Repositório DSpace :: Navegando por Autor "Lago, Neuda Alves do"

Navegando por Autor "Lago, Neuda Alves do"

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Um aluno formando de Letras (Inglês): quais são suas crenças acerca do processo de ensino/aprendizagem de língua inglesa?
(2009) Borges, Tatiana Diello; Lago, Neuda Alves do; Oliveira, Vitalino Garcia
The aim of this paper is to present a senior student’s beliefs about the process of English teaching/learning in the Modern Languages course. The research has as theoretical framework studies in the area of teaching/learning foreign languages which focus on beliefs. As methodology, the case study was chosen and the following instruments for data collection were used: semi-open questionnaire, narrative and semi-structured interview. The results suggest these participant beliefs: grammar is not relevant in that process, group work is quite important, and the good language learner is the one that “pays attention to his teacher”.
Análise de uma unidade didática de um livro de língua inglesa sob uma perspectiva intercultural de ensino/aprendizagem de línguas
(2018-06) Borges, Tatiana Diello; Lago, Neuda Alves do
In this study, our main goal was to examine whether there is evidence of an intercultural approach in the unit “What did I do?” from Reward (intermediate level), which focuses on misunderstandings (or mistakes) that may happen in interactions among people from different countries. The specific goals were: to establish whether the intercultural issue is addressed in the unit and, if so, in which ways, as well as to observe whether the unit contributes to the formation of intercultural sensitivity in students. The nature of the analysis was qualitative. The theoretical framework was anchored in the constructs of language, culture, and interculturality. The analysis of the unit revealed that the intercultural dimension is present and approached in three ways: (a) putting students in contact with international situations of misunderstandings caused by cultural differences; (b) asking the students the clarification of possible personal reactions in misunderstandings situations; and, (c) eliciting misunderstandings experiences that will inevitably lead to an explanation of at least two different cultures. The analysis also showed that the unit has the potential to promote intercultural awareness in the learner, depending on the teacher’s education. The exercises presented in the unit promote the knowledge of the differences in macro and micro-cultures, but not necessarily the respect and tolerance to these, elements that will depend on the teacher to be addressed. Thus, it seems that in an increasingly multilingual and multicultural world there is much to be gained to address the issue ‘intercultural approach’ in education courses for language teachers.
Aspectos psicológicos e lingüísticos do lidar com uma língua estrangeira: crenças de dois professores concernentes ao ensino e aprendizagem de inglês
(2007) Oliveira, Vitalino Garcia; Borges, Tatiana Diello; Lago, Neuda Alves do
This paper reports the results of a research carried out on the basis of Psychology and Linguistics theories, in which we aimed at analyzing the beliefs of two inservice English teachers concerning the teaching/learning process of that language. As the fundament for this research, we used studies regarding foreign language teaching/learning whose aim was investigating the issue of beliefs. We chose the case study as methodology and the following instruments to collect the data: questionnaire, classroom observation, and journal. The results show that participants have similar and distinct beliefs, as well as the fact that an English teaching major degree or its absence influences their teaching practice.
Beliefs about English teaching and learning in the virtual learning environment
(2021-12) Freitas Neto, Joaquim Generoso de; Lago, Neuda Alves do; Figueiredo, Francisco José Quaresma de
The purpose of this article is to present the result of a research carried out with two students, a student's mother and a teacher at the Language Extension Center at Centro Universitário Unicerrado of Goiatuba, Goiás, Brazil. Participants were interviewed and answered a questionnaire to identify and evaluate the process of teaching and learning English in the virtual learning environment in times of pandemics. The goal was to understand how beliefs and myths influenced this process. The results suggest that, despite the negative beliefs created about online learning, and the fears generated in this teaching modality, they could see positive points in this teaching modality.
Beyond the text: crenças de uma aluna do nível pré-intermediário acerca do processo de escrita - um estudo de caso
(2012) Oliveira, Vitalino Garcia; Lago, Neuda Alves do
In this paper, we present the results of a research carried out with a student from a language school of a federal university in Goias, Brazil, on some of her beliefs with regard to written production in English. This is a research-action with a qualitative and interpretive design, whose instruments for data collection were questionnaire, interview, and narrative. The results suggest that the participant concerned believes that: the student who reads more in English is a better writer in this language; and the student writes better in English only when he/she is encouraged by the teacher.
