Multimodalidade e intermidialidade no ensino de línguas estrangeiras: uma análise crítica de métodos e materiais
Data
2021-12-13
Autores
Moreira, Carolina Soares 
Tipo
Dissertação de mestrado
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Resumo
Esta pesquisa tem como principal objetivo analisar como os elementos multimodais presentes em livros utilizados no ensino de língua estrangeira auxiliam na elaboração da construção de sentido nas unidades didáticas e podem facilitar o processo de ensino-aprendizagem para a aquisição dessa língua. Para isso, serão analisados e, posteriormente, comparados, os elementos multimodais em atividades das unidades iniciais em três métodos de Francês Língua Estrangeira (FLE): Alter Ego Plus 1 (2012), Saison 1 (2014) e Défi 1 (2018) a partir dos estudos da Intermidialidade. Busca-se examinar as formas pelas quais esses elementos contribuem para fazer avançar o processo de ensino-aprendizagem. Para tanto, são utilizados os conceitos de multimodalidade e de semiótica social de Hodge e Kress (1995), da Gramática do Design Visual de Kress e Van Leeuwen (2001, 2006); o conceito de combinação de mídias de Clüver (2006, 2012) e o conceito de modalidades das mídias propostos por Elleström (2017). A pesquisa dialoga com o Quadro Europeu Comum de Referência para as línguas (QECR) e com as metodologias de ensino de língua estrangeira que encontram entre seus principais autores Germain (1993) e Puren (1988). A partir dos conceitos e autores citados, será verificado o modo como esses materiais são estruturados e observado de que maneira a composição multimodal das unidades facilita a aprendizagem da língua estrangeira. Ao eleger por objeto materiais de FLE, a pesquisa, além de contribuir para os estudos de multimodalidade e intermidialidade, busca contribuir também para os estudos de didáticas de Língua Estrangeira (LE) que utilizam os métodos baseados no QECR como forma de ensino.
This research aims to analyze the way multimodal elements present in course books for foreign language teaching contribute to the teaching-learning process, as well as to the building up of meaning within teaching units and to the acquisition of the target language. To this end, it examines, and subsequently compares, multimodal elements in the activities of the initial units in three French Foreign Language (FFL) course books : Alter Ego Plus 1 (2012), Saison 1 (2014) and Défi 1 (2018). The theoretical framework is provided by the concepts of multimodality and social Semiotics (Hodge and Kress,1995); ,of grammar of visual design (Kress and Van Leeuwen, 2001, 2006); of media combination (Clüver, 2006, 2012) and of modalities of media (Elleström, 2017). The research takes into account the Common European Framework of Reference for Languages (CEFR) and foreign language teaching methodologies, mainly those proposed by Germain (1993) and Puren (1988). Having as a starting point the concepts and authors cited, the research examines the ways these materials are structured and discusses the manner by which the multimodal composition of the units functions as an effective teaching-learning support. By focusing on FFL materials, the research, in addition to contributing to the studies on Multimodality and Intermediality, also aims to contribute to the studies on Foreign Language (FL) didactics that use the methods based on CEFR as a form of teaching.
This research aims to analyze the way multimodal elements present in course books for foreign language teaching contribute to the teaching-learning process, as well as to the building up of meaning within teaching units and to the acquisition of the target language. To this end, it examines, and subsequently compares, multimodal elements in the activities of the initial units in three French Foreign Language (FFL) course books : Alter Ego Plus 1 (2012), Saison 1 (2014) and Défi 1 (2018). The theoretical framework is provided by the concepts of multimodality and social Semiotics (Hodge and Kress,1995); ,of grammar of visual design (Kress and Van Leeuwen, 2001, 2006); of media combination (Clüver, 2006, 2012) and of modalities of media (Elleström, 2017). The research takes into account the Common European Framework of Reference for Languages (CEFR) and foreign language teaching methodologies, mainly those proposed by Germain (1993) and Puren (1988). Having as a starting point the concepts and authors cited, the research examines the ways these materials are structured and discusses the manner by which the multimodal composition of the units functions as an effective teaching-learning support. By focusing on FFL materials, the research, in addition to contributing to the studies on Multimodality and Intermediality, also aims to contribute to the studies on Foreign Language (FL) didactics that use the methods based on CEFR as a form of teaching.
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Citação
MOREIRA, C.S.