Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Santos, Juliana Munhoz dos
 |
| Orientador(a): |
Cavenaghi-Lessa, Angela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13724
|
Resumo: |
This research aims to investigate what the senses and meanings that the English public school teacher attributes to the oral modality at the Public School and how teachers evaluate a complementary oral material with oral activities. This study was conducted from the perspective of Critical Applied Linguistics, based on Moita Lopes (2006). It is based on socio-cultural-historical theory (VYGOTSKY, [1934] 2013) and in oral concepts discussed by Marcuschi (2008); Savignon (1997) and Byrne (1976). The methodology used is the critical-interpretive (MOITA LOPES, 1994; 1996); and the data were collected through an online questionnaire, a reflective conversation on the material created by the researcher and a reflective conversation about orality in English classes. For analysis and discussion of the results, it was used the thematic content category by Bronckart ([1997] 1999), evidenced by lexical choices of the participants, about the orality and about the complementary material as well. The results can guide a more specific work about the oral modality in English language classes at the public schools, enabling the transformation of practices in the classroom |