"O bom professor de inglês é fluente na fala e na escrita, e tem conhecimentos gerais da cultura estrangeira": crenças de uma formanda do curso de Letras
(2011) Borges, Tatiana Diello; Lago, Neuda Alves do; Oliveira, Vitalino Garcia
In this paper, we present the beliefs of a graduating student in Language Studies from a federal university in Goias, Brazil, on English teaching/learning. Our theoretical basis consisted of studies on foreign language teaching and learning, focusing on beliefs. Our methodology was the case study, and the instruments for data collection were: semi-open questionnaire, narrative, and semi-structured interview. The results indicate that the participant concerned seems to believe that: 1) “the good English teacher is fluent both in speaking and writing and has a general knowledge on the foreign language culture”; and 2) “the Language Studies course (English) is amazing”.
A colaboração como elemento propulsor da autoestima de aprendizes em aulas de literatura inglesa numa perspectiva da teoria da recepção: um relato de experiência
(2020-12) Araújo, Evandro Rosa de; Figueiredo, Francisco José Quaresma de; Lago, Neuda Alves do
Literary texts function as effective instruments to motivate reading. However, we wonder if the English Language Literature courses have managed to awaken the student to the potential of literary narratives. We work on this article with this questioning, which leads to the reflection on a possible way to stimulate students to advance in the reading of literary works in English: the encouragement of self-esteem and collaboration in pairs or in groups. Thus, this research analyzes some English Literature lessons taught by a teacher from the Universidade Estadual de Goiás, in 2019. It is an experience report, in which we proposed the teacher to use the principles of the Collaborative Approach, and the Theory of Reception, in order to work with poems in a dialogical and collaborative way in the classroom. For the generation of the data, we used questionnaires and interviews applied to the students and the teacher. The results indicate that the use of the collaborative approach, along with Reception Theory, becomes a productive methodology to be used in the classroom because it contributes, in a systematic way, to the increase of self-esteem and, consequently, to the teaching/learning process of English Language Literatures.
Collaborative english language learning: some reflections from interactions between pairs
(2019-04-29) Sousa, Laryssa Paulino de Queiroz; Tiraboschi, Fernanda Franco; Lago, Neuda Alves do; Figueiredo, Francisco José Quaresma de
The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students’ interactions; and b) to investigate these learners’ perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students’ interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners’ autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other’s help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.
"Com a ajuda do meu colega consegui fazer o exercício de listening": uma análise sociocultural da interação de dois alunos em uma atividade de compreensão oral em inglês
(2014-07) Borges, Tatiana Diello; Lago, Neuda Alves do; Ferreira, Maria Cristina Faria Dalacorte
Crenças de uma professora de língua inglesa acerca do ensino/aprendizagem desse idioma
(2007-12) Borges, Tatiana Diello; Oliveira, Vitalino Garcia; Lago, Neuda Alves do
The aim of this paper is to report the results of a research carried out to be counted as Prática como Componente Curricular (Trainingship as a Syllabus Element) of Modern Languages Course from Universidade Federal de Goiás – Campus Jataí – Goiás. In this study, we analyzed the beliefs of an in-service English teacher concerning the teaching/learning process of that language. As the basis for this research, we used studies regarding foreign language teaching/learning whose aim was investigating the issue of beliefs. We chose the case study as methodology and the following instruments to collect the data: a questionnaire and classroom observation. The results suggest the participant’s belief that grammar is not the most crucial part in English teaching, that fun and pronunciation must be present and that it is possible to learn this language in public schools.
