Atividade didática em hipermídia sobre pragmática
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Atividade didatica de fonetica e fonologia da disciplina Estudos Linguisticos I, acompanhado do gabarito.
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Videoaula de apresentação da disciplina Estudos Linguísticos I, 2012
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Revisão das unidades A,B e C da disciplina de Linguística Aplicada
Research Interests: Philosophy and EAD
Videoconferencia da disciplina Introducao a Linguistica Aplicada, realizada no dia 11 de novembro de 2008.
Research Interests: EAD and Videoconferencia
Videoconferencia da disciplina Pesquisa em Letras Estrangeiras, realizada no dia 27 de maio de 2013.
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Research on planning in the task-based approach has become a niche of research in its own. The present study attempted to shed some light on the effects of peerplanning by comparing the oral performance of 16 learners of English as a... more
Research on planning in the task-based approach has become a niche of research in its own. The present study attempted to shed some light on the effects of peerplanning by comparing the oral performance of 16 learners of English as a foreign language attending the 7th semester of a Letras Program, who performed a monological task in either an individual or a peer planning condition. Learners‟ performance was quantitatively analyzed in terms of fluency, complexity, and accuracy, revealing no statistically significant differences between the groups. Besides that, post-task questionnaires were administered so as to unveil learners‟ impressions regarding the processes they embarked on while planning and their opinions about the conditions in which they planned. Overall, participants reported to embark on the processes of message organization and formulation, and perceived the planning condition, be it individual or collaborative, as beneficial.
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In this case study I investigate how two variables - reading purpose (study or entertainment) and language of the text (first or second) - affect the reading comprehension of a Brazilian reader who has English as her second language. The... more
In this case study I investigate how two variables - reading purpose (study or entertainment) and language of the text (first or second) - affect the reading comprehension of a Brazilian reader who has English as her second language. The participant read one text in each language and for each purpose and reading comprehension was assessed through pause protocols and free recall. Results showed that reading purpose did not affect much comprehension since the reading for study condition did not yield better results in the free recall. As regards the language of the text, apparently the reader had a little more difficulty in dealing with both texts in the second language. The results are discussed in relation to the linguistic interdependence and the linguistic threshold hypotheses and also taking into consideration potential methodological influences.
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Este artigo apresenta os resultados de uma revisao sistematica deestudos sobre letramento publicados em periodicos academicos brasileiros nosultimos cinco anos (2003-2008). Obedecendo a um conjunto de criterio para aselecao dos trabalhos,... more
Este artigo apresenta os resultados de uma revisao sistematica deestudos sobre letramento publicados em periodicos academicos brasileiros nosultimos cinco anos (2003-2008). Obedecendo a um conjunto de criterio para aselecao dos trabalhos, revisamos 43 estudos da area de linguistica e educacao.A sintese sistematica mostra que os estudos tratam de nove temas relacionadosao letramento, nenhum deles voltado para questoes de aquisicao e uso desegunda lingua/lingua estrangeira. A revisao sistematica tambem mostra que os estudos sao, em grande maioria, empiricos e conduzidos com criancas. This paper reports the results of a systematic review of studies2008). Following a set of criteria for the selection of material, we reviewed 43research papers in the area of language and education. The systematic reviewshows that these studies address nine main themes related to literacy, none ofthem discussing literacy as it relates to the acquisition and use of a second/foreign language. The review als...
