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Inglês: disciplina-problema no ensino fundamental e médio?; English: 'subject of problems' in elementary and high school?

Uechi, Suzi Aparecida
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 12/09/2006 PT
Relevância na Pesquisa
36.68%
O presente trabalho tem como objetivo investigar cinco contextos de ensino de língua inglesa nos níveis fundamental e médio de escolas públicas e particulares. Trata-se de uma pesquisa qualitativa de caráter etnográfico que se realizou a partir de entrevistas com coordenadores, professores e monitores das escolas participantes deste estudo; de gravações de aulas feitas em áudio onde atuei como pesquisadora-observadora; de notas de campo e material coletado durante a pesquisa (trabalhos de alunos, material didático utilizado pelos professores, folhetos informativos sobre as escolas). O estudo destes contextos revelou que língua inglesa é interpretada como disciplinaproblema e, portanto, tende a receber um tratamento diferenciado por parte das escolas que procuram ministrar tal disciplina a partir do estabelecimento de formas alternativas de ensino: a parceria entre um colégio particular de ensino fundamental e médio e uma escola de línguas, a criação de um Centro de Línguas próprio dentro de um colégio, a terceirização do ensino de inglês em um colégio de ensino fundamental e médio, a utilização de uma Disciplina-Projeto de inglês para o ensino médio em uma escola da rede pública e Aulas de Revisão para alunos do terceiro ano do ensino médio de escolas públicas visando o aprendizado de leitura. A partir do diagnóstico de inglês como disciplina-problema...

A língua inglesa no ensino básico: processo de identificação no contexto de uma escola pública; English language in basic school: an identification process in a context of a public school

Carvalho, Valceli Ferreira de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 25/11/2010 PT
Relevância na Pesquisa
36.68%
Este trabalho busca analisar as representações construídas no discurso de alunos do Ensino Médio em uma escola pública. O objetivo é o de verificar os diferentes efeitos de sentido produzidos por discursos além do pedagógico e investigar sua eventual interferência no processo de identificação, tendo em vista as condições de produção do discurso da Escola Pública. Adotou-se uma abordagem transdisciplinar, à luz da Análise de Discurso (AD), Psicanálise, Filosofia e de Estudos Culturais, por meio do levantamento de alguns conceitos da AD e da conceituação de noções tais como as de identidade, representação e identificação. Partiu-se da hipótese central de que o sujeito, interpelado por diferentes discursos, a partir de um processo de identificação com relação ao falante de inglês, toma o idioma como um instrumento que lhe possibilitará ocupar o lugar desse falante. As condições de produção dos discursos trabalhados foram apontadas através de breves históricos da instrução pública no Brasil, da instituição da Língua Inglesa no currículo escolar e da sua posterior solidificação entre nós por meio de uma aliança cultural entre Brasil e Estados Unidos da América. O corpus foi formado por entrevistas gravadas em áudio...

Inglês escola (a)fora: representações de professor, aluno e língua estrangeira em uma ONG para o ensino de língua inglesa; English outside school: representations of teacher, student and foreign language in an NGO for the teaching of English.

Corrêa, Juliana de Melo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 25/02/2011 PT
Relevância na Pesquisa
36.68%
Este trabalho tem como principal objetivo analisar representações de aluno, professor e de língua inglesa presentes nos dizeres de voluntários de uma ONG que promove o ensino de inglês. A leitura de trabalhos sobre o terceiro setor nos mostra que as ONGs surgem para propor soluções a problemas detectados na sociedade. Desse modo, podemos inferir que o discurso sobre o insucesso do ensino de inglês nas escolas regulares está entre os elementos que possibilitaram o surgimento da ONG analisada. O corpus do estudo foi formado pela transcrição da gravação em áudio de entrevistas com oito professores voluntários. Para a análise da materialidade linguística, utilizamos conceitos do quadro teórico da Análise de Discurso, assim como o conceito de identidade discutido na visão dos Estudos Culturais e na perspectiva psicanalítica. A análise da materialidade linguística dos dizeres revelou que houve uma mudança no discurso a respeito do voluntariado em nosso país. Nos anos 70 e 80, essa atividade era pautada principalmente por motivações políticas ou religiosas, focando os assistidos e suas necessidades. Atualmente, os dizeres revelam que o voluntariado é perpassado pela discursividade de Mercado, e que o eu voluntário é o centro das decisões. A análise também nos permitiu observar o uso de metáforas espaciais na representação de aluno como aquele que...

