Critérios de avaliação em faixas de proficiência nas habilidades escritas do professor de língua estrangeira
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Data
2021-08-19
Autores
Cunha, José Ricardo de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
A qualidade da formação de professores de língua estrangeira (LE) no Brasil vem sendo tema de investigação acadêmica crescente em Linguística Aplicada (LA), bem como de estudos que buscam caracterizar a proficiência linguística de professores de LE. Um grande empenho tem sido dirigido na criação de instrumentos de avaliação com o propósito de aferir essa proficiência como, por exemplo, o exame EPPLE, Exame de Proficiência para Professores de Língua Estrangeira (CONSOLO et al., 2009, 2010), cujo propósito principal é avaliar a proficiência linguística de professores de LE, em específico aqueles atuantes no ensino de língua inglesa (LI), seja em processo de formação nos cursos de Licenciatura em Letras, seja de profissionais já atuantes. Um aspecto relevante na caracterização da proficiência linguística dos professores de LE no processo de avaliação, a respeito do qual talvez não haja tantos trabalhos de investigação e pesquisas acadêmicas como acerca da produção oral, seja o aspecto da produção escrita. Esta pesquisa objetiva investigar os aspectos que caracterizam a proficiência em linguagem escrita do professor de LE, por meio da análise dos critérios de avaliação das tarefas de produção escrita do exame de proficiência EPPLE. Quadros teóricos acerca de avaliação (BONVINO, 2010), proficiência (SCARAMUCCI, 2000), proficiência do professor (CONSOLO, 2004) e de sua linguagem escrita, além de faixas de proficiência (NORTH, 1998) são apresentados e discutidos para melhor embasar estas reflexões. A metodologia de pesquisa empregada é qualitativa e interpretativista, dado que as tarefas de produção escrita que compõem o corpus desta análise visam caracterizar aspectos relevantes da proficiência em linguagem escrita de professores de LE. Uma amostra total de 24 testes do exame EPPLE, com tarefas de produção escrita feitas por estudantes de Letras de duas universidades públicas do Brasil entre 2017 e 2018, foi analisada. Os resultados sugerem que o modelo de faixas de proficiência analíticas aqui proposto é capaz de ser aplicado não somente para avaliar as tarefas de produção escrita do EPPLE, como também de ser um instrumento eficaz na caracterização da proficiência em linguagem escrita de professores de LE – especificamente LI. Espera-se que esta pesquisa traga contribuições pertinentes para os estudos de avaliação da proficiência de professores de LE, não somente para caracterizar a proficiência em linguagem escrita de professores de LI, mas também para auxiliar em uma melhor formação de futuros professores pelos cursos de Licenciatura em Letras do país, no tocante a proficiência linguística em LE.
The quality of pre-service education of foreign language teachers in Brazil has increasingly been the topic of academic discussion in Applied Linguistics, as well as of studies which aims at characterizing the linguistic proficiency of foreign language teachers. A great deal of effort has been driven towards the introduction of assessment tools with the aim of measuring that proficiency, such as The Proficiency Examination for Foreign Language Teachers – EPPLE (CONSOLO et al., 2009, 2010), whose main purpose is to assess the linguistic proficiency of foreign language teachers, in particular of those who work with the English language, whether in pre-service education in Letters courses or in in-service education. A relevant aspect in characterizing that linguistic proficiency of foreign language teachers in the assessment process, about which perhaps there have not been as many research papers as there have been on the oral production, is about the written production. This research study aims at investigating aspects which characterize the proficiency in written language of foreign language teachers, by analyzing the assessment criteria from EPPLE written tasks. A theoretical survey on assessment (BONVINO, 2010), proficiency (SCARAMUCCI, 2000), foreign language teachers’ proficiency (CONSOLO, 2004) and their written language, as well as rating scales (NORTH, 1998) is presented and discussed in order to better set the foundations for those reflections. Since the written production tasks which comprise the corpus of this paper aims at characterizing relevant aspects of written language proficiency of foreign language teachers, the research methodology adopted is qualitative and interpretive. A total sample of 24 EPPLE exams, containing written production tasks produced by Letters undergraduate students from two public universities in Brazil between 2017 and 2018, was analyzed. The results suggest that the analytical proficiency rating scales model proposed here is capable of not only assessing the written production tasks from EPPLE, but also being an effective tool in characterizing the written language proficiency of foreign language teachers, in particular of the English language. It is hoped that this research brings valuable contributions to the studies of assessment of foreign language teachers’ proficiency to characterize the written language proficiency of English language teachers, as well as to improve the preparation of new foreign language teachers from Letters undergraduate courses in the country, as far as foreign language proficiency is concerned.
The quality of pre-service education of foreign language teachers in Brazil has increasingly been the topic of academic discussion in Applied Linguistics, as well as of studies which aims at characterizing the linguistic proficiency of foreign language teachers. A great deal of effort has been driven towards the introduction of assessment tools with the aim of measuring that proficiency, such as The Proficiency Examination for Foreign Language Teachers – EPPLE (CONSOLO et al., 2009, 2010), whose main purpose is to assess the linguistic proficiency of foreign language teachers, in particular of those who work with the English language, whether in pre-service education in Letters courses or in in-service education. A relevant aspect in characterizing that linguistic proficiency of foreign language teachers in the assessment process, about which perhaps there have not been as many research papers as there have been on the oral production, is about the written production. This research study aims at investigating aspects which characterize the proficiency in written language of foreign language teachers, by analyzing the assessment criteria from EPPLE written tasks. A theoretical survey on assessment (BONVINO, 2010), proficiency (SCARAMUCCI, 2000), foreign language teachers’ proficiency (CONSOLO, 2004) and their written language, as well as rating scales (NORTH, 1998) is presented and discussed in order to better set the foundations for those reflections. Since the written production tasks which comprise the corpus of this paper aims at characterizing relevant aspects of written language proficiency of foreign language teachers, the research methodology adopted is qualitative and interpretive. A total sample of 24 EPPLE exams, containing written production tasks produced by Letters undergraduate students from two public universities in Brazil between 2017 and 2018, was analyzed. The results suggest that the analytical proficiency rating scales model proposed here is capable of not only assessing the written production tasks from EPPLE, but also being an effective tool in characterizing the written language proficiency of foreign language teachers, in particular of the English language. It is hoped that this research brings valuable contributions to the studies of assessment of foreign language teachers’ proficiency to characterize the written language proficiency of English language teachers, as well as to improve the preparation of new foreign language teachers from Letters undergraduate courses in the country, as far as foreign language proficiency is concerned.
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Palavras-chave
Avaliação, Produção escrita, Faixas de proficiência, EPPLE, Assessment, Written production, Rating scales