Titre:	Ensino e aprendizagem da pronúncia do inglês para aprendizes brasileiros : foco no acento primário
Auteur(s):	Rael, Elaine Cunha
Orientador(es)::	Camargo, Gladys Plens de Quevedo Pereira de
Assunto::	Língua inglesa - estudo e ensino - falantes de português Acentos e acentuação Língua inglesa - pronúncia
Date de publication:	1-jui-2020
Data de defesa::	18-mar-2020
Référence bibliographique:	RAEL, Elaine Cunha. Ensino e aprendizagem da pronúncia do inglês para aprendizes brasileiros: foco no acento primário. 2020. 101 f., il. Dissertação (Mestrado em Linguística Aplicada)—Universidade de Brasília, Brasília, 2020.
Abstract:	The general objective of this research is to seek alternatives and propose guidelines for teachers for the instruction and practice of the English pronunciation for Brazilian learners, focusing on the primary accent. The topic was chosen because of the lack of research in the field, and due to problems with intelligibility, which can be caused by mistakes in standard pronunciation of the primary accent. To investigate the issue, we opted for a semi-ethnographic methodology and qualitative analysis. In the first place, to examine the issue, the characteristics of the English (CELCE-MURCIA; BRITON; GOODWIN, 1996) and Portuguese (LEE, 1997; PEREIRA, 2007) primary accents were studied, so that a contrastive analysis could enable to foresee and understand possible difficulties that Brazilian learners could have during the learning process. Subsequently, by using bibliographic research, the benefits of an explicit approach to the teaching of the English primary accent and other phonetic and phonological aspects were noted (LONG; ROBINSON, 1998; AMER; AMER, 2011), and a list of possible activities for helping, in this task, both teacher and student was made. Furthermore, a field research was also carried out, with class observation in three language schools in Distrito Federal, aiming to identify students’ main pronunciation problems, mostly in advanced levels. It was noted that most mistakes were due to the accentuation and production of vowels. Based on the collected data, and with the support of the contrastive analysis previously made, it was possible to categorize primary accent mistakes and to better understand what leads students into making them. Finally, and to have a wider vision of the whole teaching context, questionnaires were applied to teachers and students from those three schools, in order to verify their opinions on classroom dynamics, how they devote their time to studying outside the classroom, and their beliefs and difficulties relating to the theme. It was found that, in general, learners from more advanced levels still feel distressed with their own English pronunciation, and they search various ways to practice English outside the classroom. Moreover, among the possible strategies, teachers must be conscious of how essential precise pronunciation is to avoid some problems of intelligibility, and that this aspect must not be ignored on behalf of fluent speech. There should be planning for dealing with this subject of study, and for considering all practices and materials available, from books to technological and accessible tools.
metadata.dc.description.unidade:	Instituto de Letras (IL) Departamento de Línguas Estrangeiras e Tradução (IL LET)
Description:	Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2020.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Linguística Aplicada
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Collection(s) :	Teses, dissertações e produtos pós-doutorado

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