Critical-collaborative language education through english: an experience with youth and adult education students
(2021-09) Almeida, Ricardo Regis de; Lago, Neuda Alves do; Figueiredo, Francisco José Quaresma de
This study takes a cue from the biography of Maya Angelou and aims to intertwine her life experiences to a critical-collaborative language education through English approach. To reach our goal, a group of four Youth and Adult Education (YAE) students departed from Instituto Federal de Goiás (IFG) and metaphorically went to the U.S.A. through the story of the black woman aforementioned. Our reflections during this adventure were drawn on the works of many scholars, such as Almeida (2017); Figueiredo (2008, 2018); Figueiredo & Lago (2018); Lago & Cintra (2016); Magalhães (2014); Morrison (1975); Pessoa (2014); Rosa & Flores (2017); Scarcella & Oxford (1992), among others. We find it paramount to mention that our problematizations also stemmed from our very own experiences with the study participants as well as our personal narratives and struggles against racism, sexism, poverty and other types of prejudice in our classes. Our empirical material was generated through an open-ended questionnaire, the letters the students wrote to themselves in class, and the discussions carried out in a yarning circle about an experience the study participants had with students from three first-year high school integrated courses – Foreign Trade, Construction and Chemistry. We conclude that this investigation allowed us and the study participants to reflect upon and rethink our opinions about our bodies, complexion, and the very process of language education through English.
De Codename Villanelle a Killing Eve: traçando relações intersemióticas entre literatura e TV
(2021-08) Amaral, Amanda Nunes do; Lago, Neuda Alves do
This essay aimed to investigate the transposition of literary signs to audiovisual signs in the light of Peircean semiotics, reflecting how the adaptation Killing Eve by Phoebe Waller-Bridge translates specific codes present in the thriller Codename Villanelle by Luke Jennings, a procedure that was understood here as intersemiotic translation. The analysis focused on the identity construction of the protagonists, investigating how and what audiovisual strategies transcreate certain sensitive aspects of literary work, namely, the psychological and subjective characteristics involved in the conception of the characters.
Documentos oficiais e o inglês no ensino médio brasileiro: um breve histórico
(2020-09-21) Oliveira, Raquel Martins de; Lago, Neuda Alves do
This work consists of a study on the history of official documents regarding to the teaching of English as a foreign language in Brazilian high schools, standing from the Empire to the emergence of the new Brazilian National Curriculum (BNCC). The aim is to analyze how political and socioeconomic events have influenced in the development of English language teaching regulations currently ruling. The research was based mainly on the works of Scaglion (2019), Quevedo-Camargo and Silva (2017), Leffa (1999), and Chagas (1967), with regard to the historiography of teaching of English as foreign language in Brazil. The study showed that the political-economic relations between Brazil and England and between Brazil and the United States significantly influenced the development of the three versions of the Brazilian Law on National Education Guidelines and Framework.Likewise, the economic and social changes were relevant in the preparation of the other documents that standardize and guide the teaching of English as foreign language in Brazil.
O ensino de Libras em ambiente de bidocência: quem são e o que dizem os professores
(2019-09) Costa, Artur Moraes da; Faria, Juliana Guimarães; Lago, Neuda Alves do
Two-way teaching can occur when there are two teachers responsible for the same educational goals in the classroom. Various names are given to the nomenclature of this practice, such as shared teaching, co-teaching or twoteaching. The general objective of this investigation is to bring to the center the voices of these teachers about this practice and to analyze their contributions. For this, we interviewed professionals who work in the format of two-way teaching the Brazilian Sign Language (Libras) attending adult listeners. The results of this research suggest that the two-way teaching in Libras education is as much a space for growth and professional learning as it is for conflicts. It also showed that the professional identity of these agents has elements ranging from the initial emotion with teaching, going through frustration of feeling devalued, up until the completeness of the teaching greatness.
Experiências de aprendizes de inglês da educação superior com o Kahoot: a colaboração e a multimodalidade em jogo
(2019-12) Tiraboschi, Fernanda Franco; Sousa, Laryssa Paulino de Queiroz; Figueiredo, Francisco José Quaresma de; Lago, Neuda Alves do
This paper reports on an English language teaching and learning experience with the use of Kahoot in a perspective that combines the pedagogy of multiliteracies (COPE; KALANTZIS, 2000, 2009; KRESS, 2010; LEMKE, 2010; PAESANI; ALLEN; DUPUY, 2016; ROJO, 2012) with collaborative learning (DONATO; MCCORMICK, 1994; FIGUEIREDO, 2005, 2006, 2015, 2019; LANTOLF; APPEL, 1994). This research is justified on the grounds that it is of paramount importance to learn how to deal with ongoing contemporary changes connected to the multicultural practices brought about by globalization as well as with the multimodal languages provided by technological advances. This case study was conducted in a higher education context, in Brazil, with seven students who took English as a major in the first semester of 2018. The data generated come from the description of the activity done, the students’ responses to a questionnaire, and the students’ learning narratives. Among the findings, we highlight principally the promotion of multimodal text reading practices and the development of collaborative dialogues.
