Relationships between pre-service teachers' emotions and beliefs about learning and teaching English

• Ano de defesa: 2015
• Autor(a) principal: Rodrigues, Neide Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Universidade Federal de Viçosa
• Palavras-chave em Português: Língua inglesa - Estudo e ensino; Professores de língua - Informação; Emoção; Aprendizagem; Lingüística Aplicada
• Link de acesso: http://www.locus.ufv.br/handle/123456789/6301

Studies on language learning and teaching have focused for a long time on the cognitive dimension of these processes and not so much on the role emotions play on them (ARAGÃO, 2005; SWAIN, 2011; CANDIDO RIBEIRO, 2012; BARCELOS 2013). Recently, researchers have argued that investigating the relationship between the two concepts helps us to broaden our understanding of the many issues related to this topic (SWAIN, 2011; BARCELOS, 2013). In an attempt to contribute to research on this area, this study investigated pre-service teachers in the Languages and Literatures Program (LLP) of a federal university of the southeastern of Brazil, who were taking the English Teaching Practicum I. The study aimed at identifying pre-service English teachers’ beliefs, emotions, and possible relationships between them. In order to achieve these aims, the following research questions guided the study: 1) What beliefs do pre-service teachers hold about English learning and teaching?; 2) Which emotions did they experience as language learners and during the Practicum?; 3) Is there a relationship between their emotions and beliefs? If so, how do they interact with each other? The theoretical framework was based on studies on beliefs (PAJARES, 1992; BARCELOS, 2000, 2001, 2004 2006, 2007, 2007b, 2013; VIEIRA-ABRAHÃO, 2002; BARCELOS & KALAJA, 2011, 2013; KALAJA & BARCELOS, 2003, 2011), emotions ZEMBYLAS, 2002a, 2002b, 2003, 2004; ARAGÃO, 2008; CANDIDO RIBEIRO, 2012), and the relationships between them (FRIJDA et al, 2000; FRIJDA & MESQUITA, 2000; HARMON- JONES, 2000; FORGAS, 2000; SWAIN, 2011; BARCELOS, 2013; GOLOMBEK & DORAN, 2014). Two semi-structured questionnaires, a semi-structured interview, a written narrative, participants’ class observation diaries, final reports, field notes, and researcher’s journal were used as data collection instruments. The findings revealed that pre-service teachers’ emotions and beliefs about learning and teaching English related in dynamic, complex, interactive, reciprocal, and dissonant ways provoking belief formation, change and strengthening. These relationships were closely associated to pre-service teachers’ actions, identities, and the nature of the interactions they established with others within specific social, historical, and political contexts.