Navegando por Assunto "Linguagem e línguas - Estudo e ensino"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
O aconselhamento linguageiro na autonomização de aprendentes surdos no processo apropriação da Língua Portuguesa sob a ótica da complexidade
(Universidade Federal do Pará, 2017-08-15) CRUZ, Eder Barbosa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Language advising (LA) is a modality of accompanying language learners, which aims at leading them to a reflection on their own learning in order to make them more autonomous. Mynard (2012) presents a model for LA based on three interconnected axes: dialogue, tools and context. Magno e Silva, Sá e Matos and Rabelo (2015) sought in the theoretical contribution of the Complexity Paradigm the subsidies to show that LA in the model of Mynard (2012) benefits from an approach with the Complex Adaptive Systems Theory (MORIN, 2010, LARSEN-FREEMAN and CAMERON 2008). This dissertation follows the framework of the expansion of this model of LA to meet deaf learners of Portuguese language and who communicate through a language modulated in the visual-spatial context. Thus, our purpose is to investigate LA as an autonomy nurturing of deaf students in the Portuguese acquisition process. To this end, we carried out this case study with seventh year deaf learners of a public school in Belém, Pará. For the data collection, advising sessions with deaf Portuguese learners were filmed. The results showed that the Dialogue, Tools and Context Model for LA (MYNARD, 2012), in its understanding as a complex adaptive system (MAGNO E SILVA; SÁ AND MATOS; RABELO, 2015), if rethought, considering the specificities of Deaf learners and their sign language, can favor the practice of advising with these learners, foster their autonomy and improve their learning of Portuguese.
Acesso aberto (Open Access)
A influência do aconselhamento linguageiro na trajetória de uma aluna de letras - inglês
(Universidade Federal do Pará, 2015-04-28) MORHY, Sádie Saady; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Learning foreign languages (FL) implies the interconnection of several factors that contribute directly or indirectly in the process. However, studies on learning resent the lack of a holistic view, which can provide a more complete understanding of the trajectory of the students. Advising is a form of learning support that consists of meetings between the counselor and the student, usually individually (REINDERS, 2008). The counselor works with the student as a facilitator, mentor, adviser, helper, support staff and consultant (MOZZON-MCPHERSON, 2001). This dissertation aims at advancing the study on language advising and its contribution in the process of learning a foreign language. The purpose is to observe how advising interferes in the formation of a student of Letters, English, at UFPA. Through predominantly a qualitative approach, this case study follows a single subject, a language student of English, for two academic years. Data were collected through participant observation - advising - and includes testimonials, stories, interviews and reports. The material collected was analyzed according to the precepts of Complexity Theory (CT), which according to Vasconcelos (2002) is presented as a new paradigm and goes beyond the Newtonian model. CT accounts for the stability of phenomena at the same time that it recognizes that they may be unstable; in addition, it takes into account the inter-subjectivity between phenomena. This leads to a better understanding of the processes of identity and motivational (trans)formation in learning a foreign language. Larsen-Freeman and Cameron (2008) consider that the CT content is seen as part of the system and not merely as its background. Data analyses showed us that advising contributed to the formation of the student; it could also perturb her learning trajectory and develop the student’s autonomy.
Acesso aberto (Open Access)
A responsividade discente em atividades de análise linguística com o gênero crônica no ensino fundamental
(Universidade Federal do Pará, 2016-12-12) GOMES, Sílvio Nazareno de Sousa; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174