Navegando por Autor "RABELO, Jhonatan Allan de Andrade"

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Acesso aberto (Open Access)
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)
Fomento da autonomia na aprendizagem de inglês por meio do aconselhamento linguageiro: um estudo de caso sob a perspectiva ecológica
(Universidade Federal do Pará, 2016-02-16) RABELO, Jhonatan Allan de Andrade; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This study aims at investigating the way in which language advising can contribute to the processes of autonomy development under the light of the Ecological Approach. In order to do so, I review the main concepts of those three theoretical groundings. The practices of language advising, which is a support offered to learners with the intent to foster their autonomy, are discussed from the lenses of the Ecological Approach – a new paradigm of postmodern Science which analyses its objects considering their complex character. (GIBSON, 1986; CUTTING, 1993; VAN LIER, 2004). It focuses on the investigation of the perceptions actors have of the elements in the environment, determining its affordances and constraints. The concepts presented by this approach might grant a new perspective to the study of autonomy and language advising. The research methodology which I use to guide this research is the Case Study. I describe the learning trajectory of an English learner. The instruments of data collection were the goals list, a document of the research group I belong; the recording of the advising sessions; the learning narrative and the learning journals written by the participant. The results show that the perception, interpretation and action over the affordances of the environment can be important parameters to autonomy fostering and assessment; and also that the language advisor may be a rich source of learning opportunities for language learners.