Research Interests: Art and Lingua Franca
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Videoconferência realizada no dia 14 de agosto de 2012, mais slides utilizados na apresentação
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Videoconferência da disciplina Estudos Linguísticos I, realizada no dia 29 de maio de 2012
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Atividade didática em hipermídia sobre linguística textual
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Com o objetivo de refletir sobre os processos de mudança pelos quais um projeto de pesquisa e um pesquisador iniciante passam ao conduzir estudo piloto, espera-se que o presente trabalho possa somar-se ao corpo de pesquisa em Linguística... more
Com o objetivo de refletir sobre os processos de mudança pelos quais um projeto de pesquisa e um pesquisador iniciante passam ao conduzir estudo piloto, espera-se que o presente trabalho possa somar-se ao corpo de pesquisa em Linguística Aplicada, no caso, o ensino de Inglês como segunda língua no Brasil. Dessa forma, o enfoque dessa análise volta-se para o método, com seus instrumentos e procedimentos, e os dados advindos de um estudo piloto de uma pesquisa de mestrado desenvolvida em um contexto escolar. Por fim, a reflexão sobre esse movimento aponta para benefícios no que toca o refinamento de instrumentos e procedimentos, bem como o amadurecimento do pesquisador que coloca o plano de pesquisa em prática nesse momento. Assim, todos esses processos, do planejamento à análise dos dados do piloto, somam-se a fim de contribuir para que a coleta de dados definitiva ocorra de maneira adequada.
Research Interests: Philosophy, Humanities, Second Language Acquisition, Task-Based Language Teaching (TBLT), Strategic Planning, and 15 moreCollaborative Learning, Task Based Language teaching, Linguistica aplicada, Collaborative Planning, Aprendizagem Colaborativa, Ensino E Aprendizagem De Língua Inglesa, Aprendizaje Del Ingles, Pilot study, Planejamento Estrategico, Estudo Piloto, Aprendizaje Escolar, Ensino E Aprendizagem De Inglês Em Escolas Públicas, Tarefas Educacionais, ensino baseado em tarefas, and apredizagem baseada em tarefas
Bearingin mind the challenges involved in speech production (LEVELT, 1989), especially in the L2 (KORMOS, 2014), this study examines strategic planning (ELLIS, 2005) and its impact on the performance of learners of English as an L2 in an... more
Bearingin mind the challenges involved in speech production (LEVELT, 1989), especially in the L2 (KORMOS, 2014), this study examines strategic planning (ELLIS, 2005) and its impact on the performance of learners of English as an L2 in an oral task carried out after they had planned it individually or collaboratively. Drawing from the output hypothesis (SWAIN, 1985), this piece of research analysed quantitative and qualitative data from the narratives produced by 17 high school students. The quantitative analysis showed a statistically significant advantage for the outcome variable when the participants planned collaboratively. At the same time, while the results for fluency and accuracy were not statistically significant, they also favoured the same planning condition. The qualitative data indicated wide acceptance of oral tasks with the use of WhatsApp. It is suggested that the adoption of tasks that include strategic planning as a means to lessen the attentional burden involved in...
Research Interests: Philosophy, Humanities, Narrative, Fluency, Linguistica aplicada, and 15 moreEnsino E Aprendizagem De Língua Inglesa, Ingles, Inglés, Planejamento Estrategico, Ensino De Línguas Estrangeiras, Ensino Da Lingua Inglesa Na Educaçao Basica, TAREFAS, Enfoque Por Tareas, La Enseñanza Del Inglés Como Lengua Extranjera, Metodologia De Ensino Da Língua Inglesa, Escola Pública, Ensino Aprendizagem, Ensino E Aprendizagem De Inglês Em Escolas Públicas, ensino baseado em tarefas, and hipótese da produção
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Recently, Bigelow, Delmas, Hansen, and Tarone (2006) argued that the differences in the oral performance of their L2 speakers (favoring the more literate ones) were probably due to their low level of metalinguistic awareness (which would... more
