Teletandem e mal-entendidos na comunicação intercultural online em língua estrangeira
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Data
2016-08-17
Autores
Souza, Micheli Gomes de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese insere-se no campo de pesquisas sobre comunicação intercultural, mais especificamente, no contexto do projeto guarda-chuva Teletandem: Transculturalidade na interação online em línguas estrangeiras por webcam. O projeto Teletandem promove parcerias institucionais entre aprendizes de línguas de diferentes universidades, via ferramentas de comunicação como o Skype. Em encontros regulares, pares de aprendizes de português como língua estrangeira fluentes em inglês e aprendizes de inglês fluentes em português, realizam interações colaborativas nas quais um ajuda o outro a praticar a língua estrangeira alvo. O objetivo deste estudo é analisar o processo de negociação de sentidos, permeados, predominantemente, por questões linguísticas, discursivas e sociais e a emergência de mal-entendidos nas interações entre esses aprendizes em parcerias português-inglês realizadas no primeiro semestre de 2012 entre uma universidade brasileira e uma universidade norte-americana. A sessão oral em teletandem é observada, neste trabalho, por uma perspectiva do processo de construção partilhada de significados e sentidos na interação entre os aprendizes, por meio da mobilização do conhecimento sistêmico, de mundo e textual de cada interagente e que permite a eles se posicionarem no mundo e envolverem seus pares na interação. Nesse processo, mal-entendido é considerado como uma ocorrência intrínseca à comunicação. Ele pode se materializar por questões linguísticas, discursivas, compartilhamento de informações equivocadas ou por outras ocorrências que podem gerar falhas na compreensão, incompreensão, desconfortos, situações de riso etc. Tal fenômeno complexo pode, também, não ser percebido e negociado pelos interagentes. Para estudá-lo, adotei, como eixo principal, a perspectiva teórico-metodológica da Análise Crítica do Discurso, a qual me permitiu explorar as características da comunicação intercultural no contexto teletandem. O corpus de análise é composto por transcrições de um total de 9 sessões orais e por perfis escritos de duas duplas focais que realizaram as interações na modalidade de teletandem institucional integrado (caso da universidade estrangeira) e na modalidade institucional não-integrado (caso da universidade brasileira), em uma parceria do primeiro semestre de 2012. Além disso, também são analisadas narrativas sobre mal-entendidos de 13 brasileiros praticantes de teletandem que realizaram interações com diferentes universidades norte-americanas no primeiro semestre de 2014. A análise dos dados traz contribuições para o contexto da mediação em teletandem, a partir do mapeamento dos aspectos que circundam as interações entre os aprendizes. Dentre os principais resultados, constatei que: (a) os mal-entendidos tendem a ser pouco ou superficialmente negociados, sem consideração dos aspectos sócio-discursivos que os constituem; e (b) eles podem, também, estar relacionados ao conceito de cultura, a conceitos adjacentes (não-entendimento, falha discursiva, desacordo, comunicação malsucedida, dentre outros). Além desses resultados, ao observar os impactos dos mal-entendidos na relação colaborativa de aprendizagem em teletandem, constatei outros: (a) que as negociações de sentidos dos interagentes são permeadas por mecanismos de proteção da face; e (b) quando são evidenciados, pelo menos nos dados do presente estudo, os mal-entendidos desempenharam um papel secundário e não comprometeram a parceria, devido ao princípio de colaboração. A colaboração, característica inerente ao contexto teletandem, relaciona-se aos princípios de reciprocidade, autonomia e uso separado das línguas e define-se pela própria concepção do contexto teletandem no qual os aprendizes são envolvidos em uma parceria de troca mútua e construção colaborativa da aprendizagem de ambos.
