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Advisor(s)
Abstract(s)
Partindo do conceito de “representação” no processo de ensino e aprendizagem de
línguas, este estudo visa compreender o impacto da introdução do ensino de Inglês
enquanto disciplina curricular no 3.º ano do Ensino básico e do ensino de mandarim,
também no 3.º ano, enquanto oferta complementar.
Investigação neste campo tem demonstrado que as representações face às línguas
e aos povos que as falam podem condicionar a aprendizagem por parte dos aprendentes,
na medida em que podem influenciar a sua postura e motivação. (Castellotti, 2001;
Castellotti & Moore, 2002).
Deste modo, com este estudo pretende-se diagnosticar as representações de duas
turmas do 3.º ano de do ensino básico e dos encarregados de educação face à língua
inglesa, enquanto disciplina curricular e ao mandarim, enquanto oferta complementar e aos
povos que as falam.
Para diagnose das representações dos alunos e dos encarregados de educação,
utilizou-se como instrumento de recolha de dados um inquérito por questionário. Quanto
ao tratamento dos dados, procedeu-se a uma análise de conteúdo através da utilização e
adaptação de categorias de análise para tratamento das representações, já validadas e
utilizadas noutros estudos.
Os resultados mostram que tanto os alunos como os encarregados de educação
evidenciam representações diferenciadas relativamente à língua inglesa e ao mandarim: o
inglês essencialmente como “língua universal” e o mandarim enquanto língua diferente e
difícil. No que que concerne às representações relativas aos povos que as falam, destacase
uma distância física e cultural entre povo europeu e oriental. Tentaremos mostrar como
é que estas representações aparecem nas suas opiniões sobre as línguas e os povos
falantes dessas línguas.
Taking the concept of “representation” as a central feature in the process of language teaching and learning, this study attempts to understand the representations made by both children and their parents when discussing the study of English and Mandarin at school, being English a curricular area and Mandarin a complimentary subject. Research in this field has shown that representations towards languages and peoples who speak them can condition learners’ learning as well as influence their attitudes and motivation (Castellotti, 2001; Castellotti & Moore, 2002). This study intends thus to analyse the representations the pupils of two Portuguese 3rd grade classes make regarding the English and Mandarin languages as well as of the peoples who speak them. The representations made by these children’s’ parents will also be examined. Firstly, and in order to identify the students' representations, a questionnaire survey was used as instrument of data collection. Content analysis was based on categories of analysis for the treatment of representations, which have already been validated and used in other studies. Results have shown that students and their parents generate different representations regarding the english and chinese languages: english is essentially a 'universal' language and mandarin is a different and difficult language. On what concerns the representations related to the peoples who speak english and the peoples who speak mandarin, there is perception that these languages are separated not only by a physical distance but also by bodily and cultural differences. This study intends to show how these representations are conveyed in the opinions of both children and adults when discussing the languages and the people who speak them.
Taking the concept of “representation” as a central feature in the process of language teaching and learning, this study attempts to understand the representations made by both children and their parents when discussing the study of English and Mandarin at school, being English a curricular area and Mandarin a complimentary subject. Research in this field has shown that representations towards languages and peoples who speak them can condition learners’ learning as well as influence their attitudes and motivation (Castellotti, 2001; Castellotti & Moore, 2002). This study intends thus to analyse the representations the pupils of two Portuguese 3rd grade classes make regarding the English and Mandarin languages as well as of the peoples who speak them. The representations made by these children’s’ parents will also be examined. Firstly, and in order to identify the students' representations, a questionnaire survey was used as instrument of data collection. Content analysis was based on categories of analysis for the treatment of representations, which have already been validated and used in other studies. Results have shown that students and their parents generate different representations regarding the english and chinese languages: english is essentially a 'universal' language and mandarin is a different and difficult language. On what concerns the representations related to the peoples who speak english and the peoples who speak mandarin, there is perception that these languages are separated not only by a physical distance but also by bodily and cultural differences. This study intends to show how these representations are conveyed in the opinions of both children and adults when discussing the languages and the people who speak them.
Description
Keywords
Representações Língua inglesa Mandarim Didática de línguas Representations English language Language didatics
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação