Halessa Fabiane Regis | 2013
Nos últimos anos, muitos pesquisadores da Linguística Aplicada têm afirmado que, como o Inglês hoje em dia tem um novo status, ou seja, tornou-se uma Língua Franca, é necessário criar uma maneira diferente de ensinar. Essa nova perspectiva, aqui chamada de Inglês como Língua Franca – ELF, implica abandonar as práticas tradicionais na sala de aula que dão ênfase nas variedades padrão de Inglês (Inglês Americano e Britânico basicamente) e na precisão de pronúncia e na cultura de países do círculo interno (Ex: EUA e a Grã-Bretanha.) Em vez disso, a perspectiva ELF favorece a inclusão de diferentes variedades de Inglês na sala de aula, uma ênfase na comunicação ao invés da precisão de pronúncia e em aspectos culturais locais e globais que tentam evitar preconceitos linguísticos e/ou culturais. Com base nessa nova visão para o ensino de inglês, esta pesquisa, qualitativa e não intervencionista, teve como objetivo investigar as relações entre ELF e cultura, em aulas de inglês como língua estrangeira (EFL) de dois grupos de alunos do curso extracurricular, da Universidade Federal de Santa Catarina (UFSC), em Florianópolis, SC. Mais precisamente este estudo investiga se a abordagem de ELF impacta as crenças e as práticas de dois professores na sala de aula; como eles lidam com a cultura no dia-a-dia; e quais são suas crenças sobre cultura. Os dados foram coletados e analisados a partir da perspectiva do pesquisador à luz de algumas teorias, principalmente as de Maley (2009), Rajagopalan (2004), Sarmento (2005), Kramsch (1993) e Mattos (2011). A fim de realizar a análise dos dados, em primeiro lugar, 16 aulas dos participantes (oito de cada) foram gravadas, e entrevistas individuais realizadas e transcritas. Em segundo lugar, as ocorrências locais e globais foram ressaltadas. Em terceiro lugar, as comparações e conclusões, a partir das respostas e ações dos participantes, puderam ser feitas, levando em consideração os objetivos desta pesquisa. Os resultados revelaram que os professores participantes parecem ter i) uma perspectiva de ensino voltada para o ELF, ii) crenças contraditórias em relação ao ensino da cultura e iii) práticas de ensino oscilando entre a forma tradicional e a abordagem de ELF. Em suma, alguns sinais em direção à perspectiva do ensino de inglês como língua franca foram percebidos na prática dos participantes. Ambos os professores tentam negociar significados e trazer a realidade dos alunos para as aulas, sugerindo uma visão de ELF como intercultural, podendo gerar menos preconceito linguístico e mais importância à cultura e à língua local. Outros estudos em outros contextos são necessários para se desvendar o impacto do ELF nas práticas dos professores e no aprendizado dos alunos a fim de melhor compreender as possibilidades de uso do inglês como língua franca.
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Graziella Mendez Cardoso Bridi | 2013
Forms of address are related to the manner a person addresses another participant in a direct linguistic interaction (Crystal, 2008). While the English language offers one singular second person pronoun that does not carry any marks of intimacy or formality (i.e. you), the Portuguese address system offers two informal T pronouns (i.e. tu and você) and one formal V pronoun (i.e. the nominal forms o senhor and a senhora), which are employed according to the configurations of the context of situation. In this context, the present study aims at analyzing the translation of forms of address in the Brazilian Portuguese (BP) dubbing of a particular animated film, The Incredibles. The data source consists of original dialogues that present the singular second person subject pronoun you and their corresponding BP dubbed versions. The choice of T or V pronouns (Brown & Gilman, 1960) and the platform of neutrality (Cook, 1997) have been discussed in relation to the configurations of field, tenor and mode of discourse within the theoretical framework provided by Eggins (2004). The analyzed dialogues present 16 occurrences of the nominal forms o senhor and a senhora, 107 occurrences of the pronoun você and its oral variation cê, 16 occurrences of the pronoun tu, 03 occurrences of a neutral approach, 88 occurrences of a hidden subject and 68 occurrences in which there is no form of address in the BP dubbed sentence. The context of situation in which these occurrences are embedded shows that – in the BP dubbed version of the film – the nominal form o(a) senhor(a) is favored in formal interactions with asymmetrical relations of power, with você as the pronoun of solidarity between power equals in both formal and informal interactions. Moreover, the pronoun tu, although a T pronoun, is favored in formal interactions signaling a shift in the speaker’s attitude towards other participants.
