Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-24T15:34:45Z No. of bitstreams: 1 raquelsantoslombardi.pdf: 1162254 bytes, checksum: be28c3880eed3a491358dbda0d986088 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-27T17:41:47Z (GMT) No. of bitstreams: 1 raquelsantoslombardi.pdf: 1162254 bytes, checksum: be28c3880eed3a491358dbda0d986088 (MD5) / Made available in DSpace on 2017-03-27T17:41:47Z (GMT). No. of bitstreams: 1 raquelsantoslombardi.pdf: 1162254 bytes, checksum: be28c3880eed3a491358dbda0d986088 (MD5) Previous issue date: 2014-03-21 / Este trabalho tem por objetivo investigar como é tratada a produção oral em um livro didático de Língua Inglesa aprovado pelo Programa Nacional do Livro Didático (PNLD) – 2011: Língua Estrangeira Moderna, sob a ótica de teorias de gêneros (abordagens sociodiscursivas e sociorretóricas) e dos Novos Estudos do Letramento. Através de pesquisa documental, analisamos as atividades de produção oral de todos os quatro livros da coleção, tendo em vista verificar se elas se orientam adequadamente pela noção de gênero, se há diversidade de gêneros orais para além de diálogos pré-fabricados e se os gêneros são explorados tanto em termos de sua dimensão linguística quanto sociocultural, apresentando, dessa forma, propósitos comunicativos bem definidos. Observamos, ainda, se tais atividades se apresentam como formas capazes de promover, de alguma maneira, o letramento do aluno, dando condições aos aprendizes de se familiarizarem com situações que apontem para suas práticas sociais fora da sala de aula. Os resultados sinalizam para a predominância de uma oralização da escrita, levando-nos a concluir que as atividades, apesar de apresentarem alguns gêneros orais, não se ancoram adequadamente na noção de gênero, não propiciando, de forma clara, o desenvolvimento de letramentos na língua estrangeira. / This work aims at investigating how oral production is presented in an English textbook approved by PNLD (Programa Nacional do Livro Didático – 2011: Língua Estrangeira Moderna) under the perspective of genre theories (socio-discursive and sociorhetoric approaches) and the New Literacy Studies. Through a documentary research, we analyze the activities of oral production of the four textbooks of the collection in order to ascertain whether they are guided properly by the notion of genre, if there is diversity of oral genres beyond prefabricated dialogues, and if the genres are explored both in terms of their language and sociocultural dimension, presenting, thus, well-defined communicative purposes. We also observe if such activities are ways to promote, in any way, the literacy of the student, providing the learners with conditions to familiarize themselves with situations that point to their social practices outside the classroom. The results indicate the predominance of an oralization of writing, leading us to conclude that the activities, despite presenting some oral genres, are not properly anchored in the notion of genre, not being able to clearly provide the development of literacies in foreign language.

Dentro del marco teórico didáctico existen varias investigaciones sobre cómo se debe corregir al alumnado que estudia lenguas extranjeras, pero la mayoría de las investigaciones faltan la perspectiva del alumnado, es decir, el recipiente de la corrección. Por eso, el propósito de la presente investigación ha sido investigar las opiniones de aprendices en las clases de ELE en Suecia en cuanto a la corrección de su producción oral. La investigación se ha desempeñado por un método cuantitativo, por dos encuestas, dirigidas al alumnado del bachillerato al igual que al profesorado de estas clases. Las encuestas contienen las mismas preguntas, pero el enfoque de ambos está en el punto de vista de los aprendices, con el fin de poder comparar las respuestas. Las preguntas tratan de cómo evalúan su propio español, qué método de corrección prefieren, por qué prefieren un método a otro y si sus profesores usan su método preferido. Además, se ha usado Fisher’s exact test con el objetivo de ver si existe alguna correlación entre las variables motivación o competencia y la preferencia por alguna metodología de corrección. El resultado ha revelado que el método más preferido del alumnado es “Las claves metalingüísticas”, es decir, un método en el cual el profesorado da claves metalingüísticas a los estudiantes, para ayudarles a corregirse (Loewen,2007) y la razón más importante por la cual prefiere un método a otro es que quiere saber por qué lo que ha dicho está malo, no sólo que está malo. Las opiniones del alumnado