Apreciações de alunos de inglês sobre sua produção oral: um estudo com base no sistema de avaliatividade

O vasto número de pesquisas sobre produção oral no ensino de Inglês como Língua Estrangeira (ILE) ao redor do mundo (p. ex. LITTLEWOOD, 1981; BROWN; YULE, 1983; BROWN, 1994; UR, 1996; CARTER; MCCARTHY, 1997; BROWN, 1994; 2004; ELLIS, 2008), assim como estudos sobre aspectos cognitivos e de aquisição da produção oral (SWAIN, 1985; 1995; LEVELT, 1989; SWAIN; LAPKIN, 1995; SKEHAN; FOSTER, 1997; 1999; ROBINSON, 2001; BYGATE, 2001; D‟ELY;WEISSHEIMER, 2004; GUARÁ-TAVARES, 2007; WEISSHEIMER, 2007; BERGSLEITHNER, 2009; dentre outros) têm revelado aspectos para um ensino de ILE mais eficaz e motivador. Com a proposta de contribuir para esse avanço, o presente estudo está inserido no paradigma qualiquantitativo de pesquisa no campo da Linguística Aplicada (LA), primordialmente com base nos estudos de Moita Lopes (1996; 2006), para quem a LA está centrada na resolução de problemas de uso da linguagem, cujo foco está na linguagem de natureza processual. O estudo tem como objetivo verificar as percepções de 34 alunos, de quatro turmas distintas de um curso de ILE, em uma escola privada de línguas, acerca de sua produção oral, ao participarem de atividades orais. O corpus da pesquisa foi gerado pelas respostas dos alunos a questionamentos sobre sua produção oral, em duas fases, no início e no meio do curso, além de uma entrevista semiestruturada realizada com dez dos alunos, ao final do curso, com o intuito de verificar suas percepções sobre sua produção oral. As discussões relacionadas à produção oral em sala de aula de ILE têm respaldo teórico nos trabalhos de Littlewood (1981), Brown e Yule (1983), Almeida Filho (1993), Brown (1994), Ur (1996), Carter e McCarthy (1997), Nunan (1999), Brown (2004) e Ellis (2008), que explicam fenômenos que exercem influência na produção oral, tais como afeto, interação, características de atividades orais, dentre outras variáveis em relação a aspectos cognitivos da produção oral analisadas pelos estudos de Swain (1985; 1995), Levelt (1989), Swain e Lapkin (1995), Skehan e Foster (1997; 1999), Robinson (2001) e Bygate (2001). A análise e discussão dos dados tem como base a Gramática Sistêmico-Funcional proposta por Halliday (1985; 1994) e posteriormente desenvolvida por Halliday e Hasan (1989), Halliday e Mathiessen (2004) e Eggins (2004), dentre outros. O foco desta pesquisa são os mecanismos de Apreciação, um dos domínios avaliativos do subsistema de Atitude, que por sua vez, é parte integrante do Sistema de Avaliatividade, desenvolvido por Martin (2000), Martin e Rose (2003) e Martin e White (2005). Para análise das escolhas linguísticas feitas pelos alunos, utilizamos a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2010), cuja função Wordlist (lista de palavras) foi utilizada na busca pelos tipos de processos, assim como epítetos, entre outras marcas linguísticas mais recorrentes que caracterizassem suas percepções. Os resultados revelam que nas percepções dos alunos acerca de sua produção oral, ao longo das três fases da geração dos dados para a pesquisa, eles gradativamente deixaram de mencionar aspectos afetivos quanto ao desenvolvimento de sua produção oral e passaram a perceber aspectos mais estruturais de composição da língua

Entre a fé, a obra social e a publicidade: uma análise crítica do discurso da responsabilidade social da Igreja Universal do Reino de Deus

