RESUMO:As tecnologias digitais de informação e comunicação (TDIC) trouxeram inquestionáveis avanços em diversos campos do saber e no convívio social. Com o advento dessas novas tecnologias, a construção de sentidos tem se tornado cada vez mais multimodal, isto é, os modos convencionais de produção de sentido pela escrita, por exemplo, atrelam-se aos modos visuais, orais, gestuais, dentre muitos outros possíveis. A educação pode se configurar como um espaço capaz de viabilizar e facilitar a construção desses múltiplos sentidos com o auxílio das novas tecnologias. Diante disso, este trabalho, ao adotar a perspectiva bakhtiniana de gêneros textuais (2003), propõe-se a apresentar uma caracterização do gênero chat por meio do aplicativo WhatsApp, dada sua relevância e popularidade entre usuários de dispositivos móveis. A metodologia empregada consiste na utilização de critérios para análise do gênero em questão. Esperase que a caracterização do gênero possa estimular o uso do aplicativo como ferramenta de apoio ao ensino/aprendizagem de língua estrangeira. PALAVRAS-CHAVE: Gênero. Chat. Ensino/Aprendizagem de Línguas Estrangeiras.ABSTRACT: Digital information and communication technologies widely brought unquestionable advances in the fields of knowledge and social life. With the advent of these new technologies, meaning negotiation has become increasingly multimodal, that is, conventional methods of meaning negotiation by writing, for example, may link up with visual, oral, and gestural modes, among many others. Education can be configured as a space to enable and facilitate the new production of multiple meanings with the help of new technologies. Therefore, this paper proposes to present a characterization of the text genre chat through WhatsApp application, given its relevance and popularity among mobile users, by adopting Bakhtin's perspective of speech genres (2003). The use of specific criteria for analysing the genre chat was the method applied. It is expected that the characterization of the genre may encourage the use of the instant messaging app as a support tool for teaching and learning a foreign language.

RESUMO:A aquisição de língua estrangeira (LE) tem sido muito pesquisada pela Linguística Aplicada, enfocando os campos linguístico, cognitivo e social. Com base nas teorias sobre input, este artigo objetivou analisar qualitativamente produções escritas (output) de alunos brasileiros aprendizes de inglês como LE em um curso de nível intermediário, a partir de input diversificados. Para a composição do corpus, foram utilizados e-mails produzidos por esses alunos. Na amostra selecionada, os dados demonstraram que o input diversificado pode ter contribuído para a compreensão leitora dos alunos, mas não contribuiu para que eles produzissem textos mais adequados à situação de comunicação estabelecida. PALAVRAS-CHAVE: aquisição de LE; input diversificados; produções escritas. ABSTRACT:The acquisition of foreign language (FL) has been widely researched in Applied Linguistics, focusing on social, cognitive and linguistic fields. Based on input theories, this article aimed at qualitatively analyzing written productions (output) of Brazilian students, using diverse input. All participants were enrolled in an EFL intermediate level course. In order to create the corpus, emails written by those students were used. From the selected sample, data showed us that the use of different kinds of input may have contributed to students' reading comprehension, but it was not enough to help students to produce more appropriate texts to the communication established.

Pronunciation teaching hasn’t been paid enough attention by teachers regarding ESL contexts. In particular, segmental and suprasegmental features through genre-based approach may be an opportunity on how to integrate pronunciation into a more meaningful learning practice. Therefore, the aim of this project was to carry out a survey on some aspects related to English pronunciation that Brazilian students consider more difficult to learn, thus enabling the discussion of strategies that can facilitate the development of oral skills in English classes by integrating the teaching of phonetic-phonological aspects into the genre-based approach. Notions of intelligibility, fluency and accuracy were proposed by some authors as an ideal didactic sequence. Basic learners should be exposed to activities focused on the notion of intelligibility as well as intermediate students to the notion of fluency, and finally more advanced ones to accuracy practices. Data were collected during three high school English classes at Federal Center for Technological Education of Minas Gerais (CEFET-MG), in Brazil, through questionnaires and didactic activities, which were recorded and transcribed for further analysis. The genre ‘debate’ was chosen to facilitate the participants’ oral expression in a more flexible way, making them answer questions and give their opinion about a previously selected topic. Students demonstrated more difficulty with some aspects than others. Many of the intelligibility aspects analyzed had to be listened to more than once for a better understanding. Intermediate students’ speeches were considerably easier to understand, but they found it more difficult to pronounce the words fluently. Lastly, more advanced learners seemed to express their ideas more fluently, but still subtle issues related to accuracy were perceptible, thereby confirming the proposed hypothesis. It was also seen that using genre-based approach to promote oral communication in English classes might be relevant, considering the socio-communicative function inherent to the approach.