masterThesis
A linguagem da reflexão de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade
Fecha
2012-02-06Registro en:
AQUINO, Maria de Lourdes de. A linguagem da reflexão de uma professora de Língua
Inglesa: um estudo de caso sob a perspectiva do sistema de
avaliatividade. 2012. 153 f. Dissertação (Mestrado em Linguística Aplicada; Literatura Comparada) - Universidade Federal do Rio Grande do Norte, Natal, 2012.
Autor
Aquino, Maria de Lourdes de
Resumen
Research about teacher education, carried out in the area of Applied Linguistics (AL),
reveals the importance of reflective practices in the professional development of
teachers. With the aim of contributing to this area, we present this case study
conducted at a technical school in Natal, RN. The corpus of the study is formed
mainly from the teacher‟s discourse, generated during a stimulated recall session
and the instruments used to collect the data: an initial questionnaire, a video
recording of a class and the text transcript of the stimulated recall session. The
central objective is to understand the way in which the reflection-on-action (SCHÖN,
1983, 1987) can contribute to raise the awareness of an English as a Foreign
Language teacher (EFL) about her actions in the classroom. With this proposal, we
begin our discussion presenting the origins, the presuppositions and characteristics
of the concept of reflection according to Schön (1983, 1987), and supported by other
authors (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, among others); of
critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO,
2004, among others); and of the process of critical reflection (SMYTH, 1992). To
evidence the reflections that emerge in the teacher‟s discourse, we found support in
the theories and methods of Systemic Functional Grammar (SFG), which was initially
proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and
Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among
others. We focus mainly on the subsystem of Attitude, an integral component of the
system of discourse resources, Appraisal, presented by Martin (2000), Martin and
Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of
the teacher in the classroom reflect not only her professional experiences, but also
her values and concepts about teaching/learning languages. The results also show
the teacher‟s awareness of the need for changes in her practices. Faced with these
findings, we believe that this study reveals important concepts that can direct teacher
educators to rethink new ways of approaching teacher training courses. In addition, it
also reveals the importance of discourse analysis based on a systemic functional
approach.