DLLE - PPGI

The present thesis consists of an investigation concerning auteurism, as a critical practice, scrutinizing two Coen Brothers' films, The Big Lebowski (1998) and No Country for Old Men (2007), as objects of study. Auteurism is reviewed over the years, from the period prior to Cahiers du Cinéma to its takeover and undertaking during the 1950s in France; auteur criticism is also analyzed in the U.S. and in the U.K. An overview and focused features are rendered by critics and theoreticians who formulated, defended, and attacked this critical approach, it also questions what an auteur is. The following chapters aim at analyzing the two films abovementioned by the Coens, its characters and shot analyses, using auteurist perspectives allied to other theoretical standpoints, such as poststructuralism and intertextuality; therefore, the notions of "work," "text," and "author" are studied under the essays by Roland Barthes, Michel Foucault and Julia Kristeva. Moreover, adaptation is also tackled, acknowledged as both a process and a product, by Linda Hutcheon.

Ao cotejar as obras dos diretores italianos De Seta e Olmi nos anos 1950, este trabalho almeja analisar como a modernização e a modernidade se desdobram, respectivamente, nos planos socioeconômico e cinematográfico, e como eles desencadeiam representações distintas de trabalho e de paisagem no sul e no norte do país. Visto que trabalho e trabalhadores têm sido pouco retratados no cinema, constelações fílmicas são traçadas a fim de pontuar as vicissitudes do documentário italiano dessa época.

Using Swain's (1985) output hypothesis as a basis, this article investigated the effect an immediate repeated oral task had on the performance of participants. Two groups of beginner learners of English as an additional language in Brazil performed a decision-making oral task in groups. Drawing from Lynch and MacLean's (2001) carousel task, the learners changed groups and repeated the oral task in three successive cycles. A qualitative analysis of two learners' oral production is discussed in terms of accuracy. Furthermore, their perception on the immediate repeated task is also examined.

The whole document is in English. Just skip the acknowledgements.
Based on research about collaborative work and strategic planning, this study investigated: (i) the relationship among planning collaboratively and individually to perform a monological oral task in ESL and the oral performance (message) of participants; (ii) the different strategies used during planning; (iii) the perception learners had on the two planning conditions. Seventeen students enrolled at a state secondary school volunteered to take part in this study. They were split into two groups and planned, both individually and collaboratively, for 12 minutes to record an oral message on whatsapp using their own mobile phones. The quantitative results indicated, in general terms, a trend favouring the collaborative planning condition for the variables fluency and accuracy, while the pragmatic measure, outcome, approximated statistical significance in favour of collaborative work. The qualitative data pointed that both individual and collaborative planning fostered the use of different strategies mainly directed at the macro aspects of the messages, which were linked to the nature of the tasks, while collaborative planning seemed to be used as a strategic tool to overcome individual L2 lexical shortcomings. The main contributions of this study are that strategic planning, either collaborative or individual, seems to yield positive effects on oral performance of L2 learners and that participants had a positive perception on the process, signalling that tasks using strategic planning could be incorporated into teaching second languages at state schools.

Abstract This article reports the initial findings of a piece of research on the effect collaborative and individual strategic planning have on performance of an oral task by young learners of English as an L2 in Brazil. Strategic planning (Ellis, 2003, 2005) is an important concept within the task-based approach (TBA), as this condition may trigger metacognitive processes.Yet, only a few studies have had young learners of English as participants in strategic planning research. The participants, teenage learners,enrolled in the second year of a public high school in Florianópolis (Brazil), performed two monological oral tasks under two different planning conditions: (a) collaborative, and (b) individual. The oral messages sent using WhatsApp were analysed in terms of accuracy, fluency and outcome (pragmatic). In addition, the participants filled in post-task questionnaires after the performance of each task, aiming at unveiling their perception on the conditions and tasks. In this paper, data from the pilot study as well as some preliminary results were analysed. In spite of the absence of statistically significant results for accuracy and fluency, results indicated a trend supporting the collaborative work condition. While, the qualitative data showed strong support for the collaborative planning condition. These initial findings, in general, support the use of L2 oral tasks involving strategic planning in the public school context.

