Diálogo no aconselhamento em aprendizagem de inglês: interação, reflexão e autonomia

Abstract

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.