Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/20100 |
Resumo: | Pronunciation is a linguistic component responsible for the development of effective communication in the additional language (intelligibility). Even though its study is extremely important to teacher training, since trainee teachers will possibly teach the mechanisms of sound articulation to their future students in order to develop orality (CELCE-MURCIA et al., 2010), the study of pronunciation in the curriculum of the Language Studies graduate courses in Brazil has faced some obstacles, such as the emphasis on theory and the insufficient development of teaching approaches (SILVA JR, 2017), which may affect the trainee teachers’ beliefs and actions. For this reason, aiming at contributing to broaden the studies in this area, the present qualitative case study seeks to investigate the contributions that an approach for teaching pronunciation, with the help of the digital technologies, may offer to the undergraduate students of the English Language and Literature Studies of Universidade do Estado do Rio de Janeiro (UERJ), when it comes to their training and future teaching practice. Thus, during the first term of 2022, a 30-hour online course on English pronunciation was taught to five students enrolled in English Language III, who agreed to take part in the activities by answering two questionnaires, being interviewed, and having their academic production registered for further analysis. An interview was also conducted with three professors who have already taught this course at UERJ to obtain an account of their previous experiences. Regarding data analysis, the study of the participants’ beliefs related to the teaching of English pronunciation was applied (BARCELOS, 2001; 2004), and we also compared such beliefs to those reported in other studies on the same issue (SILVA; CAVALCANTI, 2019; MARTINS, 2020). The results show that the students believed that the teaching of English pronunciation should be integrated to the other linguistic components, embracing language variations and the contexts to which their learners may be related. However, some beliefs about the existence of a “perfect” pronunciation, and the emphasis on the study of the segmental aspects (phonemes) of the language have been identified. Nevertheless, by the end of the lessons, the students mentioned that they have developed their theoretical and methodological repertoires and, consequently, have become more confident to teach the English pronunciation in a meaningful way, focusing on the development of the communicative competence of their future learners |
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Cardoso, Janaina da Silvahttp://lattes.cnpq.br/2399231900578015Costa, Patrícia Helena da Silvahttp://lattes.cnpq.br/7333919891007095Rabello, Cíntia Regina Lacerdahttp://lattes.cnpq.br/1394900289365940http://lattes.cnpq.br/4411387975877401Reis, Victor Gil Mazzolenivictormazzoleni@yahoo.com.br2023-08-04T14:11:15Z2023-06-16REIS, Victor Gil Mazzoleni. Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa. 2023. 184 f. Dissertação (Mestrado em Letras) – Instituto de Letras, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023.http://www.bdtd.uerj.br/handle/1/20100Pronunciation is a linguistic component responsible for the development of effective communication in the additional language (intelligibility). Even though its study is extremely important to teacher training, since trainee teachers will possibly teach the mechanisms of sound articulation to their future students in order to develop orality (CELCE-MURCIA et al., 2010), the study of pronunciation in the curriculum of the Language Studies graduate courses in Brazil has faced some obstacles, such as the emphasis on theory and the insufficient development of teaching approaches (SILVA JR, 2017), which may affect the trainee teachers’ beliefs and actions. For this reason, aiming at contributing to broaden the studies in this area, the present qualitative case study seeks to investigate the contributions that an approach for teaching pronunciation, with the help of the digital technologies, may offer to the undergraduate students of the English Language and Literature Studies of Universidade do Estado do Rio de Janeiro (UERJ), when it comes to their training and future teaching practice. Thus, during the first term of 2022, a 30-hour online course on English pronunciation was taught to five students enrolled in English Language III, who agreed to take part in the activities by answering two questionnaires, being interviewed, and having their academic production registered for further analysis. An interview was also conducted with three professors who have already taught this course at UERJ to obtain an account of their previous experiences. Regarding data analysis, the study of the participants’ beliefs related to the teaching of English pronunciation was applied (BARCELOS, 2001; 2004), and we also compared such beliefs to those reported in other studies on the same issue (SILVA; CAVALCANTI, 2019; MARTINS, 2020). The results show that the students believed that the teaching of English pronunciation should be integrated to the other linguistic components, embracing language variations and the contexts to which their learners may be related. However, some beliefs about the existence of a “perfect” pronunciation, and the