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

Agora exibindo 1 - 2 de 2

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.
As contribuições dos gêneros textuais no processo de ensino nas aulas de língua portuguesa no 6º ano do ensino fundamental II
(2018-08-29) Barros, Elizabete Josefa de; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/2944534748981011
In the quest to analyze the contributions that the textual genres can bring to the students of the 6th year of elementary school, through observations of a Portuguese teacher's class, this work can present a brief overview of the practices with textual genres in language teaching Portuguese as a didactic tool. In an interactionist discourse perspective, this research is supported by the theories proposed by Antunes (2003), Dolz and Schneuwly (2004) and Marcuschi (2002, 2007 and 2008) who believe in a teaching-learning proposal organized from textual genres, attributing to language and interaction the instrumentalization in the construction of knowledge and in the formation of the citizen, with the general objective of investigating ways of using textual genres as a tool for language teaching. Through field research with a qualitative approach, of exploratory nature, having as observation technique, which allowed an analysis regarding the proposal of the teacher's work and its relationship with the genres. In these practices, it was noticeable that the educator in question was often able to plan good reading times, showing a systematic practice of textual genres through the development of various activities developed in the classroom, contributing to the construction of his knowledge, focusing the appropriation of the students' textual production system.