Banca de DEFESA: LÚCIA DE FÁTIMA MEDEIROS SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LÚCIA DE FÁTIMA MEDEIROS SILVA
DATA : 17/06/2019
HORA: 14:00
LOCAL: auditória 4
TÍTULO:

Genre Pedagogy in Teaching English as an Additional Language:Action Research in a Public Junior High School in Rio Grande do Norte 

PALAVRAS-CHAVES:

Key words: R2L, Junior High School; Public school; Research; Theory of Genre and Register; Teaching / learning of the English language.

PÁGINAS: 179
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

This study reports on an action research of a pedagogical intervention focused on written production from a perspective of Genre Pedagogy (ROSE;MARTIN, 2012) in the teaching/learning of English as an Additional Language (EAL), in the context of a 9th grade class of a public City School in Natal, Rio Grande do Norte. This research is characterized as action research (TRIPP, 2005), quali-quantitative and is based on the Theory of Genre and Register (TGR) (MARTIN, ROSE, 2008), which, in turn, is based on the premises of Systemic-Functional Linguistics (HALLIDAY, MATHIESSEN, 2014, EGGINS, 2004, among others). The methodology of the pedagogical intervention is based on the strategies (Teaching Cycle) in the Reading to Learn program (R2L) (ROSE, 2013), which constitute a series of workshops in written comprehension and production some of which we applied over a 9 week period. We adapted these strategies, which aim to close the gap in classrooms in an accelerated way through explicit learning so that all students read and write at the appropriate level. Thus, we established as objectives: to identify the impact of the Teaching Cycle (TC) on the group of lowest performing students in one 9th grade English class; record how the TC contributes to the professor-researcher's practice; and identify the collaborators' impressions regarding the pedagogical intervention. To achieve these objectives, methods included: the application of pre and post intervention programs and quantification of the students' scores based on the criteria established in the R2L rubric; the register of impressions and adaptations of the teacher-researcher in a journal of reflections on the intervention; the application of an exit questionnaire to the participants with narrative questions in which lexical items within the Appraisal system (MARTIN; WHITE, 2005) were identified and quantified. Results show that all of the participants increased their scores at least one semester level and the majority increased four semester levels and higher -- including those in the group of the lowest scoring initially, some of whom advanced up to 7 semester levels. In addition, teacher-researcher reflections point to the need and benefits of further applications and adaptations, and more formal training in this method; and finally, the impressions of the student participants can be characterized within the Appraisal system under the subtype Attitude, as largely falling in the category of appreciation evaluating positively, primarily in the following types - reaction: quality, impact; and valuation: relevance. Thus, we hope that the results can promote reflections on pedagogical practices and at the same time contribute to the research in Applied Linguistics with regard to teaching English as an Additional language in the public schools of the Northeast.

 

 

MEMBROS DA BANCA:
Presidente - 1666189 - JANAINA WEISSHEIMER
Interna - 1168633 - MARILIA VARELLA BEZERRA DE FARIA
Externo à Instituição - ORLANDO VIAN JUNIOR - UNIFESP