Navegando por Assunto "Aconselhamento em aprendizagem de línguas"

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Acesso aberto (Open Access)
Diálogo no aconselhamento em aprendizagem de inglês: interação, reflexão e autonomia
(Universidade Federal do Pará, 2018-07-12) RIBEIRO, Juliana Araújo; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
In the last decades, advising in language learning (ALL) has emerged as an approach which aims at promoting learners’ autonomy (KELLY, 1996; MOZZON-MCPHERSON; VISMANS, 2001; CARSON; MYNARD, 2012; MAGNO E SILVA, 2012, 2016; KATO; MYNARD, 2015). In the Language Teaching Undergraduate course at the Federal University of Pará, some students enter with low proficiency and they need to develop both teaching and language skills. Anxiety, low self-esteem and demotivation are some of the affective states these learners go through. To help them an advising service was established. This research investigated how the dialogue in ALL happens and how effective it can be to promote learner’s autonomy for three advisees at that college. They all started the course with low proficiency in English. Virtual and face to face sessions were analyzed and questionnaires were applied to advisees and advisers. Besides, I aimed at verifying the interactional patterns and how reflection is enhanced by the advisers. The theoretical background is based on ALL studies, on Vygotsky’s (1991) sociocultural perspective, on works of Dewey (1910), Boyd and Fales (1983) and Schön (2000) about reflection. The results indicate that in ALL there’s a less hierarchical relationship as they work collaboratively towards a goal, negotiating activities, themes to be discussed, place and time for meeting. I also identified some strategies used by the adviser to promote reflection, with a non-directive attitude. Besides that, there was a prevalence of the first language use during the sessions with beginners and the target language was used as an opportunity to practice it by the more proficient learners. Finally, we believe that listening to ALL conversations means a greater understanding of the possibilities for teaching practices in which learners have their voices heard and valued.
Acesso aberto (Open Access)
Práticas de aconselhamento e regulação da aprendizagem em aulas de Português língua estrangeira: em busca de uma integração
(Universidade Federal do Pará, 2021-02-26) OLIVEIRA, Marcia Alves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
This study aims at articulating language counseling and formative assessment practices in learning Portuguese as a Foreign Language (PFL) by beginner students who have experienced a context of immersion in Brazil, in an intensive course to prepare for a certification exam in which they must achieve the equivalent to B1 level of the Common European Framework of Reference for Languages (CEFR). The motivation for carrying out this study arose from my personal experience as a language learning advisor and from an interest in understanding how regulatory and self-regulatory processes of formative assessment can be enhanced through counseling practices. However, language learning advising usually takes place outside the classroom, at the pace desired by the learner, and it is not necessarily linked to the learning objects of language classes, as it occurs with formative assessment which is exercised towards learning objectives. The PFL class of the Student-Graduation Agreement Program (PEC-G) of the Federal University of Para (UFPA) has only seven to eight months to pass the exam. So, it is a favorable environment to develop research in formative assessment and counseling practices linked to a pedagogical action. Therefore, this research aims at contributing to a didactic-pedagogical articulation between regulatory and self-regulatory learning processes as well as counseling in language learning to foster students’ autonomy. This study is an action research carried out in a class named pre-PEC-G at the School of Modern Foreign Languages (FALEM) of the Institute of Letters and Communication (ILC) from February to October 2019, adopting a qualitative interpretative approach. Data, although limited, shows the benefits obtained from this integration between formative assessment processes and counseling practices that allowed a significant increase on the cognitive and metacognitive self-regulation of learners regarding their learning process, and, consequently, enhancing the development of their autonomy.