Variações motivacionais no ensino de inglês em contexto de escola pública
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Data
2008-05-16
Autores
Ribas, Fernanda Costa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Baseando-se no conceito de Okada, Oxford e Abo (1996) de que o ensino de aspectos culturais pode proporcionar um aumento da motivação para aprender uma língua, a presente pesquisa teve por objetivo analisar de que maneira o desenvolvimento da conscientização cultural, por meio de um trabalho de intervenção pedagógica, pode influenciar na motivação. Este estudo contou com a participação de uma professora e alunos de ensino médio de uma escola pública, e foi desenvolvido em duas fases: fase de diagnóstico, em que se observou as aulas de língua inglesa da professora/participante e fase de intervenção pedagógica, em que aspectos culturais foram introduzidos pela professora/pesquisadora. Dada à impossibilidade de medir a motivação, pretendeu-se oferecer uma caracterização da motivação dos alunos, verificar os fatores que podem influenciá-la tanto positiva quanto negativamente e perceber a interação desses fatores na geração, sustentação e inibição da motivação. A análise dos dados foi baseada em diversas pesquisas sobre motivação, estudos sobre cultura, usados no projeto de intervenção pedagógica e trabalhos da sociolingüística interacional, importantes para a análise da participação dos alunos durante as aulas e, conseqüentemente, da motivação. Além disso, teorias psicológicas da década de 80 e 90 (HIGGINS, 1987; MARKUS E NURIUS, 1986; NORTON, 1995, 2000, 2001) foram incorporadas para entender o papel dos fatores pessoais no grau de interesse e esforço dos aprendizes. Os resultados obtidos mostraram que: 1) a motivação dos alunos é variável, ou seja, pode oscilar entre níveis altos e baixos em decorrência de diferentes tipos de fatores, principalmente aqueles relacionados à postura e forma de trabalhar dos professores e 2) a motivação dos alunos é caracterizada por uma relação de interdependência entre três tipos de fatores...
Based on the idea that the teaching of cultural aspects can increase the motivation to learn a language (OKADA, OXFORD and ABO, 1996), the aim of this work is to analyze the way the development of cultural awareness, by means of an intervention work, can influence motivation. This study was developed with a second year high school teacher and her students in a public school, and was divided in two phases: diagnosis, in which observation of the participant teacher s classes was held and pedagogical intervention, in which cultural aspects were introduced in the language classes. Given the impossibility of measuring motivation, it was intended to offer a characterization of the students’ motivation, to verify the factors that might influence the increase and decrease of motivation and to analyse the interaction between these factors in the generation, maintenance and inhibition of motivation. Data analysis was based on a variety of research studies on motivation, as well as cultural studies, which were important in the organization of the intervention project. Interactional Sociolinguistic concepts were also used to understand students engagement in the learning activities and, thus their motivation. To analyze the role of personal factors on students motivation, psychological theories from the 80s and 90s were considered. The results obtained show that: 1) students motivation can vary, that is, it can increase or decrease due to the influence of different types of factors, especially those related to the teacher s attitude and practice and 2) it is the result of the interdependence relationship of three types of factors - personal factors (perceptions, beliefs, goals and expectations), teachers methodological choices (content and activities developed) and physical affordances of school (frequency of classes, number of students per group, materials and resources available), with a focus on the role of the teacher.
Based on the idea that the teaching of cultural aspects can increase the motivation to learn a language (OKADA, OXFORD and ABO, 1996), the aim of this work is to analyze the way the development of cultural awareness, by means of an intervention work, can influence motivation. This study was developed with a second year high school teacher and her students in a public school, and was divided in two phases: diagnosis, in which observation of the participant teacher s classes was held and pedagogical intervention, in which cultural aspects were introduced in the language classes. Given the impossibility of measuring motivation, it was intended to offer a characterization of the students’ motivation, to verify the factors that might influence the increase and decrease of motivation and to analyse the interaction between these factors in the generation, maintenance and inhibition of motivation. Data analysis was based on a variety of research studies on motivation, as well as cultural studies, which were important in the organization of the intervention project. Interactional Sociolinguistic concepts were also used to understand students engagement in the learning activities and, thus their motivation. To analyze the role of personal factors on students motivation, psychological theories from the 80s and 90s were considered. The results obtained show that: 1) students motivation can vary, that is, it can increase or decrease due to the influence of different types of factors, especially those related to the teacher s attitude and practice and 2) it is the result of the interdependence relationship of three types of factors - personal factors (perceptions, beliefs, goals and expectations), teachers methodological choices (content and activities developed) and physical affordances of school (frequency of classes, number of students per group, materials and resources available), with a focus on the role of the teacher.
Descrição
Palavras-chave
Motivation, Cultural awareness, Public school, Lingüística aplicada, Língua inglesa - Estudo e ensino, Motivação na educação, Conscientização da linguagem, Linguagem e línguas - Estudo e ensino
Como citar
RIBAS, Fernanda Costa. Variações motivacionais no ensino de inglês em contexto de escola pública. 2008. 410 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2008.