O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer
שמור ב:
| מחבר ראשי: | |
|---|---|
| Publication Date: | 2013 |
| פורמט: | Master thesis |
| שפה: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/8339 |
סיכום: | Modern and globalized world has, each time more, driven individuals in order to seek for belonging to the selected group of people who make use of a special jargon, or, in order to seek for professional development. Within this use of a special jargon and this professional development, there is the knowledge of a foreign language. The most wanted, as a result of its extent, is English. This way, any research which seeks to contribute for a better quality teaching is relevant, in order to answer the objectives of language courses, teachers or, what is most desired, the students objectives, because they are the guarantee of the continuation of this teaching-learning universe. The objective of this paper, besides the contribution to a more creative language teaching and not so dependent on the didactic book, is to analyze four books, with international extent, which are used in the English as a second/foreign language context, levels start/elementary and pre-intermediate (I and II) as a sequence of the same series which are adopted for teenagers, as well as the same levels (I and II) of a different series used by adults. The verb tense Simple Past was selected as the object of analysis in each one of the four books, concerning the presentation of this grammatical structure. Also, the exercises which precede or succeed the presentation of the target language structure were analyzed, with the intention to observe the prescriptive-proscriptive, descriptive, productive character of those activities, as suggested by Halliday et al. (1974).For a theoretical basis for the mentioned analysis, this research brings a short description of the types of language teaching, suggested by Halliday et al. (1974), as well as considerations of renowned linguists and scholars of the relation between foreign language teaching-learning, also concerning the analysis and production of didactic materials. In the sequence, there is a presentation of the Argumentation Theory (AT) and its phases, initially developed by Jean-Claude Anscombre and Oswald Ducrot (1983) and nowadays by the last one and Marion Carel (2005) with The Semantic Block Theory (2005). These theories give support to the following section, because it presents activities that can be incorporated into the material used in class, if the teacher considers it appropriate and possible, with the intention of promoting a more creative and efficient teaching, regarding activities able to develop in the students an enlargement of the communicative possibilities that they can make use of at the moment of language interaction. For the development of those activities, the concepts of linguistic argumentation, internal and external argumentation of words, argumentative statements, argumentative aspects and, mainly, the argumentative connectors (PT) and (DC), were selected. The final results meet the hypothesis which stimulated this research, the hypothesis that the activities concerning the presentation and practice of the target grammatical structure of the language are too connected to the prescriptive character of language teaching and do not seem to be efficient considering a communicative approach of language teaching |
| _version_ | 1871607621887197184 |
|---|---|
| author | Schwartz, Patrícia Luana |
| author_browse | Schwartz, Patrícia Luana |
| author_facet | Schwartz, Patrícia Luana |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Schwartz, Patrícia Luana |
| dc.contributor.none.fl_str_mv | Graeff, Telisa Furlanetto http://lattes.cnpq.br/5020016009007215 |
| dc.date.none.fl_str_mv | 2013-04-23 2025-05-27T15:01:35Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://repositorio.upf.br/handle/123456789/8339 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Estudos Linguísticos e Estudos Literários Programa de Pós-Graduação em Letras |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Língua inglesa - Estudo e ensino Semântica Análise do discurso English language - Study and teaching Semantics Discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
| dc.title.none.fl_str_mv | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Modern and globalized world has, each time more, driven individuals in order to seek for belonging to the selected group of people who make use of a special jargon, or, in order to seek for professional development. Within this use of a special jargon and this professional development, there is the knowledge of a foreign language. The most wanted, as a result of its extent, is English. This way, any research which seeks to contribute for a better quality teaching is relevant, in order to answer the objectives of language courses, teachers or, what is most desired, the students objectives, because they are the guarantee of the continuation of this teaching-learning universe. The objective of this paper, besides the contribution to a more creative language teaching and not so dependent on the didactic book, is to analyze four books, with international extent, which are used in the English as