CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp

II Congresso Internacional da ABRAPUIComics and Language Teaching: A New ApproachJosé Manuel da Silva (Instituto Superior Anísio Teixeira)Comics have been used in language teaching for a long time.Snoopy, Garfield and Calvin & Harold are famous characters thathave brought humor and authentic language to the teaching ofEnglish. Generally speaking, the use of comics in ELT contemplateslanguage itself (vocabulary words, expressions, grammar) andcultural aspects (Halloween, Valentine’s Day, Christmas). However,there is a whole world of possibilities related to the use of comics,a world that seems to be still unexplored. Comics, as a directproduct of pop culture, always reflect the current state of a givensociety, its politics, economy, moral values, fashion, behavior,technology and religion. Moreover, there has recently been aboom in the number of movies springing from comic books andgraphic novels: Spider-man, Hellboy, Sin City, X-Men, FantasticFour. Several feature movies and TV series have been turnedinto comic books (Hulk, Serenity, 300, Buffy The Vampire Slayer,Star Trek), and a lot of the classics are already available in comicbook form: Shakespeare and Agatha Chirstie are only two of theseveral authors whose works are already available. All this, togetherwith top-of-the-line technology and the Internet – it is alreadypossible to create your own comic strip for free on the Web –,offer language teachers different ways to enrich their classes.This presentation will show how to integrate comics, movies,literature and technology into English language classes fromdifferent, new perspectives, covering unexplored dimensions, andalso provide references and links that may be useful for languageteachers.Enhancing Learner Output Through Teacher’s DiscourseStragegiesJunia Claudia S. de Mattos Zaidan (UFES)Gabriela Freire OliveiraClassroom interaction is considered a determining factor inlanguage acquisition (LONG, 1983; SWAIN, 1985; HATCH, 1992;PICA, 1994). Several studies (cf. POLITZER, RAMIREZ e LEWIS,1981) show that such interaction usually takes the form of exchangesbetween learners and the teacher in which the former answer189