Recently, Bigelow, Delmas, Hansen, and Tarone (2006) argued that the differences in the oral performance of their L2 speakers (favoring the more literate ones) were probably due to their low level of metalinguistic awareness (which would be a consequence of their limited literacy). So as to contribute with evidence for this hypothesis, we collected data from 11 Brazilians, who performed tests of L1 literacy, L2 proficiency and L1 and L2 metalinguistic awareness (phonological, morphological, and syntactic) and a relationship between their L1 literacy and their L2 proficiency levels was, indeed, found. However, the role metalinguistic awareness (either in the L1 or the L2) plays in this relationship is not clear. While phonological awareness (in the L1 and in the
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Tendo como base os desafios envolvidos na produção oral (LEVELT, 1989), especialmente na L2 (KORMOS, 2014), este estudo examina o planejamento estratégico (ELLIS, 2005) e seu impacto no desempenho de aprendizes de inglês como L2 em uma... more
Tendo como base os desafios envolvidos na produção oral (LEVELT, 1989), especialmente na L2 (KORMOS, 2014), este estudo examina o planejamento estratégico (ELLIS, 2005) e seu impacto no desempenho de aprendizes de inglês como L2 em uma tarefa oral,por eles planejada, de forma individual e/ou colaborativa. Com o aporte da hipótese da produção (SWAIN, 1985), esta pesquisa analisou aspectos quantitativos e qualitativos das narrativas produzidas por 17 adolescentes do ensino médio. No que diz respeito à análise quantitativa, houve uma vantagem estatisticamente signiicativa para a variável outcome quando os participantes planejaram colaborativamente. Na mesma direção, fluência e acurácia também apresentaram resultados favoráveis a essa condição de planejamento, apesar de esses não serem estatisticamente significativos. Os dados qualitativos, por sua vez, apontaram uma grande aceitação das tarefas orais com o uso do WhatsApp. Em vista dos resultados indicados, sugere-se a adoção de tarefas que incluam o planejamento estratégico a im de diminuir as demandas atencionais na produção oral em L2 (FORTKAMP, 2000) como recurso pedagógico atraente para auxiliar aprendizes de inglês no desenvolvimento da língua de forma contextualizada.
Research Interests: Linguistica aplicada, Task-based language teaching, Ensino E Aprendizagem De Língua Inglesa, Ingles, Inglés, and 15 morePlanejamento Estrategico, Ensino De Línguas Estrangeiras, Ensino Da Lingua Inglesa Na Educaçao Basica, TAREFAS, Enfoque Por Tareas, La Enseñanza Del Inglés Como Lengua Extranjera, Metodologia De Ensino Da Língua Inglesa, Escola Pública, Ensino Aprendizagem, Ensino E Aprendizagem De Inglês Em Escolas Públicas, Aquisição de L2, Trabalho Colaborativo, ensino baseado em tarefas, hipótese da produção, and uso do whatsapp para ensino de línguas
RESUMO Com o objetivo de refletir sobre os processos de mudança pelos quais um projeto de pesquisa e um pesquisador iniciante passam ao conduzir estudo piloto, espera-se que o presente trabalho possa somar-se ao corpo de pesquisa em... more
RESUMO Com o objetivo de refletir sobre os processos de mudança pelos quais um projeto de pesquisa e um pesquisador iniciante passam ao conduzir estudo piloto, espera-se que o presente trabalho possa somar-se ao corpo de pesquisa em Linguística Aplicada, no caso, o ensino de Inglês como segunda língua no Brasil. Dessa forma, o enfoque dessa análise volta-se para o método, com seus instrumentos e procedimentos, e os dados advindos de um estudo piloto de uma pesquisa de mestrado desenvolvida em um contexto escolar. Por fim, a reflexão sobre esse movimento aponta para benefícios no que toca o refinamento de instrumentos e procedimentos, bem como o amadurecimento do pesquisador que coloca o plano de pesquisa em prática nesse momento. Assim, todos esses processos, do planejamento à análise dos dados do piloto, somam-se a fim de contribuir para que a coleta de dados definitiva ocorra de maneira adequada.
