Navegando por Orientadores "MAGNO E SILVA, Walkyria Alydia Grahl Passos"

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Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior
(Universidade Federal do Pará, 2021-03-19) RABELO, Jhonatan Allan de Andrade; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Self-access centers are spaces dedicated to the fostering of autonomy in language learning. They hold a variety of materials for self-directed learning (GARDNER; MILLER, 1999; COTTERAL; REINDERS, 2000; DOFS; HOBBS, 2011). At the Federal University of Pará, this space is the Base de Apoio à Aprendizagem Autônoma (BA³), which offers different forms of support to the undergratuation students of the School of Modern Foreign Languages since 2004. The positive effects that BA³ has had on students’ language learning can be found in publications of the field (MAGNO E SILVA. 2017; RABELO, MORHY, 2019). However, there is a noticeable gap which is the potential self-access centers can have on teacher education. The Applied Linguistics literature shows that Brazilian universities give little attention to the matter of autonomy in Teacher Education syllabi, even though it has been studied for over five decades. Educating teachers so they are able to foster autonomy demands practical experiences founded on a solid theoretical basis, especially when one considers the complex dynamic character of the autonomization process (PAIVA, 2006; LARSEN-FREEMAN; CAMERON; 2008). This reason justifies further debates on Teacher Education with a focus on learner autonomy and, consequently, the contributions that can emerge from the establishment of self-access centers in universities. Thus, this doctoral dissertation aims at comprehending the role of self-access centers on Teacher Education. The objectives include identifying how the work at BA³ may have benefited ten undergraduation students who worked there as teaching assistants or volunteers. Furthermore, it was attempted to verify how their perception on language teaching and learning was reframed based on the experiences they had while working there. Finally, participants’ competence on developing autonomous language learning activities was assessed, as well as the possible roles the researcher may have had while mediating this process. The theoretical references of this dissertation covered different themes, which constitute the mainframe of a theory on Teacher Education with focus on Learner Autonomy: motivation (USHIODA, 2008. DÖRNYEI, USHIODA, 2011), beliefs (BARCELOS, 2006), language learning strategies (OXFORD, 1990, SANTOS, 2011), and language assessment (ALVES, 2005; CUNHA, 2006). Concerning the methodological procedures, an ethnographic research was conducted at the autonomy and self-access study group, formed by the researcher and the participants. Research instruments included observations diaries, meetings recordings, and interviews. Results showed that self-access centers are spaces with great potential to Teacher Education, as they do not impose restrictions and give opportunities for pre-service teachers to experience autonomous environments, both as learners and teachers. In this process, the self-access center coordinator may act as an advisor for language teaching, bridging the gap between theory and practice and encouraging this practice by creating an atmosphere of experimentation and collaboration.
Acesso aberto (Open Access)
Aspectos motivacionais de aprendentes de Língua inglesa: um estudo de caso sob a perspectiva sociodinâmica
(Universidade Federal do Pará, 2020-07-13) CARVALHO, Luiza Moreno; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Studies in the field of language teaching and learning point to motivation as an important factor for success in learning, since it constitutes the driving force of the learner during the long process of learning. Motivation has increasingly been characterized as a dynamic and complex phenomenon, which involves, among other aspects, the individual’s view of the self as a learner and as a speaker of the target language. With this in view, this research aims to investigate the relationship between the learner's view of his L2 self and the influence of motivational agents in the emergence of possible selves within their L2 motivational self system. In order to do so, this work was based on the theoretical framework of the socio-dynamic phase of motivational studies, such as the relational view of motivation, self and context (USHIODA, 2009), the L2 Motivational Self System (DÖRNYEI, 2009) and the view of motivation as a complex dynamic system (HENRY, 2015). The theories of the socio-dynamic phase offer a new perspective of investigation and analysis of the motivation in a systemic view, which emphasizes the multifaceted character of this construct. A qualitative interpretative longitudinal research was conducted in the form of a case study carried out over eight months. Ten undergraduate students pursuing a Bachelor’s Degree in Tourism of the Universidade Federal do Pará (UFPA), in Belém, were investigated. Data were generated through learning narratives, open and closed questionnaires, and interviews. Each instrument used consisted in one of the phases of this study. Results present evidence of the influence of four groups of motivational agents, namely teachers, family, friends and classmates, on the dynamics of learners’ possible selves. Among the dynamic processes observed, there were changes in elaboration and vividness of image of the ideal self, as well as in its availability and accessibility; and changes triggered by the interaction with other self-concepts. The main sub-processes observed were social comparison (characteristics of motivational agents the learner would like to have), changes in learners’ selfperception, self-assessment and reinterpretation/re-signification of past and ongoing learning experiences. The agents influenced learners’ L2 motivational self system either by triggering changes in the image of the ideal self or by activating it, as well as by bringing up the responsibilities and commitments held by the ought-to self image.
Acesso aberto (Open Access)
Ensino e aprendizagem de línguas adicionais na complexidade: a emergência do método por projetos
(Universidade Federal do Pará, 2024-08-22) CARNEIRO, Tiago da Fonseca; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
Project-Based Learning (PBL) has increasingly garnered attention in both international and national discussions as it aims to bring students closer to everyday issues of high relevance in their communities, as well as to 21st-century life skills and competencies. This approach allows the learning of school content to emerge from reflecting on these community problems and challenges (Bender, 2014). Thus, PBL meets the demands outlined in the Brazilian National Common Core Curriculum (BNCC) by making learning meaningful in its context and time. However, in the context of additional language teaching and learning (ALTL), the absence of a Project-Based Method (PBM) grounded in discussions specific to Applied Linguistics (AL) poses challenges for teachers in its implementation, particularly when considering the classroom as a complex adaptive system (CAS). In view of this, the general objective of this study is to propose the PBM in light of complexity theory. Specifically, the following objectives were met: 1) to situate the PBM within AL by referencing the approach from which it derives, namely the Multiple Intelligences Approach; 2) to describe how the design of the PBM functions as an initial condition for PBL; and 3) to indicate how viewing the classroom as a hologram can support teachers in using the PBM as a complex method. Regarding the methodology, we conducted action research with first-year high school students at a public school in Belém, employing the following research instruments: focus group, observation protocol, and evaluation protocol. The results indicate that the PBM proposal and the suggestion of underlying procedures mitigated the difficulty of incorporating elements of PBL into ALTL, particularly due to the emergence of the managerial axis. Furthermore, it was confirmed that the PBM should operate as an initial condition, with its design being open to contingencies, and that viewing the classroom as a hologram facilitates the retroactive adaptation of the method's design. Prospectively, we hope that the PBM can support the implementation of a bilingual curriculum at the aforementioned school, as it can be utilized as a method within another approach, namely Content and Language Integrated Learning (CLIL).
Acesso aberto (Open Access)
A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica
(Universidade Federal do Pará, 2024-11-04) GANTUSS, Sarah Costa; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.