O processo de escrita colaborativa síncrona em língua inglesa nas sessões orais do teletandem institucional integrado
Carregando...
Data
2019-02-26
Autores
Ferreira, Mileni Bertholini
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Compreendendo a escrita colaborativa como uma tarefa em que aprendizes trabalham juntos e interagem entre si durante todas as etapas do processo de produção textual (RICE; HUGULEY, 1994; LOWRY et al., 2004; STORCH, 2013), o objetivo do presente estudo é caracterizar o processo de produção de textos colaborativos em língua inglesa em contexto de teletandem institucional integrado (TTDii) (ARANHA; CAVALARI, 2014) – modalidade de teletandem (TTD) (TELLES, 2006) implementada na UNESP de São José do Rio Preto. No TTDii, a prática de TTD é incorporada às aulas de línguas estrangeiras de universidades parceiras e diferentes tarefas podem ser propostas aos aprendizes. A escrita colaborativa síncrona (ECS) é uma delas e compreende o interesse de investigação desta pesquisa, caracterizada como um estudo de caso de caráter qualitativo e natureza descritiva. Os dados aqui utilizados compreendem gravações em áudio e vídeo e transcrições verbatim de duas sessões orais de teletandem em que foi realizada a tarefa de ECS em língua inglesa de uma parceria composta por uma brasileira e uma estadunidense. Tais dados foram analisados de acordo com as etapas do processo de produção textual (planejamento e geração de ideias, estruturação, edição e revisão textual), buscando observar o tipo de apoio prestado entre as aprendizes em cada etapa, com base em pressupostos vygotskyanos (VYGOTSKY, 1978) e no conceito de competência social (DEL PRETTE; DEL PRETTE, 2001; BOLSONI-SILVA, 2002), analisando como a interação entre as aprendizes auxilia na caracterização do processo. Os resultados encontrados por este estudo mostram que o apoio linguístico (relacionado aos pressupostos vygotskyanos) prestado pelas participantes varia de uma etapa para outra da produção escrita e que o apoio afetivo (relacionado ao conceito de competência social) permeia todas elas, contribuindo para a efetivação do primeiro. Tal fato, leva-nos a inferir que quanto mais socialmente habilidosos forem os aprendizes envolvidos na tarefa, mais significativas serão suas trocas linguísticas e, consecutivamente, mais otimizado será o processo de ECS no TTDii.
Considering collaborative writing as a task in which learners work together and interact with each other during all stages of the textual production process (RICE; HUGULEY, 1994; LOWRY et al., 2004; STORCH, 2013), the objective of the present study is to characterize the process of producing collaborative texts in English in the context of institutional integrated teletandem (iiTTD) (ARANHA; CAVALARI, 2014) – modality of teletandem (TTD) (TELLES, 2006) implemented at UNESP in São José do Rio Preto. In the iiTTD, the TTD practice is incorporated into the foreign language classes of partner universities and different tasks can be proposed to the learners. Synchronous collaborative writing (SCW) is one of them and it is also the interest of this research, characterized as a case study of qualitative character and descriptive nature. The data used here include audio and video recordings and verbatim transcriptions of two teletandem oral sessions in which the task of SCW in English was carried out in a partnership composed of a Brazilian and an American. These data were analyzed according to the stages of the textual production process (planning and generation of ideas, structuring, editing and textual revision), seeking to observe the type of support provided by the learners at each stage, based on Vygotskian assumptions (VYGOTSKY, 1978) and the concept of social competence (DEL PRETTE, DEL PRETTE, 2001; BOLSONI-SILVA, 2002), analyzing how the interaction among the learners assists in the characterization of the process. The results found by this study show that the linguistic support (related to the Vygotskyan assumptions) provided by the participants varies from one stage to another of the written production and that the affective support (related to the concept of social competence) permeates all the stages, contributing to the implementation of the first. This leads us to infer that the more socially skilled the learners involved in the task are, the more significant their linguistic exchanges will be, and the more optimized will be the SCW process in TTDii.
Considering collaborative writing as a task in which learners work together and interact with each other during all stages of the textual production process (RICE; HUGULEY, 1994; LOWRY et al., 2004; STORCH, 2013), the objective of the present study is to characterize the process of producing collaborative texts in English in the context of institutional integrated teletandem (iiTTD) (ARANHA; CAVALARI, 2014) – modality of teletandem (TTD) (TELLES, 2006) implemented at UNESP in São José do Rio Preto. In the iiTTD, the TTD practice is incorporated into the foreign language classes of partner universities and different tasks can be proposed to the learners. Synchronous collaborative writing (SCW) is one of them and it is also the interest of this research, characterized as a case study of qualitative character and descriptive nature. The data used here include audio and video recordings and verbatim transcriptions of two teletandem oral sessions in which the task of SCW in English was carried out in a partnership composed of a Brazilian and an American. These data were analyzed according to the stages of the textual production process (planning and generation of ideas, structuring, editing and textual revision), seeking to observe the type of support provided by the learners at each stage, based on Vygotskian assumptions (VYGOTSKY, 1978) and the concept of social competence (DEL PRETTE, DEL PRETTE, 2001; BOLSONI-SILVA, 2002), analyzing how the interaction among the learners assists in the characterization of the process. The results found by this study show that the linguistic support (related to the Vygotskyan assumptions) provided by the participants varies from one stage to another of the written production and that the affective support (related to the concept of social competence) permeates all the stages, contributing to the implementation of the first. This leads us to infer that the more socially skilled the learners involved in the task are, the more significant their linguistic exchanges will be, and the more optimized will be the SCW process in TTDii.
Descrição
Palavras-chave
Ensino e aprendizagem de línguas estrangeiras, Escrita colaborativa, Teletandem, Teaching and learning of foreign languages, Collaborative writing