The interlocutor’s role in the writing and re-writing of thematic units for Foreign Language Teaching

Abstract

This paper analyses reports and thematic units written by undergraduates of Anglo-Saxon Language Course, from Parana Federal University, for the course on Teaching Practice and Supervised Training of Foreign Language, based on the Bakhtinian conception of language. This study investigates, specifically, the interlocutor’s role in changes made during the re-writing of thematic units. The analysis of interns showed that the interlocution with classmates and students
from the scope of the training generated reformulation of the units. These restatements were due to dislocation of meaning and boundary (by the look of the other), as the interns concluded in the reports written as final papers for the course on Teaching Practice.