O uso de contos em sala de língua inglesa: um estudo de leituras interculturais

• Ano de defesa: 2016
• Autor(a) principal: Pereira, Danilo Neves
• Orientador(a): Rees, Dilys Karen
• Banca de defesa: Rees, Dilys Karen , Silva, Barbra do Rosário Sabota, Nascimento, André Marques do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Interculturalidade; Literaturas de língua estrangeira; Ensino de línguas; Linguística aplicada
• Palavras-chave em Inglês: Interculturality; Literatures in a foreing language; Language teaching; Applied linguistics
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6605

This paper is a qualitative research, more precisely, an etnographic case study which took place in Centro de Línguas (CL) at Universidade Federal de Goiás (UFG) in an intermediate English class (English 8) in the second semestre of the year 2015. The aim of this research is to understand the learning of languages and cultures through the reading of literary texts in an English as a Second Language class (ESL) at Centro de Línguas. For that, the students were taught short stories by several English speaking authors through an intergrated approach to the teaching of Literature (SAVVIDOU, 2004) following an intercultural approach. The selected texts were the short stories “A Good Man is Hard to Find”, “The Story of an Hour”, “The Yellow Wallpaper” by American female authors Flannery O’Connor, Kate Chopin and Charlotte Perkins Gillman, respectively, and the Nigerian short stories “Dead Man’s Path” by Chinua Achebe and “A Private Experience” by Chimamanda Adichie”. For the data analysis, some theoretical concepts by Iser’s (1978) Reading Response Theory were used, as well as Agar’s (1995) concept of languaculture and Spradley’s (1980) theory of cultural domains. The students had to answer questionnaires, to participate in nonstructured group interviews and to be recorded during the whole last semester of the year 2014. In terms of the results of this research, this paper showed the necessity of a critical intercultural teaching, where the students can develop a critical view of their own culture as well as the culture of the Other (KRAMSCH, 1998). Furthermore, the result of this study also suggested the possibility of teaching canonic and non-canonic literary texts in a Foreign language classroom to discuss the languages/cultures of the many peoples that express themselves through the means of the different varieties of the English language.