Resumen Este artículo reporta los hallazgos iniciales de un estudio de maestría en Lingüística Aplicada sobre el efecto que el planeamiento estratégico, colaborativo e individual tiene en el desempeño de una tarea oral en jóvenes estudiantes del inglés como L2 en Brasil. EL planeamiento estratégico (Ellis, 2003, 2005) es un concepto importante dentro del enfoque basado en tareas (TBA), ya que esta condición puede desencadenar procesos meta-cognitivos. Sin embargo, pocos estudios han tenido jóvenes estudiantes de inglés como participantes en la investigación de planeamiento estratégico. Los participantes, estudiantes adolescentes, inscritos en el segundo año de una escuela secundaria pública en Florianópolis (Brasil), realizaron dos tareas mono-lógicas orales bajo dos condiciones de planeación diferentes: (a) colaborativo, y (b) individual. Los mensajes orales enviados usando WhatsApp se analizaron en términos de precisión, fluidez y resultado (pragmático). Además, los participantes completaron cuestionarios después de la realización de cada tarea, con el objetivo de revelar su percepción sobre las condiciones y tareas. En este trabajo, se analizaron los datos del estudio piloto, además de algunos resultados preliminares. A pesar de la ausencia de resultados estadísticamente significativos para la exactitud y fluidez, los resultados indicaron una tendencia que respalda la condición de trabajo colaborativo. Si bien, los datos cualitativos mostraron un fuerte apoyo para la condición de planeamiento colaborativo. Estos hallazgos iniciales, en general, apoyan el uso de tareas orales L2 que involucran el planeamiento estratégico en el contexto de la escuela pública. Palabras claves: Trabajo colaborativo, planeación estratégica, pre-tareas, tarea oral en segunda lengua; WhatsApp, colegio público.

Este é um artigo publicado em acesso aberto (Open Access) sob a licença Creative Commons Attribution, que permite uso, distribuição e reprodução em qualquer meio, sem restrições desde que o trabalho original seja corretamente citado. "Tu sabe do que eu tô falando": a variação pronominal da segunda pessoa do singular em Florianópolis, um estudo de caso "You know what I'm talkin about": second-person singular pronoun variation in Florianópolis, a case study Rafael Zaccaron 1 http://orcid.org/0000-0001-7796-501X RESUMO: Há variação no uso do pronome pessoal da segunda pessoa tu/você no português brasileiro. Neste artigo, discute-se a relevância dos fatores faixa etária e localidade no uso dos pronomes pessoais tu/você em Florianópolis-SC. Tendo como base os conceitos da Teoria da Variação de Labov (2008), a análise de duas entrevistas semiestruturadas com duas florianopolitanas procura identificar os fatores linguísticos e sociais que induzem tal fenômeno linguístico. Os resultados deste estudo de caso indicam variabilidade no uso do pronome tu e você na cidade. Sendo que o pronome tu é relacionado ao vernáculo enquanto você é considerado o pronome de uso para desconhecidos ou no ambiente de trabalho, segundo as participantes. Palavras-chave: Sociolinguística; pronomes de segunda pessoa; variação tu/você.

This article aims to analyze whether formal instruction influences Brazilian speakers' perception of the English high back vowels contrast. There have been a few L2 pieces of research that focused on the instruction of specific vowel contrasts. Previous studies indicate that a single L1 category seems to be a source of difficulty to L2 vowel discrimination. However, some of these investigations did not focus on the role of instruction to such discrimination. The participants of the present study were 17 Brazilian speakers of Portuguese as L1, beginning learners of English, divided into experimental and control groups. The study included a perception pretest, a pronunciation instruction class, taught only to the experimental group, and a perception posttest. Results showed that experimental and control groups obtained similar results. Based on that, some factors were pointed to possibly explain this outcome, such as the duration of the pronunciation instruction, the possibility of participants learning with the pretest itself, the duration of the data collection, the participants' possible assimilation of the target contrast into a single category, and the interference of the mid central vowel /ᴧ/ used as a distractor in the data collection. On the other hand, a qualitative analysis revealed that all participants in the experimental group found the pronunciation instruction helpful. Such findings seem to agree entirely or in part with other similar studies' results.