RESUMO: Con el objetivo de reflexionar sobre los procesos de cambio por los cuales pasan un proyecto de investigación y un investigador principiante a través de la realización de un estudio piloto, este artículo pretende sumarse a los estudios en Lingüística Aplicada, más específicamente a los estudios sobre la enseñanza de inglés como segunda lengua. Por tanto, el enfoque de este análisis se dirige al método con sus instrumentos y procedimientos y los datos alcanzados en un estudio piloto de una investigación de maestría desarrollada en un contexto escolar. En conclusión, la reflexión de ese proceso apunta a beneficios en el refinamiento de los instrumentos y procedimientos y también en el desarrollo del investigador que pone en práctica en plan de investigación. Por esto, todos eses procesos que van desde la planificación hasta el análisis de los datos del estudio piloto se suman a fin de contribuir para que la recolección definitiva de los datos ocurra adecuadamente. En suma, esta reflexión sobre ese estudio piloto apunta a beneficios en su aplicación que pueden irse más allá del campo de la lingüística aplicada.
ABSTRACT Reflecting on the adaptation processes that both a research project and a novice researcher go through in conducting a pilot study, the present article aims to contribute to the large body of research in Applied Linguistics and, more specifically, to the field of teaching English as a second language in Brazil. Therefore, the analysis focuses on a pilot study design with its instruments, procedures, and data, originating from the pilot study of a Master's research project, which was carried out in a scholastic context. Ultimately, the reflection of this process indicates benefits, not only in being able to refine the research instruments and procedures, but also, in the maturation of the researcher, who is able to conduct the study at this stage. Thus, all of these processes combined – from the planning phase to the data analyses of the pilot project – contribute to assuring the final data collection runs smoothly.
RESUMO: Con el objetivo de reflexionar sobre los procesos de cambio por los cuales pasan un proyecto de investigación y un investigador principiante a través de la realización de un estudio piloto, este artículo pretende sumarse a los estudios en Lingüística Aplicada, más específicamente a los estudios sobre la enseñanza de inglés como segunda lengua. Por tanto, el enfoque de este análisis se dirige al método con sus instrumentos y procedimientos y los datos alcanzados en un estudio piloto de una investigación de maestría desarrollada en un contexto escolar. En conclusión, la reflexión de ese proceso apunta a beneficios en el refinamiento de los instrumentos y procedimientos y también en el desarrollo del investigador que pone en práctica en plan de investigación. Por esto, todos eses procesos que van desde la planificación hasta el análisis de los datos del estudio piloto se suman a fin de contribuir para que la recolección definitiva de los datos ocurra adecuadamente. En suma, esta reflexión sobre ese estudio piloto apunta a beneficios en su aplicación que pueden irse más allá del campo de la lingüística aplicada.
ABSTRACT Reflecting on the adaptation processes that both a research project and a novice researcher go through in conducting a pilot study, the present article aims to contribute to the large body of research in Applied Linguistics and, more specifically, to the field of teaching English as a second language in Brazil. Therefore, the analysis focuses on a pilot study design with its instruments, procedures, and data, originating from the pilot study of a Master's research project, which was carried out in a scholastic context. Ultimately, the reflection of this process indicates benefits, not only in being able to refine the research instruments and procedures, but also, in the maturation of the researcher, who is able to conduct the study at this stage. Thus, all of these processes combined – from the planning phase to the data analyses of the pilot project – contribute to assuring the final data collection runs smoothly.
