Uso do gênero textual digital fanfiction como instrumento de incentivo à aprendizagem e à leitura da língua inglesa
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Data
2023-06-19
Tipo de documento
Monografia
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Linguística, Letras e Artes
Modalidade de acesso
Acesso aberto
Editora
Autores
Fernandes, Kassiany da Silva
Velho, Daniela Aparecida
Orientador
Daltoé, Andréia da Silva
Coorientador
Resumo
O presente trabalho de conclusão de curso, no formato de monografia, teve como objetivo compreender de que maneira as fanfictions podem auxiliar os professores de língua inglesa no ensino do idioma, possibilitando a introdução de leituras em inglês a seus alunos. Como gênero literário e digital, as fanfictions permitem o acesso gratuito a leituras originais em inglês, além de proporcionar a participação em uma comunidade engajada, permitindo que seus leitores se tornem participantes de debates argumentativos. Para embasar teoricamente este trabalho, utilizamos as obras de Alves, De Souza, Doneda e Vargas, por meio de pesquisa bibliográfica. Além disso, realizamos uma pesquisa exploratória utilizando um questionário, que foi analisado à luz dos teóricos mobilizados. Utilizamos o referido questionário para realizar uma entrevista com um convidado do campo de ensino, a fim de conhecer e analisar sua perspectiva e experiência no ensino de língua inglesa no ensino básico, abordando as dificuldades, metodologias utilizadas e como as novas tecnologias contribuem para o ensino de línguas.
The present undergraduate thesis, in the form of a monograph, aimed to understand how fanfictions can assist English language teachers in language instruction, enabling the introduction of English readings to their students. As a literary and digital genre, it enables the consumption of original readings in English for free, as well as fostering engagement within a community, allowing readers to become participants in argumentative debates. Theoretical foundations for this work were based on the works of Alves, De Souza, Doneda, and Vargas, through bibliographic research. Additionally, an exploratory survey was conducted using a questionnaire, which was analyzed in light of the employed theoretical framework. This questionnaire was also used to conduct an interview with a guest from the teaching field, with the purpose of understanding and analyzing their perspective and experience in English language teaching at the elementary level, addressing challenges, methodologies employed, and the contribution of new technologies to language instruction.
The present undergraduate thesis, in the form of a monograph, aimed to understand how fanfictions can assist English language teachers in language instruction, enabling the introduction of English readings to their students. As a literary and digital genre, it enables the consumption of original readings in English for free, as well as fostering engagement within a community, allowing readers to become participants in argumentative debates. Theoretical foundations for this work were based on the works of Alves, De Souza, Doneda, and Vargas, through bibliographic research. Additionally, an exploratory survey was conducted using a questionnaire, which was analyzed in light of the employed theoretical framework. This questionnaire was also used to conduct an interview with a guest from the teaching field, with the purpose of understanding and analyzing their perspective and experience in English language teaching at the elementary level, addressing challenges, methodologies employed, and the contribution of new technologies to language instruction.
Palavras-chave
Fanfiction, Ensino de Inglês, Gênero Textual, Tecnologia