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use of repetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.
KEYWORDS: Task-based language teaching; task repetition; oral task; learner-learner interaction; English as an additional language.

Resumo: Tendo por base o conceito de escrita como um processo (HYLAND; HYLAND, 2006), neste relato de experiência 2 , apresento a implementação do processo de feedback por pares na produção escrita realizada na aula de inglês como língua adicional do curso Extracurricular da Universidade Federal de Santa Catarina. Tal movimento visa, a longo prazo, desenvolver a autonomia dos aprendizes e sua criticidade. A sequência de procedimentos para implantação do feedback por pares é apresentada. Esse relato também apresenta alguns dados preliminares de uma pesquisa longitudinal sobre feedback por pares. Respostas dadas pelos participantes, através de um questionário de percepção, são analisadas e relacionadas com o relato. Finalizo com um balanço da atividade apontando os desafios e os benefícios de tal movimento para a sala de aula. Palavras-chave: Autonomia na escrita; Feedback por pares; Aprendizagem colaborativa; Inglês como língua adicional.

Neste relato de experiência, apresentamos uma proposta de readequação visual do Ambiente Virtual de Aprendizagem (AVA), planejada e implementada durante o estágio curricular supervisionado em Letras-Inglês, bem como uma tarefa, que fez parte de um ciclo de tarefas desenvolvido com alunos do terceiro ano do ensino médio do Colégio de Aplicação de uma universidade no sul do Brasil. Iniciamos com uma breve revisão de aspectos teóricos que fundamentaram nossas escolhas. Em seguida, apresentamos as estratégias utilizadas e as mudanças realizadas no layoutdo Moodle. Na sequência, detalhamos uma das tarefas utilizadas e tecemos comentários sobre o seu impacto para a confecção da tarefa final. Finalmente, concluímos o relato tecendo algumas considerações sobre o desenvolvimento do estágio de forma remota.

O objetivo deste artigo é comparar a tradução de textos não literários com a tradução de textos literários. Um  exemplo  extraído  das  primeiras  páginas  do  livro América,  de  Kafka,  é  usado  para  ilustrar  como  os  textos literários  podem  ser  traduzidos  de  forma distinta  dos  textos  não  literários.  Esses  textos  diferenciam-se essencialmente na intenção (textos literários pertencem ao mundo da imaginação, enquanto textos não literários pertencem  ao  mundo  dos  fatos)  e  no  fato  de  textos  literários  tratarem  de  pessoas, enquanto que os  textos  não literários  tratam  de  objetos.  Em  comum,  ambos  os  textos se  preocupam com  as  verdades  fundamentais  da tradução: factual, estética, alegórica, lógica e linguística

The pandemic has had quite an impact on the way we teach and learn. During that time, Brazilian universities implemented remote learning for more than 15 months. While the initial move was a reaction to an emergency and saw the transposition of many classes to the virtual mode, the following months saw the flourishing of initiatives that enhanced learning by streamlining the use of digital technology. In this context, this descriptive qualitative study employs an exploratory multiple case approach to investigate the affordances in the digital context tertiary students use to facilitate engagement with computer-mediated peer feedback during a course of academic literacies in English at a university in Brazil. Data come from individual semi-structured interviews, online peer-to-peer feedback meeting recordings, and retrospective individual interviews with three pairs of students. The participants are tertiary learners who had two online meetings, using Google Meet, to discuss their peer feedback on two texts they wrote for the course over one semester. Results indicate that online peer conferences offer a multimodal communication channel where different semiotic aspects play a role in mediating written input. In addition, WhatsApp was extensively used for informal peer feedback. We conclude with pedagogical implications and suggest actions so that learners can harness the full potential offered by these tools.

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through drafts of two essays, feedback, and a questionnaire. Results indicate that although participants reported trusting teacher feedback more, the quantitative uptake of feedback was similar regardless of the source. Data analysis suggests that the teacher's and peers' social representation plays a more significant role in uptake than the feedback itself.