Desejo de aprender inglês: história de uma aprendizagem

Abstract

This work assumes that various methods, study materials, and learning proposals do not guarantee learners' entry into the discursive order of a foreign language, thus not ensuring their success in learning. Considering this, we hypothesize that success in learning English is related to the desire to learn, an element that we do not see sufficiently discussed in the scope of studies on teaching and learning foreign languages, given that there still seems to be an emphasis on the conception that success and failure in learning a foreign language are focused on methodological aspects. Therefore, considering that the desire to learn a foreign language possibly precedes methodological aspects, in this work, we aim to present and problematize possible subjective displacements in the history of learning English of a learner. For this purpose, we produced a narrative of learning English, a textual production that narrates the construction of the relationship with the English language, its implications, processes of identification, alienation, enchantment, and the developments and displacements that were part of the history of learning English of a learner. Theoretically, we use concepts from the theoretical framework of Discourse Analysis of Pecheutian orientation. We selected some discursive excerpts from the constructed corpus, prioritizing our analysis by two categories of Discourse Analysis, namely, intradiscourse and interdiscourse. The results of the analysis indicate that the desire to learn constitutes a decisive element to learn a foreign language.