Beliefs of a teacher of english language about teaching / learning that language

Detalhes bibliográficos
Autor(a) principal: Borges, Tatiana Diello
Data de Publicação: 2014
Outros Autores: Oliveira, Vitalino Garcia, Lago, Neuda Alves do
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18540
Resumo: The aim of this paper is to report the results of a research carried out to be counted as Prática como Componente Curricular (Trainingship as a Syllabus Element) of Modern Languages Course from Universidade Federal de Goiás – Campus Jataí – Goiás. In this study, we analyzed the beliefs of an in-service English teacher concerning the teaching/learning process of that language. As the basis for this research, we used studies regarding foreign language teaching/learning whose aim was investigating the issue of beliefs. We chose the case study as methodology and the following instruments to collect the data: a questionnaire and classroom observation. The results suggest the participant’s belief that grammar is not the most crucial part in English teaching, that fun and pronunciation must be present and that it is possible to learn this language in public schools.
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spelling Beliefs of a teacher of english language about teaching / learning that languageCrenças de uma professora de língua inglesa acerca do ensino/aprendizagem desse idiomaEnglish language teaching/learningBeliefsTeacherEnglish language teaching/learningBeliefsTeacherThe aim of this paper is to report the results of a research carried out to be counted as Prática como Componente Curricular (Trainingship as a Syllabus Element) of Modern Languages Course from Universidade Federal de Goiás – Campus Jataí – Goiás. In this study, we analyzed the beliefs of an in-service English teacher concerning the teaching/learning process of that language. As the basis for this research, we used studies regarding foreign language teaching/learning whose aim was investigating the issue of beliefs. We chose the case study as methodology and the following instruments to collect the data: a questionnaire and classroom observation. The results suggest the participant’s belief that grammar is not the most crucial part in English teaching, that fun and pronunciation must be present and that it is possible to learn this language in public schools.O objetivo deste artigo é relatar os resultados obtidos em uma pesquisa realizada para a Prática como Componente Curricular do curso de Letras/Inglês da Universidade Federal de Goiás, Campus Jataí – GO. Neste estudo, procurou-se analisar as crenças de uma professora de inglês em serviço sobre o processo de ensino/aprendizagem desse idioma. O aparato teórico apoiou-se em estudos da área de ensino/aprendizagem de línguas estrangeiras que tiveram como foco de investigação a questão das crenças. A metodologia escolhida foi o estudo de caso e os seguintes instrumentos de coleta de dados foram utilizados: um questionário e observação de aulas. Os resultados sugerem a crença da participante de que a gramática não seja a parte mais importante no ensino de inglês, que o lúdico e a pronúncia devem estar sempre presentes e que é possível aprender esta língua na escola pública. Universidade Estadual de Londrina2014-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/1854010.5433/1519-5392.2007v7n1p229Entretextos; v. 7 n. 1 (2007); 229-2462764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18540/14491Copyright (c) 2007 Entretextosinfo:eu-repo/semantics/openAccessBorges, Tatiana DielloOliveira, Vitalino GarciaLago, Neuda Alves do2021-05-21T14:36:30Zoai:ojs.pkp.sfu.ca:article/18540Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-21T14:36:30Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Beliefs of a teacher of english language about teaching / learning that language
Crenças de uma professora de língua inglesa acerca do ensino/aprendizagem desse idioma
title Beliefs of a teacher of english language about teaching / learning that language
spellingShingle Beliefs of a teacher of english language about teaching / learning that language
Borges, Tatiana Diello
English language teaching/learning
Beliefs
Teacher
English language teaching/learning
Beliefs
Teacher
title_short Beliefs of a teacher of english language about teaching / learning that language
title_full Beliefs of a teacher of english language about teaching / learning that language
title_fullStr Beliefs of a teacher of english language about teaching / learning that language
title_full_unstemmed Beliefs of a teacher of english language about teaching / learning that language
title_sort Beliefs of a teacher of english language about teaching / learning that language
author Borges, Tatiana Diello
author_facet Borges, Tatiana Diello
Oliveira, Vitalino Garcia
Lago, Neuda Alves do
author_role author
author2 Oliveira, Vitalino Garcia
Lago, Neuda Alves do
author2_role author
author
dc.contributor.author.fl_str_mv Borges, Tatiana Diello
Oliveira, Vitalino Garcia
Lago, Neuda Alves do
dc.subject.por.fl_str_mv English language teaching/learning
Beliefs
Teacher
English language teaching/learning
Beliefs
Teacher
topic English language teaching/learning
Beliefs
Teacher
English language teaching/learning
Beliefs
Teacher
description The aim of this paper is to report the results of a research carried out to be counted as Prática como Componente Curricular (Trainingship as a Syllabus Element) of Modern Languages Course from Universidade Federal de Goiás – Campus Jataí – Goiás. In this study, we analyzed the beliefs of an in-service English teacher concerning the teaching/learning process of that language. As the basis for this research, we used studies regarding foreign language teaching/learning whose aim was investigating the issue of beliefs. We chose the case study as methodology and the following instruments to collect the data: a questionnaire and classroom observation. The results suggest the participant’s belief that grammar is not the most crucial part in English teaching, that fun and pronunciation must be present and that it is possible to learn this language in public schools.
publishDate 2014
dc.date.none.fl_str_mv 2014-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18540
10.5433/1519-5392.2007v7n1p229
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18540
identifier_str_mv 10.5433/1519-5392.2007v7n1p229
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18540/14491
dc.rights.driver.fl_str_mv Copyright (c) 2007 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2007 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 7 n. 1 (2007); 229-246
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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