Artigos Científicos - FALE/ILC
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2811
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Navegando Artigos Científicos - FALE/ILC por Assunto "Aconselhamento linguageiro"
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Item Acesso aberto (Open Access) Aconselhamento linguageiro no processo de aprendizagem de inglês(2013-06) SILVA, Walkyria Alydia Grahl Passos Magno e; DANTAS, Larissa; MATOS, Maria Clara Vianna Sá e; MARTINS, Marja FerreiraAnother agent has appeared in the foreign languages teaching and learning context in the recent years: the language learning adviser (LLA). A working definition of this construct is presented in this text. The roles of this agent are shown and compared to the roles played by the teacher. The place where language advising happens in the institutions is presented and the best practices are described. This experiment was developed in a university in Northern Brazil and it involved teachers and students of foreign languages. The data comes from English language advisers and students. Some of the evidences of the impact of this professional on students' autonomization and motivation is described. Finally, a counseling experience conducted through technological resources, when face to face contact was not possible, is shown.Item Acesso aberto (Open Access) Trajetórias de aprendizagem, aconselhamento linguageiro e teoria da complexidade(Universidade Federal do Pará, 2015-09) SILVA, Walkyria Alydia Grahl Passos Magno e; MATOS, Maria Clara Vianna Sá e; RABELO, Jhonatan Allan de AndradeSince the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.