Crenças sobre o falante nativo de língua inglesa no contexto teletandem
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Data
2021-05-13
Autores
Alves, Lizandra Caroline [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo fundamenta-se nas ações do Teletandem, um contexto virtual, autônomo e colaborativo de ensino e aprendizagem entre falantes de diversas línguas, conforme proposto por Vassallo e Telles (2006). A internet, nesse contexto, possibilita suplantar barreiras diversas (geográficas, econômicas) e propiciar um contato entre falantes de diferentes línguas, sendo o inglês a língua mais usada no contexto da FCLAr. Há muitas crenças acerca do ensino e aprendizagem de línguas (BARCELOS, 2001, 2004a, 2006, 2007; SILVA, 2010, 2011), sendo uma delas o falante nativo como modelo ideal para o aprendiz de língua (SCHMITZ, 2012; ANJOS, 2016; DAVIES, 2004, 2013; COOK, 1999; MOUSSU; LLURDA, 2008). Esta pesquisa se volta às crenças que os participantes brasileiros, no contexto do Laboratório de Idiomas da FCLAr, têm sobre o falante nativo de inglês. Dessa forma, busca-se responder às seguintes perguntas: a) Quais são as crenças que os interagentes brasileiros têm sobre o falante nativo de língua inglesa no contexto do teletandem da FCLAr; e b) Como se caracteriza o falante nativo de língua inglesa segundo esses interagentes? Tratase de um estudo qualitativo descritivo e interpretativista. Os dados foram coletados por meio de questionários, gravações de vídeo das interações e entrevistas. Em seguida, foram organizados e categorizados de maneira temática e analisados em conformidade com Dörnyei (2007). A análise de dados mostrou que, neste contexto, o falante nativo: a) é visto como um atrativo para o participante; b) um sujeito idealizado que pode validar o conhecimento do aprendiz sobre sua língua-alvo; c) um sujeito idealizado que pode despertar emoções no aprendiz diante da possibilidade de interagir com um falante nativo da língua-alvo; d) um sujeito idealizado que pode agir como árbitro de sua língua e parâmetro para o aprendiz; e e) um sujeito idealizado que pode ter papel de destaque no processo de aprendizagem do interagente. Quanto à sua característica mais distintiva, segundo os participantes de pesquisa, o traço definidor do falante nativo é a sua língua materna, ou seja, a língua por meio da qual ele interagiu pela primeira vez com o mundo ao seu redor (aprendizagem desde muito jovem). Os resultados mostraram que é desejável fomentar discussões sobre o papel do falante nativo para o aprendiz de línguas em teletandem, a fim de promover reflexões que possam auxiliá-lo em seu processo de aprendizagem, por meio da valorização e reconhecimento de suas próprias habilidades, mitigando as chances de sentimentos de fracasso e decepção por não atingir o desempenho considerado ideal que vem sendo atribuído ao falante nativo idealizado.
This study is based on the actions of the Teletandem Project, a virtual, autonomous and collaborative context of language learning and teaching among speakers of several languages, as proposed by Vassallo and Telles (2006). The internet, in this context, makes it possible to overcome different barriers, such as geographic and economic ones, and provides contact among speakers of different languages, with English being the most used language in the FCLAr context. There are many beliefs about language learning and teaching (BARCELOS, 2001, 2004a, 2006, 2007; SILVA, 2010, 2011), and one of them concerns the native speaker as the ideal model for the language learner (SCHMITZ, 2012; ANJOS, 2016; DAVIES, 2004, 2013; COOK, 1999; MOUSSU & LLURDA, 2008). This research focuses on the beliefs that Brazilian participants, in the context of the Language Lab of the School of Sciences and Languages of Unesp – Arararaquara (FCLAr), hold about the native speaker of English. Thus, we seek to answer the following research questions: a) What are the beliefs that Brazilian participants hold about the native speaker of English in the teletandem context at FCLAr; and b) How is the native speaker of English characterized according to these participants? This is a qualitative, descriptive and interpretative study. The data have been collected through questionnaires, video recordings of interactions and interviews, which have been organized and analyzed according to Dörnyei (2007). The data analysis suggests that in the teletandem context at FCLAr, the native speaker: a) is regarded as a lure for the participant; b) an idealized subject that can validate the learner’s knowledge about their target language; c) an idealized subject that can bring about emotions in the learner when faced with the possibility of interacting with a native speaker of their target language; d) an idealized subject that can act as an arbiter of the target language and a parameter for the learner; and e) an idealized subject that may have a prominent role in the participant’s learning process. Regarding its most distinctive characteristic, according to the participants, the defining trait of the native speaker is their mother tongue, or the language through which they first interacted with their surroundings (learning at a very young age). The results showed that it is desirable to encourage discussions on the role of the native speaker for the language learner in teletandem in order to promote reflections that can assist them in their learning process, through the valorization and recognition of their own skills, mitigating the chances of feelings of failure and disappointment for not achieving the performance considered ideal that has been attributed to the idealized native speakers.
This study is based on the actions of the Teletandem Project, a virtual, autonomous and collaborative context of language learning and teaching among speakers of several languages, as proposed by Vassallo and Telles (2006). The internet, in this context, makes it possible to overcome different barriers, such as geographic and economic ones, and provides contact among speakers of different languages, with English being the most used language in the FCLAr context. There are many beliefs about language learning and teaching (BARCELOS, 2001, 2004a, 2006, 2007; SILVA, 2010, 2011), and one of them concerns the native speaker as the ideal model for the language learner (SCHMITZ, 2012; ANJOS, 2016; DAVIES, 2004, 2013; COOK, 1999; MOUSSU & LLURDA, 2008). This research focuses on the beliefs that Brazilian participants, in the context of the Language Lab of the School of Sciences and Languages of Unesp – Arararaquara (FCLAr), hold about the native speaker of English. Thus, we seek to answer the following research questions: a) What are the beliefs that Brazilian participants hold about the native speaker of English in the teletandem context at FCLAr; and b) How is the native speaker of English characterized according to these participants? This is a qualitative, descriptive and interpretative study. The data have been collected through questionnaires, video recordings of interactions and interviews, which have been organized and analyzed according to Dörnyei (2007). The data analysis suggests that in the teletandem context at FCLAr, the native speaker: a) is regarded as a lure for the participant; b) an idealized subject that can validate the learner’s knowledge about their target language; c) an idealized subject that can bring about emotions in the learner when faced with the possibility of interacting with a native speaker of their target language; d) an idealized subject that can act as an arbiter of the target language and a parameter for the learner; and e) an idealized subject that may have a prominent role in the participant’s learning process. Regarding its most distinctive characteristic, according to the participants, the defining trait of the native speaker is their mother tongue, or the language through which they first interacted with their surroundings (learning at a very young age). The results showed that it is desirable to encourage discussions on the role of the native speaker for the language learner in teletandem in order to promote reflections that can assist them in their learning process, through the valorization and recognition of their own skills, mitigating the chances of feelings of failure and disappointment for not achieving the performance considered ideal that has been attributed to the idealized native speakers.
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Palavras-chave
Teletandem, Language learning and teaching, Beliefs, Native speaker, Ensino e aprendizagem de línguas, Crenças, Falante nativo