Research Interests: Second Language Acquisition, Task-Based Language Teaching (TBLT), Strategic Planning, Collaborative Learning, Linguistica aplicada, and 14 moreCollaborative Planning, Aprendizagem Colaborativa, Task-based language teaching, Ensino E Aprendizagem De Língua Inglesa, Aprendizaje Del Ingles, Pilot study, Planejamento Estrategico, Estudo Piloto, Aprendizaje Escolar, Ensino E Aprendizagem De Inglês Em Escolas Públicas, Aquisição de L2, Tarefas Educacionais, ensino baseado em tarefas, and apredizagem baseada em tarefas
RESUMO: A capacidade de produzir fala tem sido considerada um dos feitos mais árduos e complexos dos seres humanos, o qual requer o trabalho em conjunto de vários componentes processuais do sistema cognitivo humano (LEVELT, 1989). Como... more
RESUMO: A capacidade de produzir fala tem sido considerada um dos feitos mais árduos e complexos dos seres humanos, o qual requer o trabalho em conjunto de vários componentes processuais do sistema cognitivo humano (LEVELT, 1989). Como tal, parece plausível alegar que a maioria dos aprendizes de uma segunda língua (L2) experimentam algumas dificuldades em desenvolver esta habilidade, como resultado das diferenças na maneira de como os falantes processam a linguagem em primeira língua (L1) e em segunda língua (L2). Este artigo revisa alguns modelos de produção da linguagem tanto em L1 quanto em L2 a fim de apresentar os processos e mecanismos cognitivos que subjazem a habilidade oral e, dessa forma, tentar apontar algumas razões pelas quais aprendizes de uma segunda língua acham tão difícil falar fluentemente e eficientemente uma L2. ABSTRACT: The ability to speak has been considered one of human beings' most complex and arduous endeavor, which requires the conjoint work of several processing components in the human cognitive system (LEVELT, 1989). As such, it seems plausible to claim that most second language (L2) learners have experienced some difficulties in developing this ability as a result of differences in the way speakers process language in L1 and in L2. This paper reviews some models of language production both in L1 and in L2, aiming at presenting the cognitive mechanisms and processes underlying the speaking ability, so as to try to provide some reasons why learners find it so difficult to speak fluently and efficiently in an L2.
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Recently, Bigelow, Delmas, Hansen, and Tarone (2006) argued that the differences in the oral performance of their L2 speakers (favoring the more literate ones) were probably due to their low level of metalinguistic awareness (which would... more
Recently, Bigelow, Delmas, Hansen, and Tarone (2006) argued that the differences in the oral performance of their L2 speakers (favoring the more literate ones) were probably due to their low level of metalinguistic awareness (which would be a consequence of their limited literacy). So as to contribute with evidence for this hypothesis, we collected data from 11 Brazilians, who performed tests of L1 literacy, L2 proficiency and L1 and L2 metalinguistic awareness (phonological, morphological, and syntactic) and a relationship between their L1 literacy and their L2 proficiency levels was, indeed, found. However, the role metalinguistic awareness (either in the L1 or the L2) plays in this relationship is not clear. While phonological awareness (in the L1 and in the
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In this case study I investigate how two variables – reading purpose (study or entertainment) and language of the text (first or second) – affect the reading comprehension of a Brazilian reader who has English as her second language. The... more
In this case study I investigate how two variables – reading purpose (study or entertainment) and language of the text (first or second) – affect the reading comprehension of a Brazilian reader who has English as her second language. The participant read one text in each language and for each purpose and reading comprehension was assessed through pause protocols and free recall. Results showed that reading purpose did not affect much comprehension since the reading for study condition did not yield better results in the free recall. As regards the language of the text, apparently the reader had a little more difficulty in dealing with both texts in the second language. The results are discussed in relation to the linguistic interdependence and the linguistic threshold hypotheses and also taking into consideration potential methodological influences.
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Bigelow and Tarone (2004) have proposed that second language (L2) learners with lower levels of first language (L1) literacy have difficulties in noticing the gap between their production and the input they received due to their... more
Bigelow and Tarone (2004) have proposed that second language (L2) learners with lower levels of first language (L1) literacy have difficulties in noticing the gap between their production and the input they received due to their limitations in metalinguistic awareness (a function of their low literacy level). However, none of the empirical studies these researchers conducted encompassed the assessment of the participants’ level of metalinguistic awareness. Thus, so as to contribute with empirical evidence for Bigelow and Tarone’s (2004) proposal, I collected data with 24 Brazilians (beginning L2 learners of English), who performed tests of L1 literacy (PISA), L1 and L2 metalinguistic awareness (phonological, morphological, and syntactic), and pre- and post-tests of L2 proficiency (KET). The objective was twofold: to verify whether there was a correlation between one’s level of metalinguistic awareness and one’s literacy level and also to investigate whether any of these variables was effective in predicting participants’ L2 proficiency gains from the pre- to the post-test and their final grades at the end of one semester of an English course. Through the analyses of the data it was demonstrated that (1) L1 literacy is related to L1 syntactic awareness, (2) L1 syntactic and phonological awareness transfer to the L2, (3) L1 phonological awareness has a detrimental role in L2 learning, and (4) L2 syntactic awareness has a beneficial role in L2 learning and in one’s L2 achievement. The thesis advanced is that engagement with the written code (at least for those readers with no limitations in phonological awareness) leads to the refinement of one’s syntactic awareness. This knowledge, in turn, is transferred to the L2 and aids its development. An implication from these results is that, differently from what Krashen (1982) claimed, there is, indeed, a role for explicit knowledge in L2 learning.
