[en] THE ROLE OF LANGUAGE TEXTBOOKS IN THE TEACHING-LEARNING PROCESS FROM A SOCIAL SEMIOTIC PERSPECTIVE

[pt] VANESSA SANTOS RIBEIRO DE ALMEIDA

[en] INTERPERSONAL METAFUNCTION

[en] EVALUATION SYSTEM

[en] LEXICOGRAMMATICAL LEVEL

[en] LANGUAGE TEXTBOOKS

[en] SYSTEMIC FUNCTIONAL LINGUISTICS

[en] This investigation aimed at interpreting the discourses of three EFL teachers in order to better understand the role of language textbooks in the teachinglearning process from a social semiotic perspective. As theoretical framework, I resorted to the Systemic Functional Linguistics (Halliday and Hasan, 1989; Halliday, 2004) and to Vygotsky s sociocultural theory (1932). In line with Vygotsky s theory and complementary to it, my research is also grounded on Halliday s theory of language learning (2004). Although Vygotsky and Halliday come from different backgrounds, their theories are compatible and complementary when it comes to issues like language learning (Wells, 1999). The data gathered was analyzed under the light of the categories of the Appraisal System (Martin and White, 2005), which is also related to the interpersonal metafunction (Halliday, 2004) in the Systemic Functional Linguistics (Halliday and Hasan, 1989; Halliday and Matthiesen, 2004) at the level of discourse semantics. This system helped me analyze the discourses in a lexicogrammatical level to better understand the interpretations existing in the texts produced.

MONICA DA COSTA MONTEIRO DE SOUZA

2017-09-26

[pt] TEXTO

application/pdf

INGLÊS

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=31569@2

https://doi.org/10.17771/PUCRio.acad.31569