255688
A didática tem grande relevância no processo de ensino-aprendizagem de línguas, auxiliando o docente a desenvolver práticas que favoreçam o desenvolvimento de habilidades e competências de aprendizagem dos indivíduos. Este estudo tem por objetivo geral analisar a percepção docente acerca das práticas pedagógicas na formação para o ensino línguas no município de Surubim-PE. Foram definidos como objetivos específicos: compreender de que forma a didática pode contribuir para o professor promover ações facilitadoras do processo de ensino-aprendizagem; investigar as contribuições do método, do planejamento e da relação teoria-prática à didática para a construção de um processo educativo crítico-reflexivo; e pesquisar o papel das práticas pedagógicas no processo de formação de professores de línguas. Para tanto, realizamos uma investigação bibliográfica, exploratória e quali-quantitativa, baseada nos pressupostos teórico-metodológicos de Freire (1996), Tardif (2002), Marcuschi (2000), Pimenta (1996) e Vygotsky (2000). Com o estudo, observamos que todos os professores colaboradores da pesquisa reconhecem a importância da didática nas práticas pedagógicas no ensino de línguas, assim como a importância da formação docente. Porém, também é evidente que há uma defasagem no preparo de alguns, quando se diz respeito à formação docente, visto que mais de 50% dos entrevistados estão em sala de aula sem essa preparação. Isso demonstra a necessidade de investimento e suporte na formação contínua dos profissionais da educação, visando a aprimorar suas habilidades didáticas e pedagógicas.
Variação da concordância verbal: análise comparativa entre textos produzidos por alunos do ensino fundamental II e ensino médio
(2019-02-14) Borges, Izabela Regiane de Souza; Lima, Rafael Bezerra de; http://lattes.cnpq.br/8700226970298080; http://lattes.cnpq.br/8228060376263553
The present work has as main objective to analyze the phenomenon of verbal agreement and, through a sociolinguistic study, based on the proposal presented by William Labov (2008), analyzes the varieties of verbal agreement present in texts produced by elementary school students II of a municipal school located in Vertentes-PE. For that, we analyzed 72 essay-argumentative texts produced by these students, making a survey of collected data, we list the varieties of verbal agreement observed in the textual productions of the students, taking into account linguistic and extralinguistic factors. To compare the results of our research, in order to verify if the level of schooling influences the application of verbal agreement, we use the results presented in Santos (2013) for High School. As a result of our research, we find that students tend to agree the verb to the subject when they are close to each other. And we refuteour hypothesis, regarding the level of schooling, High School students tend to apply verbal agreement lessoften than elementary students II.