A multimodalidade nos livros didáticos de ensino de língua alemã: uma análise contrastiva

• Ano de defesa: 2016
• Autor(a) principal: Rafael Luciano Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: multimodalidade; autonomia; alemão; ensino de língua estrangeira; Livro didático; Livros didáticos Avaliação; Língua alemã Estudo e ensino Falantes estrangeiros; Aprendizagem autônoma; Aquisição da segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/MGSS-AA5PSZ

Multimodality is increasingly present in foreign language teaching textbooks. Through a variety of semiotic modes, integrated with writing, new possibilities are created for interaction between participants in the teaching/learning process and the cultural artifacts that influence this process. This variation in multimodality can represent thedifferent roles of such participants, conceptions of language and teaching/learning processes. In this context, this study makes a comparative and longitudinal analysis of the use of semiotic resources in textbooks teaching German as a foreign language. To this end, we evaluated two topics in five textbooks published at different times, representing different methods and didactic approaches, namely: thegrammar-translation method (Beginning German, 1956); direct method (Kinder lernen Deutsch: die Familie Schiller, 1976); ALM (Deutsch als Fremdsprache 1A, 1977); the communicative approach (Themen 1, 1986) and the intercultural approach (Studio 21, 2013). Based on theoretical contributions from the dialogue established between the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006), the Social Semiotic Approach (VAN LEEUWEN, 2006; KRESS; BEZEMER, 2009;KRESS, 2010) and the Teaching Method Analytical Model proposed by Richards and Rodgers (2003), as well as studies regarding learner autonomy (ESCH, 1996; DÖRNYEI, 2001; BENSON, 2001; DIAS, 2009; MAGNO SILVA, 2009; USHIODA, 2011), this study investigated how the semiotic resources found in the analyzed textbooks represent a specific conception of language, teaching and learning processes and the roles of student and teacher. The results show that the more multimodal the textbook and the greater the degree of interaction between thesemiotic modes in the book, the more the conception of language is found to be social interactionist in nature. This includes a conception of teaching/learning as integrative and reflective, the roles of student and teacher being defined as active and collaborative.