Fanfictions, linguística de corpus e aprendizagem direcionada por dados: tarefas de produção escrita com foco no uso autêntico de língua e atividades que visam à autonomia dos alunos de letras em analisar preposições
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2020-03-27
Autores
Garcia, William Danilo
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Universidade Estadual Paulista (Unesp)
Resumo
A relação da Linguística de Corpus com o Ensino de Línguas, apesar de receber foco mesmo antes do advento dos computadores, se intensificou por volta da década de 90, momento em que pesquisas em corpora de aprendizes e em Aprendizagem Direcionada por Dados foram enfatizadas. Considerado esse estreitamento, esta pesquisa objetiva compilar quatro corpora de aprendizes a partir do uso autêntico da língua com o intuito de desenvolver atividades didáticas direcionadas por dados dos próprios alunos que promovam nos discentes um perfil autônomo de investigação linguística (mais precisamente das preposições with, in, on, at, for e to). No tocante à fundamentação teórica, destacam-se Prabhu (1987), Skehan (1996), Willis (1996), Nunan (2004) e Ellis (2006) a respeito do Ensino de Línguas por Tarefas, Jenkins (2012) e Neves (2014) que discorrem sobre as ficções de fã. Já sobre a Linguística de Corpus, tem-se Sinclair (1991), Berber Sardinha (2000) e Viana (2011). Granger (1998, 2002, 2013) mais relacionado a Corpus de Aprendizes, e Johns (1991, 1994), Berber Sardinha (2011) e Boulton (2010) no que diz respeito à Aprendizagem Direcionada por Dados. Como metodologia, levantaram-se textos escritos pelos alunos a partir de uma tarefa de produção escrita em que eles redigiram uma ficção de fã. Em seguida, esses textos formaram dois corpora de aprendizes iniciais, que foram analisados com o auxílio da ferramenta AntConc (ANTHONY, 2018) no intuito de observar a presença ou não de inadequações referentes ao uso de preposições em inglês. A partir desses dados, uma atividade didática foi desenvolvida com base nas considerações do Ensino de Línguas por Tarefas e da Aprendizagem Direcionada por Dados e aplicada aos estudantes de Letras do primeiro e terceiro anos, com o objetivo de auxiliar a aprendizagem dessas preposições a partir da investigação linguística no Contemporary Corpus of American English (COCA). Posteriormente, dois corpora de aprendizes finais foram compilados para se observar se a atividade didática que enfatizou uma postura de pesquisador nos alunos teve efeito positivo com relação aos usos das preposições. Notou-se, com essa comparação, uma melhora nos usos desses itens gramaticais em ambos os anos do curso de graduação em Letras. Os alunos do primeiro ano passaram de 8,1% de erros para 3,9%. Já os graduandos do terceiro ano foram de 6,6% para 5,1%. Isso evidenciou, portanto, o quanto essa proposta contribui para a aprendizagem das preposições with, in, on, at, for e to.
Although the relation between Corpus Linguistics and Language Teaching has been emphasized even before the advent of computers, it has been highlighted around the 90s. This was the moment when research on learner corpora and Data-Driven Learning was focused. Having said that, this study aimed to compile four learner corpora based on the authentic use of the language. This was done in order to develop data-driven teaching activities that could promote, among the students, an autonomous profile of linguistic investigation (more precisely about the prepositions with, in, on, at, for and to). Concerning the existing literature, we highlight the works of Prabhu (1987), Skehan (1996), Willis (1996), Nunan (2004) and Ellis (2006) about Task-Based Language Teaching, and Jenkins (2012) and Neves (2014) about fanfictions. In relation to Corpus Linguistics, this study is based on Sinclair (1991), Berber Sardinha (2000) and Viana (2011). Granger (1998, 2012, 2013) is referenced to define learner corpora, and Johns (1991, 1994), Berber Sardinha (2011) and Boulton (2010) to discuss Data-Driven Learning. The methodological approach involved the collection of the compositions from Language Teaching undergraduate students who developed a writing task in which they had to write a fanfiction. These texts composed two learner corpora, which were analyzed with the AntConc tool (ANTHONY, 2018) with the purpose of observing the occurrence of prepositions in English and whether they were accurately used or not. From these data, we developed a teaching activity under the premises of Task-Based Language Teaching and DataDriven Learning. The intention was assisting the learning process of the prepositions by the linguistic investigation in the Contemporary Corpus of American English (COCA). Later, two learner corpora were compiled to observe if the teaching activity that emphasized this researcher behavior in the students presented a positive outcome in means of the uses of prepositions. With this comparison, an improvement in the uses of these grammatical items by the students of the first and third year of the undergraduation course in Language Teaching was noticed. The first-year students reduced their mistakes from 8,1% to 3,9%. The third-year students decreased their mistakes from 6,6% to 5,1%. This information proved that this set of activities contributed to the learning process of the prepostions with, in, on, at, for and to.
Although the relation between Corpus Linguistics and Language Teaching has been emphasized even before the advent of computers, it has been highlighted around the 90s. This was the moment when research on learner corpora and Data-Driven Learning was focused. Having said that, this study aimed to compile four learner corpora based on the authentic use of the language. This was done in order to develop data-driven teaching activities that could promote, among the students, an autonomous profile of linguistic investigation (more precisely about the prepositions with, in, on, at, for and to). Concerning the existing literature, we highlight the works of Prabhu (1987), Skehan (1996), Willis (1996), Nunan (2004) and Ellis (2006) about Task-Based Language Teaching, and Jenkins (2012) and Neves (2014) about fanfictions. In relation to Corpus Linguistics, this study is based on Sinclair (1991), Berber Sardinha (2000) and Viana (2011). Granger (1998, 2012, 2013) is referenced to define learner corpora, and Johns (1991, 1994), Berber Sardinha (2011) and Boulton (2010) to discuss Data-Driven Learning. The methodological approach involved the collection of the compositions from Language Teaching undergraduate students who developed a writing task in which they had to write a fanfiction. These texts composed two learner corpora, which were analyzed with the AntConc tool (ANTHONY, 2018) with the purpose of observing the occurrence of prepositions in English and whether they were accurately used or not. From these data, we developed a teaching activity under the premises of Task-Based Language Teaching and DataDriven Learning. The intention was assisting the learning process of the prepositions by the linguistic investigation in the Contemporary Corpus of American English (COCA). Later, two learner corpora were compiled to observe if the teaching activity that emphasized this researcher behavior in the students presented a positive outcome in means of the uses of prepositions. With this comparison, an improvement in the uses of these grammatical items by the students of the first and third year of the undergraduation course in Language Teaching was noticed. The first-year students reduced their mistakes from 8,1% to 3,9%. The third-year students decreased their mistakes from 6,6% to 5,1%. This information proved that this set of activities contributed to the learning process of the prepostions with, in, on, at, for and to.
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Palavras-chave
Ficções de fã, Ensino de línguas por tarefas, Corpus de aprendizes, Aprendizagem direcionada por dados, Fanfictions, Task-based language teaching, Learner corpora, Data-driven learning