Um estudo linguístico sistêmico-funcional sobre um diário dialogado: representações de experiência de professoras de Língua Inglesa.

Detalhes bibliográficos
Ano de defesa: 2009
Autor(a) principal: Oliveira, Alessandra Meira de
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal da Paraí­ba
BR
Linguística e ensino
Programa de Pós-Graduação em Linguística
UFPB
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6520
Resumo: Situated in the field of Applied Linguistics, the present study aims to investigate a dialogue journal produced by two English as a Foreign Language teachers at a public university in northeastern Brazil. The teachers were simultaneously taking a teacher education extension course, CECPLIN, and a graduate course, Introduction to Applied Linguistics. This investigation focuses on 13 dialogue journal entries produced by the two teachers during four months. According to Freeman (1996, p.90), pinpointing the need to redefine the relationship between academic research and what teachers know, there is an intimate divorce between research and teaching . Along these lines, that is, focusing on the reflective teacher and the teacher-researcher perspective (ROMERO, 1998; LÜDKE, 2001; REICHMANN, 2001; ZEICHNER 1990, 1998, 2003, amongst others), this piece of research underscores the importance of an insider‟s view in order to understand some aspects of teachers‟ actions, challenges, and difficulties in relation to the students, school and professional identity construction. Considering language as social practice (FAIRCLOUGH, 1992), and from the perspective of Systemic-Functional Grammar, in special, the Transitivity system (Halliday, 1994), my aim is to map and analyze the Processes, Participants and mental projections that occur in primary clauses in the dialogue journal, in order to understand in which ways the lexicogramatical choices (re)construe teaching practice. Results indicate that relational Processes occur more frequently, followed by material and mental Processes. In relation to mental projections, one of the teachers, in her texts, is mostly concerned with students, whereas the other one is mostly concerned with her own teaching practice. In sum, as a contribution to the Applied Linguistics field, this study highlights the relevance of teachers investigating their own language practices, thus making sense of social problems in which language has a central role (MOITA LOPES, [2006], 2009).