y del profesorado no coinciden en cuanto a qué método prefiere el alumnado, no obstante, sí coinciden en la razón por la cual se prefiere una metodología de corrección a otra. Además, ambos el alumnadoy el profesorado piensan que el profesorado usa el método preferido del alumnado casi siempre. La prueba Fisher’s exact test ha develado que no existe ninguna correlación estadísticamente significativa entre las variables motivación o competencia y la preferencia por algún método de corrección. / Within the didactic theoretical framework there are several investigations on how students who study foreign languages should be corrected, but most investigations lack the perspective of the students, in other words, the recipient of the correction. Therefore, the aim of this study has been investigating the opinions of students regarding the correction of oral errors that the students produce in the classes of SSL (Spanish as a foreign language) in Sweden. The study has been carried out through a quantitative method, through two surveys, addressed to students in high school as well as the teachers of these classes. The surveys contain the same questions, however, the focus of both is on the point of view of the students, in order to be able to compare the answers.The questions involve how the students evaluate their own Spanish, which correction method they prefer, why they prefer a method over another and if their teachers use their preferred method. Furthermore, Fisher's exact test has been used to see if there exists any correlation between the variables motivation or competence and the preference for any of the correction methods. The result has revealed that the most preferred method is “Las claves metalingüísticas”, a method in which teachers give metalinguistic clues to students, to help them correct themselves (Loewen, 2007) and that the most important reason regarding why the students prefer a method is that they want to know why what they have said is incorrect, not only that it is incorrect. The opinions of the students and the teachers do not coincide regarding the method preferred by the students, however, they do regarding the reason why they prefer a method over another. Furthermore, both students and teachers think that the teachers use the student´s preferred method almost always. Fisher’s exact test has revealed that there does not exist any correlation between the variables motivation or competence and the preference for any of the correction methods.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-08-13T19:00:38Z No. of bitstreams: 1 Vanessa Logue Dias.pdf: 6815440 bytes, checksum: 73b4c464e0bcc953845d2f5ca5f32e43 (MD5) / Made available in DSpace on 2015-08-13T19:00:38Z (GMT). No. of bitstreams: 1 Vanessa Logue Dias.pdf: 6815440 bytes, checksum: 73b4c464e0bcc953845d2f5ca5f32e43 (MD5) Previous issue date: 2015-03-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A partir de uma visão sociocultural do processo de ensino-aprendizagem de língua estrangeira (VYGOTSKY, 1984; LANTOLF, 2000; SWAIN, 2006), esta dissertação visa a realizar uma análise das atividades de produção oral da série didática It Fits do PNLD-2014. Segundo o Guia do PNLD-2014 (BRASIL, 2013), a coleção foi a única de língua estrangeira a receber pontuação máxima para as atividades de speaking, habilidade que, geralmente, não é enfatizada nos livros distribuídos para as escolas públicas brasileiras. Buscou-se, assim, observar como a produção oral é tratada nos livros didáticos da coleção, procurando identificar os aspectos positivos e pontos a serem melhorados nas atividades propostas. A fim de levar a cabo a análise, critérios foram desenvolvidos para verificar se as atividades de produção oral estimulam o conhecimento sistêmico, de mundo e textual (BRASIL, 1998), o letramento (BIONDO, 2012), a colaboração (DONATO, 1994) e a construção de gêneros textuais (DIAS, 2009). Constatou-se que os livros didáticos da coleção trazem boas atividades de speaking, que atendem, em sua maioria, satisfatoriamente aos critérios de análise. Entretanto, a produção oral proposta na série didática carece de momentos mais colaborativos no processo de construção de gêneros orais. Assim, considerando a colaboração essencial na aprendizagem de uma LE, este trabalho faz sugestões de adaptações para algumas atividades com o intuito de transformá-las em tarefas: situações pedagógicas nas quais os alunos trabalham colaborativamente para atingir objetivos comuns de aprendizagem. (SWAIN; LAPKIN, 2001). Logo, o professor que utiliza o material pode aproveitar as sugestões a fim de ampliar