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Hudson Cogo Moreira | 2013
Among a range of genres of video games, MOBA (Multiplayer Online Battle Arena) games have become a major influence both on the professional scene (tournaments in a large or small scale, for example) and in the matter of entertainment in general. This study intends to analyze how DotA 2 serves as an effective tool for their players to develop different skills related to the English language while at the same time, how it engages them in an environment where communication is essential for a good game. Considering Gee‘s (2003, 2004, 2005) three learning principles — identity, interaction and situated meanings, the analysis was conducted in three phases: 1) from the analysis of a character in DotA 2, it investigated how its characteristics motivate players to develop their language skills in English; 2) from the analysis of specific parts of a team‘s conversation, it investigated how communication (in English) between players is also a relevant factor to help them develop their language skills in English; 3) from the textual resources offered by the game, it investigated how the DotA 2 characters‘ skills and responses, motivate players to develop their skills in English.
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Priscila Fabiane Farias | 2011
Within the area of Second Language Acquisition (SLA), the Task Based Approach (TBA) proposes a communicative teaching through the use of tasks (Skehan, 2003). At the same time, researchers in the area of SLA agree that the approach used by the teacher in class should be similar to the way the students are going to be tested. Bearing this in mind, it can be assumed that in a classroom in which TBA is the teaching approach, students‟ assessment should be conducted the same way. Therefore, this study aimed at investigating a test which was used in a TBA classroom to understand why that test could be considered a Task-Test, that is, a test which contained elements of a task according to Ellis‟ (2003) criteria. In addition, this study aimed at unfolding students‟ perceptions of this test in terms of it being an appropriate tool for measuring their L2 acquisition. In order to achieve these purposes, the test was analyzed and results show that the test fits into Ellis‟ criteria for task categorization. Moreover, 17 students answered a questionnaire during their class time after doing the test. Their answers demonstrated that the students were able to identify task elements in the Task-Test and due to that it was considered by them an effective tool for measuring their L2 acquisition.
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Dayana Paro | 2013
Rap music is a musical genre that has become part of American popular culture since it constitutes a reflection of the culture from which it is performed. Themes like race, power, money, politics, drugs and sex are often approached in the lyrics, besides the peculiar way in which women are characterized. The objective of this study, thus, is to investigate textual and contextual representations of women in American rap music by analyzing a selection of five (5) songs from Billboard’s YearEnd Top Rap Songs that encompass the period from 2008 to 2012, based on Systemic Functional Grammar, Critical Discourse Analysis and Gender Studies. Developed from the analysis, three categories related to the representations of women in American rap music arose: a) Women´s body objectification; b) Mentioning to sexual practices; and c) Women´s submission towards male fame and money. These categories are discussed and related to the detailed verbal analysis which provides textual evidence for the findings. Besides some discursive changes, it was noticed that the selected lyrics contribute to the reinforcement of the existing misogynist and sexist gendered discourse in rap music.
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Luene Langhammer Alves | 2013
Reading can have a significant influence in people’s life. Through reading people can relax, have fun and learn things. Nowadays, the importance of reading has been of great debate within schools and universities, and many governmental programs are being implanted to promote reading. Thus, books may induce people’s behavior and the way they see the world, particularly children and adolescents, who are developing their mental activities and are open to learn things faster than an adult. Popular literature presents a variety of themes that call the attention of the target-audience, such as the fantasy genre. Bearing this in mind, the objective of the present study was to investigate how three female characters from the phenomenon and best-seller Harry Potter and the Order of the Phoenix were portrayed: Hermione Jean Granger, Ginevra (Ginny) Molly Weasley and Dolores Umbridge. The goal was to discover whether the author was able to break the tradition of representing women as weak, stupid or sentimental, for example. This research was based on three main themes: popular literature, feminist criticism and representation. The hypothesis was that, although J. K. Rowling tries to innovate in the depiction of such characters, she is not able to break the tradition completely. The analysis showed that the author did not indeed break the tradition, which permeates social structures, but that nevertheless she was able to create strong, intelligent and worthwhile female characters.
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Richard F.S. Costa | 2013
This is a partial critical analysis of an unabridged translation, to Brazilian Portuguese, of Jonathan Swift‘s Gulliver’s Travels, with a specific focus on its use and elucidation of allusions as an aid for reading comprehension. This was achieved by exploring research on literary allusions and the translation of allusions, and applying these theoretical views to the examination of both English-language scholars of the source text and the translator‘s own commentaries on the translated text. It has been found that minimum change with some measure of guidance is the best method to construe allusions in translation. The use of allusions in Gulliver’s Travels is complex and intricate, but a rich heritage of commentary and historical views are able to render the allusions clearer to a present-day reader.
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Fernanda dos S. Becker Jacintho | 2012
Virtual learning environments (VLE) are technological resources and tools adapted and used for educational purposes. Although they are directly related to distance education, in the last years, VLE have been also used to support on-campus classes. The aim of this qualitative research is to investigate the use of the virtual learning environment – Moodle in the Letras Inglês Course LLE7495 – Compreensão e Produção Escrita V, focusing on students’ perceptions in relation to this virtual environment. A questionnaire was devised and applied to students who took this course in the semester 2011.1. At the end of the study it was concluded that students are aware of the possibilities that the use of the virtual environment can provide for their learning process, and also that teachers need to be aware of the possibilities afforded by the use of the environment and must be prepared to use it. Furthermore, that the students are aware of their role in the learning process.
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Aline Baseggio Sudo | 2012
This exploratory and qualitative has the purpose of investigating how teachers in the Letras Inglês and Letras Espanhol Distance Education programs see the collectiveness of their team, responsible for the conception and development of the courses. Based on the concept of Polidocência proposed by Mill (2010), which, different from the collective teacher concept proposed by Belloni (2006), can comprise every role in distance learning, respecting the hierarchy present in the functions involved in the process of teaching/learning. Data was collected through an open-ended questionnaire, which was answered by six teachers who have worked or are currently working in the Letras programs. From the analysis, 10 categories emerged. The results showed that the work in Distance Learning/Education can be seen as collective, in a lower or higher degree, depending specially on individual characteristics of the ones involved in the work. It could also be concluded that the teachers observed in this study did not consider the other functions involved in the Polidocência concept, such as the multidisciplinary team and coordination-team, as part of the collective work.
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Alissander Balemberg | 2011
In the context of Translation Studies (TS), one specific underexplored area which deserves investigation is fansub. Fansub is the term used to define groups of volunteers who render TV series, movies and so on, in their own language, making them available on the Internet for several types of media and extending their accessibility to a large public. In 2010 the Brazilian fansub group Dark Side, responsible for the fansubbing of many TV shows, was challenged when one of the episodes presented dialogs containing rhymes. They decided to recreate these rhymes into Brazilian Portuguese trying to be as close as possible to the source text (ST). According to Ventola (1992), rhymes are present and analyzable in texts of all genres, but when analysis does occur, discussion tends to center around verse, not prose. Therefore, the present study aims to explore the fansub activity in the translation process of dialogs containing rhymes in the episode Princess in the TV series The Legend of the Seeker (LOTS). The data source of this study consists of two sets of texts: (i) the original dialogs containing rhymes in the English (EN) subtitles; and (ii) their translation into the Brazilian Portuguese (PT-BR) fansubs. The rhymes found in both languages were classified according to the categories proposed by Malmkjær (2005). In the analyzed dialogs, 26 occurrences of rhymes were found, among which the most common in both EN and PT-BR were the masculine rhymes, with 19 and 14 occurrences, respectively. In other words, most of the rhyming words had only one syllable or were stressed on the last syllable. Furthermore, the translated dialogs were classified into equivalent [translation], reformulation at word level and at line level, among which equivalent translation and reformulation at word level were the most common, with 31 and 15 occurrences, respectively. In conclusion, regardless of the technical constraints of subtitling, such as time/spatial restrictions, and the translation techniques required when dealing with the systemic differences between PT-BR and EN, the results revealed that the fansub group succeeded in maintaining the similarity between the original and the translated rhymes.
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