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 "Aprendizagem de línguas"
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Item Acesso aberto (Open Access) Nem só de conceitos vivem as transformações: equívocos em torno da avaliação formativa no ensino/aprendizagem de línguas(Universidade Federal do Pará, 2006) CUNHA, Myriam Crestian Chaves daThe purpose of this article is to present how in the learning and teaching of Portuguese as a mother tongue the concept of formative evaluation becomes meaningless when used as a magic wand to transform practices while neglecting the analysis of epistemological foundations and didactic consequences of the corresponding representations. In order to prove the legitimacy of a real regulative evaluation in the development of discursive competences, this article also examines misinterpretations motivated by the fetishizing of the concept such as the presumed interdependency of evaluative practices, the qualitative aspect of evaluative objects and also the continuous and processual aspect of evaluative practices.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.