O gerenciamento do erro em aulas de inglês como língua estrangeira: um estudo com foco na produção oral
Data
2008-06-01
Autores
Cavalari, Suzi Marques Spatti [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual de Campinas (UNICAMP), Departamento de Linguística Aplicada
Resumo
Este trabalho foi realizado com o objetivo de se investigar o gerenciamento do erro em aulas de inglês como língua estrangeira e suas implicações para o processo de ensino e aprendizagem. em sua primeira etapa, a investigação buscou (a) verificar como os participantes da pesquisa vivenciavam o erro e a correção, (b) descrever as principais características das interlínguas dos aprendizes naquele momento. Na segunda etapa do trabalho, desenvolveu-se uma proposta de intervenção e tratamento dos erros mais recorrentes, por meio da qual se pretendia implementar ações pedagógicas com foco na forma (FonF) que promovessem a negociação de determinados aspectos lingüísticos. Os dados foram coletados por meio de entrevistas, questionários, gravações audiovisuais, observações das aulas, notas de campo transformadas em diários, sessões de visionamento com os aprendizes e de discussão com a professora participante, num processo cíclico e contínuo, a fim de se embasarem as decisões referentes ao processo interventivo. Verificou-se que os movimentos corretivos empregados para promover momentos de negociação da forma se mostraram uma importante ferramenta no tratamento dos erros por ajudarem os aprendizes a perceberem lacunas em suas interlínguas e a se esforçarem para refazer suas produções consideradas imprecisas. Nesse esforço, observou-se a importância do papel do professor ao fornecer os andaimes necessários para que cada aprendiz pudesse se monitorar. Considerou-se, também, a relevância do aspecto complementar entre os dois focos - foco na forma x foco na mensagem para o processo de ensino e aprendizagem de língua estrangeira por instrução.
This study was carried out in order to investigate error management in EFL (English as a foreign language) classes and its implications for the teaching and learning process. In its first stage, this investigation aimed at assessing how the participants perceived error and its correction in the classroom as well as describing the main characteristics of learners´ interlanguages. The second stage presented an intervention plan for treating the most recurrent errors by means of pedagogical actions which exhibit characteristics of focus on form (FonF) and which foster negotiation of certain linguistic aspects. Data was collected by means of interviews, questionnaires, audiovisual recordings, class observation, field notes and diaries, viewing sessions with learners and discussion sessions with the teacher in a cyclical and continuous process, in order to provide a basis for decision-making during the intervention process. It was found that some corrective feedback moves which foster negotiation of form proved to be useful tools in helping learners notice a gap in their interlanguages and make an effort to correct their own errors in oral performance. In this process, the teacher´s role was believed to be extremely significant in providing relevant scaffolded help. Moreover, the complementary aspect of both focus focus on form x focus on message was considered extremely relevant to instructed teaching and learning process.
This study was carried out in order to investigate error management in EFL (English as a foreign language) classes and its implications for the teaching and learning process. In its first stage, this investigation aimed at assessing how the participants perceived error and its correction in the classroom as well as describing the main characteristics of learners´ interlanguages. The second stage presented an intervention plan for treating the most recurrent errors by means of pedagogical actions which exhibit characteristics of focus on form (FonF) and which foster negotiation of certain linguistic aspects. Data was collected by means of interviews, questionnaires, audiovisual recordings, class observation, field notes and diaries, viewing sessions with learners and discussion sessions with the teacher in a cyclical and continuous process, in order to provide a basis for decision-making during the intervention process. It was found that some corrective feedback moves which foster negotiation of form proved to be useful tools in helping learners notice a gap in their interlanguages and make an effort to correct their own errors in oral performance. In this process, the teacher´s role was believed to be extremely significant in providing relevant scaffolded help. Moreover, the complementary aspect of both focus focus on form x focus on message was considered extremely relevant to instructed teaching and learning process.
Descrição
Palavras-chave
gerenciamento do erro, ensino e aprendizagem, língua estrangeira, error management, teaching and learning, foreign language
Como citar
Trabalhos em Linguística Aplicada. UNICAMP. Departamento de Linguística Aplicada, v. 47, n. 1, p. 45-63, 2008.