Daniela Malheiros Mendonça

Idiomas

Áreas de atuação

Participação em eventos

Participação em bancas

Orientou

Produções bibliográficas

• MENDONÇA, D. M. . Strategies Students Use to Learn Vocabulary in a Foreign Language. In: V Seminário de Ensino de Línguas Estrangeiras (SELES), I Seminário de Ensino de Língua Materna (SELM) e V Amostra de Cursos e Materiais Didáticos, 2006, Passo Fundo. V SELES, I SELM, e V Mostra de Cursos e Materiais Didáticos. Passo Fundo: Editora Universitária, 2006.

• MENDONÇA, D. M. . False Cognates: a real problem. In: BRAZ-TESOL, 2001, Florianópolis. Working Memory Capacity and the teaching of L2 vocabulary, 2002.

Projetos de pesquisa

• 2011 - 2013

  Working memory capacity and the retention of L2 vocabulary , Descrição: The present study investigated (1) the relationship between working memory capacity, as measured by the Speaking Span Test (Daneman & Green, 1986; Daneman, 1991), and vocabulary acquisition in an L2, as assessed by the production of a narrative and by a receptive test and (2) the strategies higher and lower span individuals make use of to learn L2 vocabulary, as revealed by an interview with the individuals of this study. Seventeen graduate students of the Graduate Program in English Language and Literature at the Federal University of Santa Catarina (UFSC) were assigned to participate in this study. Participants? working memory capacity was assessed by means of the Speaking Span Test, which required them to recall words and produce a sentence for each recalled word. Vocabulary acquisition was assessed by the production of a narrative in which individuals attempted to recall and use 20 words and by a receptive test, in which individuals attempted to recognize the 20 taught words given in a list, either translating or providing the definitions of these words. In addition, an interview was used as a means of unfolding what strategies participants used to learn the new L2 words. Statistical results revealed that working memory capacity, as assessed by the Speaking Span Test, correlates with L2 vocabulary retention, as assessed by the Productive and the Receptive Tasks. The results indicated that higher spans are better able to both comprehend and produce new vocabulary items in an L2 than lower span individuals. The results also indicated that both higher and lower spans present better performance when recognizing new vocabulary than when producing it. Furthermore, the results showed that higher spans, as measured by the Speaking Span Test, have no particular strategy to make use of to retain new vocabulary items, but the strategies that higher spans use are better manipulated and more consistent and effective than lower spans (Lawson & Hogben, 1996). The results also revealed that higher spans, as measured by the Speaking Span Test, are better able to learn verbs than lower spans, as measured by the Speaking Span Test. Finally, the findings showed that reading several times the text where the word was found is the most frequent strategy used by both higher and lower spans to learn a new L2 word. In other words, most individuals, regardless of their working memory capacity, make use of the context to remember word meaning.. , Situação: Concluído; Natureza: Pesquisa. , Alunos envolvidos: Mestrado acadêmico: (1) . , Integrantes: Daniela Malheiros Mendonça - Coordenador / Mailce Borges Mota - Integrante.

• 2009 - 2011

  Research Report: A Critical Discourse Analysis of Four Brazilian Language Documents (1500 ? 1988), Descrição: This study aims at understanding how languages are constructed in Brazilian policy documents from 1500 to 1988 by analysing dominant discourses operating in these documents and what ideologies are entrenched in these texts. In order to carry out this study, four documents were analysed using two critical discourse analysis approaches. Results demonstrated that in the four key Brazilian policy documents language is constructed to bring civilisation and salvation to the natives, to protect them from external forces, to establish the Brazilian identity and national identity by including and excluding groups. Results also show that legitimation, reification, and dissimulation (Thompson, 1990) are the dominant discourses operating in these documents. The role of language in education is to introduce the Portuguese language and the national ideology, and exclude other languages and cultures that are not in conformity with the national presented in national schools. Therefore it can be claimed that education in Brazil has been used as a tool to disempower and eradicate minority languages in its territory. Despite many political, educational, social, economic changes that have occurred in Brazil, the same ideologies remain as dominant groups continue to maintain the hegemonic power in the Brazilian society.. , Situação: Concluído; Natureza: Pesquisa. , Alunos envolvidos: Mestrado acadêmico: (1) . , Integrantes: Daniela Malheiros Mendonça - Coordenador / Kerryn Dixon - Integrante.