ILF em tempos de pandemia global: análise de atividades remotas de língua inglesa do ensino fundamental da rede pública municipal de ensino de Palmas-TO
(2022) Silva, Suiane Francisca da; Lago, Neuda Alves do
In the face of the positioning of English as a global lingua franca (ELF) nowadays, this paper, characterized as a documental analysis and framed within the qualitative paradigm, aims to analyze based on the checklist proposed by Oliveira (2010) how the intercultural aspects and varieties of the English Language (EL) intertwined to ELF teaching were covered in the remote activities of the EL curricular component of the 9th grade class of the elementary school, in the municipal public school system of the city of Palmas-TO, throughout the 2020 school year. Thus, as specific objectives, we seek to present a review of the term Lingua Franca, the concept of ELF and data that demonstrate the decline of the figure of the native speaker of EL. Regarding the theoretical background of this study, we based ourselves on the contributions of researchers such as Jenkins (2000), Seildhofer (2002), Nault (2006), and El Kadri (2011), just to name a few of them. From the analysis of the remote activities, we noticed that the EL activities, in a very embryonic way, brought aspects linked to the ELF which were not deepened more critically. That makes us infer that the students have not yet understood widely the implications inherent to its condition as a language being chameleonically appropriated by its global users.
A imbricada relação entre língua e literatura: o texto literário na sala de aula de língua estrangeira
(2013) Lima, Talles Henrique Alves de; Lago, Neuda Alves do
This paper results from a research carried out in a language school in the city of Jataí, in southwest Goiás. The main aim of this study was to verify the ways in which the English language teachers in that course have used literary texts in their classrooms. The specific objectives of the research were: 1) through the use of a semi-structured questionnaire, semi-structured interview and narratives, to investigate whether those teachers have made use of literary texts in their lessons; 2) to inquire about how and why they use them; and 3) to averiguate the students’ response to the activities proposed. The results showed that the teachers have used literary texts in many distinct ways, and that this tool has collaborated for their students’ target-language learning.
Literatura e colaboração na sala de aula de língua inglesa em tempos de pandemia
(Universidade Federal de Goiás, 2023-06-14) Araújo, Evandro Rosa de; Figueiredo, Francisco José Quaresma de; Lago, Neuda Alves do
This paper analyzes four collaborative English classes conducted by a teacher from a public school who used fairy tales to teach remotely while exploring WhatsApp and social networks to keep students interested in the subject. To generate the data, we transcribed one of the ninth-grade students’ interactions: an interview in which they expressed their impressions about the lessons and classroom observation notes. The results of the data analysis show that the students became highly motivated by having worked collaboratively because they could exchange opinions and points of view on the literary texts and better understand them by interacting with their peers.
Literatura nas aulas de inglês: língua estrangeira no contexto educacional brasileiro
(2020-12) Oliveira, Raquel Martins de; Lago, Neuda Alves do
This article presents a qualitative research about the literary texts’ reading in English as a foreign language teaching. Based on studies that explore the reinsertion of literature in language classrooms, the objective is to demonstrate, through a storytelling activity, that working with literary texts in English as a foreign language is beneficial for students and can be carried out in line with the Brazilian’s Common National Curricular Base (2018).
Literature in EFL classes: four teachers' experiences in Brazil
(2021) Cardoso, Anna Carolyna Ribeiro; Lago, Neuda Alves do
Some of the benefits of using literature in EFL classes include improving vocabulary, critical thinking and providing authentic material. Researchers such as Melo Júnior (2015) and Lago (2016; 2017) investigate literature in EFL contexts, noticing how literature can also motivate students. This paper aims to analyze English teachers' experience in Goiás, Brazil, and their relationship with literature in their EFL classes. Its purpose is to investigate whether these teachers use literary works during their lessons. Four teachers were interviewed for this case study. The results show these teachers attribute importance to literature in EFL contexts.

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