Banca de DEFESA: ELLEN PAULA DE OLIVEIRA TOMÁS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELLEN PAULA DE OLIVEIRA TOMÁS
DATA : 18/05/2018
HORA: 09:00
LOCAL: Auditório 1
TÍTULO:

THE USE OF FANFICTION IN TEACHING/LEARNING ENGLISH AS AN ADDITIONAL LANGUAGE: AN ACTION RESEARCH IN GENRE PEDAGOGY

PALAVRAS-CHAVES:

GENRE PEDAGOGY; READING TO LEARN; FANFICTION; SYSTEMIC FUNCTIONAL LINGUISTICS. 

PÁGINAS: 85
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

Considering that the great majority of students in High School English as an Additional Language (EAL) classes in our context report feeling “uncomfortable” or “desperate” when having to confront writing in English and that, according to our initial survey the majority cite music, games, apps, films and tv series – all within the realm of fanfiction – as discursive genres they regularly encounter in English, this dissertation aims to analyze the effects of a pedagogical intervention from the perspective of Genre Pedagogy, applied to EAL teaching/learning in the context of two groups of High School students from the Federal Institute of Rio Grande do Norte (IFRN)  Macau Campus using the genre fanfiction. Our research questions are: what effect, if any, does the pedagogical intervention have on the leveling of the groups with regard to their writing?; what effect, if any, does the pedagogical intervention have on the student’s writing with respect to producing the genre at the level of discourse and lexical density?; and, how can the impressions of the student participants in the research be characterized after the intervention with respect to the use of fanfiction and the R2L method? To answer these questions, the following objectives were established: to map changes in the levels of the participants with respect to their writing, observing particularly the group in the lowest levels before the intervention; verify the lexical density before and after the intervention; evaluate the writing before and after the intervention based on the criteria of the Learning to Write, Reading to Learn, (2012) (L2W/R2L) program; and identify how the students evaluate the use of  fanfiction and their own writing post-intervention. This research is characterized as qualiquantitative, action research (TRIPP, 2005), using methods based on the Theory of Genre and Register  (MARTIN; ROSE, 2008; ROSE, 2012), which, in its turn is based on the concepts of hallidaian Systemic Functional Linguistics  (HALLIDAY, MATHIESSEN, 2014, EGGINS, 2004, HALLIDAY; HASAN, 1996). Methods included the use of The Teaching Cycle (ROSE, 2013) for the design of the pedagogical intervention and evaluation of the writing at the discourse level, weighted lexical density equation  of Mehnert (1998) and the use of Wordsmith tools 5 (SCOTT, 2010), and SSPS for the quantification of lexical density and verification of statistical significance, and the application of questionnaires. Results showed that in the group as a whole, post intervention, there was a statistically significant increase in the lexical density of research participants who attended 75% of the interventions; a homogenization of the leveling of the group such that those at the lowest level reached the average or above post intervention; and student evaluations of the pedagogical intervention point to adaptations in future pedagogical interventions using the R2L strategies with fanfiction and/or other genres.  With these results we intend that the research my serve to promote changes in the teaching practices of the teacher-researcher anda t the same time contribute to the area of teaching/learning of EAL.  

MEMBROS DA BANCA:
Presidente - 3654056 - JENNIFER SARAH COOPER
Interno - 1168633 - MARILIA VARELLA BEZERRA DE FARIA
Externo à Instituição - ORLANDO VIAN JUNIOR - UNIFESP