A sessão de mediação no teletandem: um estudo sobre sua estrutura com base na Análise da Conversação
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Data
2021-04-26
Autores
Sartori, Jéssica Sordi [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Teletandem é um contexto virtual, autônomo e colaborativo de ensino e aprendizagem de línguas estrangeiras, no qual dois falantes de línguas diferentes utilizam recursos de tecnologia VOIP (texto, voz e imagem de webcam) para interagir com o parceiro praticando a língua estrangeira e auxiliando-o a aprender a sua língua materna (ou de proficiência) (TELLES, 2015). Além da interação, há a previsão de uma assistência pedagógica (EVANGELISTA; SALOMÃO, 2019), que é realizada por mediadores. Estes aconselham os participantes e os incentivam a refletir sobre sua prática como tutores e aprendizes de uma língua estrangeira após a realização da sessão de teletandem. A mediação geralmente é feita por meio de conversas reflexivas em grupo após as sessões de interação na Faculdade de Ciências e Letras da Unesp de Araraquara (FCLAr). O intuito desta pesquisa foi investigar como o mediador guia e lida com a sessão de mediação no teletandem. O referencial teórico que norteia este trabalho destaca: características e princípios do teletandem (SALOMÃO, 2006; TELLES; VASSALO, 2006), a mediação, seus diferentes tipos e os procedimentos usados pelos mediadores (EVANGELISTA; SALOMÃO, 2019; SALOMÃO, 2008; TELLES; MAROTI, 2011; VYGOTSKY, 1994) e também a Análise da Conversação e a sistemática de tomada de turnos de fala (GAGO, 2002; MARCUSCHI, 1986; SACKS; SCHEGLOFF; JEFFERSON, 1974). Trata-se de uma pesquisa qualitativa e interpretativista (DÖRNYEI, 2007), que utiliza um questionário inicial, gravações das sessões de mediação (realizadas de forma presencial antes da pandemia do coronavírus) e uma entrevista final com as mediadoras. Os dados foram analisados sob a perspectiva da Análise da Conversação (AC), pois através dela pode-se depreender que muitas falas ou reações dos mediadores que poderiam passar despercebidas, na verdade são essenciais para a análise dos dados, como por exemplo: o riso e os marcadores verbais e não-verbais. As participantes de pesquisa são três mediadoras do teletandem que já possuem experiência nesse ambiente, sendo que duas cursam pós-graduação em Linguística e Língua Portuguesa e uma está cursando a graduação em Letras. Na análise dos dados, foram estabelecidas as seguintes categorias: abertura da mediação; desenvolvimento da mediação e uso de marcadores verbais; fechamento da mediação; sobreposição de vozes ou falas simultâneas; pares adjacentes e riso. Por meio da análise dos dados verificamos que as mediações eram divididas em três partes, abertura, desenvolvimento e fechamento. Os pares adjacentes pergunta e resposta (SACKS; SCHEGLOFF; JEFFERSON, 1974) movem a mediação, posto que as perguntas das mediadoras incitam respostas dos participantes, juntamente com os marcadores verbais e não-verbais que foram encontrados durante todas as mediações. Os tipos de perguntas predominantes são as abertas e há presença do riso, e da sobreposição de vozes nas três mediações. Todas essas características citadas são marcantes do gênero pedagógico, pois os mediadores constroem empatia junto com os interagentes. Mediante a análise dos resultados baseada na AC pode-se reforçar e comprovar linguisticamente que a mediação é um ato pedagógico. Essa análise propiciou a descrição das mediações e a possibilidade de demarcar a mediação como gênero pedagógico.