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This paper reports the results of a systematic review of studies on literacy published on Brazilian journals over 5 years (2003-2008) . Following a set of criteria for the selection of material, we reviewed 43 research papers in the area... more
This paper reports the results of a systematic review of studies on literacy published on Brazilian journals over 5 years (2003-2008) . Following a set of criteria for the selection of material, we reviewed 43 research papers in the area of language and education. The systematic review shows that these studies address nine main themes related to literacy, none of them discussing literacy as it relates to the acquisition and use of a second/foreign language. The review also shows that the studies are, for the most part, empirically-based and conducted with children.
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Research on planning in the task-based approach has become a niche of research in its own. The present study attempted to shed some light on the effects of peer planning by comparing the oral performance of 16 learners of English as a... more
Research on planning in the task-based approach has become a niche of research in its own. The present study attempted to shed some light on the effects of peer planning by comparing the oral performance of 16 learners of English as a foreign language attending the 7th semester of a Letras Program, who performed a monological task in either an individual or a peer planning condition. Learners‟ performance was quantitatively analyzed in terms of fluency, complexity, and accuracy, revealing no statistically significant differences between the groups. Besides that, post-task questionnaires were administered so as to unveil learners‟ impressions regarding the processes they embarked on while planning and their opinions about the conditions in which they planned. Overall, participants reported to embark on the processes of message organization and formulation, and perceived the planning condition, be it individual or collaborative, as beneficial.
Research Interests:
Departing from a cognitive account of oral speech production, the present study aimed at (1) identifying the role silent pause distribution has in defining fluency, and (2) disentangling the relationship between working memory capacity... more
Departing from a cognitive account of oral speech production, the present study aimed at (1) identifying the role silent pause distribution has in defining fluency, and (2) disentangling the relationship between working memory capacity (WMC) and second language (L2) fluency. Data was gathered at the Universidade Federal de Santa Catarina, from 12 Brazilians (native speakers of Brazilian Portuguese – BP – and L2 speakers of English) and 9 Americans (native speakers of American English – AE). All participants carried out picture description and narrative tasks, orally and spontaneously, in their first languages (L1s). The Brazilian participants also performed these oral tasks in their L2 (English) and a WMC test – the L2 Speaking Span Test (L2 SST). Participants’ fluency was assessed through frequency of pauses at and within clause boundaries and mean length of run (MLR). The α level was set at .05. The statistical analyses employed indicated that while the two first languages under scrutinity (AE and BP) did not differ regarding pause distribution or MLR, the L2 (English) speech of the Brazilians presented more pauses (especially within boundaries) and shorter MLRs than both their own L1 (BP) speech and the L1 (AE) speech of the Americans. Moreover, significant correlations were found between individuals’ L2 SST scores and frequency of within boundary pauses and MLR. Concerning fluency, the results support the role MLR has in defining fluency and demonstrate the importance of frequency of pauses within rather than at boundaries in distinguishing less and more fluent speakers. As regards the relation between L2 fluency and L2 WMC, it seems that due to being more controlled than L1, L2 oral speech is at least in part constrained by individuals’ limited attentional resources, with larger-capacity speakers being better able to sustain L2 fluency (with fewer pauses within boundaries and longer speech runs) than those speakers with fewer resources.