A produção textual em L2 no contexto universitário: possíveis contribuições do procedimento seqüência didática

• Ano de defesa: 2009
• Autor(a) principal: Adriana Aparecida Souza Aguiar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Escrita Língua estrangeira Seqüência didática Gênero textual; Línguas Estudo e ensino Falantes estrangeiros; Lingüística aplicada; Competência comunicativa; Comunicação escrita; Aquisição da segunda linguagem; Gêneros textuais; Produção de textos; Didática
• Link de acesso: http://hdl.handle.net/1843/LETR-8SZMS9

This research has investigated the applicability and the contributions of the didactic sequence procedure as a resource to develop the writing skill of students from an undergraduate course in Letras. The interest for such research has emerged from the anxiety about how to make the writing activities more meaningful. Thus the pedagogical practice change has prioritized the writing social function through an investigation project mediated by the action research as research method. This method has enabled that an action plan was developed and implemented through thedidactic sequence. The theoretical background that permeates such didactic procedure is based on the socio-discursive interactionism and for this reason a didactic model of genre was constructed aiming to show up the main features of the genre virtual travel guide and direct the preparation of the activities in the didactic sequence. The activities that were done served as scaffolding and permitted the text producer students to appropriate the genre features and write according to the proposed communication situation. The results of the research have shown that themodular character of the referred procedure permitted the development of the consciousness related to the genre language that involves the action, discursive and linguistic-discursive plans. These plans represent the language capacities necessary to the textual production of certain genre. The participant students state the development of the communicative competence in English was possible because the teaching learning process from the didactic sequence was based on their necessities, activities on language analysis in the texts of the chosen genre, rewritingpossibilities and on peer collaboration. All the activities done permitted the students understand that writing is a way of acting where their actions, thoughts and intentions are produced and may cause the desired effect on the interlocutor.