http://repositorio.ufc.br/handle/riufc/23836 2026-08-09T03:46:02Z 2026-08-09T03:46:02Z Silva, Marly de Abreu Rogério da http://repositorio.ufc.br/handle/riufc/87074 2026-07-10T15:42:51Z 2026-01-01T00:00:00Z

Título: A compreensão auditiva do inglês como língua estrangeira mediada pela tecnologia digital psytoolkit Autor(es): Silva, Marly de Abreu Rogério da Abstract: During the cognitive processing of auditory input, the listener accesses three types of knowledge simultaneously: linguistic, contextual, and prior (Bejar et al., 2000). Therefore, auditory comprehension of English as a foreign language involves and can be influenced by several factors, such as listener characteristics, including short and long-term working memory capacity, familiarity with the language, world knowledge, metacognitive strategies (Bloomfield et al., 2010) and motivational factors such as interest, attention, and concentration (Walesko, 2012). Furthermore, it can be determined by characteristics of the auditory input, such as the organization and structural complexity of sentences and also by test characteristics, such as response time limits and repetition of auditory input (Bloomfield et al., 2010). This research analyzes the cognitive ability of lexical inference in learners during listening comprehension of English as a foreign language mediated by the PsyToolkit digital technology. The intention of the research was to verify if the cognitive ability of lexical inference, during listening comprehension of English as a foreign language, is related to, or influenced by, motivational factors such as (current number of weekly hours of exposure to auditory input in English mediated by digital technologies) and linguistic factors such as (number of years of studying English as a foreign language) and (lexical semantic pattern). As theoretical basis, it draws on the studies of Bejar et al. (2000); Bloomfield et al. (2010); Brandl (2008); Field (2019); Field (2008); Godoy, Gontow and Marcelino (2006); Goh and Vandergrift (2022); Underwood (1989); Ur (2013) and Walesko (2012). As a methodological basis, it uses mixed methods with a sequential explanatory design, divided into two stages: a first quantitative stage and a second qualitative stage. The target participants of this research are learners of English as a foreign language, regularly enrolled in the English Language and Literature degree program or in the extension course at the British Cultural Center, in the 2025.2 semester, at the Federal University of Ceará - UFC. The results of this research demonstrate that the performance of the cognitive skill of lexical inference, during listening comprehension of English as a foreign language mediated by the PsyToolkit digital technology, is related to motivational and linguistic factors, although not always in a statistically significant way in the observed scenarios. Tipo: Dissertação

2026-01-01T00:00:00Z Silva, Mariana da http://repositorio.ufc.br/handle/riufc/86936 2026-06-26T19:57:52Z 2026-01-01T00:00:00Z

Título: Formação docente de professores de inglês com a abordagem steam: percepções sobre o ensino de língua inglesa na educação básica da rede pública Autor(es): Silva, Mariana da Abstract: This master's thesis research aimed to analyze the perceptions of English language teachers from Forteleza (CE) and pre-service teachers from Federal University of Caerá regarding the feasibility of the STEAM approach in language teaching, as well as to identify these professionals’ level of knowledge about the topic. This research is situated in the field of Applied Linguistics (Prodanov & Freitas, 2013), with an emphasis on second language acquisition, teaching, and learning in basic education. The need for this study emerged from gaps identified in the literature and in teaching practices, especially with regard to the challenges faced by public school teachers in using innovative methodologies and approaches, such as STEAM, in teaching English. For the theoretical foundation, authors such as Krashen (2009), Freeman (2000), Yakman (2008), Bacich and Holanda (2020), Leffa (2016), Cavalcante (2018), Vasconcelos et al. (2026), among others, were adopted, in addition to BNCC (2018), LDB (2023) e BNC- Formação de Professores (2020). The methodology of this study was characterized as an action research based on authors such as Thiollent (1986) and Mckay (2006), and it is of qualitative nature, seeking to reflect on a specific social phenomenon and understand the perception of the participants investigated on the application of new teaching approaches in the classroom. The research was conducted in the city of Fortaleza, Ceará, with English teachers, who work in public elementary/middle schools in that region, as research subjects. Thus, this work aimed to contribute to the construction of new perspectives and reflections in foreign language teaching, promoting more meaningful, contextualized learning that is aligned with contemporary demands, both for students and teachers. Tipo: Dissertação

2026-01-01T00:00:00Z Melo, Patrícia Minelly da Paz http://repositorio.ufc.br/handle/riufc/86445 2026-05-25T15:35:57Z 2026-01-01T00:00:00Z

