Uma análise fenomenológica das relações discursivas dos alunos e o seu aprendizado do inglês como língua estrangeira.

• Ano de defesa: 2009
• Autor(a) principal: Fonseca, Ana Lúcia Simões Borges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; BR; Linguística; Literatura Brasileira; Programa de Pós-Graduação em Letras e Linguística; UFAL
• Palavras-chave em Português: Teaching and learning of a foreign language; Heidegger; Phenomenology; Applied linguistics; Speech in interaction; Ensino e aprendizagem de língua estrangeira; Fenomenologia; Linguística aplicada; Fala em interação; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS
• Link de acesso: http://repositorio.ufal.br/handle/riufal/454

The purpose of the present study was to analyze and interpret the meaning of the Being in Its everyday life at school and the way Its discursive relations within such a context might interfere in Its learning of the English language, by having Heidegger s Hermeneutic Phenomenology, together with the Discourse Analysis which studies speech in interaction, Ethnography, Ethnomethodology and Applied Linguistics, as the theoretical bases for such study. Taking into account that according to the phenomenological and qualitative research it is not possible to understand the human being without understanding the context in which their participants interpret their actions, feelings and thoughts and that the researcher s role who adopts an ethnographic and qualitative approach also aims at describing the beliefs and meanings of a given community, we analyzed the way such discursive relations and students experiences - who attended the PQD - in their everyday life at school might interfere in their learning of the English Language. The results which were achieved show that such relations do not exist in a social vacuum, based on homogeneous subjects who are not affected by the discursive practices in which they perform their roles and which constitute themselves and have, therefore, a decisive influence over the process of teaching and learning English as a Foreign Language.