This thesis is located within the research field of intercultural communication. More specifically, within the context of a broader project entitled Teletandem: Transculturality in online interactions in foreign languages through webcam. The Teletandem project promotes institutional partnerships between language learners from different universities, via communication tools such as Skype. During regular meetings, pairs of learners of Portuguese as a foreign language who are fluent in English and learners of English who are fluent in Portuguese engage into collaborative interactions by helping the partner practice the target foreign language. The aim of this study is to analyze the process of negotiation of meaning, permeated, predominantly, by linguistic, discursive and social issues, and the emergence of misunderstandings during the interactions between students of Portuguese and students of English as foreign languages. These one-to-one student partnerships were carried out in the first half of 2012 within the contexts of a Brazilian and an American university. In this thesis, the oral session in teletandem is observed from the perspective of the shared process of meaning construction during the interaction between learners. This process includes the mobilization of each interactant’s systems, world and textual knowledge. Such mobilization allows them to position themselves in the world and engage their peers in the interaction. In this process, misunderstanding is considered an intrinsic phenomenon to communication. It can be realized by linguistic and discoursive issues, by misleading information sharing or other occurrences that may cause failure in understanding, misunderstanding, uneaseness, or even laughing situations. This complex phenomenon may neither be understood nor negotiated by the interactants. To study it, I adopted the theoretical and methodological perspective of Critical Discourse Analysis, which allowed me to explore the characteristics of intercultural communication within the context teletandem. The analysis corpus consists of transcriptions of a total of 9 oral sessions in addition to written profiles of two focal pairs of participants who interacted in the mode of integrated institutional teletandem (in the case of the foreign university) and non-integrated institutional mode (in the case of the Brazilian university), from a collaborative partnership in the first half of 2012. In addition, I analyzed narratives about misunderstandings written by 13 Brazilian practitioners of teletandem who underwent interactions with different American universities in the first half of 2014. The analysis of data brings contributions to the context of teletandem mediation through the mapping of the aspects surrounding the interactions between the learners. Among the main results, I found that: (a) misunderstandings tend to be superficially negotiated, without deep consideration of the socio-discursive aspects that constitute them; and (b) they may also be related to the concept of culture, and to adjacent concepts (non-understanding, discursive failure, disagreement, failed communication, among others). In addition to these results, as I observed the impacts of misunderstandings within the collaborative learning relationship of teletandem, I found other results: (a) the negotiations of meanings of the interactants are permeated by face protection mechanisms; and (b) whenever they are shown, at least in the present study data, misunderstandings had a secondary role in the interaction and, because of the principle of collaboration, they did not compromise the partnerships. Collaboration, a characteristic inherent to the context teletandem, is related to the principles of reciprocity, autonomy and separate use of languages and is defined by the conception of the teletandem context itself, in which learners are involved in a mutual exchange and collaborative construction of learning.
This thesis is located within the research field of intercultural communication. More specifically, within the context of a broader project entitled Teletandem: Transculturality in online interactions in foreign languages through webcam. The Teletandem project promotes institutional partnerships between language learners from different universities, via communication tools such as Skype. During regular meetings, pairs of learners of Portuguese as a foreign language who are fluent in English and learners of English who are fluent in Portuguese engage into collaborative interactions by helping the partner practice the target foreign language. The aim of this study is to analyze the process of negotiation of meaning, permeated, predominantly, by linguistic, discursive and social issues, and the emergence of misunderstandings during the interactions between students of Portuguese and students of English as foreign languages. These one-to-one student partnerships were carried out in the first half of 2012 within the contexts of a Brazilian and an American university. In this thesis, the oral session in teletandem is observed from the perspective of the shared process of meaning construction during the interaction between learners. This process includes the mobilization of each interactant’s systems, world and textual knowledge. Such mobilization allows them to position themselves in the world and engage their peers in the interaction. In this process, misunderstanding is considered an intrinsic phenomenon to communication. It can be realized by linguistic and discoursive issues, by misleading information sharing or other occurrences that may cause failure in understanding, misunderstanding, uneaseness, or even laughing situations. This complex phenomenon may neither be understood nor negotiated by the interactants. To study it, I adopted the theoretical and methodological perspective of Critical Discourse Analysis, which allowed me to explore the characteristics of intercultural communication within the context teletandem. The analysis corpus consists of transcriptions of a total of 9 oral sessions in addition to written profiles of two focal pairs of participants who interacted in the mode of integrated institutional teletandem (in the case of the foreign university) and non-integrated institutional mode (in the case of the Brazilian university), from a collaborative partnership in the first half of 2012. In addition, I analyzed narratives about misunderstandings written by 13 Brazilian practitioners of teletandem who underwent interactions with different American universities in the first half of 2014. The analysis of data brings contributions to the context of teletandem mediation through the mapping of the aspects surrounding the interactions between the learners. Among the main results, I found that: (a) misunderstandings tend to be superficially negotiated, without deep consideration of the socio-discursive aspects that constitute them; and (b) they may also be related to the concept of culture, and to adjacent concepts (non-understanding, discursive failure, disagreement, failed communication, among others). In addition to these results, as I observed the impacts of misunderstandings within the collaborative learning relationship of teletandem, I found other results: (a) the negotiations of meanings of the interactants are permeated by face protection mechanisms; and (b) whenever they are shown, at least in the present study data, misunderstandings had a secondary role in the interaction and, because of the principle of collaboration, they did not compromise the partnerships. Collaboration, a characteristic inherent to the context teletandem, is related to the principles of reciprocity, autonomy and separate use of languages and is defined by the conception of the teletandem context itself, in which learners are involved in a mutual exchange and collaborative construction of learning.
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Palavras-chave
Teletandem institucional, Mal-entendidos, Discurso, Análise crítica do discurso, Comunicação intercultural, Institutional Teletandem, Misunderstandings, Speech, Critical discourse analysis, Intercultural communication