O ensino da produção escrita em inglês numa abordagem de gênero textual: o artigo de opinião

Abstract

This dissertation presents the report of a didactic sequence accomplished through a research-action of pedagogic intervention. It is about an experience of teaching of textual production in the English language using the opinion article, textual gender marked by argumentation. The work had an experimental character and was carried out with students of the 7th period of the Course of English Languages (Teacher Formation Course) at UNEAL (Universidade Estadual de Alagoas), Campus Arapiraca, in the second semester of 2009.The research is characterized also as qualitative and it used questionnaires, field diaries and analysis of the corpus which was composed by the written production of the students. The theoretical foundation is based on the theory of textual genre in the sociointeractional (Marcuschi, 2002) and social-rhetorical conceptions (Miller, 1994, Bazerman, 2005), focusing argumentation as a rhetorical-discursive activity, and its achievement in the linguistic surface, through the textual aspects and linguistic resources. The discursive and logical markers were emphasized, with special attention to the interphrasal connectors. From the teaching point of view, the research-action had two different phases: the phase of the implicit instruction, in which there was the exhibition of the students to the opinion article genre, and the phase of the explicit instruction, in which the students were taught in a formal and systematized way the components of the textual structure of the genre, the argument types and the discursive markers that usually appear in opinion genres. The analyses and the evaluation of the texts occurred from the comparison of the students' textual production in the two phases of the teaching. The analysis of the data demonstrated that the results of the didactic experience were positive.