A internet nossa de cada dia : efeitos identitários na mobilização subjetiva para a aprendizagem de língua inglesa

• Ano de defesa: 2011
• Autor(a) principal: Melo, Ariane Macedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Análise de discurso; Ensino-aprendizagem de língua estrangeira.; Identidade; Internet; CNPQ::LINGUISTICA, LETRAS E ARTES; Analyses of the discourse; Teaching-learning of a foreign language; Identity
• Link de acesso: http://ri.ufmt.br/handle/1/1046

This work aims to analyze and understand how the contact with the English language on top of the contact with the cyberspace can alter a student’s identity constituition of a character. We intend to understand some effects on the identity and subjectiveness of some students resulting from the contact with the cyberspace through the analysis of the representations of English language students related to English language learned through the internet. The corpus for this study has been constituted of statements conceived by the students in response to a questionnaire about what the English language meant to them and how they perceived the learning of this language through the internet, among other matters. Our reflections are founded upon the postulation of the French Discourse Analysis (PÊCHEUX, 1969 and ORLANDI, 2006, 2007) as well as on the studies concerning to identity (CORACINI, 2003, GHIRALDELO, 2003 and GRIGOLETTO, 2003), among other researchers. The carried out analysis has revealed the individuals – questioned through communication and information technologies, more precisely in this case, through the internet and also through the teacher’s discourse and about what he/she represents, as well as the discourses concerned to the school as an institution – are determinatively heterogeneous, take diversified subject positions and suffer identity changes during the teaching-learning process of the English language.