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Intertextuality in foreign-language academic writing in English. A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments ...
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INDONESIAN STUDENTS’ STRATEGIES TO COPE WITH FOREIGN LANGUAGE ANXIETY
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 1-18 (2020) (2020)
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Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
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Locus of Control in L2 English Listening Assessment
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In: Applied Linguistics and English as a Second Language Dissertations (2017)
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Talking about Language in Pre-school: The Use of Video-Stimulated Recall with Emergent Bilingual Children
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In: Journal of Multilingual Education Research (2017)
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Effects of task complexity, glossing, and working memory capacity on L2 reading and L2 learning
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Jung, J. - : UCL (University College London), 2017
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In: Doctoral thesis, UCL (University College London). (2017)
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Des corpus vidéo pour la formation des enseignants de langue ; Des corpus vidéo pour la formation des enseignants de langue: Interrogations autour d'un dispositif exploratoire
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In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.archives-ouvertes.fr/hal-01708813 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2016, Interactions langagières et didactique des langues. Théorie, méthodologie, formation des enseignants, 13 (1), ⟨10.4000/rdlc.484⟩ ; http://rdlc.revues.org/484 (2016)
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Mise en abîme des interactions didactiques. Quel intérêt pour la compréhension de l'agir professoral ?
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In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.archives-ouvertes.fr/hal-01459620 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2016, pp.24. ⟨10.4000/rdlc.1472⟩ (2016)
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An analysis of a teacher's questions in the EFL classroom and learners' responses
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L’entretien d’auto-confrontation, un révélateur de normes interactionnelles intériorisées par l'enseignant de langue
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-01933991 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2015, pp.303-319 (2015)
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Interactions between a Speech Pathologist and people with aphasia in the first 6 weeks post stroke: A qualitative study of assessment experiences
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In: Theses : Honours (2015)
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"Je fais le clown" ; "Je fais le clown": l’humour comme ressource de l’agir professoral
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In: L’école du rire ; https://hal.archives-ouvertes.fr/hal-01933999 ; Ahr, Sylvianne and François-Denève, Corinne. L’école du rire, Presses Universitaires de Namur, pp.169-184, 2014, Diptyque (2014)
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Where the academy meets the workplace : communication needs of tertiary-level accounting students
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A linguagem da reflexão de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade
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Aquino, Maria de Lourdes de. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Estudos da Linguagem, 2014. : Linguística Aplicada; Literatura Comparada, 2014
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Abstract:
Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCHÖN, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Schön (1983, 1987), and supported by other authors (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach. ; Pesquisas sobre formação de professores realizadas na área de Linguística Aplicada (LA) revelam a importância da prática reflexiva no desenvolvimento do profissional docente. Visando apresentar contribuições nessa área, esta pesquisa mostra um estudo de caso desenvolvido em uma escola técnica na cidade de Natal/RN. Seu corpus é formado principalmente do discurso de uma professora, gerado durante uma sessão de visionamento. Os instrumentos utilizados para a coleta dos dados foram um questionário inicial, a gravação de uma aula em vídeo e o texto transcrito da sessão de visionamento. O objetivo central é compreender o modo pelo qual a reflexão-sobre-a-ação (SCHÖN, 1983, 1987) pode contribuir para a tomada de consciência de uma professora de Inglês como Língua Estrangeira (ILE) sobre suas ações em sala de aula. Com esse propósito, iniciamos nossa discussão apresentando as origens, os pressupostos e as características do conceito de reflexão de acordo com Schön (1983, 1987), e complementado por outros autores (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, dentre outros); de reflexão crítica (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, entre outros) e do processo de reflexão crítica (SMYTH, 1992). Para evidenciar as reflexões que emergem no discurso da professora, buscamos suporte teórico-metodológico na Gramática Sistêmico-Funcional (GSF), proposta inicialmente por Halliday (1985, 1994), Halliday e Hasan (1989), Halliday e Mathiessen (2004) e seguidores, tais como Eggins (1994), Thompson (1996), entre outros. Focamos especificamente no subsistema de Atitude, parte integrante do sistema de Avaliatividade apresentado por Martin (2000), Martin e Rose (2003, 2007), Martin e White (2005). Os resultados revelaram que as ações da professora em sala de aula refletem não apenas sua experiência profissional, mas também seus valores e concepções de ensino-aprendizagem de línguas. Eles também demonstram sua conscientização para a necessidade de mudanças de sua prática pedagógica. Diante desses achados, acredita-se que este estudo revela concepções importantes que podem levar os formadores de professores a repensar novas formas de abordar os cursos de formação docente, além de revelar a importância da análise do discurso sob a perspectiva sistêmico-funcional.
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Keyword:
Appraisal; CNPQ::LINGUISTICA; Formação de professores; Gramática Sistêmico-Funcional; LETRAS E ARTES::LINGUISTICA; Reflection; Reflexão; Sessão de visionamento; Sistema de Avaliatividade; Stimulated recall session; Systemic Functional Grammar; Teacher education
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URL: https://repositorio.ufrn.br/jspui/handle/123456789/16219
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The institutional and beyond: On L2 teachers' identity display in L2 classrooms
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In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013)
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De l’influence de l’expérience sur l’agir enseignant
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In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013)
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Acts of reference and the miscommunication of referents by first and second language speakers of English
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Analyzing metagestuality
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In: Gesture and multimodality in second language teaching and learning: A research guide ; https://hal.umontpellier.fr/hal-03307144 ; Stam, G.; Urbanski, K. Gesture and multimodality in second language teaching and learning: A research guide, Taylor & Francis / Routledge, 2022 (1479)
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