Mesas-Redondas 2011 - Semana de Letras - UFSC

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Página16 As Atividades Acadêmico-Científico-Culturais surgem no currículo do Curso de Letras-Português como formação plural e independente. Elas se organizam-se em três frentes: atividades de pesquisa, atividades de extensão e atividades pedagógicas. Ao longo do curso, os alunos devem participar de eventos que possam ser computados em uma dessas três categorias. Salienta-se que o registro dessa formação é exigência do MEC, mas cabe a cada aluno, de forma independente buscar, de acordo com seus interesses e com a convergência necessária com seu Curso, as atividades que desejar. MESA REDONDA: DEVELOPING LISTENING AND SPEAKING SKILLS IN A DISTANCE MODE ENGLISH COURSE Rosane Silveira Resumo da proposta: Developing Listening and Speaking Skills in a Distance Mode English Course Teaching oral skills in a distance learning mode is certainly a challenge. It involves careful planning, selection and creation of materials, in the hope that students’ motivation is kept high, and that they are provided with relevant opportunities to develop their listening and speaking skills. In this roundtable, the presenters discuss different moments of the planning process, material selection and creation, and implementationoflessons for the discipline Compreensão e Produção Oral em Língua Inglesa IV, whichintegratesthe curriculum oftheprogram Licenciatura em Letras-Inglês na Modalidade a Distância,. The first presentation explains how the selection of aural/oral input resources has been made in the discipline, as well as what is taken into account when searching, selecting, designing and adapting the materials. The second presentation focuses on the two speaking activities which are the basis of the graded online activities of the course, namely, Skype Chats and Final Projects – Audio Files. The third presentation discusses the impressions of face-to-face tutors about the development and outcomes of activities taking place on the different campuses where the Letras-Inglês Program is offered. The roundtable closes with a presentation that aims at explaining the roles of the instructor and the online tutoring team in the process of video lesson planning and recording, as well as the students’ reactions to these lessons. Resumo dos demais trabalhos apresentados na Mesa Redonda* Implementing listening resources in a blended distance learning undergraduate program MÁRCIA DE SÃO THIAGO ROSA The field of L2 Teaching and Learning has been broadening in the last quarter century. Such diversification is mostly due to the fast pace of the technological advances. Accordingly, we are watching a massive proliferation of computer-based tools and resources which focus on aiding individuals interested in learning a foreign language, especially regarding the development of aural skills. Recent studies on L2 have shownthe effectiveness of these tools in teaching\learning foreign languages (PAIVA, 1999a,1999b, 2001; SALABERRY, 2001; BRANDL, 2002; STEPP- GREANY, 2002; ZHAO,2003; YOUNG, 2003; LEFFA, 2006; SIMSEK, 2007, STOCKWELL, 2007, in MACHADO, 2008). Nevertheless, when dealing with distance learning, concerns about the quality of computer-based resources represent a major issue in the process of building and selecting supporting materials. It seems that success or failure of the students will depend greatly on the actual efficiency of the resources made available to them. Providing students with input (KRASHEN,1982) and transforming it into intake is crucial to develop aural abilities (BROWN,1994 ), and this has been the topic of a number of studies in the field of second language acquisition (RICHARDS, 1983; DUNKEL,1991; LUND,1990 in BROWN,1994).Therefore, the focus of this presentation is to explain how the selection of aural/oral input resources has been made in the discipline Compreensão e Produção Oral em Língua Inglesa ofthe Letras-Inglês naModalidade a Distância Program offered on a distance learning mode by UFSC, as well as what is taken into account when searching, selecting, designing and adapting the material in order to fulfill the needs of our target audience (prospective teachers of English as a foreign language in Brazil). keywords: listening resources, online materials, L2 listening
