Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado
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| 主要作者: | |
|---|---|
| Publication Date: | 2010 |
| 格式: | Master thesis |
| 语言: | por |
| Source: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tde/2374 |
总结: | This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context. |
| _version_ | 1871426425145262080 |
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| author | LUZ, Rosângela Medeiros da |
| author_browse | LUZ, Rosângela Medeiros da |
| author_facet | LUZ, Rosângela Medeiros da |
| author_role | author |
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| bitstream.url.fl_str_mv | http://repositorio.bc.ufg.br/tede/bitstreams/0e56019f-646c-4abc-b0ab-745436f6338e/download http://repositorio.bc.ufg.br/tede/bitstreams/f12b5744-2f58-47c7-8228-37f7295a6f58/download |
| collection | Repositório Institucional da UFG |
| contributor_str_mv | REES, Dilys Karen |
| dc.contributor.advisor1.fl_str_mv | REES, Dilys Karen |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/7851019818083889 |
| dc.contributor.author.fl_str_mv | LUZ, Rosângela Medeiros da |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/5273397195914335 |
| dc.date.accessioned.fl_str_mv | 2014-07-29T16:18:59Z |
| dc.date.available.fl_str_mv | 2010-11-08 |
| dc.date.issued.fl_str_mv | 2010-09-13 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.citation.fl_str_mv | LUZ, Rosângela Medeiros da. Ethnographic research: uncovering the cultural mean-ings from a teacher and his students about the english language and its learning. 2010. 149 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tde/2374 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | BR |
| dc.publisher.department.fl_str_mv | Lingüística, Letras e Artes |
| dc.publisher.initials.fl_str_mv | UFG |
| dc.publisher.none.fl_str_mv | Universidade Federal de Goiás |
| dc.publisher.program.fl_str_mv | Mestrado em Letras e Linguística |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
| dc.subject.cnpq.fl_str_mv | CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
| dc.subject.eng.fl_str_mv | Teaching and learning of English language Cultural meanings Cultural conflicts |
| dc.subject.por.fl_str_mv | Ensino e aprendizagem de língua inglesa Significados culturais Conflitos culturais |
| dc.title.alternative.eng.fl_str_mv | Ethnographic research: uncovering the cultural mean-ings from a teacher and his students about the english language and its learning |
| dc.title.por.fl_str_mv | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UFG-2_e2e48437df0a0572df2f87ceddb46f48 |
| identifier_str_mv | LUZ, Rosângela Medeiros da. Ethnographic research: uncovering the cultural mean-ings from a teacher and his students about the english language and its learning. 2010. 149 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010. |
| instacron_str | UFG |
| institution | UFG |
| instname_str | Universidade Federal de Goiás (UFG) |
| language | por |
| network_acronym_str | UFG-2 |
| network_name_str | Repositório Institucional da UFG |
| oai_identifier_str | oai:repositorio.bc.ufg.br:tde/2374 |
| publishDate | 2010 |
| publishDateSort | 2010 |
| publisher.none.fl_str_mv | Universidade Federal de Goiás |
| reponame_str | Repositório Institucional da UFG |
| repository.mail.fl_str_mv | grt.bc@ufg.br |
| repository.name.fl_str_mv | Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| repository_id_str | oai:repositorio.bc.ufg.br:tede/1234 |
| spelling | REES, Dilys Karenhttp://lattes.cnpq.br/7851019818083889http://lattes.cnpq.br/5273397195914335LUZ, Rosângela Medeiros da2014-07-29T16:18:59Z2010-11-082010-09-13LUZ, Rosângela Medeiros da. Ethnographic research: uncovering the cultural mean-ings from a teacher and his students about the english language and its learning. 2010. 149 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010.http://repositorio.bc.ufg.br/tede/handle/tde/2374This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context.Nesta pesquisa de base etnográfica buscou-se identificar e compreender como os aprendizes de língua inglesa (LI) de um curso superior tecnológico na área de negócios atribuíam significados culturais à LI e ao seu ensino e aprendizagem, além de investigar como esses significados culturais interferiam na dinâmica da sala de aula. Exemplos desta interferência puderam ser vistos na resistência dos alunos em relação à língua ensinada, nas várias formas de interação social no grupo durante as aulas e na resistência