Navegando por Assunto "Aconselhamento linguageiro"

Agora exibindo 1 - 6 de 6

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O aconselhamento linguageiro como forma de intervenção e formação docente
(Universidade Federal do Pará, 2014-06-24) NONATO, Rejane Santos; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This research aims at finding ways to improve the in-service training of English teachers from countryside public schools of Pará State. In order to do so, I use the language advising (LA) which is a form of language support that through conversations, aims at promoting selfdirected learning (GARDNER; MILLER, 1999; MOZZON-McPHERSON, 2007; RILEY, 1997; VIEIRA, 2007). I base myself on Vygotsky (1984) studies, which discuss human development and knowledge construction; Benson (2001), which deals with the process of autonomization, and Mozzon-McPherson (2001), which is about language advising. The research methodology belongs to the qualitative research method since it is an action research. The sequence of procedures was nested in the project coordinated by Magno e Silva (2013), in which firstly, the advisee’s personal experience of learning the FL was analyzed and an area of personal preoccupation was identified; then it was planned proactively targeting the area of personal preoccupation, the third step was to exert a monitored intervention, and finally, as a last step, it was done the evaluation and the replanning. To carry out this research it was used as instruments of data collection learning narratives, needs analysis questionnaire, reports of advising sessions. Subsequently, the data obtained through these instruments were organized and analyzed in the light of the theory raised. The results indicated that the LA can help in the formation of teachers in practice favoring the development of autonomy of these professionals, once the advising period allowed teachers reflect on their language knowledge, their beliefs, difficulties and strategies to overcome these difficulties, leading these teachers to perform actions in search of their linguistic and professional development.
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 Ferreira
Another 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.
Acesso aberto (Open Access)
Aconselhamento linguageiro, motivação e autonomia: um estudo de caso em escrita acadêmica em inglês
(Universidade Federal do Pará, 2015-09-04) MARTINS, Marja Ferreira; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The difficulty reported by my classmates to write their final papers and the recent studies about language counseling started by me at the time prompted me to promote a research where I could verify the impact of counseling techniques in the students’ learning process of English as FL with difficulties in academic writing. Making connections with other areas such as autonomy and motivation, which had already been the focus of my attention. I decided to conduct a research aiming to verify how the language counseling can work as a scaffold to the autonomy of undergraduate students in English as a foreign language focusing on the academic writing skills improvement and, at the same time, to analyze the impact of this experience on their motivational process. For this, I search to verify, through a case study, how is the relationship between counselor and advised develops and describe, using multiple data collection resources (facebook chat, recording and transcription of chat sessions related to their writing problems and a final interview) to a better performance in academic writing. The results obtained through analysis of the collected material allowed me to observe that actually there is a considerable impact of language counseling techniques described by Kelly (1996), Stickler (2001) and Mynard (2012) both in autonomy and in student’s motivation process toward to the development their his writing skills for academic purposes.
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.
Acesso aberto (Open Access)
A influência do aconselhamento linguageiro na trajetória de uma aluna de letras - inglês
(Universidade Federal do Pará, 2015-04-28) MORHY, Sádie Saady; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Learning foreign languages (FL) implies the interconnection of several factors that contribute directly or indirectly in the process. However, studies on learning resent the lack of a holistic view, which can provide a more complete understanding of the trajectory of the students. Advising is a form of learning support that consists of meetings between the counselor and the student, usually individually (REINDERS, 2008). The counselor works with the student as a facilitator, mentor, adviser, helper, support staff and consultant (MOZZON-MCPHERSON, 2001). This dissertation aims at advancing the study on language advising and its contribution in the process of learning a foreign language. The purpose is to observe how advising interferes in the formation of a student of Letters, English, at UFPA. Through predominantly a qualitative approach, this case study follows a single subject, a language student of English, for two academic years. Data were collected through participant observation - advising - and includes testimonials, stories, interviews and reports. The material collected was analyzed according to the precepts of Complexity Theory (CT), which according to Vasconcelos (2002) is presented as a new paradigm and goes beyond the Newtonian model. CT accounts for the stability of phenomena at the same time that it recognizes that they may be unstable; in addition, it takes into account the inter-subjectivity between phenomena. This leads to a better understanding of the processes of identity and motivational (trans)formation in learning a foreign language. Larsen-Freeman and Cameron (2008) consider that the CT content is seen as part of the system and not merely as its background. Data analyses showed us that advising contributed to the formation of the student; it could also perturb her learning trajectory and develop the student’s autonomy.
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 Andrade
Since 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.