as oportunidades de produção oral significativa dentro da sala de aula de língua inglesa. / This study follows the principles of sociocultural theory (VYGOTSKY, 1984; LANTOLF, 2000; SWAIN, 2006) to discuss the foreign language teaching-learning process. It aims to analyze oral production activities belonging to the didactic series It Fits, from PNLD-2014 (Brazilian National Program of Textbooks - 2014). According to the PNLD-2014 Guide (BRASIL, 2013), It Fits was the only foreign language didactic collection to receive the maximum score for the speaking activities, an ability which is usually not emphasized in the textbooks distributed to Brazilian public schools. Thereby, we observed how the oral production is proposed in the textbooks of the didactic collection, trying to identify the positive aspects and points to be improved in the proposed activities. In order to carry out the analysis, some criteria were developed to verify whether the oral production activities stimulate the three kinds of knowledge in focus: systemic, world and textual (BRASIL, 1998), literacy (BIONDO, 2012), collaboration (DONATO, 1994) and genres construction (DIAS, 2009). The results revealed that the textbook collection brings good speaking activities, mostly serving well the analysis criteria. However, the oral production proposed in the didactic series needs more collaborative occasions in the genre construction process. Considering collaboration as an essential element in the process of learning a foreign language, this study makes some suggestions for adaptations of some activities in order to turn them into tasks: pedagogical situations in which students work collaboratively to achieve common learning goals. (SWAIN; LAPKIN, 2001). Therefore, the teacher who uses the material can use these suggestions in order to expand the significant oral production opportunities in the English language classroom.

Submitted by ADRIANA MAURA BARBOZA MERLIN null (drimerlin@hotmail.com) on 2017-05-16T02:05:02Z No. of bitstreams: 1 Efeito do MEI (Multiple Exemplar Instruction) na integração entre repertórios de ouvinte e falante em crianças com Desordem do Espectro da Neuropatia Auditiva e implante coclear.pdf: 1899105 bytes, checksum: d8d54b35191a2f700898f07ef9b574b9 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-16T14:55:26Z (GMT) No. of bitstreams: 1 merlin_amb_me_bauru.pdf: 1899105 bytes, checksum: d8d54b35191a2f700898f07ef9b574b9 (MD5) / Made available in DSpace on 2017-05-16T14:55:26Z (GMT). No. of bitstreams: 1 merlin_amb_me_bauru.pdf: 1899105 bytes, checksum: d8d54b35191a2f700898f07ef9b574b9 (MD5) Previous issue date: 2017-03-28 / Estudos da parceria entre a Fonoaudiologia e Análise do Comportamento têm investigado sob quais condições de ensino implantados cocleares pré-linguais aprendem habilidades auditivas e as relações que estabelecem com a produção oral. Uma rota que permite a extensão do controle entre repertórios verbais é o Ensino por Múltiplos Exemplares (do inglês Multiple Exemplar Instruction, MEI), que tem sido pouco explorada em estudos com usuários de implante coclear. Este estudo objetivou investigar o efeito do ensino por MEI sobre a integração entre repertórios de ouvinte e falante em crianças com Desordem do Espectro da Neuropatia Auditiva (DENA) e usuárias de implante coclear (IC). Participaram três crianças com 6 anos de idade, uma do sexo feminino e duas do sexo masculino, com o diagnóstico de DENA e um quadro de perda auditiva severa-profunda, bilateral e pré-lingual. Todos os participantes usavam implante coclear uni ou bilateral, frequentavam o ensino regular e recebiam atendimento multidisciplinar no follow-up do serviço de implante coclear. Os participantes apresentavam maturidade intelectual típica e reconhecimento auditivo inferior à idade cronológica, aferidos pela Escala Colúmbia de Maturidade Intelectual e o Peabody Picture Vocabulary Test (PPVT-4R). Foram adotados estímulos auditivos e figuras que corresponderam às palavras (substantivos) e sentenças de dois termos (substantivos+adjetivos), que foram convencionais (para GABI e SOZA) e não convencionais (para DOZA). O estudo empregou um delineamento de sondas múltiplas e foi composto por sondas e ensino. As sondas foram intercaladas com o ensino e avaliaram as relações de discriminação condicional auditivo-visual, de tato e de ecoico para os estímulos de todas as unidades. O ensino foi organizado em duas unidades e cada unidade tinha dois passos; no passo 1, eram ensinadas relações verbais envolvendo apenas substantivos; no passo 2, substantivos+adjetivos. Os blocos de ensino foram