à metodologia adotada pela professora em sala de aula, uma vez que ocorreram comentários dos alunos sobre o modelo/metodologia ideal de ensino de língua estrangeira (LE). Este estudo se deu sob a forma de observação participante, no qual o comportamento, a comunicação, as ações e/ou os eventos destes aprendizes dentro da sala de aula de inglês foram observados e registrados e analisados, de forma a identificar os domínios culturais, por meio das análises de relações semânticas oferecidas por Spradley (1980), e assim, desvendar os significados culturais para tais atitudes e comportamentos; essas explicações culturais foram construídas sobre o alicerce do principio êmico, comum nos estudos etnográficos. Por meio das análises percebemos que havia diferentes compreensões culturais sobre o que é aprender para a professora e para seus alunos. Essas divergências culturas resultaram em conflitos nas expectativas em relação aos papeis que esses participantes deveriam assumir na sala de aula de língua estrangeira, enquanto a professora idealizava um aluno autônomo e ativo, o aprendiz, por sua vez, apresentava-se como isento de responsável por esse complexo processo de aprendizagem de uma LE, visto que, atribuíam essa responsabilidade a outrem. Como muito dos problemas que surgiram nesse contexto investigado estavam relacionados aos conflitos culturais, especialmente no que se refere à cultura de ensino e aprendizado da LI, discutimos a importância de uma abordagem intercultural na prática pedagógica dos professores de LE para que eles possam mediar essa mescla de cultura que é a sala de aula. Com esse intuito, refletimos sobre a postura etnorrelativista, sugerida pelo modelo DIMS de Bennett (1993), e sobre os papeis de professores e alunos apresentados em Santos (2004). Enfim, este trabalho buscou revelar os fatores culturais, que mesmo em uma dimensão invisível, impelem a dinâmica da sala de aula, ou seja, tentou-se desvendar o que subjaz ao ensino e aprendizado da LI naquele contexto investigado.application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/3934/Rosangela%20Medeiros%20da%20Luz%20-%20Dissertacao.pdf.jpgporUniversidade Federal de GoiásMestrado em Letras e LinguísticaUFGBRLingüística, Letras e ArtesEnsino e aprendizagem de língua inglesaSignificados culturaisConflitos culturaisTeaching and learning of English languageCultural meaningsCultural conflictsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAPesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizadoEthnographic research: uncovering the cultural mean-ings from a teacher and his students about the english language and its learninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALRosangela Medeiros da Luz - Dissertacao.pdfapplication/pdf676428http://repositorio.bc.ufg.br/tede/bitstreams/0e56019f-646c-4abc-b0ab-745436f6338e/download6b62a6a73227c08e754959c0074ce089MD51THUMBNAILRosangela Medeiros da Luz - Dissertacao.pdf.jpgRosangela Medeiros da Luz - Dissertacao.pdf.jpgGenerated Thumbnailimage/jpeg3042http://repositorio.bc.ufg.br/tede/bitstreams/f12b5744-2f58-47c7-8228-37f7295a6f58/download107493ce9f9e5180bd177f6f3d86fd10MD52tde/23742014-07-30 03:09:31.366open.accessoai:repositorio.bc.ufg.br:tde/2374http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttps://repositorio.bc.ufg.br/tedeserver/oai/requestgrt.bc@ufg.bropendoar:oai:repositorio.bc.ufg.br:tede/12342014-07-30T06:09:31Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| spellingShingle | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado LUZ, Rosângela Medeiros da Ensino e aprendizagem de língua inglesa Significados culturais Conflitos culturais Teaching and learning of English language Cultural meanings Cultural conflicts CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
| status_str | publishedVersion |
| title | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| title_full | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| title_fullStr | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| title_full_unstemmed | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| title_short | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| title_sort | Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado |
| topic | Ensino e aprendizagem de língua inglesa Significados culturais Conflitos culturais Teaching and learning of English language Cultural meanings Cultural conflicts CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
| url | http://repositorio.bc.ufg.br/tede/handle/tde/2374 |