Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13 |
Resumo: | In English classes, especially in language schools that follow the principles of the communicative approach of teaching foreign languages, it is desirable that students exercise their oral skills in the target language productively. This goal is sought by the teachers and guides their speech during the lessons. In this paper, we analyze the role of the teacher in the students’ oral participation during English as second language classes. We present the results of an enunciativediscursive analysis of the discursive dynamics – between students of intermediate level of English and their teacher – based on Bakhtin’s theory of language. The data analysis indicates that the teacher plays a key-mediating role in the process of students’ oral production, her participation and collaboration helps students to build their speech and when she does not provide the space for the students’ dialogues, these do not happen. We inferred from the analysis that when the teacher engages herself in a dialog with the students, listens to their answers and replies to them, she can promote qualitative changes in the discourse of the students during the lessons, who participate giving their opinions and narrating events.Keywords: student’s enunciation in English, teacher’s role, discursive analysis. |
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Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutionsA construção do diálogo em sala de aula de língua inglesa: uma análise enunciativo-discursiva das interlocuçõesIn English classes, especially in language schools that follow the principles of the communicative approach of teaching foreign languages, it is desirable that students exercise their oral skills in the target language productively. This goal is sought by the teachers and guides their speech during the lessons. In this paper, we analyze the role of the teacher in the students’ oral participation during English as second language classes. We present the results of an enunciativediscursive analysis of the discursive dynamics – between students of intermediate level of English and their teacher – based on Bakhtin’s theory of language. The data analysis indicates that the teacher plays a key-mediating role in the process of students’ oral production, her participation and collaboration helps students to build their speech and when she does not provide the space for the students’ dialogues, these do not happen. We inferred from the analysis that when the teacher engages herself in a dialog with the students, listens to their answers and replies to them, she can promote qualitative changes in the discourse of the students during the lessons, who participate giving their opinions and narrating events.Keywords: student’s enunciation in English, teacher’s role, discursive analysis.Em sala de aula de língua inglesa, principalmente em escolas de idiomas que se fundamentam em princípios da abordagem comunicativa de ensino de língua estrangeira, almeja-se o engajamento discursivo do aluno e dele é esperado que exerça a habilidade oral na língua em estudo. Esse objetivo dirige o encaminhamento do discurso do professor durante as aulas. Neste texto, analisamos o papel do professor na tomada da palavra pelo aluno em sala de aula de língua inglesa, em uma escola de idiomas. Apresentamos os resultados de uma análise enunciativo-discursiva das interlocuções entre os sujeitos – alunos de uma turma do estágio intermediário e sua professora – fundamentada na teoria enunciativa da linguagem de Bakhtin. As análises mostram que a professora tem papel mediador fundamental no processo da tomada da palavra pelo aluno em inglês; com a sua participação e colaboração, os diálogos vão sendo construídos em sala de aula e quando o espaço para as interlocuções dos alunos não é por ela propiciado, essas não acontecem. Depreendemos das análises que a postura discursiva assumida pela professora, quando toma parte no diálogo, devolve a palavra ao seu interlocutor e colabora com a construção dos enunciados em sala de aula, pode promover mudanças qualitativas nos discursos dos alunos, que tomam a palavra para opinar, elaborar e narrar.Palavras-chave: enunciação em língua inglesa, mediação do professor, análise enunciativa.Unisinos2017-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13Calidoscópio; Vol. 15 No. 1 (2017): January/April; 170-179Calidoscópio; v. 15 n. 1 (2017): janeiro/abril; 170-1792177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13/6002Pucci, Renata H. P.Cruz, Maria Nazaré dainfo:eu-repo/semantics/openAccess2017-06-16T19:14:20Zoai:ojs2.revistas.unisinos.br:article/11600Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2017-06-16T19:14:20Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions A construção do diálogo em sala de aula de língua inglesa: uma análise enunciativo-discursiva das interlocuções |
title |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
spellingShingle |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions Pucci, Renata H. P. |
title_short |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
title_full |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
title_fullStr |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
title_full_unstemmed |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
title_sort |
Building the dialogue in English classes: An enunciative-discursive analysis of the interlocutions |
author |
Pucci, Renata H. P. |
author_facet |
Pucci, Renata H. P. Cruz, Maria Nazaré da |
author_role |
author |
author2 |
Cruz, Maria Nazaré da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pucci, Renata H. P. Cruz, Maria Nazaré da |
description |
In English classes, especially in language schools that follow the principles of the communicative approach of teaching foreign languages, it is desirable that students exercise their oral skills in the target language productively. This goal is sought by the teachers and guides their speech during the lessons. In this paper, we analyze the role of the teacher in the students’ oral participation during English as second language classes. We present the results of an enunciativediscursive analysis of the discursive dynamics – between students of intermediate level of English and their teacher – based on Bakhtin’s theory of language. The data analysis indicates that the teacher plays a key-mediating role in the process of students’ oral production, her participation and collaboration helps students to build their speech and when she does not provide the space for the students’ dialogues, these do not happen. We inferred from the analysis that when the teacher engages herself in a dialog with the students, listens to their answers and replies to them, she can promote qualitative changes in the discourse of the students during the lessons, who participate giving their opinions and narrating events.Keywords: student’s enunciation in English, teacher’s role, discursive analysis. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-27 |
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://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.13/6002 |
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 |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 15 No. 1 (2017): January/April; 170-179 Calidoscópio; v. 15 n. 1 (2017): janeiro/abril; 170-179 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
_version_ |
1792203886724907008 |