Representações de falantes nativos e não-nativos de inglês no discurso de alunos brasileiros: (des)construindo oposições binárias.; Representations of native and non-native speakers of English in the discourse of Brazilian students: (de)constructing binary oppositions

Palma, Ana Maria Balboni
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 09/12/2011 PT
Relevância na Pesquisa
36.68%
Este trabalho tem como principal objetivo analisar as representações do falante nativo e do falante não-nativo de inglês construídas sob o ponto de vista do aluno brasileiro, e as implicações dessas representações no processo de constituição da identidade desse aluno, que tem o português como primeira língua e aprende inglês como língua estrangeira. Nossa hipótese é que a diferença significativa que se observa na relação entre o aluno brasileiro e falantes nativos, de um lado, e entre o mesmo aluno e falantes não-nativos, de outro, afeta as representações construídas pelo aprendiz, podendo resultar numa tentativa de resistência ao lugar aparentemente fixo ocupado pelo brasileiro enquanto falante não-nativo de inglês. A análise dessas representações baseia-se num corpus constituído por dez entrevistas com alunos brasileiros de inglês de uma escola de idiomas de São Paulo. Nossa pesquisa é embasada nos preceitos teóricos da Análise do Discurso, assim como em conceitos dos Estudos Culturais e da perspectiva psicanalista. Com base na análise da materialidade lingüística do corpus, destacamos representações sustentadas por oposições binárias que, se por um lado, parecem imobilizar o sujeito-aluno na relação com o falante nativo...

Docência em língua inglesa nas perspectivas crítica e sócio-histórico-cultural: as experiências de dois alunos-professores em formação inicial na disciplina de estágio supervisionado; Teaching English in the critical and socio-historical-cultural perspectives: the experiences of two student-teachers in pre-service education in the discipline of supervised internship

Pereira, Paula Graciano
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG)
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
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This study focuses on pre-service English teachers’ education under critical and socialhistorical- cultural perspectives throughout the course of supervised practicum. The main goal of this research is to understand the meanings the participants build about teaching English as a carrier. It also aims at identifying and analyzing the senses attributed by the participants to the English language and its teaching-learning, as well as identifying and analyzing the participants’ perceptions of teaching English as a carrier. This research was held during the first semester of 2010, at Universidade Federal do Tocantins, and had the participation of two student-teachers at their last term at Letras Portuguese- English course. A qualitative approach was adopted to collect and to analyze the data in this case study. The data were obtained by means of a questionnaires, interviews, observation, field notes, audio and video recording and written tasks done by the participants. The data were then analyzed under the conceptions of socio-historicalcultural theory and Critical Applied Linguistics. Amongst the conclusions found, we observed that the participants present varied and many times contradictory conceptions, postures and attitudes towards their perceptions of the English language...

Diagnóstico do perfil do ensino de inglês nas escolas públicas do ensino médio de Catalão: desafios e perspectivas; Diagnostic profile of teaching english in public middle school teachin of Catalan: challenges and prospects

