Affectivity and English language teaching

Abstract

This project aims to: a) identify and analyses a teacher's pedagogical practices which can be considered facilitator to the affective approach movement between students and English language; b) describe the process of the teacher's constitution, by identifying the mediators who made possible this process. The research is based on Psychology theories mainly on the ideas of Vygotsky (1998, 2005) and Wallon (1968, 1979). It is assumed that the process of student's knowledge appropriation is mediated by the teacher and that this mediation produces impacts that are also affective. In addition, it is understood that the constitution of the subject as a teacher is a socially constructed process by the presence of the other in the situations of mediation experienced. An English-language teacher will be sought who is recognized by students and colleagues as a reference teacher, ie a successful teacher in the field. In this way, the subjects of the research will be the teacher and the students who agree to participate in the research. Data collection will be done through observation sessions and video recording of classes, accompanied by mini-interviews with the students and the teacher. In addition, data will be collected on the history of the teacher's constitution through the procedure of Recurrent Interviews. The data will be grouped into Thematic Nucleus. Subsequently, these nuclei will be analyzed and discussed based on the theoretical approach assumed. It is expected that the results show the importance of mediation in the construction of relations between subject and study object and that these relations are not only cognitive but also affective, besides identifying the history of the teacher's constitution. (AU)