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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Intera??o em sala de aula de l?ngua inglesa: o feedback como estrat?gia do desempenho assistido

Varela, Leodecio Martins 06 December 2011 (has links)
Made available in DSpace on 2014-12-17T15:06:56Z (GMT). No. of bitstreams: 1 leodecioMV_DISSERT.pdf: 1344757 bytes, checksum: 467e2bc354c5aa9b1ee0a1fae078b6ef (MD5) Previous issue date: 2011-12-06 / Universidade Estadual do Rio Grande do Norte / This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A?u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner?s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur?s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher?s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher?s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge / O presente trabalho caracteriza as pr?ticas e os efeitos do feedback de um professor na intera??o oral com os seus alunos em sala de aula de L?ngua Inglesa em uma escola de Ensino Fundamental II, 6? Ano, em A?u/RN, Brasil. Para tanto, tomamos como base as pesquisas de Vygotsky (1975) e Bruner (1976), os quais afirmam que a aprendizagem ? constru?da por meio da intera??o entre um parceiro mais experiente (professor, pais, amigos) e o aluno, o qual exerce papel ativo reconstrutor do conhecimento, bem como os estudos de Ur (2006) e Brookhart (2008), entre outros pesquisadores em Lingu?stica Aplicada que defendem que o feedback precisa ser de tipo avaliativo formativo, uma vez que estabelece interfaces com a autonomia e o avan?o da aprendizagem do aluno. Trata-se de pesquisa de natureza qualitativa e de base interpretativista, cuja relev?ncia reside no fato de que o ambiente natural (sala de aula) ? fonte direta dos dados gerados neste estudo por meio de observa??es/anota??es de campo e de transcri??es de cinco aulas de Ingl?s gravadas em ?udio. Os resultados do estudo apontam para as seguintes constata??es: o professor parece ainda seguir padr?es de intera??o de sala de aula que atendem ao processo IRA (Inicia??o, Resposta e Avalia??o) nos moldes behavioristas: (1) ele fala mais e determina os turnos de fala; (2) o professor faz mais perguntas, bem como dirige as atividades na maior parte do tempo; (3) o feedback do professor apresenta os tipos: feedback pergunta, feedback modelo, feedback resposta repetida, feedback elogio, feedback deprecia??o, feedback avalia??o positiva/negativa e feedback sarcasmo, cujas fun??es parecem ser avaliar o desempenho dos alunos com base em acertos e erros . Isso implica dizer que o feedback, dessa forma, pode n?o ajudar o aluno a avan?ar na aquisi??o do conhecimento pelo seu valor avaliativo normativo. Assim sendo, cabe ao professor fornecer feedback avaliativo formativo ao estudante no sentido de que ele possa avan?ar na aprendizagem da linguagem e na constru??o do conhecimento

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