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Magali Sperling Beck Maria Ester Moritz Maria Lúcia Milléo Martins Viviane Heberle (Org.) ISBN 978-85-5581-023-7 Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários Magali Sperling Beck Maria Ester Moritz Maria Lúcia Milléo Martins Viviane Heberle (Org.) Universidade Federal de Santa Catarina Florianópolis 2016 Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários Magali Sperling Beck Maria Ester Moritz Maria Lúcia Milléo Martins Viviane Heberle (Org.) LLE/CCE/UFSC Florianópolis, 2016 General Editors Magali Sperling Beck (UFSC), Maria Ester Wollstein Moritz (UFSC), Maria Lúcia Milléo Martins (UFSC) e e Viviane Maria Heberle (UFSC) Executive Editors Larissa Bougleux (UFSC), Leonardo da Silva (UFSC), Patricia Bronislawski Figueredo (UFSC), Priscila Fabiane Farias (UFSC) Editorial Board Adriana Dellagnelo (UFSC), Alessandra Brandão (UFSC), Carmem Rosa Caldas-Couthard(UFSC), Celso Tumolo (UFSC), Daniel Sá (UFSC), Daniel Silva (UNIRIO), Donesca Xhafaj (UFSC) Eliana Ávila (UFSC) José Gatti (UFSC), Lincoln Fernandes (UFSC) Raphael de Boer (UFRG), Raquel D’Ely (UFSC), Rosane Silveira (UFSC), Susana Funck (UFSC) Advisory Board Eliana Espindola (Pontifícia Universidad Católica Valparaiso), Fábio Bezerra (Universidade Federal da Paraíba), Kyria Finardi (UFES), Luciane Baretta (UNICENTRO), Marcia Carazzai (UNICENTRO), Maria Paula Brock (IFC), Ra- mayana Lira (UNISUL), Raquel Mendes de Carvalho (UNICENTRO), STEVEN SHAVIRO (Wayne State University) Design Ane Girondi, Alcir Heidemann Catalogação na fonte pela Biblioteca Universitária da Universidade Federal de Santa Catarina E18 Echoes : further reflections on language and literature / organizadores, Magali Sperling Beck, Maria Ester Moritz, Maria Lúcia Milléo Martins, Viviane Heberle. – Florianópolis : EdUFSC, 2016. 190 p., il., gráfs., tabs. Inclui bibliografia. ISBN: 978-85-5581-023-7 Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários. 1. Linguística. 2. Literatura – Estudo e ensino. I. Beck, Magali Sperling. II. Moritz, Maria Ester. III. Martins, Maria Lúcia Milléo. IV. Heberle, Viviane. V. Título. CDU: 801:37 Contents Foreword _________________________________________________________________ 7 Introduction ______________________________________________________________ 9 A Teacher’s Beliefs and Classroom Practices Concerning the Use of Tasks for Developing Learners’ Speech Production in EFL Classes ____________________________________ 15 Bruno Coriolano Costa and Rosane Silveira O impacto do material didático elaborado pelo professor na motivação de aprendizes de língua inglesa ____________________________________________________________ 29 Letícia Berneira Cardozo Teachers’ Perceptions of English as a Lingua Franca (ELF) and the Challenge of Overcoming the Native Speaker Myth ___________________________________________________ 49 Gustavo Berredo and Gloria Gil A internacionalização em Casa e o uso de inglês como meio de instrução ___________ 65 Laura Knijnik Baumvol and Simone Sarmento A Multimodal Study of the This is Book Series in its Translation into Brazilian Portuguese ______________________________________________________________ 83 Camila Pasquetti and Viviane Heberle O contexto ideológico de produção de notícias de popularização da ciência _________ 97 Fátima Andréia Tamanini-Adames Towards Subtitler Multiliteracies: Bridging the Theoretical Gap in Translator Education __ 109 Domingos Soares From Watson to Watson: the Convergence of Personal and Impersonal Narrations in the Adaptation of Doctor Watson from Literature to Television ______________________ 123 Larissa Bougleux “The Adventure Is out There!”: Encounters between North and South in Disney•Pixar’s Up ________________________________________________________ 141 Patricia Bronislawski Figueredo The Widescreen Perspective of 47 Ronin ______________________________________ 151 Marcia Tiemy Morita Kawamoto Reception Theory: Resurrecting the Reader ______________________________________________________________157 Haneen Omari “What is the Shape of this Problem?” ________________________________________ 169 Ana Lúcia Beck Notes on Contributors ____________________________________________________ 189 FOREWORD In 2014, a group of Master and Doctoral candidates, together with three professors, all from Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários (PPGI), at Universidade Federal de Santa Catarina, edited and organized the first volume of the e-book Echoes: Reflections on Language and Literature, an initiative fully supported by the collegiate of this program. Considering the importance of publication and knowledge dissemination for any academic professional, one of Echoes’ main objectives was to provide students, from different higher education institutions, with a publishing venue that would welcome