TCC - Licenciatura em Letras (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2960
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Item A abordagem comunicativa na leitura e compreensão de textos em inglês(2019-12-13) Souza, Marcio Soares de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/0216791185608189This research, based on theoretical principles of Applied Linguistics and the communicative approach, discusses the presence of different approaches and methodologies of English language teaching in regular schools, especially in EREM Dom João da Mata Amaral school, located in Garanhuns - Pernambuco, and the use of the communicative approach in reading and comprehension of texts, focusing on texts used in the National High School Exam (ENEM). In order to make this happen, a reading and textual comprehension project was carried out, during the 2017 school year with thirty-four (34) students from the third year “A” of the aforementioned high school in which reading and comprehension exercises were conducted through communicative approach principles with the purpose of making students comfortable enough to use the English language in different situations, but mainly in exams such as ENEM and other college admittance examinations. In addition, in order to place theory and practice into comparison, a research was conducted in the documents governing Brazilian education so as to understand how they seem to indicate that English language teaching should take place at regular schools and to compare the theory with the reality actually observed at these institutions, in order to be able to perceive the difficulties faced by English language teachers from such, which seemed to obstruct the use of other approaches which not the traditional one in class.Item Habilidades de ensino de língua inglesa: observação de turmas iniciantes de língua inglesa do programa de línguas e informática da Universidade de Pernambuco, na cidade de Garanhuns(2019-07-18) Silva, Laécio Eugênio da; Viana Júnior, Oseas Bezerra; http://lattes.cnpq.br/1280192032203717; http://lattes.cnpq.br/4028544761883020This research observes and analyzes the work of the English-speaking teacher with reading, writing, speaking and listening skills. The study is to reflect on how the teacher works the four skills in English language classes. As main theoretical support we point out Oliveira (2007) who discusses in his dissertation the principles that guide each of the skills and Kumaravadivelu (1994), Brown (1994) and Hinkel (2010) who discuss the importance of teaching skills in an integrated way in the globalized world. Our methodology has a qualitative-interpretative character of ethnographic basis (MOITA LOPES, 1994). And our corpus consisted by a field diary, the textbook, a questionnaire and an interview with two English teachers (Level 1 - beginner) of the Language and Information Technology Program (PROLINFO) of the University of Pernambuco, Campus Garanhuns. Data were collected through weekly observations, besides the interview and the questionnaire answered by the teachers. And from them, we concluded that the most mobilized skill during class was listening, especially through the Teacher Talk Time. Still, based on the principle of communicative approach, but mostly using the structural approach, the teachers were able to integrate the skills during the classes and in both classes 100% of the students approved.Item 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/5342845037433005The 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.Item Discursos, concepções e percursos teórico-metodológicos na formação inicial de professores de língua inglesa(2019-01-23) Souza, Salvia de Medeiros; Pereira, Sônia Virginia Martins; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/7735115241100407The present study is attached to researches about the initial formation of foreign language teachers, as well as to researches in the field of Dialogical Discourse Analysis. The research which led to this study aimed to analyse how the institutional and teacher discourses reflect theoretical and didactic-methodological conceptions demonstrating, in the discourse of students, the initial formation of English language teachers. The theoretical coordinates that support the reflections in this analysis have their origin in the dialogical studies, highlighting the following concepts: concrete utterance (BAKHTIN, 2015a; BRAIT; MELO, 2005), heteroglossia (ZANDWAIS, 2009; FARACO, 2009), dialogism (BAKHTIN/ VOLOCHÍNOV, 2014; BAKHTIN, 2015b; FIORIN, 2016), axiology (VOLOCHÍNOV, 2013; FARACO, 2009) and reported speech (FARACO, 2009). This research is based on a qualitative-interpretative approach and it was configured as a documentary analysis allied to the case study of the Letras Português/ Inglês Course of UFRPE / UAG, which included the identification, verification and examination of documents and the application of data collection instruments to achieve the aims of the research. The conclusions point out that the official discourse of the High Education Institution (HEI) could be more punctual in the study of theoretical-methodological and didactic-pedagogical conceptions for the teaching of English language and articulate the linguistic and pedagogical spheres of knowledge on language. The university professors could articulate their repertoire of knowledge on the English language to their teaching in order to influence the construction of the teaching repertoire of the students and these latter need to seek autonomy in relation to the development of their language proficiency or develop more refined communicative skills, besides the pedagogical deepening for their practices as English teachers.