Licenciatura em Letras (UAG)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2959

Siglas das Coleções:

APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Resultados da Pesquisa

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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/4028544761883020
This 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.
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/7735115241100407
The 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.