a second/foreign language context, levels start/elementary and pre-intermediate (I and II) as a sequence of the same series which are adopted for teenagers, as well as the same levels (I and II) of a different series used by adults. The verb tense Simple Past was selected as the object of analysis in each one of the four books, concerning the presentation of this grammatical structure. Also, the exercises which precede or succeed the presentation of the target language structure were analyzed, with the intention to observe the prescriptive-proscriptive, descriptive, productive character of those activities, as suggested by Halliday et al. (1974).For a theoretical basis for the mentioned analysis, this research brings a short description of the types of language teaching, suggested by Halliday et al. (1974), as well as considerations of renowned linguists and scholars of the relation between foreign language teaching-learning, also concerning the analysis and production of didactic materials. In the sequence, there is a presentation of the Argumentation Theory (AT) and its phases, initially developed by Jean-Claude Anscombre and Oswald Ducrot (1983) and nowadays by the last one and Marion Carel (2005) with The Semantic Block Theory (2005). These theories give support to the following section, because it presents activities that can be incorporated into the material used in class, if the teacher considers it appropriate and possible, with the intention of promoting a more creative and efficient teaching, regarding activities able to develop in the students an enlargement of the communicative possibilities that they can make use of at the moment of language interaction. For the development of those activities, the concepts of linguistic argumentation, internal and external argumentation of words, argumentative statements, argumentative aspects and, mainly, the argumentative connectors (PT) and (DC), were selected. The final results meet the hypothesis which stimulated this research, the hypothesis that the activities concerning the presentation and practice of the target grammatical structure of the language are too connected to the prescriptive character of language teaching and do not seem to be efficient considering a communicative approach of language teaching |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_4b0d0d2847b7a61de33c4dd7cfccc2d1 |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/8339 |
| publishDate | 2013 |
| publishDateSort | 2013 |
| publisher.none.fl_str_mv | Estudos Linguísticos e Estudos Literários Programa de Pós-Graduação em Letras |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazerLíngua inglesa - Estudo e ensinoSemânticaAnálise do discursoEnglish language - Study and teachingSemanticsDiscourse analysisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNASModern and globalized world has, each time more, driven individuals in order to seek for belonging to the selected group of people who make use of a special jargon, or, in order to seek for professional development. Within this use of a special jargon and this professional development, there is the knowledge of a foreign language. The most wanted, as a result of its extent, is English. This way, any research which seeks to contribute for a better quality teaching is relevant, in order to answer the objectives of language courses, teachers or, what is most desired, the students objectives, because they are the guarantee of the continuation of this teaching-learning universe. The objective of this paper, besides the contribution to a more creative language teaching and not so dependent on the didactic book, is to analyze four books, with international extent, which are used in the English as a second/foreign language context, levels start/elementary and pre-intermediate (I and II) as a sequence of the same series which are adopted for teenagers, as well as the same levels (I and II) of a different series used by adults. The verb tense Simple Past was selected as the object of analysis in each one of the four books, concerning the presentation of this grammatical structure. Also, the exercises which precede or succeed the presentation of the target language structure were analyzed, with the intention to observe the prescriptive-proscriptive, descriptive, productive character of those activities, as suggested by Halliday et al. (1974).For a theoretical basis for the mentioned analysis, this research brings a short description of the types of language teaching, suggested by Halliday et al. (1974), as well as considerations of renowned linguists and scholars of the relation between foreign language teaching-learning, also concerning the analysis and production of didactic materials. In the sequence, there is a presentation of the Argumentation Theory (AT) and its phases, initially developed by Jean-Claude Anscombre and Oswald Ducrot (1983) and nowadays by the last one and Marion Carel (2005) with The Semantic Block Theory (2005). These theories give support to the following section, because it presents activities that can be incorporated into the material used in class, if the teacher considers it appropriate and possible, with the intention of promoting a more creative and efficient