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FALCOSKI, M. C. N. Meanings of communicative in sayings of EFL teachers and theorists in the field of ELT: a semantic-discursive study of designation processes about the Communicative Approach/Communicative Language Teaching (CLT). 2009. 128p. Dissertation (Master s Degree) – Faculdade de Filosofia, Letras e Ciencias Humanas, Universidade de Sao Paulo, Sao Paulo, 2009. This work aims at analysing meanings observed in designation processes derived from the socalled Communicative Language Teaching, also referred to as CLT, in a corpus formed by a) texts of theorists in the field of ELT and b) texts of EFL teachers who participated in a program on ELT for further external exams. From the perspective of both Historical Semantics of Enunciation and Analysis of Discourse which contemplates the historical-social and ideological dimension in the relation of the subject with language, we have sought to investigate how processes of production of meaning are established as far as names related to CLT are concerned. Our analysis enabled us to confront the apparent stabilised meaning of the observed designations in relation to the names of the Communicative Approach/Communicative Language Teaching thus questioning the evidence of language transparency. By means of analysis, we have noticed an attempt towards reference construction of CLT and also, that constitutive conflicts in the relation speaker-language are silenced in the utterance locus. The constant search for fixing a single meaning to this designation, the “good meaning” for communicative led us to understand, from the interdiscourse (discourse memory), how certain dichotomical movements in the constitution of meaning in the teachers and theorists sayings are established in the polarization ‘old method’ versus ‘modern method’. From the analysed designation processes we have apprehended that the idealisation of the communicative model alludes to a place of completeness where the learning of the language seems to occur in a natural way, with no conflicts, a place which teachers seek to occupy. Throughout the analysis we have tried to question the experience the teachers have with the place established by the CLT, of apparent political neutrality in relation to the method, placing them out of their historical context. Our analysis has concluded that the designation processes of the analysed names seek to promote an effect of homogeneity in sayings of theorists and teachers of the corpus in the process of constitution of meanings related to the Communicative Approach/Communicative Language Teaching (CLT). Key-words: Historical Semantics of Enunciation, Discourse Analysis, Designation, English language, Communicative Language Teaching. LISTA DE ABREVIATURAS A1 ASSIGNMENT 1: EVALUATION OF TEACHING MATERIALS A2 ASSIGNMENT 2: PROFILE OF A STUDENT A3 ASSIGNMENT 3: EVALUATION OF TEACHING PRACTICE C CONCLUSION CLT COMMUNICATIVE LANGUAGE TEACHING ELT ENGLISH LANGUAGE TEACHING ESA ENGAGEMENT – STUDY – ACTIVATE LA LINGUISTICA APLICADA LE LINGUA ESTRANGEIRA LI LINGUA INGLESA LM LINGUA MATERNA P PROFESSOR STT STUDENT TALKING TIME TJ TEACHING JOURNAL TOR TEACHING OBSERVATION REPORT TTT TEACHING TALKING TIME

Sentidos de comunicativo em dizeres de professores de inglês e teóricos em ensino-aprendizagem de língua inglesa: uma análise semântica-discursiva dos processos de designação sobre a Abordagem/Metodologia Comunicativa (CLT)