Título: A percepção das consoantes nasais na língua inglesa por falantes do português brasileiro Autor(es): Melo, Patrícia Minelly da Paz Abstract: This dissertation aims to investigate how Brazilian learners of English perceive nasal consonants in syllable-final (coda) position. The relevance of this study lies in the fact that inadequate perception of these sounds may compromise intelligibility and, consequently, effective communication in English, as accurate perception constitutes a fundamental stage in the learner’s phonetic-phonological development. By gaining a better understanding of how these difficulties manifest, the study seeks to contribute to pedagogical reflections aimed at improving the phonological perception of English language learners, thereby fostering clearer and more effective communication. Grounded in the Speech Learning Model (SLM) (Flege, 1995; Flege & Bohn, 2021), this study assumes that phonetic representations from the first language directly influence how sounds in an additional language are perceived, particularly when such sounds involve phonetic differences or contrasts that are absent in the learner’s L1. Within this framework, the study focuses on the perception of English nasal consonants /m/, /n/, and /ŋ/ in syllable-final position by speakers of Brazilian Portuguese. The study adopts a quantitative, descriptive approach. Data was collected through an auditory perception test designed based on minimal triplets containing nasal consonants in syllable-final position. The identification test was administered using the TP software (Rauber, Rato, Kluge, & Santos, 2012), in which participants identified the target sounds within sentences containing the target words. The results revealed that vowel context significantly influenced the perception of nasal consonants in coda position, but in the opposite direction of the initial hypothesis: words preceded by the vowel /ʌ/ showed greater perceptual stability and lower error rates than those preceded by /æ/. The position of the target word in the sentence (medial or final) did not exert a significant effect on participants’ performance. In contrast, sentence type proved to be relevant, as declarative sentences yielded higher perceptual accuracy than interrogative ones. Overall, the findings corroborate the assumptions of the Speech Learning Model by indicating that phonological differences between Brazilian Portuguese and English influence the formation of perceptual categories in L2. Tipo: Dissertação

2026-01-01T00:00:00Z Tavares, Cristina Paula http://repositorio.ufc.br/handle/riufc/86225 2026-05-12T13:42:26Z 2026-01-01T00:00:00Z

Título: O apagamento da oclusiva alveolar /d/ de gerúndio no falar de Fortaleza-CE Autor(es): Tavares, Cristina Paula Abstract: This study aims to analyze the production and deletion of /d/ in gerund verbs in the speech of Fortaleza-CE, a phenomenon that can occur with or without the articulation of the phoneme /d/. The investigation is based on the Theory of Linguistic Variation and Change (Labov, 1994, 2001, 2003, 2008; Weinreich; Labov; Herzog, 2006), seeking to understand the influence of linguistic and extralinguistic factors on the production and deletion of /d/ in gerund verbs. The data collected were extracted from participants from the aforementioned city who were born and have resided there for at least 10 uninterrupted years, in cases where they had moved away from the region, that is, lived in another city for some period. The sample was stratified according to age group (I: 18-28 years old, II: 29-39) and educational level (completed secondary and higher education). In addition, linguistic factors extracted from verbs in the gerund form whose thematic vowels belong to the 1st, 2nd, and 3rd conjugations were considered. The data were extracted from a corpus of image descriptions and readings of carrier phrases, and analyzed through auditory perception (listening) by four judges. This perceptual analysis observed when the /d/ of the gerund was pronounced or not, or when the judge had doubts. Subsequently, possible effects of the predictor variables on the response variable, the deletion of the /d/ of the gerund, were verified. Then, possible effects of the predictor variables on the response variable, the deletion of the /d/ in gerunds, were verified. The results indicate that verbs of the 1st conjugation are those that most favor the phenomenon, with a percentage of 22.7%, exceeding the rates recorded for the 2nd (17.1%) and 3rd conjugations (15.5%). Regarding extralinguistic variables, synchronic stability was observed between generational groups. The contiguity between the investigated age ranges (18-28 years old, Range I and 29- 39 years old, Range II) revealed very similar deletion rates (19.1% in Range I and 17.9% in Range II), suggesting that speakers share similar social pressures. This near-homogeneity characterizes the phenomenon not as an ongoing change, but as a consolidated linguistic marker in the speech community. Regarding education, it was confirmed that speakers with secondary education tend to delete more (19.3%) than those with higher education (17.8%), highlighting the role of formal instruction as an inhibiting factor. It is concluded that deletion in Fortaleza is conditioned by an intersection of phonetic-functional factors and normative pressures. Tipo: Dissertação

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