Mestrado em Didática do Inglês | Master's Degree in English Didactics - TMDI
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Browsing Mestrado em Didática do Inglês | Master's Degree in English Didactics - TMDI by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- Acquiring intercultural competencies through language learning and its potential impact on immigration integration in the province of Ontario, CanadaPublication . Polyanskikh, Viktoriya; Sequeira, Rosa MariaThis thesis explores the concept of intercultural competencies and their impact on migrants’ social integration and integration into the labour force in the Ontario province, Canada. The literature review explores fundamental perspectives on the concept of intercultural competencies and the framework of intercultural competencies. It also discusses intercultural competency development and acquisition methods at educational institutions, especially through language learning. Various approaches to acculturation are reviewed and analyzed. The second part of the literature review focuses on the cultivation of intercultural competencies within the Canadian context. It investigates the concept of migration and its fundamental types while also analyzing the support mechanisms available for immigrants in Canada and Ontario province specifically. The empirical research allows us to build the connection between the awareness of intercultural competencies and their impact on migrants and their integration into the host society. Findings show that possessing intercultural competencies promotes higher rates of successful integration, acculturation, sociocultural and psychological adaptation, and professional integration. Recommendations include the promotion of fostering intercultural competencies in migrants through educational institutions. The outcomes of this research will be of practical value to those studying immigrants' social and cultural adaptation in a new country.
- Culture through films and television ads in the english foreign language classroomPublication . Henriques, Maria Manuela Ribeiro; Martins, Margarida PereiraEsta proposta de projeto tem como finalidade a exploração de uma selecção de filmes e de anúncios de televisão e a sua contribuição, como poderão ser utilizados no ensino e a aprendizagem da cultura inglesa como língua estrangeira. O projeto tem como base a metodologia pesquisa-ação por autor, ano. No primeiro momento o estudo visa uma pesquisa bibliográfica e uma crítica à sua literatura. Baseando-se nas descobertas da crítica literária será elaborado um plano para implementar as tarefas e as atividades a serem exploradas durante as aulas da disciplina de Inglês, nomeadamente uma seleção de filmes e de anúncios de televisão. Os dados da participação dos alunos e trabalhos de turma (escritos e orais) sobre questões culturais serão recolhidos, analisados, classificados e discutidos tendo em conta as seguintes questões. E, por último será apresentado uma conclusão documentada. Os filmes a serem explorados são Whale Rider (2002), Crash (2004) e uma compilação de anúncios de televisão. O filme Whale Rider é uma adaptação cinematográfica de Niki Caro de um romance escrito por Witi Ihimaera, Neozelandês, por outro lado, o filme Crash é um drama americano bem conhecido realizado por Paul Haggis. A razão pela escolha destes dois filmes foi que o filme Crash promove uma identidade multicultural nos alunos e o filme Whale Rider oferece aos alunos a oportunidade de aprender sobre diferentes culturas e de poder analisar as dificuldades que muitos grupos tradicionais vivem ao enfrentarem mudanças. A compilação de doze pequenos anúncios de televisão retrata um comportamento indexado às normas culturais, sociais e anotações serão feitas durante as aulas pelo professor. A utilização da metodologia pesquisa-ação possibilita-me a uma auto-reflexão e uma oportunidade de aprofundar a minha compreensão das minhas aulas, do meu ensino e dos meus alunos.
- Developing intercultural communicative competence through EFL teaching and learning in Huila schoolsPublication . Zeferino, João Mupembe Domingos; Childs, Jeffrey ScottThis research aims at comprehending the role EFL in mastering ICC for the Huila students, considering EFL learners’ differences, mother tongue and background. This study emerged from the fact that, throughout my teaching experience as an EFL in Huíla province since 2010, I have come to realize that, in heterogeneous classes, learners from different mother tongues and ethnicities tend to perform very differently within the classroom, especially during oral communication activities. The huge imbalance in their performance is mainly observed when comparing those students whose mother tongue and home language is Portuguese to a vast majority whose mother tongue is an Angolan local language (Nyaneka, Umbundu, Otyikwanhama, etc.). The scope of this study and its analysis is informed by different perspectives presented by Byram (1997); Byram, Gribkova & Starkey (2002), Kramsch’s (1993:24), Corbet (2003) and others. This study’s primary data was collected through a student questionnaire, applied to 15 upper-intermediate students, and a lesson observation checklist, used by two different observers of 4 different classes from different teachers. From these two research instruments, it was possible to conclude that a) a significant number of respondents see intercultural communicative competence as part of the core skills needed to survive the context of global communication; b) the use of target language literary texts and of web-mediated materials can easily lead students to develop openness for tolerance to diversity and dispossession of stereotypes.
- Strategies to motivate learners to engage in speaking and overcome anxiety: a case study at the open language coursesPublication . Filipe, Elsa Cristina Morais Vilela; Martins, Margarida PereiraAnxiety and motivation are both known to be important factors in the success of foreign language learning. Anxiety can have a negative effect on language learning by causing stress and inhibiting the ability to perform, while motivation plays a positive role by providing the drive and desire to learn and succeed. Research has shown that high levels of motivation can help to counteract the negative effects of anxiety, making it easier for students to learn and perform well in a foreign language. Overall, the balance between anxiety and motivation is an important aspect of foreign language learning, and understanding how these factors interact can help educators and students to create a more effective and successful learning environment. This research aims to examine practical and effective methods for motivating English as a Foreign Language (EFL) students at the tertiary level to participate in speaking activities, by taking into account the complex relationship between motivation and anxiety in the foreign language learning context. The study will use a combination of questionnaires and interviews to identify specific factors that influence students’ level of anxiety and motivation in the language classroom, and to explore strategies that may positively influence their willingness to engage in speaking activities.