http://dx.doi.org/10.5007/1984-8412.2016v13n4p1599No campo de formação de professores de Inglês como língua estrangeira, atenção especial deve ser dada a professores iniciantes, para que eles consigam estabelecer uma relação dialética entre teoria e prática com vistas à práxis. A partir de um dos princípios da Teoria Histórico-Cultural de Vygotsky (1988), este estudo objetivou traçar o desenvolvimento de uma professora iniciante, enquanto mediada por outro mais experiente. A questão norteadora da pesquisa foi entender como as sessões de mediação impactaram o desenvolvimento da professora quanto ao conceito de ‘contextualização’. Métodos de pesquisa qualitativa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas e sessões de mediação, ambas filmadas. Os resultados evidenciam a importância da mediação intencional e direcionada do formador no desenvolvimento da professora participante.
In this study, we departed from the assumption that Brazilian Portuguese (BP) speakers of English have the tendency to mispronounce the English retroflex /?/ as the glottal fricative /h/. With the use of a Picture Elicitation L1 Production Task, a Background Questionnaire and an L2 Transcription Perception Task, the following was investigated: (1) Participants’ L1 rhotic production variations in onset position, and possible Cross Linguistic Influence of these productions in their perception of the English glottal fricative /h/; and (2) Participants’ experience with the TL and its correlation with their perception of the English glottal fricative /h/. 13 learners participated in the pilot study and 15 in the experiment. All of them were BP learners of English in different learning levels, with ages ranging from 26 to 42 years old. The data obtained revealed that all of them produced L1 rhotics as glottal fricatives, and more than 70% of them transcribed the words beginning with <h> using <r>. Moreover, results showed that there is a positive correlation between experience with the L2 and correct perception of TL glottal fricative as a rhotic in onset position.
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