emphasis on the study of the segmental aspects (phonemes) of the language have been identified. Nevertheless, by the end of the lessons, the students mentioned that they have developed their theoretical and methodological repertoires and, consequently, have become more confident to teach the English pronunciation in a meaningful way, focusing on the development of the communicative competence of their future learnersA pronúncia é um componente linguístico responsável pelo desenvolvimento de uma comunicação eficaz (inteligibilidade) na língua adicional. Embora o seu estudo seja importante para a formação docente, visto que o futuro professor irá ensinar os mecanismos de articulação dos sons da fala para que seus estudantes desenvolvam a oralidade (CELCE-MURCIA et al., 2010), o ensino de pronúncia nos cursos de Letras no Brasil tem enfrentado alguns desafios, como a priorização da teoria e o desenvolvimento insuficiente de metodologias de ensino (SILVA JR, 2017), fatores esses que acabam afetando as crenças e ações dos futuros docentes. Assim, procurando contribuir com avanços na área, esta pesquisa qualitativa, de viés interpretativista e do tipo estudo de caso, tem como objetivo verificar as contribuições que uma proposta de ensino de pronúncia da língua inglesa, com o auxílio das tecnologias digitais, pode oferecer aos graduandos em Letras-Inglês da Universidade do Estado do Rio de Janeiro (UERJ), no que diz respeito à sua formação e posterior prática docente. Para tanto, 30 horas de aulas de pronúncia foram ministradas remotamente, durante o primeiro semestre de 2022, para cinco alunas matriculadas na disciplina Língua Inglesa III, que participaram respondendo a dois questionários, sendo entrevistadas e tendo sua produção acadêmica registrada para posterior análise. Também foi conduzida uma entrevista semiestruturada com três docentes do Instituto de Letras da UERJ que já haviam ministrado a referida disciplina para obter um relato sobre suas experiências. Dessa forma, a análise dos dados deu-se à luz da crítica de Barcelos (2001; 2004), no tocante à relação entre crenças e experiências no ensino de idiomas, e em diálogo com outros estudos de crenças acerca do ensino de pronúncia (SILVA; CAVALCANTI, 2019; MARTINS, 2020). Os resultados indicam que as alunas e professores acreditam que o ensino de pronúncia deve ocorrer de forma integrada aos demais componentes linguísticos, contemplando as variações e os contextos em que seus alunos estão inseridos, e que as tecnologias digitais auxiliam nessa tarefa. No entanto, crenças voltadas para um ensino não comunicativo de pronúncia estão presentes nos discursos das discentes, como a visão da pronúncia “perfeita” e a ênfase conferida ao estudo dos aspectos segmentais (fonemas). Não obstante, no final das atividades, as estudantes declararam estar mais confiantes teórica e metodologicamente para ensinar a pronúncia do inglês de forma significativa, com ênfase no desenvolvimento da competência comunicativa de seus aprendizesSubmitted by Helio CEH/B (hagoncalves137@yahoo.com.br) on 2023-08-04T14:11:15Z No. of bitstreams: 1 Dissertação - Victor Gil Mazzoleni Reis - 2023 - Completa.pdf: 4652826 bytes, checksum: df1c15d432abf13fc1d74d5a7000a63d (MD5)Made available in DSpace on 2023-08-04T14:11:15Z (GMT). No. of bitstreams: 1 Dissertação - Victor Gil Mazzoleni Reis - 2023 - Completa.pdf: 4652826 bytes, checksum: df1c15d432abf13fc1d74d5a7000a63d (MD5) Previous issue date: 2023-06-16application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em LetrasUERJBrasilCentro de Educação e Humanidades::Instituto de LetrasEnglish pronunciationBeliefsDigital technologiesTeaching practiceEnsino de pronúnciaLíngua inglesaCrençasTecnologias digitaisPrática docenteLíngua inglesa – Estudo e ensinoLíngua inglesa - PronúnciaProfessores de inglês – FormaçãoPrática de ensinoLINGUISTICA, LETRAS E ARTES::LINGUISTICACrenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesaBeliefs about pronunciation teaching: research and teaching practice in the initial English Language teacher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Victor Gil Mazzoleni Reis - 2023 - Completa.pdfDissertação - Victor Gil Mazzoleni Reis - 2023 - Completa.pdfapplication/pdf4652826http://www.bdtd.uerj.br/bitstream/1/20100/2/Disserta%C3%A7%C3%A3o+-+Victor+Gil+Mazzoleni+Reis+-+2023+-+Completa.pdfdf1c15d432abf13fc1d74d5a7000a63dMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/20100/1/license.txte5502652da718045d7fcd832b79fca29MD511/201002024-02-27 16:15:45.665oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T19:15:45Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
dc.title.alternative.eng.fl_str_mv |
Beliefs about pronunciation teaching: research and teaching practice in the initial English Language teacher education |
title |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
spellingShingle |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa Reis, Victor Gil Mazzoleni English pronunciation Beliefs Digital technologies Teaching practice Ensino de pronúncia Língua inglesa Crenças Tecnologias digitais Prática docente Língua inglesa – Estudo e ensino Língua inglesa - Pronúncia Professores de inglês – Formação Prática de ensino LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
title_full |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
title_fullStr |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