Situated on Applied Linguistics (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), this thesis, which is inscribed in a qualitative-interpretative approach of a critical analysis perspective , lies on the speech of social responsibility and the way like that is employed in seeking for legitimacy and prestige within the neopentecostal brazilian religious field, more specifically of the Universal Church of the Kingdom of God. The general goal of this research is t reflect upon the speech on social responsibility and the rethoric of selfpromotion of the Universal Church through the role of social actors in the making of his her identities, materialized in the newspaper Folha Universal. In order to achieve that, we have conjugated, in this research, social and discursive analysis. On the linguistic-discursive approach, the research is based on the Critical Analysis of Discourse (ACD), specially in Fairclough (2001, 2003, 2006), a proposal that provides theoretical-methodological tools to investigate the language beyond the linguistic structures , that is, the discourse, social practices in which it occurs and more ample structures. Theoretical assumptions were also used of Sistemico-Functional Linguistics(LSF), matching with categories of the Transitivity System of Halliday (1994, 2004), of the forms of representation of social actors in the socioeconomic perspective by Van Leeuwen (1997, 2008) and of the Appraisal system by Martin and White (2005). As we develop the argumentation on thesobre social role of religion in this thesis, we make use of the authors such as Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), among several ones. We have also used a series of concepts and categories coming from the field of communication and marketing on the business social responsability and social marketing . In this area, we take as references the contributions of Bueno (2003), Fossá and Sartoretto (2003) and Zenone (2006). The corpus of the work is framed by news taken at the newspaper Folha Universal, in which are given the social responsibility actions of the church . The timeframe used was on the editions of 2010 thru 2012. Results found at he analysis of the News lead to semantic features of Assessment of Affection, Judgment and Appreciation, many times followed by Gradation, and the Attribution, one of the subsystems of the Attachment, are evidence of positive assessments for the Universal Church and its agents and make up rethorical elements which provide structure for the discourse of the Universal Church at the newspaper Folha Universal consisted of its image (style) of social responsibility . Results show that the most frequente social actors of the discourse are, on one hand, the Universal Church itself and its volunteers, famous (actors, actresses, presenters), politicians and authorities, on the other hand, the population which was helped by the Church social projects . The first group seems to be Always activated, however the second one, most of the time rather passive. These are also represented by assimilation in most of the occurrences, however the other ones by individualization and nomination entitled by honorification, except for the volunteers that are represented either as an individual, or as a group

O Macrogênero drama Norte-Riograndense: uma análise de gênero e de discurso sob a perspectiva da linguística sistêmico-funcional

The focus of this qualiquantitative research is the phenomenon we are denominating Drama-of-Rio-Grande-do-Norte, which contemplates short verse texts from the oral tradition, sung and presented on stage by women in communities on the south coast of the northeastern Brazilian State, Rio Grande do Norte. This tradition harkens to the medieval romance of the Iberian Peninsula (CASCUDO, 2001; GURGEL, 1999; GALVÃO, 1993; MAGALHÃES, 1973; ROMERO,1977). The objective of this research is to: identify what characterizes the genre Drama of Rio Grande do Norte; situate this genre within a systemization of genres from the oral tradition in Rio Grande do Norte; investigate the interpersonal relationships of power and solidarity through the role of the women in the discourse, how they see themselves and others, pointing out which elements of the world they evaluate and to identify representations of the feminine in the discourse. The theory of Genre and Register of Martin and Rose (2008) and Generic Structure Potential of Hasan (1989, 1996), which has as a base the Systemic Functional Linguistics of Halliday and Matthiessen (2004), Eggins (1994) among others, offers a theoretical framework for the characterization of the genre through the identification of stages and phases configuring its typology the individual schematic structure and its topology its relation to other phenomena in the oral tradition. Other groupings were mapped of the ‗Macrogenre , from the model of Martin and Rose (2008) as a continuum on two axis: between the poles of how the genre circulates orally x in writing, and recited/individually x staged/collectively; as well as mapping the samples with relation to power using the same model, but with the poles of individual voice x collective voice on an axis between increased power and diminished power. Eleven texts described as Narratives and one Anecdote were selected for the analysis of Attitudes, and Negotiations of power. Through the quantification of semantic discursive resources in the discourse systems of Appraisal (MARTIN; WHITE, 2005) and of Negotiation (MARTIN; ROSE, 2007), as well as reflections about humor (EGGINS; SLADE, 1997) we identified the Attitudes and the Negotiations of interpersonal roles. The quantification is based on the theories of Corpus Linguistics (BERBER SARDINHA, 2010), using WordSmith Tools 5.0 (SCOTT, 2010). Our results show that the Drama-of-Rio-Grande-do-Norte is characterized as a Macrogenre in the Community of Oral Stories, in the Family of Street Theatre/Games, composed of five genre types: Narratives, Praise, Complaints, Anecdotes, and Exemplum. The Macrogenre is characterized by its being circulated orally, staged collectively and the texts analyzed configure in differing degrees of power between men and woman. In synthesis we observe that through humor, the Drama-of-Rio-Grande-do-Norte functions to offer a space for women to voice, comment, judge and orient about social conditions in their communities, such as alcoholism, domestic violence, inequalities before the law etc., as well as circulating positive appreciations of rural/coastal culture and judgments about the behavior of members of the speech community, the role of women being to establish and reinforce norms. We anticipate possible benefits of the addition of the genre analyzed in literacy projects in the schools of Rio Grande do Norte

