Detalhes bibliográficos
| Ano de defesa: |
2006 |
| Autor(a) principal: |
Damião, Silvia Matravolgyi |
| Orientador(a): |
Ramos, Rosinda de Castro Guerra |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13813
|
Resumo: |
The aims of this research are to develop and monitor a two semester ESP course, and its teaching, for the first year undergraduate students of an Engineering course; and to have the course students construct a site which is accessible not only to them, but to all the undergraduate students at the Institution who are interested in using this virtual place to learn English. To reach these aims, the English course was monitored for a two year period. First, a teaching plan was prepared based on a Needs Analysis Questionnaire (Hutchinson e Waters, 1987; Dudley Evans & St. John, 1998) and on the teaching experience of the teacher-researcher at the Institution. This plan focused on a face-to-face ESP course mediated by the collective construction of a site. The course was based on progressive teaching and learning theories (Moraes, 1997, 2000; Giusta, 2003), which are grounded on the four pillars of knowledge (Delors et al 2001), and on issues concerning technology and education (Warschauer, 1996/98, 2000; Ramal, 2002; Chapelle, 2003). Furthermore, the course design was based on Graves (2000) framework of course development processes. Methodologically, this is an action research (Crookes, 1993; Burns, 2005) conducted in a Federal Engineering College and the participants were 70 students who attended the ESP course in the two years of the research, and the teacher-researcher. In the first year of the study, the course plan was modified due to the feedback given by the students by means of a Continued Needs Analysis process (Dudley Evans & St. John, 1998); a Rights Analysis process (Benesch, 1999; 2001); and also by means of negotiation (Breen & Littlejohn, 2001). The same happened to the site, which was uploaded and modified according to the students productions within the period. The course plan was then reformulated in the second year of the study in the light of the experience acquired in the first year, and tasks (Ellis, 2003; Chapelle, 2003) were introduced to attend the students academic and future professional needs, identified at the beginning of the study. At the end of the second year of the study, it was possible to confirm that the course plan, with the modifications that had been introduced, was adequate, and that the site reflected the tasks prepared by the students within the period, therefore reaching the objectives proposed at the beginning of the study. It was also possible to propose new directions for ESP teaching at the Institution |
