Este estudo teve como objetivo analisar quais são as concepções de língua presentes no componente curricular Língua Inglesa do Ensino Fundamental propostas pela Base Nacional Comum Curricular (BNCC). Para isso, adotou-se uma abordagem qualitativa por meio da análise de excertos que versavam sobre língua. As concepções que embasaram a análise foram baseadas nas entrevistas de Salomão, Castilho, Geraldi e Rajagopalan (XAVIER; CORTEZ, 2003), os quais entendem a língua como expressão do pensamento, instrumento de comunicação, processo de interação e bandeira política, respectivamente. Como resultado, foi observada principalmente uma coocorrência de duas diferentes concepções de língua nos excertos analisados da Base – como interação e bandeira política. Dessa forma, considera-se essencial uma reavaliação do conceito de língua dos documentos norteadores do ensino de língua inglesa, garantindo uma melhor orientação dos currículos escolares e promovendo a educação básica de forma igualitária em todo país.
This article aims at presenting a multimodal analysis of movie posters concerning the two female leading characters of the Netflix series Grace and Frankie published in their official Facebook page. Specifically, we analyze five posters showing both characters, one from each broadcasted season until 2019 in terms of their visual content based on the Grammar of Visual Design (GVD) (KRESS & VAN LEEUWEN, 1996, 2006), with support from studies concerning women in the media as the theoretical framework. Results indicate that the visual meanings in each poster represent the two characters adequately regarding the key developments of each season, showing their change of conduct and attitude, particularly Grace, over the series. The findings of the analysis here undertaken can hopefully contribute to a critical investigation of social identities in different media and to on-going discussions concerning social semiotics and multimodality in relation to contemporary social practices.
Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool.
This paper aims at presenting an overview of recent studies on students’ strategic behavior while reading online texts in English as a second/foreign language. As the digital environment has unique features that may influence reading comprehension, it is necessary that readers develop strategies to better cope with the online demands (Leu et al., 2014; Cho & Afflerbach, 2017). The studies here described made use of a wide range of data collection procedures, approaching qualitative and quantitative methods, by using surveys, observations, interviews and think-aloud protocols. Their findings collaborate to the understanding that Internet/hyperlinked reading is a complex cognitive process, involving not only the transfer of paper-based strategies but also mastering computer and multimedia skills
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