Identificação e paixão: a Língua Inglesa na escola de ensino regular e na escola de idiomas

• Autor(a) principal: Duarte, Sinelle
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/715
• topic: Processo ensino-aprendizagem; Língua Inglesa; Paixões; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

Aristotles, instigated by the understanding of human reactions to different discourses, advocates that the passions are feelings that affect people in such a way that make them modify their judgments. It belongs to all communicative interaction to arouse several passions in their interactants, and it is not different when we turn our attention to the interactions that occur in the school environment. Therefore, this study intends to analyze the passions that are aroused in the English language learners from two teaching realities: the public regular school and the language school, which is private. We proceeded initially to a field study to collect the data. From there, we selected the samples to be analyzed with a view to the comparison of the selected populations: students who attend a language course, and the students who have access to the language teaching only in the school environment, in regular education. Taking as a research instrument the school writing, the corpus of the research consists of ten essays compiled by members of these two populations on the theme "English in my life". These texts were analyzed in light of the theory of the passions proposed by Aristotles. The research was carried out through a qualitative and quantitative analysis of the data. The research results confirmed our hypothesis that the teaching-learning situations also raise different passions in the learners, making them to vary their judgments and presenting as a result a positive or negative effect on learning. We also observed that, when we approach the learning of a foreign language, the passions that are aroused in this interaction don’t limit to the formal contact the students have with the language inside the classroom. Most of the time, passions raised previously make this student to arrive to the classroom with pre-developed conceptions about the target language. These feelings, which are aroused before and during the learning, when provide the identification of the student with the language, facilitate the learning, otherwise, move this student away from it, preventing, consequently, the acquisition of the new language. The confrontation between the two institutions showed the disparity between these two realities of learning the English language, especially regarding the possibility of real use of the language. This carried out analysis showed that, just as the speaker takes advantage of having a prior knowledge of his audience, in the same way the teacher is favored by understanding the emotions that predominate in each students’ group that he/she is going to interact with. In this way, our research has allowed us to reflect on the methodological strategies of approach of the content and the insertion of the learner in the target language in different learning realities.