Sebba, Sarah Cristina de Oliveira
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Estudos da Linguagem (RC); Regional de Catalão (RC) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Estudos da Linguagem (RC); Regional de Catalão (RC)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
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Catalão has seven centers for teaching languages. These numbers raise a question: why is there so much demand for English language courses in the city? What this scenario has to say about the teaching of English in the public schools? What this seems to point is that public schools in Catalão, like at the national level, cannot meet the demand for skilled labor related to the field of English language. In an attempt to find solutions at the state level to the difficulty of the national public network to provide a quality education for English Language, the government of Goiás, which for more than a decade had failed to send the English language textbook for schools back to take such action since January 2012. But what is the impact of the (re) introduction of English language textbook on the teaching of this discipline in the public schools of Catalão? We believe that the teaching of English in Catalão public schools happens so disconnected from new technologies and other languages that suggests the textbook. Teachers, for the most part, do not implement these technologies into their teaching practices, making this education (in the eyes of a digital youth) distant from their reality, and the current proposal of the national curriculum. We aim thus to diagnose the impact of (re) introduction of English language textbook on the teaching of this subject in the third year of high school in Catalão public schools. During the research it was found the availability of educational technology in schools suggested by the textbook; we also investigate how the training of teachers is linked to the use of the English language textbook...

Exploring social practices in English classes: a qualitative investigation of classroom talk in a Korean secondary school.

Lim, Mi-ok
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2007
Relevância na Pesquisa
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This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea...

Eastern European Manifestations of English as a Lingua Franca; Osteuropäische Ausprägungen von Englischen als Lingua Franca

Salakhyan, Elena
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
EN
Relevância na Pesquisa
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The status and use of English in the countries of the expanding circle has been of significant interest in recent years (Kachru 1992, Knapp and Meierkord 2002, Seidlhofer and Widdowson 2009, and many others). The use of English by Slavic speakers, in the contexts of ELF communication, has not been studied before (some studies on English in Russia were conducted by Proshina and Ettkin (2005), Ustinova (2006), and Proshina (2006/2010). The motivation behind this thesis was, thus, to analyze the use of English by Slavic speakers in the context of Lingua Franca communication. The main research interests lay in examining (i) the attitude of Slavic speakers toward English as a Lingua Franca, (ii) the speakers’ self-imposed requirements of performance, such as fluency and grammatical correctness and the realization of them in performance, (iii) the speakers’ strategic behaviour in performance, and, (iv) the lexical and grammatical features emerging in the spoken performance of Slavic speakers. To answer the research questions, the study drew on the spontaneous spoken production and introspective data elicited by means of semi-structured video-recorded interviews of fifteen to twenty five minutes in duration. Fifteen speakers of Slavic languages with L1 Ukrainian...

Rekodieren im Deutschen und Englischen: Wie rekodieren Englischlerner/-innen mit deutscher Muttersprache englische Wörter?; Recoding in German and English: How do English learners with German as the mother tongue recode English words?

Treutlein, Anke
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
36.75%
In den klassischen Lesemodellen wie dem Zwei-Wege-Modell oder dem konnektionistischen Modell wird davon ausgegangen, dass das Rekodieren in allen Orthographien vergleichbar erfolgt. Empirische Befunde sprechen jedoch dafür, dass das Rekodieren von Merkmalen der jeweiligen Orthographie beeinflusst ist. Insbesondere die Konsistenz einer Orthographie scheint bedeutsam für Rekodierprozesse zu sein. Nur wenige Theorien und Modelle berücksichtigen allerdings diese Interdependenz: die Theorie der orthographischen Tiefe von Katz und Frost (1992), die psycholinguistic grain-size-Theorie von Ziegler und Goswami (2005) und – ein Modell, das die Inkonsistenz des Englischen berücksichtigt – das Zwei-Zyklen-Modell von Berent und Perfetti (1995). Empirische Befunde sprechen dafür, dass englische Muttersprachler/-innen andere (zusätzliche) Rekodierstrategien verwenden als deutsche Muttersprachler/-innen. Nach der grain-size-Theorie von Ziegler und Goswami (2005) rekodieren deutsche Leser/-innen unbekannte Wörter mit Hilfe einer simplen Graphem-Phonem-Zuordnung, während englische Leser/-innen auch größere Einheiten, insbesondere Anlaute und Silbenreime berücksichtigen. Mit Hilfe von Anlauten und Silbenreimen können Analogien zu unbekannten Wörtern gezogen werden. Nach dem Zwei-Zyklen-Modell (Berent & Perfetti...