Página17 Synchronous and asynchronous online activities and the development of L2 speakingskills MARCELO MARTINS KREMER E FERNANDA RAMOS MACHADO The two activities selected to be presented were the ones that are more frequently used in thecourseentitled Compreensão e Produção Oral em Língua Inglesa IV, whichintegratesthe curriculum oftheprogram Licenciatura em Letras-Inglês na Modalidade a Distância. These activities are the basis of the graded online activities that occur during the entire semester. The first one is entitled “Skype Chat”, which allows participants to have a real-time synchronous discussion via the web on a weekly basis. Every Skype Chat may have 5 students at maximum, plus the Tutor, and each session lasts for 30 minutes. Every week the Skype Chat is scheduled on the online forum of the discipline by the Tutor and the students. The second type of activity is entitled “Final Project – Audio File”, which can be done in two ways. The first option is to use the NanoGong recorder, which provides a very simple and transparent voice recorder support for Moodle. It can be used to record, playback and save a voice file, in a web page. A NanoGong activity allows the student to submit a voice recording file to the teacher. The second option is to submit an audio file (.mp3, wva, etc) recorded with any digital recording device. Both the Skype Chat and the Final Project – Audio File activities give the students a chance to talk about a topic discussed in the lessons using the target functions and grammatical structure. Keywords: L2 speaking, online tools, synchronous/asynchronous activities The role of face-to-face tutors in a blended distance learning course DANIELLE AMANDA RAIMUNDO DA SILVA Technology has decisively influenced and brought to bear new ways of learning. By using a variety of tools, it is possible to interact without getting together physically, which makes feasible, for example, to have students from different cities in the same classroom in an online environment. This is the main feature of distance education; however, some distance courses are based on a blended format, recognizing that a face– to-face component has its place in the learning process. In the discipline Compreensão e Produção Oral em Língua Inglesa ofthe Letras-Inglês na Modalidade a Distância Program (UFSC/UAB), the face-to-face tutors are seen as mediators of a number of synchronous activities (Tractenberg, 2008) that take place on campus, and which are planned by the instructor in charge of organizing the course. Aiming to better understand the role played by the face-to-face interaction component in the discipline, the present work takes into account the impressions of face-to-face tutors about the development and outcomes of activities taking place on the different campuses. In an attempt of gathering an authentic report from the tutors concerning their beliefs and experiences, it was administered a questionnaire made of open-ended questions. Keywords: blended course, tutors, L2 oral skills Planning, recording and using tailor-made video lessons to teach oral skills online ROSANE SILVEIRA In second language courses, both in face-to-face and in distance learning programs, video-based activities play a central role (Canning-Wilson, 2000; Brooke, 2003). In the discipline Compreensão e Produção Oral em Língua Inglesa ofthe Letras-Inglês na Modalidade a Distância Program (UFSC/UAB), video lessons are frequently used to enhance learners’ listening and speaking skills. Although the instructors and the online tutoring team select many video activities available online, we also make an effort to put together some video-lessons that are tailor-made to our students. The purpose of this presentation is twofold. First, I explain how these video lessons are planned and recorded, which includes information about the participation of the tutoring team and other guests, and the role of the technical team in charge of recording and editing the videos. The second purpose is to explain how these video lessons are integrated to the online lessons and how students react to this type of activity. Keywords: video lessons, L2 oral skills, online
Page 1 and 2: Contato: semanadeletrascce@gmail.co
Page 3 and 4: Página3 APRESENTAÇÃO A V Semana
Page 5 and 6: Página5 Luciana Wrege Rassier - DL
Page 7 and 8: Página7 MESA REDONDA: MOSTRA DE FI
Page 9 and 10: Página9 MESA-REDONDA:LITERATURA IN
Page 11 and 12: Página11 OS UNIVERSAIS EM FONOLOGI
Page 13 and 14: Página13 a unidade política, e se
Page 15: Página15 Tradução em Roa Bastos
Page 19 and 20: Página19 Esta comunicação se pro
Page 21 and 22: Página21 MESA REDONDA: ALÇAPÃO P
Page 23 and 24: Página23 ANDREANA MARCHI (MESTRAND
Page 25 and 26: Página25 Reflexões sobre o ensino
Page 27 and 28: Página27 as diretrizes oficiais (R
Page 29 and 30: Página29 reconstrução de um mund

Mesas-Redondas 2011 - Semana de Letras - UFSC

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