title_full_unstemmed |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
title_sort |
Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa |
author |
Reis, Victor Gil Mazzoleni |
author_facet |
Reis, Victor Gil Mazzoleni victormazzoleni@yahoo.com.br |
author_role |
author |
author2 |
victormazzoleni@yahoo.com.br |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cardoso, Janaina da Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2399231900578015 |
dc.contributor.referee1.fl_str_mv |
Costa, Patrícia Helena da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7333919891007095 |
dc.contributor.referee2.fl_str_mv |
Rabello, Cíntia Regina Lacerda |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1394900289365940 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4411387975877401 |
dc.contributor.author.fl_str_mv |
Reis, Victor Gil Mazzoleni victormazzoleni@yahoo.com.br |
contributor_str_mv |
Cardoso, Janaina da Silva Costa, Patrícia Helena da Silva Rabello, Cíntia Regina Lacerda |
dc.subject.eng.fl_str_mv |
English pronunciation Beliefs Digital technologies Teaching practice |
topic |
English pronunciation Beliefs Digital technologies Teaching practice Ensino de pronúncia Língua inglesa Crenças Tecnologias digitais Prática docente Língua inglesa – Estudo e ensino Língua inglesa - Pronúncia Professores de inglês – Formação Prática de ensino LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.por.fl_str_mv |
Ensino de pronúncia Língua inglesa Crenças Tecnologias digitais Prática docente Língua inglesa – Estudo e ensino Língua inglesa - Pronúncia Professores de inglês – Formação Prática de ensino |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
Pronunciation is a linguistic component responsible for the development of effective communication in the additional language (intelligibility). Even though its study is extremely important to teacher training, since trainee teachers will possibly teach the mechanisms of sound articulation to their future students in order to develop orality (CELCE-MURCIA et al., 2010), the study of pronunciation in the curriculum of the Language Studies graduate courses in Brazil has faced some obstacles, such as the emphasis on theory and the insufficient development of teaching approaches (SILVA JR, 2017), which may affect the trainee teachers’ beliefs and actions. For this reason, aiming at contributing to broaden the studies in this area, the present qualitative case study seeks to investigate the contributions that an approach for teaching pronunciation, with the help of the digital technologies, may offer to the undergraduate students of the English Language and Literature Studies of Universidade do Estado do Rio de Janeiro (UERJ), when it comes to their training and future teaching practice. Thus, during the first term of 2022, a 30-hour online course on English pronunciation was taught to five students enrolled in English Language III, who agreed to take part in the activities by answering two questionnaires, being interviewed, and having their academic production registered for further analysis. An interview was also conducted with three professors who have already taught this course at UERJ to obtain an account of their previous experiences. Regarding data analysis, the study of the participants’ beliefs related to the teaching of English pronunciation was applied (BARCELOS, 2001; 2004), and we also compared such beliefs to those reported in other studies on the same issue (SILVA; CAVALCANTI, 2019; MARTINS, 2020). The results show that the students believed that the teaching of English pronunciation should be integrated to the other linguistic components, embracing language variations and the contexts to which their learners may be related. However, some beliefs about the existence of a “perfect” pronunciation, and the emphasis on the study of the segmental aspects (phonemes) of the language have been identified. Nevertheless, by the end of the lessons, the students mentioned that they have developed their theoretical and methodological repertoires and, consequently, have become more confident to teach the English pronunciation in a meaningful way, focusing on the development of the communicative competence of their future learners |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-08-04T14:11:15Z |
dc.date.issued.fl_str_mv |
2023-06-16 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
REIS, Victor Gil Mazzoleni. Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa. 2023. 184 f. Dissertação (Mestrado em Letras) – Instituto de Letras, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/20100 |
identifier_str_mv |
REIS, Victor Gil Mazzoleni. Crenças sobre o ensino de pronúncia: pesquisa e prática docente na formação inicial de professores de língua inglesa. 2023. 184 f. Dissertação (Mestrado em Letras) – Instituto de Letras, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023. |
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http://www.bdtd.uerj.br/handle/1/20100 |
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UERJ |
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Brasil |
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Centro de Educação e Humanidades::Instituto de Letras |
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Universidade do Estado do Rio de Janeiro |
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