Falar ou não falar?: eis a questão
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Data
2003-10-30
Autores
Dias, Elen [UNESP]
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ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem por objetivo investigar as razões que levam o aluno participante de dois contextos de ensino-aprendizagem de língua estrangeira (C1 e C2) a não conseguir comunicar-se oralmente em sala de aula, apesar da tentativa de implementar a abordagem comunicativa pela professora, cuja prática de sala de aula se caracteriza pelo desenvolvimento de atividades interativas. Visa também buscar compreender até que ponto de que maneira a prática de sala de aula da professora-pesquisadora contribui ou prejudica o desenvolvimento da competência (proficiência) oral. Metodologicamente, este estudo foi desenvolvido como pesquisa-ação de natureza colaborativa, que se coloca entre os modelos qualitativo-interpretativistas de sala de aula como contexto de pesquisa de investigação aplicada (CAVALCANTI & MOITA LOPES, 1991), e nas discussões teóricas de métodos e técnicas de um ensino prático reflexivo e de formação de professores de línguas (WIDDOWSON, 1991; CELANI, 2003). Em outras palavras, um fazer reflexivo como forma de construção de conhecimento mais eficaz entre professorpesquisador, alunos, coordenadores, como formação continuada (FREIRE, 1997). O trabalho apresenta resultados que permitem identificar algumas concepções teóricas de ensino-aprendizagem. As crenças e a cultura de aprender e ensinar línguas (ALMEIDA FILHO, 1993; BARCELOS, 1999, 2000) revelaramse fatores intervenientes, capazes de afetar a receptividade do aprendiz à abordagem de ensino do professor e de revelar discrepâncias entre as expectativas do aluno e as do professor. Conseqüentemente, contribuem para ajudar na compreensão do problema e na elaboração de um plano de ação mais eficaz, proporcionando, desse modo maiores chances de sucesso de intervenção no processo pedagógico. Discute, finalmente, possíveis propostas geradoras de mudanças na educação de professores em formação...
This research study aims at investigating the reasons why students of two contexts of foreign language teaching (C1 and C2) are not able to communicate orally in the classroom in spite of the teacher s tentative of applying the communicative approach, based on interactive activities. Moreover, it intends to understand how the teacher educator-researcher s practice in the classroom may contribute to the development of the students oral competence (and proficiency). Methodologically developed as an action research (CAVALCANTI & MOITA LOPES, 1991) in a collaborative project, this study thinks over the classroom reality according to the theoretical discussions of reflective teaching and of the pre-service foreign language teacher s education (WIDDOWSON, 1991; CELANI, 2003). In other words, a reflective and scientific way of understanding teacher education in order to (re)build it up more effectively as a mutual process of continuous education involving the teacher educator-researcher, the students and the coordinators (FREIRE, 1997). This work presents results, which allow the identification of some theoretical conceptions about the learning-teaching process. The students and the teacher s beliefs about learning and language learning (ALMEIDA FILHO, 1993; BARCELOS, 1999, 2000) were revealed as intervening factors which affected the students receptiveness to the teacher s teaching approach and possible discrepancies between what student s expectations are and what the teacher expects from them. Consequently, it may help to understand the difficulties and to elaborate an effective syllabus, providing, as a result, better opportunities for intervention in the pedagogical process. It finally discusses possible proposals, which may provide changes in preservice teacher s education as well as options by revealing conceptions, which can impede the students communicative development...(Complete abstract, click electronic access below)
This research study aims at investigating the reasons why students of two contexts of foreign language teaching (C1 and C2) are not able to communicate orally in the classroom in spite of the teacher s tentative of applying the communicative approach, based on interactive activities. Moreover, it intends to understand how the teacher educator-researcher s practice in the classroom may contribute to the development of the students oral competence (and proficiency). Methodologically developed as an action research (CAVALCANTI & MOITA LOPES, 1991) in a collaborative project, this study thinks over the classroom reality according to the theoretical discussions of reflective teaching and of the pre-service foreign language teacher s education (WIDDOWSON, 1991; CELANI, 2003). In other words, a reflective and scientific way of understanding teacher education in order to (re)build it up more effectively as a mutual process of continuous education involving the teacher educator-researcher, the students and the coordinators (FREIRE, 1997). This work presents results, which allow the identification of some theoretical conceptions about the learning-teaching process. The students and the teacher s beliefs about learning and language learning (ALMEIDA FILHO, 1993; BARCELOS, 1999, 2000) were revealed as intervening factors which affected the students receptiveness to the teacher s teaching approach and possible discrepancies between what student s expectations are and what the teacher expects from them. Consequently, it may help to understand the difficulties and to elaborate an effective syllabus, providing, as a result, better opportunities for intervention in the pedagogical process. It finally discusses possible proposals, which may provide changes in preservice teacher s education as well as options by revealing conceptions, which can impede the students communicative development...(Complete abstract, click electronic access below)
Descrição
Palavras-chave
Lingüística aplicada, Língua inglesa - Estudo e ensino, Professores - Formação, Competencia comunicativa, Comunicação oral, Fala
Como citar
DIAS, Elen. Falar ou não falar?: eis a questão. 2003. 199 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2003.