Sujeitos e atores sociais nas representações discursivas de docentes da rede estadual de ensino em Sergipe: uma análise crítica em tempos de Ideb

According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gestão Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable

Histórias de professores universitários sobre ensinar inglês para fins específicos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher´s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

Negative dimensional approach for scalar two-loop three-point and three-loop two-point integrals

The well-known D-dimensional Feynman integrals were shown, by Halliday and Ricotta, to be capable of undergoing analytic continuation into the domain of negative values for the dimension of space-time. Furthermore, this could be identified with Grassmannian integration in positive dimensions. From this possibility follows the concept of negative-dimensional integration for loop integrals in field theories. Using this technique, we evaluate three two-loop three-point scalar integrals, with five and six massless propagators, with specific external kinematic configurations (two legs on-shell), and four three-loop two-point scalar integrals. These results are given for arbitrary exponents of propagators and dimension, in Euclidean space, and the particular cases compared to results published in the literature.

Negative-dimensional integration revisited

Feynman diagrams are the best tool we have to study perturbative quantum field theory. For this very reason the development of any new technique that allows us to compute Feynman integrals is welcome. By the middle of the 1980s, Halliday and Ricotta suggested the possibility of using negative-dimensional integrals to tackle the problem. The aim of this work is to revisit the technique as such and check on its possibilities. For this purpose, we take a box diagram integral contributing to the photon-photon scattering amplitude in quantum electrodynamics using the negative-dimensional integration method. Our approach enables us to quickly reproduce the known results as well as six other solutions as yet unknown in the literature. These six new solutions arise quite naturally in the context of negative-dimensional integration method, revealing a promising technique to handle Feynman integrals.

Uma discussão sobre as densidades de energia em ondas mecânicas unidimensionais

Estudam-se as médias temporais das densidades das energias cinética e potencial em ondas mecânicas unidimensionais. Demonstra-se que o movimento harmônico simples dos elementos do meio não é condição suficiente nem necessária para que aquelas médias sejam iguais. Isso contradiz as abordagens em textos de Halliday et al. e Nussenzveig.

A gramaticalização de então no português paulista: um estudo pancrônico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A Variação melódica da fala: um estudo da correlação entre uma análise acústica e uma análise auditiva da entoação

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Coesão referencial e ensino: histórico, aplicações e propostas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Pensando no depois: um estudo sob a perspectiva da gramaticalização

Pós-graduação em Estudos Linguísticos - IBILCE

O professor avaliado em textos jornalísticos: análise da avaliatividade em reportagens de Veja e Isto é

