TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Resultados da Pesquisa
Item Uma proposta de sequência didática para debater violência racial e de gênero na aula de inglês(2021-03-02) Silva, Thalia Ferreira dos Santos; Cavalcanti, Larissa de Pinho; http://lattes.cnpq.br/7660087236639667; http://lattes.cnpq.br/3248418086185259Item Crenças de professores em formação sobre o papel da pronúncia nas aulas de inglês(2019) Silva, Andréa Lopes da; Cavalcanti, Larissa de Pinho; http://lattes.cnpq.br/7660087236639667; http://lattes.cnpq.br/8452905419572061This study aims at investigating the beliefs about the role of pronunciation in the English classes held by undergraduate students doing a degree in Letras at UFRPE – UAST. This study also aims to add contributions to the works on the beliefs that specifically address the role or teaching of English pronunciation. We seek to identify what beliefs these future teachers construct and maintain about the variety of English they speak, and whether it relates to or is under the influence of a standard variety of the language. Therefore, in order to do so, we begin by conceptualizing what beliefs are according to several academic fields (BOTASSINI, 2015; FONTAINE, 1998; GUIMARÃES 2010; LALLANDE, 1976; NESPOR, 1987; ROKEACH, 1968, 1976) until we reach the discussions focusing on the teaching and learning of languages from the perspective of Applied Linguistics (BARCELOS, 2004). Based on the works of Barcelos (2004) and Pajares (1992), we also discuss teachers’ beliefs and how they can influence a teachers’ professional practice. Regarding the teaching of pronunciation, the concepts of intelligibility and comprehensibility were discussed based on the definitions of Nelson and Smith (1985), Derwing, Munro and Wiebe (1998), Derwing and Munro (2015) and Alves (2015). We also briefly review the literature on teachers ' beliefs about the teaching of pronunciation, taking as main basis the work of Shah et al (2017). In order to accomplish the main objectives of this study, we conducted a series of 10 interviews with students at UAST who were doing internships. Two of these interviews were discarded for they diverged from the research proposal, and the remaining eight ones served as data for the analysis and discussion on the beliefs about the teaching of the phonetic-phonological component under study. Results show that trainee teachers believe that pronunciation is an important aspect to teach either directly or indirectly, but they also believe in hegemonic varieties as references.Item O processo de tradução para dublagem: um estudo sobre Harry Potter e a pedra filosofal(2018) Silva, Tamires Ferreira dos Santos; Cavalcanti, Larissa de Pinho; http://lattes.cnpq.br/7660087236639667; http://lattes.cnpq.br/7636558218839687Does the audiovisual production we see in our native language produces the same intentions as the original version? It is from this questioning that this research will be developed: a study of translation for dubbing based on the movie Harry Potter and the Philosopher’s Stone. Aiming to investigate the mechanism used in the translation of Harry Potter and the Philosopher’s Stone, specifically, this paper analyzes the main changes from original to target language in the translation for dubbing, considering the lines from the movie in their relation to the audiovisual of scenes and whether changes of lexical-syntactical as well as semantic nature would produce different effects of meaning for the viewer. This study focuses on the various theories that revolve around the theme: translation as a process, equivalence, domestication, foreignization, transdaptation and adaptation and investigates them in speech data – from the original English and the dubbed Portuguese lines – from the movie. It was necessary to watch the movie in its two versions (original version with audio in English) and the dubbed (with audio in Portuguese) using the product released by Warner Brothers for domestic consumption on DVD. After the selection of 41 translation examples for he dubbing, due to space and the time of analysis, we restrict corpus to 12 examples, which focus on more than one dimension of translation strategies. The development of the research put it beyond the studies of translation, because in addition to translating, dubbing requires the translation to fit the movement of the character’ lips, the length of each line and the text volume. As for the textual findings, lexical and syntactical changes according to register, culture and the use of Portuguese by the target audience, which showed very little preference for translations closer to the original language. Be it to feed the curiosity of people interested in the subject, or to highlight the study of translation and translation for dubbing, this work can help clarifying issues concerning the translation process for dubbing.Item A pronúncia do R retroflexo do inglês por alunos de uma escola de idiomas em Serra Talhada-PE(2018) Pereira, Alana Santos; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/0849895202690132his research aims to analyze the pronunciationofEnglish Language retroflex in the speech of students of a language school located in Serra Talhada-PE.For that, we use as theoretical and methodological support the assumptions of Variationist Sociolinguistics, which seeks to explain the language in use, as well as its relation with society, in order to analyze the social factors that act on the phenomenon, in the studied community of speech.In the same way, we turn to Phonetics and Phonology, in a Structuralist perspective, with the intention of describing the studied phone, as well as the linguistic factors that can act on it.Assuming that there is variation in the speech of individuals belonging to the same linguistic community, and that this variation extends to the process of learning a foreign language, we select some factors, linguistic and extralinguistic, raising hypotheses that such factors may cause a variation in pronunciationof the retroflex, namely: theposition of the phone in the word, the level of proficiency of the learner and the level of monitoring in the reading of the material used in the data collection.Thus, we recorded the speech of 10 informants enrolled in the selected school language for the research –being 5 of the basic level II and 5 of the advanced level –and proposed the reading of the following material for the collection of data that composed the present study: listof words, list of images and a text containing words that presented the retroflex, in order to ascertain our initial hypothesis that the advanced level would present greater proficiency than the basic level in the pronunciation of the phone.Finally, we performed the corpus analysis, concluding that there is variation inthe English Language learners' speech, confirming that students at the advanced level demonstrate greater proficiency in the retroflex articulation than the students at the basic level, and proving that there are both linguistic factors and factorsextralinguistics favoringvariation, such as the replacement of the retroflex/I/by the tepe by the aspirate/r/, in addition to the erasure of the phone.