A prática avaliativa em uma instituição privada de ensino de língua estrangeira

The main objective of this work is to describe conceptions and practices of evaluation observed at a private language school. The theoretical background was gathered from Demo (2002a, 2002b), Luckesi (2001), Romão (2001), Shohamy (2001), Hughes (1994) and Depresbiteris (1989). Regarding the data collected, we made use of questionnaires, interviews, group discussions and diaries. Results show that the topics “fear of test” and “test content” were the most frequent ones. Furthermore, there was a harmonious relationship between teacher and students when tests were applied. We observed a “non-verbal agreement” between them, that is, there was a minimum content to be studied and to be asked on a test. We also noticed that classroom activities had a more complex level than the content actually tested.

A trajetória das alterações semânticas nas línguas e os seus reflexos no campo do ensino de língua estrangeira e da tradução

The purpose of this study is to reflect on some formally similar lexical units belonging to different foreign languages that although having had the same origin, their meanings today are considerably different from their original meanings. This complex process is understood, however, when a diachronic path of these lexical units is established in order to find justification or probable occurrences for the causes that triggered the semantic changes observed. These reflections aim to foster discussion about the consequences of such changes in the emergence of the so-called “false cognates”.

Competências do professor no processo de ensino-aprendizagem de língua estrangeira

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Crenças sobre compreensão oral em língua estrangeira de alunos concluintes de um curso de Licenciatura em Letras

In this article we present and discuss a number of beliefs about listening comprehension among students who were in their last year of a teachers’ certification Letters course in Italian and Portuguese. The data were collected by means of questionnaires answered by all the participating students, logs and interviews conducted with five of the participating students, classroom observation, lessons recorded on audio and video, and diaries. The study is supported by a rationale on beliefs and on definitions of listening comprehension as a skill. The analysis indicate that a number of students showed lack of motivation and low expectations about developing oral comprehension skills due to several drawbacks in foreign language learning during their teacher education course. However, other beliefs that emerged from the data, such as the importance of visual aids to help understanding an oral text, seem to have a positive effect towards a satisfactory proficiency level in oral comprehension.

Vozeamento na pronúncia de uma língua estrangeira: descrição de desvios comuns e como eles afetam o aprendizado do inglês

This paper analyzes voicing occurrences on the coda of Portuguese and English words pronounced by Brazilian speakers. The aim of this kind of analysis is to describe how voicing occurrences affect the realization and perception of foreign words. It was noted that there is a recurrence on the use of unvoiced coda in Portuguese, which was assumed to happen also in English when Brazilian Portuguese speakers uses it as a second language. The recordings were analyzed through Praat, software that generates waveforms and spectrograms, allowing segments to be divided and phonetically transcribed. The analysis proved the assumption to be true, concluding that speakers who had their speeches recorded produced unvoiced codas in fact. Conclusions concerning this take into consideration that, considering how minimal pairs in English can be produced based on coda voicing, there is a possible communication difficulty Brazilians may face due to this fact. But it goes by unnoticed, because this process sounds so natural it hardly is taken as a problem source

Ensino de língua estrangeira: foco na abordagem de ensino do professor

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Materiais didáticos para o ensino de língua estrangeira: Inglês para crianças

Teaching foreign languages, especially English, has been highly valued and widespread in Brazil in recent decades; so many schools now offer it from the earliest grades of Elementary school or already in kindergarten. This fact can be observed mainly through the spread of bilingual schools and private ones in which individuals begin language instruction as earlier as possible. In this article we report the experience developed in the project “Oficina de Inglês para crianças”, conducted at a Child Care Unit in São Carlos Federal University (UFSCar), and that had counted with the use of various pedagogical materials with the goal of providing a first contact of children with the English Language through a fun and enjoyable way.

A interação na sala de aula de língua estrangeira

The world we have been living in has adopted competition as the way for surviving in it, especially due to the capitalism and consumer habits. In this research speaking English is considered one of these differentiations, i.e., distinguishing individuals a unique people. In addition, it is expected that by using this language, among other things, people could have access to: education, a better job and a higher quality of life. However, the process of learning a foreign language is very complex caused by many features that are involved in it, e.g. the impossibility to dissociate language, culture and society. Moreover, it was contemplated if from this language learning, it would be possible to build social and ideological relations as well as personal identities. The most applicable conclusion of this research is the requisite of making students aware of the process for an effective foreign language learning. As a consequence, the context and social, cultural, and ideological characteristics that are part of the mother tongue society must be taken into consideration in the same way as the foreign language society.

O ensino de Português Língua Estrangeira no contexto virtual do Teletandem: aspectos linguístico-discursivos

The project Teletandem, linked to the Centro de Línguas e Desenvolvimento de Professores UNESP/Assis, promotes the interaction between undergraduates students in Languages and undergraduates students from foreign universities in order to promote the teaching of Portuguese for those who do not speak Portuguese and give an opportunity to Brazilian students to learn a foreign language. Therefore there is a different context that can result in new forms of statements produced in this specific area of human activity. The present paper aims to present a description of Teletandem sessions as a discursive gender according to the gender theory, showing the multiplicity of discursive genders that emerge during an interaction. We also intend to verify the levels of Critical Language Awareness among Brazilian participants according to the Critical Discourse Analysis.

Tendências de pesquisa em ensino-aprendizagem de inglês como língua estrangeira no Brasil: 2005-2009

The aim of this paper is to point the main research tendencies in teaching and learning English as a foreign language in the main postgraduate courses in this area, in Brazil, in the period 2005-2010. The adopted methodology for the data collection included the inventory of theses and dissertations, which are included in the sites of the universities with research lines in Applied Linguistics and were produced in the mentioned period. The most productive categories were the ones related to teacher formation, translation, language and technology and studies about teachers and students’ beliefs.

Epêntese vocálica em encontros consonantais por falantes brasileiros de inglês como língua estrangeira

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Competência lexical na proficiência do professor de inglês como língua estrangeira: uma análise do teste oral do epple

Pós-graduação em Estudos Linguísticos - IBILCE

A influência da ortografia na percepção e produção do inglês como língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A emergência do conceito da interculturalidade no ensino e aprendizagem de língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aspectos culturais como fios condutores de interações em Tandem na aprendizagem de português língua estrangeira: interculturalidade, estereótipos e identidade(s)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)