I English Language: section 11, Second Language Acquisition

Lozano, Crist??bal
Fonte: Oxford University Press (OUP); English Association Publicador: Oxford University Press (OUP); English Association
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
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This is a pre-copyedited, author-produced PDF of an article accepted for publication in "Year???s Work in English Studies" following peer review. The definitive publisher-authenticated version "Lozano, C. I English Language: section 11, Second Language Acquisition. Year???s Work in English Studies, 92(1): 109-124 (2013)" is available online at: http://ywes.oxfordjournals.org/cgi/reprint/mat006v1?ijkey=JZOeGz0tYrkDM&keytype=ref&siteid=ywes.; Applied linguistics has been traditionally understood as embracing both second language acquisition (SLA) research and second language teaching (SLT) research. SLA is a discipline that dates back to the 1970s, when research showed that learners construct their own mental grammatical representations (interlanguage grammars) worth investigating in their own right, irrespective of pedagogical concerns. This review therefore focuses on L2 (inter)language as a system and it covers child and adult L2 acquisition, with a focus on L2 English empirical studies. The general term L2 acquisition will be used to refer both to the acquisition of English as a second language (L2) in naturalistic settings and as a foreign language (EFL) in instructed settings. I will exclude other acquisition contexts, for example heritage speakers of English...

Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations

Zein, Mochamad Subhan
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
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This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components...

Quantifying Rhythmic Differences between Spanish, English, & Hispanic English

Carter, Phillip M
Fonte: SelectedWorks Publicador: SelectedWorks
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
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The present analysis examines the Spanish and English of adolescent bilinguals (L1 Spanish, L2 English) from an exclusively Hispanic neighborhood in Raleigh, North Carolina. Conversational speech was analyzed for prosodic rhythm using the Pairwise Variability Index (Low & Grabe 1995), which included for each speaker at least 200 syllable-to- syllable comparisons in each language in order to determine the actual quantitative differences between Spanish and English. Additionally, the English data were compared to the data in the Thomas and Carter (2003 a, b) corpus in order to determine the rhythmic differences between North Carolina Hispanics and the benchmark non-Spanish-speaking, native English-speaking community. Finally, the Raleigh corpus provides access to monolingual Spanish speakers whose data will be used to examine the differences in Spanish among monolingual and bilingual Spanish speakers, shedding light on possible influences of English on the Spanish of Raleigh bilinguals. As expected, initial findings show that the rhythm associated with Hispanic English is, in fact substantially more syllable-timed than the English of non-Hispanics, while the rhythm associated with the Spanish of the Raleigh bilinguals is significantly more syllable-timed than the English of either group. Differences...

Development of a New Assessment System to Evaluate Students' English Communicative Capacities in China

Pan, Xiaomin
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
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The purpose of this study was to develop a new English assessment system to evaluate Chinese students' English communicative capacities. Since there is more interaction with people from English-speaking countries, Chinese people attach more importance to English oral skills, and a lot of Western English teaching methods were introduced into China to improve students' English communicative capacities. However, traditional paper-written examinations, like the English test of higher education entry examination, cannot evaluate it effectively. This study explored the perceptions of two Chinese English-language teachers and two Chinese students about English assessment system. A qualitative research method using telephone interviews was conducted in this study. The findings showed that the most possible ways to assess Chinese students' English communicative capacities were paper-written examination and person-machine conversations, although measures should be taken to improve these two models. On the other hand, the model of person-person conversation was the ideal assessment tool but was hard to achieve at the current stage.

