Navegando por Assunto "Centros de autoacesso"

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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)
Aprendizagem de Língua Inglesa mediada por sítios: uma atividade promovida em um centro de autoacesso
(Universidade Federal do Pará, 2019-01-30) BORGES, Kleiton de Sousa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The Applied Linguistics (AL) studies in the area of teaching and learning languages have been conducted in an interdisciplinary way. One of the themes of these studies is the research on autonomy in language learning in order to understand how this process is instigated in learners from diverse learning situations. New technologies, as Computer Assisted Language Learning (CALL) and Information and Communication Technologies (ICT) are tools that can stimulate the development of this autonomy. These tools are present in educational institutions and in the daily life of teachers and students, enabling learning of a foreign language (FL) in an effective way (LEFFA, 2006; OLIVEIRA, 2012; ANDRADE, 2014; ARAÚJO, 2017). ICT is also used in self-access centers (SAC) in order to foster the autonomous studies of language learners in these spaces (GARDNER; MILLER, 1999; BARRS, 2010; MAGNO E SILVA, 2014; MYNARD, 2016). This work aimed to understand in what ways the activities mediated by computers, through sites, could influence the English language learning of students who attend and participate in activities at Base de Apoio à Aprendizagem Autônoma (BA3), a self-access center located at the Faculdade de Letras Estrangeiras Modernas (FALEM) of the Federal University of Pará (UFPA). A case study was conducted employing a quanti-qualitative approach with observation and application of on-line questionnaires. The results showed that English language learning sites influenced positively the development of participants' autonomy, since they began to use these sites on their own to practice by listening, reading and speaking English. It was also found that the good layout and the types of activities of these sites were important items which led learners to use them.