IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Travessias (Cascavel. Online) |
Texto Completo: | https://e-revista.unioeste.br/index.php/travessias/article/view/3171 |
Resumo: | Considering the frequent use of coursebooks in English language classrooms,this article presents a brief comparative analysis of the images in two editions of thecoursebook Headway (SOARS; SOARS, 1987; 2002). Our aim is to verify whether or not there were changes in the choice and use of the images in both books along this period of timeand the probable didactic functions of such images. To develop our analysis, theoreticalconstructs of the Sociodiscursive Interactionism were used, for sharing the view that everytextual production (written or verbal) is inserted into a socio-historical-cultural context andthat such insertion determines the context of production of the text and its use byreaders/listeners (BRONCKART, 1999/2003). Besides, our comparative analysis was alsobased on the concepts of image proposed by Joly (1996), Dondis (2003) and Neiva (2002),and in the conceptions of image in coursebooks by Oliveira and Mota (2005) and Ramos andPanozzo (2004). We conclude by stating that there were significant changes between the twocoursebooks in the treatment and use of images by the series authors and designers, evidencing that higher importance was given to the images and their role in the Englishteaching and learning process. |
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IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSISAS IMAGENS NO LIVRO DIDÁTICO DE INGLÊS: UMA ANÁLISE FUNCIONALLivro didáticoLíngua inglesaInteracionismo Sociodiscursivo (ISD).Considering the frequent use of coursebooks in English language classrooms,this article presents a brief comparative analysis of the images in two editions of thecoursebook Headway (SOARS; SOARS, 1987; 2002). Our aim is to verify whether or not there were changes in the choice and use of the images in both books along this period of timeand the probable didactic functions of such images. To develop our analysis, theoreticalconstructs of the Sociodiscursive Interactionism were used, for sharing the view that everytextual production (written or verbal) is inserted into a socio-historical-cultural context andthat such insertion determines the context of production of the text and its use byreaders/listeners (BRONCKART, 1999/2003). Besides, our comparative analysis was alsobased on the concepts of image proposed by Joly (1996), Dondis (2003) and Neiva (2002),and in the conceptions of image in coursebooks by Oliveira and Mota (2005) and Ramos andPanozzo (2004). We conclude by stating that there were significant changes between the twocoursebooks in the treatment and use of images by the series authors and designers, evidencing that higher importance was given to the images and their role in the Englishteaching and learning process.Considerando a presença freqüente dos livros didáticos nas salas de aula de línguainglesa, este artigo apresenta uma breve análise comparativa das imagens de duas edições dolivro Headway (SOARS; SOARS, 1987; 2002). Tal escolha tem como objetivo verificar se houve ou não mudanças na escolha e disposição das imagens nos livros no decorrer dessetempo e quais as prováveis funções didáticas dessas imagens. Para desenvolver nossa análiseutilizamos os construtos teóricos do Interacionismo Sociodiscursivo (ISD), porcompartilharmos da visão de que toda produção textual (escrita ou verbal) se insere em umcontexto sócio-histórico-cultural e que essa inserção determina o contexto de produção dotexto e sua utilização pelos leitores/ouvintes (BRONCKART, 1999/2003). Além disso, nossaanálise comparativa apoiou-se nos conceitos de imagem propostos por Joly (1996), Dondis(2003) e Neiva (2002), e nas concepções sobre imagem no LD de Oliveira e Mota (2005),Ramos e Panozzo (2004). Concluímos que houve uma mudança significativa no tratamento ena utilização da imagem pelos autores e elaboradores da série ao longo dos quinze anos queseparam as duas edições, evidenciando maior importância dada às imagens e ao seu papel noprocesso de ensino-aprendizagem de língua inglesa.Unioeste2010-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/3171Travessias; Vol. 2 No. 3 (2008)Travessias; Vol. 2 Núm. 3 (2008)Travessias; v. 2 n. 3 (2008)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/3171/2499Copyright (c) 2008 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessR.A.Tonelli, JulianaQuevedo-Camargo, Gladys2020-12-08T11:43:14Zoai:ojs.e-revista.unioeste.br:article/3171Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2020-12-08T11:43:14Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS AS IMAGENS NO LIVRO DIDÁTICO DE INGLÊS: UMA ANÁLISE FUNCIONAL |
title |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
spellingShingle |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS R.A.Tonelli, Juliana Livro didático Língua inglesa Interacionismo Sociodiscursivo (ISD). |
title_short |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
title_full |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
title_fullStr |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
title_full_unstemmed |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
title_sort |
IMAGES IN THE ENGLISH COURSEBOOK: A FUNCTIONAL ANALYSIS |
author |
R.A.Tonelli, Juliana |
author_facet |
R.A.Tonelli, Juliana Quevedo-Camargo, Gladys |
author_role |
author |
author2 |
Quevedo-Camargo, Gladys |
author2_role |
author |
dc.contributor.author.fl_str_mv |
R.A.Tonelli, Juliana Quevedo-Camargo, Gladys |
dc.subject.por.fl_str_mv |
Livro didático Língua inglesa Interacionismo Sociodiscursivo (ISD). |
topic |
Livro didático Língua inglesa Interacionismo Sociodiscursivo (ISD). |
description |
Considering the frequent use of coursebooks in English language classrooms,this article presents a brief comparative analysis of the images in two editions of thecoursebook Headway (SOARS; SOARS, 1987; 2002). Our aim is to verify whether or not there were changes in the choice and use of the images in both books along this period of timeand the probable didactic functions of such images. To develop our analysis, theoreticalconstructs of the Sociodiscursive Interactionism were used, for sharing the view that everytextual production (written or verbal) is inserted into a socio-historical-cultural context andthat such insertion determines the context of production of the text and its use byreaders/listeners (BRONCKART, 1999/2003). Besides, our comparative analysis was alsobased on the concepts of image proposed by Joly (1996), Dondis (2003) and Neiva (2002),and in the conceptions of image in coursebooks by Oliveira and Mota (2005) and Ramos andPanozzo (2004). We conclude by stating that there were significant changes between the twocoursebooks in the treatment and use of images by the series authors and designers, evidencing that higher importance was given to the images and their role in the Englishteaching and learning process. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-03-18 |
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://e-revista.unioeste.br/index.php/travessias/article/view/3171 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/3171 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/3171/2499 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 2 No. 3 (2008) Travessias; Vol. 2 Núm. 3 (2008) Travessias; v. 2 n. 3 (2008) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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1798044914886377472 |