Cognitive Predictors of Reading Achievement in Chinese English Immersion Students

Li, Miao
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 466366 bytes; application/pdf
EN; EN
Relevância na Pesquisa
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The cognitive processes underlying reading achievement in Chinese English immersion students are not yet clear. This study investigated the effects of phonological awareness (PA) and naming speed (NS) on reading achievement and explored the evidence for cross-linguistic transfer in Chinese English immersion students. In addition, the differences between immersion and non-immersion students on Chinese measures were examined. The participants were 135 English immersion students and 103 non-immersion students from Grades 2, 4, and 6 in mainland China. For English immersion students, English predictors proved to be strong predictors of English reading achievement at the three grade levels. However, the unique predictors of English reading achievement were English PA in Grades 2 and 4, but English NS in Grade 6. Chinese PA was a significant predictor of Chinese achievement, but only in Grade 2. There was little evidence of cross-linguistic transfer. With regards to the Chinese performance of the two groups of students, English immersion students demonstrated an advantage over non-immersion students in Grade 6, but no significant differences were found in Grades 2 and 4; these results suggest either the long-term effect of a bilingual program or a selection effect. Results are discussed in terms of theories of reading development...

Por um inglês menor : a desterritorialização da grande língua; For a minor English : the deterritorialization of the major language

Junia Claudia Santana de Mattos Zaidan
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 03/06/2013 PT
Relevância na Pesquisa
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Nesta tese, discute-se a difusão mundial do inglês, apresenta-se uma crítica da base conceitual sobre a qual se constitui o discurso a respeito deste fenômeno, bem como uma proposta de conceituação articulada entre a Nova Pragmática (RAJAGOPALAN, 2010) e a filosofia da linguagem. O objeto deste estudo é o World English (WE, RAJAGOPALAN, 2004), utilizado por falantes de línguas nativas diversas. Com o objetivo de apontar a insuficiência da base epistemológica para o WE, volta-se primeiramente para a sociolinguística (JENKINS, 2003, SCHNEIDER, 2007) que, embora reconheça a inerente variabilidade da língua, produz discursos comprometidos com o universalismo ao insistir na busca de padrões constantes no uso e ao furtar-se a tratar a língua como categoria política e não ontológica. Na Linguística, o falante nativo idealizado e a língua como estrutura (BLOOMFIELD, 1933; CHOMSKY, 1965) também produzem um WE que fortalece o fundacionismo, mantendo as práticas linguageiras (uso, descrição e ensino) atreladas aos padrões anglo-americanos. Na Linguística Aplicada, apesar das contribuições de Kachru (1985), com a proposição dos Círculos Concêntricos; de Phillipson (1992), com a crítica ao 'imperialismo linguístico'...

[...] você vai ter que aprender inglês de qualquer jeito, querendo ou não! : exames de línguas e política linguística para o inglês no Brasil; [...] you'll have to learn English anyway, like it or not : Language tests and English language policy in Brazil

Elias Ribeiro da Silva
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 29/07/2011 PT
Relevância na Pesquisa
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Meu objetivo nesta tese é discutir o papel dos exames de línguas no funcionamento da política linguística (PL) para a língua inglesa (LI) em vigor no Brasil. Focalizo, especificamente, a prova de inglês do Vestibular Unicamp e o First Certificate in English (FCE). O trabalho fundamenta-se em uma concepção ampliada de PL proposta por Schiffman (1996, 2006), Spolsky (2004), Shohamy (2006, 2008), entre outros. Partindo do pressuposto de que a análise da legislação oficial não é suficiente para se compreender a real PL de uma determinada sociedade, esses autores propõem que o foco das análises desloque-se do texto legislativo para as práticas sociais que envolvem as línguas faladas e/ou ensinadas na comunidade cuja PL se deseja compreender. Shohamy (2006, 2008) amplia essa proposta e desenvolve um modelo de PL que contempla as representações acerca das diferentes línguas e das práticas sociais a elas relacionadas. Para ela, a legislação oficial, o vestuário, a publicidade, os materiais didáticos, os exames de línguas, etc. operam como mecanismos de PL ao fomentar a conversão de representações em práticas sociais. Ao mesmo tempo em que derivam das práticas sociais, as representações as influenciam e fomentam em um amplo processo de legitimação cujo resultado é a atribuição de valor positivo e prestígio a uma determinada língua. A partir dessa perspectiva...

