Banca de QUALIFICAÇÃO: PAULO RODRIGO PINHEIRO DE CAMPOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : PAULO RODRIGO PINHEIRO DE CAMPOS
DATA : 28/09/2017
HORA: 09:00
LOCAL: Auditório E do CCHLA
TÍTULO:

SYMBOLIC COMPETENCE AND SENSE OF HUMOR: EXPLORING ENGLISH AT SECONDARY LEVEL

PALAVRAS-CHAVES:

Keywords: symbolic competence (CS); principles to foster SC; sense of humor; EFL acquisition.

PÁGINAS: 115
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This research has come up from the interest in aligning English as a Foreign Language (EFL) classroom practice to current literature in the field of foreign language acquisition and it targets at the improvement of EFL teaching and learning process. Considering the need of integrating the development of proficiency in English and education for citizenship, I have adopted an ecological perspective of foreign languages acquisition and privileged the fostering of symbolic competence (SC). If according to Kramsch (2006) symbolic competence (SC) is about how students are to position themselves and their ability to produce and exchange symbolic goods in today’s complex, globalized world, then fostering SC through language teaching presents itself a coherent alternative as far as students can benefit from the contextual meanings of language. SC can only be developed if, besides structures and their meanings, students have the opportunity to understand the power game present in real interactions, which is indispensable for grasping the culture of communities, and to reframe such a game in order to accomplish positive results and still save face. I have based myself in some discursive notions to propose four principles which can work as entries to foster SC: i- desynchronizing, or the ability to deal with the various historical layers of discourse; ii- indexing, that is, the ability to make meaning in indirect ways; iii- reframing, or the ability to step out of certain frames, i.e., experientially-based situation models, in order to see things differently; and iv- literary discourse establishing, that is, aspects that help establish symbolic realities in literary texts, which can also help in the manipulation of form beyond literature, in order to influence listener’s/viewer’s perception. Acknowledging that sense of humor shares some of these very principles has encouraged me to use humorous texts as a basis to devise classroom activities. That said, this paper’s research problem is: how to foster SC in FLT teaching through activities devised from humorous texts? Thus, I have for a general objective to explore some humorous texts for the sake of devising pedagogical activities which can foster SC. My specific objectives are: i- to select 03 humorous texts and analyze them according to the principles to foster SC; ii- to devise 03 sets of activities, being each set inspired in one of the selected humorous texts; iii- to assign these sets of activities to 02 groups of students; iv- to select and analyze the outcomes of some activities; v- to interpret the results of such analysis. I have adopted action research methodology for this participative, applied investigation and also a qualitative approach for data analysis. The context of intervention is that of a Federal Institute in Brazil. For a theoretical basis, I have made use of available literature on SC (KRAMSCH, 2006, 2008, 2009, 2011), humor (ATTARDO, 2000; RASKIN, 1979; POSSENTI, 2010), e discourse synchronicity (BLOMMAERT, 2005), indexicality (OCHS, 1996; JOHNSTONE, 2008) frames (FILLMORE, 1982; LAKOFF, 2010) and literary discourse (MAINGUENEAU, 2006).

 

MEMBROS DA BANCA:
Presidente - 2194174 - ANA GRACA CANAN
Interno - 1720830 - MARCELO DA SILVA AMORIM
Externo à Instituição - EVA CAROLINA DA CUNHA - UFPE