Teletandem is a virtual, autonomous and collaborative context of teaching and learning foreign languages in which two speakers of different languages use technology resources VOIP (text, voice and webcam image) to interact with their partner, practicing their foreign language and helping the other to learn his/her mother tongue (or the language of proficiency) (TELLES, 2015). Besides the interaction, there is a pedagogical assistance (EVANGELISTA; SALOMÃO, 2019), which is performed by mediators. They assist the participants by giving advice and making them reflect about their practice as tutors and learners of a foreign language after a teletandem session. Generally, the mediation is done by reflecting in group about the session after the interaction sessions at the School of Languages and Sciences of São Paulo State University at Araraquara (FCLAr). This research aimed at investigating the work of mediators on teletandem sessions, their function and how they structure the mediation session. The theoretical framework that guides this work emphasizes the characteristics and principles of teletandem (SALOMÃO, 2006; TELLES; VASSALO, 2006), the mediation, its different types and the procedures and training of the mediators (EVANGELISTA; SALOMÃO, 2019; SALOMÃO, 2008; TELLES; MAROTI, 2011; VYGOTSKY, 1994) and also Conversation Analysis (CA) and systematics of turn-taking (GAGO, 2002; MARCUSCHI, 1986; SACKS; SCHEGLOFF; JEFFERSON, 1974). The research is qualitative and interpretative (DÖRNYEI, 2007) and uses an initial questionnaire, recordings of the mediation sessions (which happened in person before the coronavirus pandemic) and a final interview with the mediators. The data were analyzed based on the Conversation Analysis perspective, because it helps to infer that many talks or reactions from mediators that seem to be uninteresting to the research context actually are essential for data analysis, as an example: the laugh and verbal and non-verbal markers. The participants of this research are three teletandem mediators that are already experienced in this area. Two of them attend post-graduate courses in Linguistics and Portuguese Language and the third one is attending graduation in Language Studies. In the data analysis, some categories were established: opening of the mediation; mediation development and the use of verbal markers; ending of the mediation session; overlapping voices or simultaneous speeches; adjacency pairs and laugh. By way of the data analysis, we examine that the mediations were divided into three parts: opening, development and ending. The adjacency pairs question-answer (SACKS; SCHEGLOFF; JEFFERSON, 1974) move the mediation because the mediators’ questions encourage participants’ answers with the verbal markers and non-verbal markers that were found during all the mediations. The predominant kinds of questions are open and there is laugh and simultaneous speeches in the three mediations. All these characteristics cited are remarkable in the pedagogical genre, because the mediators construct empathy with the participants. By way of the results analysis based on the CA it can be linguistically proven and reinforced that the mediation is a pedagogical act. This analysis provided a description of the mediations and the possibility of demarcating mediation as a pedagogical genre.
Teletandem is a virtual, autonomous and collaborative context of teaching and learning foreign languages in which two speakers of different languages use technology resources VOIP (text, voice and webcam image) to interact with their partner, practicing their foreign language and helping the other to learn his/her mother tongue (or the language of proficiency) (TELLES, 2015). Besides the interaction, there is a pedagogical assistance (EVANGELISTA; SALOMÃO, 2019), which is performed by mediators. They assist the participants by giving advice and making them reflect about their practice as tutors and learners of a foreign language after a teletandem session. Generally, the mediation is done by reflecting in group about the session after the interaction sessions at the School of Languages and Sciences of São Paulo State University at Araraquara (FCLAr). This research aimed at investigating the work of mediators on teletandem sessions, their function and how they structure the mediation session. The theoretical framework that guides this work emphasizes the characteristics and principles of teletandem (SALOMÃO, 2006; TELLES; VASSALO, 2006), the mediation, its different types and the procedures and training of the mediators (EVANGELISTA; SALOMÃO, 2019; SALOMÃO, 2008; TELLES; MAROTI, 2011; VYGOTSKY, 1994) and also Conversation Analysis (CA) and systematics of turn-taking (GAGO, 2002; MARCUSCHI, 1986; SACKS; SCHEGLOFF; JEFFERSON, 1974). The research is qualitative and interpretative (DÖRNYEI, 2007) and uses an initial questionnaire, recordings of the mediation sessions (which happened in person before the coronavirus pandemic) and a final interview with the mediators. The data were analyzed based on the Conversation Analysis perspective, because it helps to infer that many talks or reactions from mediators that seem to be uninteresting to the research context actually are essential for data analysis, as an example: the laugh and verbal and non-verbal markers. The participants of this research are three teletandem mediators that are already experienced in this area. Two of them attend post-graduate courses in Linguistics and Portuguese Language and the third one is attending graduation in Language Studies. In the data analysis, some categories were established: opening of the mediation; mediation development and the use of verbal markers; ending of the mediation session; overlapping voices or simultaneous speeches; adjacency pairs and laugh. By way of the data analysis, we examine that the mediations were divided into three parts: opening, development and ending. The adjacency pairs question-answer (SACKS; SCHEGLOFF; JEFFERSON, 1974) move the mediation because the mediators’ questions encourage participants’ answers with the verbal markers and non-verbal markers that were found during all the mediations. The predominant kinds of questions are open and there is laugh and simultaneous speeches in the three mediations. All these characteristics cited are remarkable in the pedagogical genre, because the mediators construct empathy with the participants. By way of the results analysis based on the CA it can be linguistically proven and reinforced that the mediation is a pedagogical act. This analysis provided a description of the mediations and the possibility of demarcating mediation as a pedagogical genre.
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Palavras-chave
Teletandem, Mediação, Ensino e aprendizagem de línguas, Formação de professores, Mediation, Teaching and learning languages, Teachers development