| 1 |
"I speak english, but I am still me": the roles of the English language in Alter do Chão, Brazil
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Research into practice ; Pesquisa em prática
|
|
|
|
In: Domínios de Lingu@gem; Vol 10 No 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1499-1519 ; Domínios de Lingu@gem; v. 10 n. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1499-1519 ; 1980-5799 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
|
|
|
|
In: Acta Scientiarum. Language and Culture; v. 38, n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
|
|
|
|
In: Acta Scientiarum. Language and Culture; Vol 38 No 4 (2016); 337-346 ; Acta Scientiarum. Language and Culture; v. 38 n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Discussing empirical research on the language and culture relationship to inform English as an additional/foreign language pedagogy and teacher education
|
|
|
|
In: Revista Horizontes de Linguistica Aplicada; v. 15 n. 1 (2016) ; 2237-0951 ; 1677-9770 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Teenagers'motivation in second language acquisition: a case study of two elementary schools in the south of Brazil
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teacher knowledge in english language teacher education: weaving its meaning in the writings of three brazilian applied linguists
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Flying together towards EFL teacher development as language learners and professionals through genre writing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
English undergraduate students' representations about culture in foreign language classrooms
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The Hands do part of the talking: a study of gestures in explanatory discourse
|
|
|
|
Abstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010 ; From the perspective of sociocultural theory (Vygotsky, 1986, 1978), all learning, before it becomes a matter of internal mental processing, takes place at an intermental level, in the interaction of a less capable individual with a more skilled one and is posited to be fundamentally mediated by verbal language. Although it does not deny language this status, the present work seeks to show that, in face-to-face interaction in educational settings, the communication that ensues between teachers and learners is effected not only by means of verbal language, but also with the aid of gestural action. In order to demonstrate this, the present study, which draws on the gesture theory of Kendon (2004), investigates the various functions, general and specific, taken on by the gestures produced by one EFL teacher during explanatory discourse episodes in which he sets out to explain both vocabulary and grammar structures to his students. The findings suggest that, generally speaking, the gestures used by the teacher contribute to the creation of utterance meaning in two ways: they contribute both referential and pragmatic meanings to the utterances that they are a part of. Additionally, gestures are found to have several specific roles as regards the needs of the communicative event wherein they are used. Furthermore, the study demonstrates that the types of gestures used by the teacher varied not as a function of the type of explanation - vocabulary as opposed to grammar - in which they were produced, but as a function of the degree of concreteness of the actual object of the explanatory discourse. ; Do ponto de vista da teoria sociocultural (Vygotsky, 1986, 1978), o aprendizado, antes de ocorrer num plano mental, ocorre num nível interpsicológico, ou seja, na interação entre um indivíduo menos apto no que diz respeito a uma determinada habilidade ou conhecimento e um indivíduo mais experiente capaz de auxiliá-lo. Além do mais, atribui-se à língua verbal um papel preponderante na mediação do processo de aprendizagem. Embora não negue à língua um tal status, o presente trabalho busca demonstrar que, na interação face-a-face que ocorre em situações de aprendizagem em contextos formais, a comunicação entre professores e alunos se dá não somente através da língua verbal, mas também por meio da ação gestual.Com a finalidade de demonstrar essa hipótese, o presente estudo, que se fundamenta na teoria de gestos de Kendon (2004), analisa as diversas funções, gerais e específicas, desempenhadas pelos gestos de um professor de inglês como língua estrangeira durante episódios de discurso explanatório nos quais assume a tarefa de explicar aos seus alunos questões relativas a vocabulário ou estruturas gramaticais. Os resultados sugerem que, de modo geral, os gestos utilizados pelo professor contribuem para o significado dos enunciados de dois modos: os gestos operam em conjunto com a fala para a criação tanto de significado referencial quanto pragmático. Outrossim, observa-se que os gestos desempenham vários papéis específicos no que diz respeito às necessidades do evento comunicativo em que são utilizados. Por fim, a análise demonstra que os tipos de gestos produzidos pelo professor variam não em função do tipo de explicação - explicação de vocabulário em comparação com explicação de estrutura gramatical - em que ocorrem, mas em função do grau de concretude do objeto do discurso explanatório.
|
|
Keyword:
Estudo e ensino; Estudo e ensino - Estudantes estrangeiros; Explanacao; Gestos; Lingua inglesa -; Linguas
|
|
URL: http://repositorio.ufsc.br/xmlui/handle/123456789/94540
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
English as a foreign language students' tales of their language learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Observação da atividade de ensino de outrem como deflagrador de reflexão = Observing past teaching activities as a trigger to the reflection of one`s own practice
|
|
|
|
In: Brazilian English Language Teaching Journal, Vol 1, Iss 1, Pp 44-53 (2010) (2010)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
A systemic functional approach to experiential meaning construal in agony aunt columns: a case study on two columns of glamour magazine
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
A qualitative study of speech and gestures in the vocabulary explanations of one efl teacher
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Understanding text-image relationships in Newsweek cover stories: a study of multimodal meaning-making
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Understanding text-image relationships in Newsweek cover stories: a study of multimodal meaning-making
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Humor in the efl classroom: a socio-interactionist perspective /
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Enumerables : a pragmatic study of unspecific plural nouns in written text
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