teaching, regarding activities able to develop in the students an enlargement of the communicative possibilities that they can make use of at the moment of language interaction. For the development of those activities, the concepts of linguistic argumentation, internal and external argumentation of words, argumentative statements, argumentative aspects and, mainly, the argumentative connectors (PT) and (DC), were selected. The final results meet the hypothesis which stimulated this research, the hypothesis that the activities concerning the presentation and practice of the target grammatical structure of the language are too connected to the prescriptive character of language teaching and do not seem to be efficient considering a communicative approach of language teachingCada vez mais o mundo moderno, globalizado, impulsiona os indivíduos a participarem de um seleto grupo de pessoas que dominam um jargão especial, ou a se aperfeiçoarem profissionalmente e, dentro desse domínio e desse aperfeiçoamento, está inserido o domínio de uma língua estrangeira. A mais procurada devido ao seu alcance é a língua inglesa. Assim, torna-se relevante toda pesquisa que busque contribuir para um ensino de melhor qualidade, que atenda aos objetivos tanto dos cursos de língua, quanto dos professores ou, o que é mais desejável ainda, aos dos alunos, que são a garantia de continuidade desse universo de ensino-aprendizagem. É objetivo deste trabalho, além de contribuir para um ensino de línguas mais criativo e não tão dependente do material didático, analisar quatro materiais didáticos, sendo volumes I e II de uma série adotada para o público adolescente, bem como volumes I e II de uma série adotada para o público adulto, de repercussão internacional, utilizados no ensino de inglês como língua estrangeira. Como objeto de análise foi selecionada a apresentação da estrutura gramatical do tempo verbal "Simple Past" que consta tanto do volume I quanto do volume II de cada série. Também são analisados os exercícios que antecedem ou sucedem a apresentação da forma do referido tempo verbal, com o intuito de observar o caráter prescritivo -- proscritivo, descritivo, produtivo proposto por Halliday et al. (1974) em tais exercícios. Para que haja suporte teórico para a referida análise, o trabalho apresenta uma breve descrição dos tipos de ensino de línguas, proposto por Halliday et al., (1974), bem como considerações de renomados linguistas, estudiosos da relação ensino-aprendizagem de língua estrangeira, inclusive no que concerne à análise e produção de materiais didáticos. Em seguida apresenta-se uma explanação da Teoria da Argumentação na Língua (ADL) e suas fases, inicialmente desenvolvida por Jean-Claude Anscombre e Oswald Ducrot (1983) e atualmente por este último e Marion Carel com a Teoria dos Blocos Semânticos (2005), teorias que dão suporte para a seção subsequente, que apresenta algumas atividades que podem ser incorporadas ao material didático, se assim o professor julgar pertinente e possível, com o intuito de promover um ensino mais criativo e eficiente no que concerne a atividades que desenvolvam no aluno a ampliação das possibilidades comunicativas de que ele pode dispor no momento da interação pela linguagem. Para o desenvolvimento dessas atividades, foram selecionados os conceitos de argumentação linguística, argumentação interna e externa das palavras, aspectos argumentativos, enunciados argumentativos e principalmente, os de conectores argumentativos (PT) e (DC), da ADL/TBS. Os resultados a que se chegou vão ao encontro das hipóteses que estimularam esta pesquisa, de que as atividades referentes à apresentação da forma da língua estão muito pautadas no caráter prescritivo de ensino de línguas e não demonstram ser eficazes sob uma perspectiva comunicativa de linguagemEstudos Linguísticos e Estudos LiteráriosPrograma de Pós-Graduação em LetrasGraeff, Telisa Furlanettohttp://lattes.cnpq.br/5020016009007215Schwartz, Patrícia Luana2025-05-27T15:01:35Z2013-04-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttps://repositorio.upf.br/handle/123456789/8339porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:08:24Zoai:repositorio.upf.br:123456789/8339Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:08:24Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer Schwartz, Patrícia Luana Língua inglesa - Estudo e ensino Semântica Análise do discurso English language - Study and teaching Semantics Discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
| status_str | publishedVersion |
| title | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| title_full | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| title_fullStr | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| title_full_unstemmed | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| title_short | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| title_sort | O ensino do "simple past" em materiais didáticos de inglês como língua estrangeira : o que se faz, como se poderia fazer |
| topic | Língua inglesa - Estudo e ensino Semântica Análise do discurso English language - Study and teaching Semantics Discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
| url | https://repositorio.upf.br/handle/123456789/8339 |