Análise linguística na formação do profissional de letras inglês

• Ano de defesa: 2016
• Autor(a) principal: Brito, Pedro Augusto Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Língua inglesa; Estudo e ensino; Competência e desempenho (Linguística); Professores de inglês; Formação; Linguística aplicada; Formação do profissional de letras; Análise Linguística; Brasil.; Professional formation in languages; English; Linguistic analysis; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4035

Linguistic analysis (LA) promotes the reflection about the linguistic phenomena materialized in the language in use, elucidating the effects of meaning of various texts and constituting itself as a tool for reading and textual production. On language degree courses with qualification in a foreign language (FL), either in that which aims to form teachers or in that courses which aims to form bachelors, the LA works as an essential tool to the professional formation process. Its importance is related to the students' reflection about language skills studied in the courses, and to their future professional practice as teachers or the other fields of bachelor's actuation on the FL. Inserted in this context and in the field of Applied Linguistics, our research aimed to analyze the behavior of a students group in the second year of an English Language Degree course in face a didactic proposal to the reflection promoted by AL in Portuguese and English. In order to accomplish our target, we follow methodologically the assumptions of quantitative, qualitative and interpretive researches, with ethnographic features. Thus, we observed a period of classes within the discipline of Linguistics II which had the object of teaching the grammatical categories divided into nominal (gender, number and grade) and verbal (tense, number, person, mode, verbal voice and aspect). Our corpus is made up of activities that constituted the reflective didactic proposal at the end of the teaching of five of those categories. The didactic proposal developed by the teacher sought to promote a reflection on the category under study using the texts' LA in Portuguese, their mother tongue and a translational proposal of these texts with elucidation of the facilities and difficulties in the chosen movements for translation, applying the reflection promoted by the LA on the production of effects of meaning in English focusing on uses of the categories studied. We made our analysis collecting quantitative and qualitative data of the behaviors presented in student responses to these activities and interpreting them in the light of the theoretical assumptions of LA according current scholars who are dedicated to study this subject, as Geraldi, Antunes, Possenti and Perfeito, in the Vinay and Darbelnet's proposal on the technical procedures of translation and taking into account the profile of the class characterized by us. The results of the analysis point to the trend of non-compliance or partial compliance with the proposal because of fragmentations, erasures and abandonment of the tasks put in the activities, due to the profile of the studied group. In addition, emerge from the results the need of reflection for the students attitude about their training process and proficiency in a FL concept presented by the students.