works from researchers still in the beginning of their academic careers. Another distinctive trait of this volume was students’ involvement in the editorial process. Echoes counted not only with the collaboration of editorial and advisory boards, constituted by professors from different universities, but also with an executive board, constituted by Master and Doctoral students, who fully participated in the process of editing and organizing the volume. Such involvement gave students the opportunity to experience yet another aspect of academic life. Considering the importance of this initiative and the positive response received from students and professors, the collegiate of PPGI decided to continue with the publication of Echoes as an e-book series. Thus, the present work is the second volume ofEchoes , organized by professors Magali Sperling Beck, Maria Ester Moritz, Maria Lúcia Milléo Martins, and Viviane M. Heberle, and having as members of its executive board the following graduate students: Larissa Bougleux, Leonardo da Silva, Patricia Bronislawski, and Priscila Fabiane Farias. Echoes continues to keep, as its main characteristics, the involvement of students in the editorial process as well as the focus on the dissemination of research produced by Master and Doctoral candidates. Another aspect of the series is its inclusion of works in language and literatures that encompass the main areas of research at PPGI. This current volume is a collection of 12 articles that address current research being developed by graduate students and/ or professors, in Linguistics and Literatures. Having in mind the different subjects and approaches taken in the articles selected for the present work, we do believe that this second volume of Echoes has a lot to contribute to academic research. We hope you enjoy reading it! Magali Sperling Beck Maria Ester Moritz Maria Lúcia Milléo Martins Viviane M. Heberle INTRODUCTION The ubiquitousness of language and literature in everyday life, academic and otherwise, noticeably compel the interest of researchers. The seriesEchoes derives from this interest and assembles the study of scholars in these two great arenas of knowledge. The first volume of the series, Echoes: Reflections on Language and Literature presented nine chapters, articulating relationships between these two important areas. Echoes: Further Reflections on Language and Literature is the second volume of the series, first published in 2014, and continues to foster the interrelationship between language and literature in their many layers. The twelve chapters this book presents are informed by theories and approaches from both areas and promote discussions that stem from their contemplation of language and literature. Within language studies, seven articles tackle different issues such as teaching and learning, discourse analysis, and translation. Based on literary and cultural theories, the other five articles analyze both literary and audiovisual texts, reflecting on representation, identity, reception, and self-expression. In this volume, the chapters have been organized according to each area, respecting the internal dialogues among the chapters, which many times depict the elasticity of the borderlines dividing them. In the chapter that opens this issue of Echoes, “A Teacher’s Beliefs and Classroom Practices Concerning The Use of Tasks for Developing Learners’ Speech Production in EFL Classes,” Bruno Coriolano de Almeida Costa (UFERSA) and Rosane Silveira (UFSC) examine the relevance of belief in the process of language teaching and learning. Costa and Silveira base their study in previous discussions such as those by Pajares (1992) and Farrel (2007) and investigate a teacher’s beliefs about the use of tasks for developing speech production in the classroom of English as a foreign language (EFL) classes. The data collection involved classroom observation accompanied by video recording of classes, a stimulated recall interview based on the footages of observed classes, and a semi-structured interview. The findings in this chapter suggest that the participant sees tasks as an ideal tool to help learners develop their speaking skills. The second chapter, “O Impacto do Material Didático Elaborado pelo Professor na Motivação de Aprendizes de Língua Inglesa,” by Letícia Cardozo (UFPEL), analyzes the effects of authentic and context-specific pedagogical materials in the English language learners’ motivation. In other words, Cardozo is interested in understanding whether the use of materials produced by the teacher of the course she examines may motivate this teacher’s students throughout the learning process according to Keller’s motivational model (1983). In order to do so, Cardozo analyzes questionnaire responses of students taking a course
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