Banca de DEFESA: ARCADE JOHANNES KAKPO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ARCADE JOHANNES KAKPO
DATA : 27/02/2019
HORA: 14:00
LOCAL: CEFET-MG - Campus I - BH
TÍTULO:

Note-Taking and in-classroom functional transcription for EFL vocabulary acquisition

PALAVRAS-CHAVES:

 Second Language Acquisition (SLA), Task-Based Teaching and Learning approach (TBTL), Cycle of instructions, Note-taking, Student’ self-transcription.

PÁGINAS: 133
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

This research describes the application of a pedagogical cycle of tasks, written and oral productions, as well as note-taking strategies (MAYER, 1978; CARRIER, 1983) and student’ self-transcription (JAFARI et al., 2016; STONES, 2014), as new teaching and learning tools for English as a Foreign Language (EFL) (KLUGE & REIS, 2011; LOPES, 2011; SIEGEL, 2016; AHMANI & SADEGHI, 2011; SONG, 2011; TSAI & WU, 2010, YANG; LIN, 2015). Therefore, this study analyzes the Second Language Acquisition process of 18 students, using the Task-based Teaching and Learning approach (TBTL), applying an instructional cycle to take and use notes, record and transcribe interviews. Otherwise, the research has been conducted as a qualitative and participative ethnographic research in which the participants are High School’ students. On the one hand, the data collection was carried out using a variety of instruments: a questionnaire, the student and teacher evaluations and self-evaluations about the Role Plays performed (RPGs), the students' written and oral (collaborative and individual) productions, and my field notes. On the other hand, the analysis of the data collected has highlighted the characteristics of the participants’ Second Language Acquisition: dynamism of process, frequency of external words used, self-regulation and restructuration. (LARSEN-FREEMAN, 1997; LARSEN-FREEMAN & CAMERON, 2008; MERCER, 2013, DÖRNYEI, 2000; ELLIS, 2005; 2009). Thus, we conclude that the Task-based Teaching (TBT) and Learning (TBL) approach have an impact on the participants' Second Language Acquisition process (ELLIS, 2003; DOUGHTY, 2003; WILLIS & WILLIS, 2007).

MEMBROS DA BANCA:
Presidente - VICENTE AGUIMAR PARREIRAS
Interno - JERONIMO COURA SOBRINHO - CEFET-MG
Interno - RENATO CAIXETA DA SILVA
Externo à Instituição - LILIANE DE OLIVEIRA NEVES - CEFET-MG
Externo à Instituição - RITA DE CÁSSIO AUGUSTO - UFMG