Este trabalho analisa como o professor é avaliado em reportagens das revistas Veja e Isto é publicadas no período compreendido entre os anos de 2006 a 2008. Aos textos jornalísticos é comumente atribuído um caráter imparcial e objetivo. Nesse sentido, a priori, a avaliação não seria um recurso produtivo de se analisar, de modo particular em reportagens, escritas para ser um relato fidedigno dos fatos. Porém, conforme é demonstrado neste trabalho, a dimensão avaliativa da linguagem desempenha um papel importante na criação do efeito retórico pretendido pela voz autoral. Nesta pesquisa, o referencial teórico é composto pelo sistema de avaliatividade proposto por Martin (1999) e Martin & White (2005), o qual tem sua origem na Linguística Sistêmico-Funcional de Halliday (1989, 1994) e Halliday & Matthiessen (2004). Utilizando esse sistema é possível investigar as avaliações feitas por meio da língua, que podem estar explícitas ou implícitas nos textos. A avaliatividade refere-se, portanto, “... ao lado interpessoal na linguagem, à presença subjetiva dos escritores/falantes nos textos, na medida em que eles adotam posições com relação ao material que eles apresentam e àqueles com quem eles se comunicam” (Martin & White, 2005, p.1). As análises e reflexões desenvolvidas nesta pesquisa mostram que a apreciação é o recurso avaliativo mais utilizado nos textos analisados. Contudo, no que diz respeito aos comportamentos humanos sob avaliação, o professor é o participante sobre quem mais julgamentos são realizados. Em Veja a maioria desses julgamentos é negativa. Em Isto é há uma pequena diferença entre o número percentual de realizações positivas e negativas, havendo uma leve inclinação para o polo positivo. A catalogação das avaliações atitudinais afetivas e apreciativas mostra que o entorno do co-texto é também um ambiente negativo proporcionado pelas avaliações por meio do afeto e da apreciação.

O gênero opinativo "cartas do leitor": uma análise de appraisal

Esta pesquisa está fundamentada na visão sistêmico-funcional da linguagem e tem como objetivo principal descrever e analisar as categorias de appraisal, em 50 textos publicados na seção 'Cartas do Leitor', veiculada pela revista Veja, mostrando a importância das escolhas linguísticas na construção de significados relacionados à emoção do falante. Adotamos os pressupostos teóricos do lingüista Michael Halliday (1994) que concebe a linguagem como uma forma de ação sobre a realidade, por meio da qual o falante comunica três grupos de significados: ideacional, interpessoal e textual. Enfocamos a metafunção interpessoal, particularmente, a teoria de appraisal, defendida por Martin (2000), Martin e Rose (2003) e Martin e White (2005). A análise das expressões lexicais utilizadas na elaboração das cartas comprova que os escreventes recorrem às categorias de appraisal para extravasar o que sentem, positiva ou negativamente, seja para julgar comportamentos ou atitudes, seja para externar afetos ou desafetos, seja para apreciar pessoas ou objetos. Ficou constatado que, no gênero textual "Cartas do Leitor", há uma predominância da categoria avaliativa 'Julgamento'.

Dissertação de vestibular: um enfoque funcional sobre a organização do gênero

Apresenta o resultado de um estudo sobre a contribuição das estruturas de Tema para a organização da informação em dissertações. Para essa pesquisa, foram utilizados 44 textos produzidos por alunos do Convênio Especial (CE) do extinto sistema de Ensino Elite. Os textos foram divididos em dois grupos: o primeiro grupo (01 – 22) traz textos com média maior que 6,0, e o segundo (23 – 44) textos com média igual ou menor que 6,0. A base teórica assenta-se nos estudos de Halliday (1994), Thompson (1996), Eggins (1994), Neves (1997, 2002), Bakhtin (1992), Marcuschi (1999, 2002), Travaglia (2002), Rojo (2005), Koch (2002, 2006), Souza (2003), Bronckart (2003), Pillar (2002) e Fries (1994). Nos textos analisados, identifico as estruturas de Tema presentes em cada parte do texto (introdução, desenvolvimento e conclusão) e os elementos que formam essas estruturas. Os resultados apontam para o fato de que não há diferença entre os tipos de Temas escolhidos nos dois grupos, mas os elementos temáticos e o método de desenvolvimento diferem. No que diz respeito aos padrões de desenvolvimento, nos textos do primeiro grupo, a maior incidência foi do padrão zig-zag e, nos do segundo grupo, do tema reiterado. A análise dos textos mostra que não é a escolha de determinada estrutura de Tema que garante uma boa organização do texto, mas sim a escolha de qual elemento é escolhido para ocupar a posição temática.