Learners’ Identity Construction in the Context of English as an International Language

Guerra, Luis
Fonte: International Journal of Applied Linguistics & English Literature Publicador: International Journal of Applied Linguistics & English Literature
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
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According to Riley (2007) the term ‘identity’ can be used to talk about what makes individuals just that, individual, who self-reports using the pronoun ‘I’, which is subjective and private. On the other hand, we can also use ‘identity’ to talk about what makes this individual like other individuals in terms of shared characteristics and memberships, the ‘you’ that others address and construct, report on and to. These two spheres, the collective and individual identities, exist and impact on one another reciprocally. In these circumstances, the construction of self is a continuous process. This paper aims to explore connections between identity construction and language use within the context of English as an international language. More specifically, it focuses on the Portuguese learners' own perceptions of their language use and on their discursive construction of identities, identifying the negotiations implied in the process of collective and individual identities construction.

EFL students' perspectives on English: the (widening) gap between ideals and practices

Vodopija-Krstanoviæ,Irena; Brala-Vukanoviæ,Maja
Fonte: Faculdade de Letras - Universidade Federal de Minas Gerais Publicador: Faculdade de Letras - Universidade Federal de Minas Gerais
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2012 EN
Relevância na Pesquisa
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This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to be a strong attachment to native-speaker norms. However, with the internationalization of English and the changing ownership of the language, in recent years, much debate has arisen over the native-speaker ideal (HOLLIDAY, 2005; MCKAY, 2002). The English language is used primarily by non-native speakers to communicate with non-native speakers but it appears that this notion has had little impact on teaching and learning (see JENKINS, 2007). We see this gap as an important, and relatively underexplored issue, which merits more interest in English studies. We conclude that, in this context, perceptions of English are still formed by native-speaker norms...

A corpus-based translation study on english-persian verb phrase ellipsis

Shahabi, Mitra
Fonte: Universidade do Algarve Publicador: Universidade do Algarve
Tipo: Dissertação de Mestrado
Publicado em //2011 ENG
Relevância na Pesquisa
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Dissertação de mest., Natural Language Processing & Human Language Technology, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2011; The present research adopted a descriptive corpus-based translation approach and focused on the patterns of translation of English Verb Phrase Ellipsis (VPE) into Persian. The goal was to find out how the observed translation behavior may be taken as advantageous information for improving English-Persian Machine Translation (MT) systems performances. For this purpose, a bilingual English-Persian parallel corpus was used. It consisted of 1,600 movies´ subtitles, consisting of informal conversations, with about 4 million words for each language. Unitex finite-state tools were applied in order to detect the intended English VPE by defining certain search patterns. The extracted cases of VPE were then compared with their Persian counterparts. Analysis of the Persian translations provided by the translators and the strategies utilized by them in dealing with English VPE was indicative of the fact that in those cases where Persian and English show some similar VPE constructions, the human translator keeps the translation quite close to the original text, especially by retaining the ellipsis. However...

When the Global and Local Meet: Meanings of English in ‘Post-colonial’ South Korea

Choi, Michelle Hyun
Fonte: Universidade Duke Publicador: Universidade Duke
Publicado em 25/04/2011 EN_US
Relevância na Pesquisa
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This thesis attempts to unravel the “webs of significance” (Geertz 1973: 5) surrounding English in the local context of Seoul, South Korea, a country that spends close to two percentage of its GDP on English learning and mandates English learning from the third grade in all public schools. Using ethnographic field work conducted in Seoul, the thesis answers why South Koreans are such avid learners of English by closely focusing on Korean college students in the surrounding space of the Gangnam Subway Station. In contemporary, ‘post-colonial’ South Korea, English ability has evolved over time into a highly valued skill set in the local context that allows for social mobility and also a fetishized language of fantasy that gives individuals a sense of modernity, cosmopolitanism, and social status. English learning has become highly ‘Koreanized’ to fit local needs, focusing on strategies for scoring high on standardized English tests. Underneath apparent enthusiasm towards English education is a growing negative reaction to the growth of importance of English in Korea, which surfaces all over popular media. Such public critique of the excessive English boom can be a double-edged sword that works to raise public awareness, but also reinforcing the notion that English is indeed important in Korean society and cannot be ignored. To most Korean college students...