estruturados por MEI e apresentavam de maneira rotativa as tarefas de ecoico, de ouvir baseado em seleção (discriminação condicional auditiva-visual) e de tato. Na primeira sonda (pré-teste), os participantes apresentaram desempenhos de ouvinte com variabilidade (100% de acertos para GABI, 60% para SOZA e nulo para DOZA) e os desempenhos de falante foram discrepantes, com porcentagem de acertos nos desempenhos de falante superior ou inferior ao de ouvinte. Os números de sessões variaram entre os participantes, até atingirem a maior porcentagem de acertos nas tarefas de ouvinte e de falante. Ainda que o repertório de ouvinte fosse mais preciso e aprendido primeiro, todos aumentaram a porcentagem de acertos nos desempenhos de falante que ficaram próximos aos de ouvinte após o ensino. Nas sondas que sucederam o ensino com substantivos, GABI e SOZA mantiveram os desempenhos em ouvir e falar e demonstraram a extensão de controle dos estímulos do Passo 1 (substantivo) para o Passo 2 (substantivo+adjetivo), mesmo que ainda não tivesse sido diretamente ensinado. Discute-se o potencial do uso clínico do MEI no estabelecimento, integração e extensão dos repertórios de ouvinte e falante em crianças com DENA e IC. / Studies of the partnership between Speech-Language Pathology and Behavioral Analysis have investigated under which teaching conditions that pre-lingual implanted cochlear learn listening skills and the relations that establish with oral production. A route that can be to promote the extension of control between verbal repertoires is designated Multiple Exemplary Instruction (MEI), which has been little explored in studies with cochlear implants users. This study aimed to investigate the effect of MEI’ teaching on the integration between listening and speaking repertoires in children with Auditory Neuropathy Spectrum Disorder (DENA) and cochlear implants users (CI). Participants were three 6-year-old children, one female and two males, with the diagnosis of DENA and a severe-profund, bilateral and pre-lingual hearing loss. All participants used a uni or bilateral cochlear implant, attended regular education and received multidisciplinary care in the follow-up of the cochlear implant service. Participants had typical intellectual maturity and auditory recognition lower the chronological age, measured by Columbia and PPVT-4R tests. Auditory stimuli and figures that corresponded to words (nouns) and sentences of two terms (nouns + adjectives) were used, which were conventional (GABI and SOZA) and nonconventional (DOZA). The study employed a multiple probe design and was composed of probes and teaching. The probes were intercalated with the teaching and evaluated the conditional auditory-visual relations, tact and echoic for the stimuli of all units. Teaching was organized into two units and each unit had two steps; in step 1, verbal relations involving only nouns were taught; in step 2, nouns + adjectives. The teaching blocks were structured by MEI and presented in a rotative way the tasks of echoic, listening based on selection (auditory-visual conditional discrimination) and tact. In the first probe (pre-test), the participants presented listener performances with variability (100% of GABI hits, 60% for SOZA and nil for DOZA) and the speaker performances were discrepant, with correct response percentage higher or lower than the listener. Participants required, an average, of eight sessions in the teaching until they achieved the highest percentage in the listening and speaking tasks. Although the listener's repertoire was more accurate and learned first, they all increased the correct response percentage in the performances of the speakers who were close to those of the listener after teaching. In the probes that succeeded teaching with nouns, GABI and SOZA maintained the listening and speaking performances and demonstrated the control extension of the stimuli from Step 1(noun) to Step 2 (noun + adjective), even though it had not yet been taught directly. The potential of the clinical use of MEI in the establishment, integration and extension of the listener and speaker repertoires in children with DENA and CI is discussed.

Research shows that oral proficiency is a big part of communicative competence, and therefore highly relevant for EFL teachers in today’s society. This study aims to investigate what types of activities four EFL teachers in secondary school in Sweden prefer to use in order to practice and assess their students’ oral proficiency. This study further seeks to give an insight in what the four teachers focus on when assessing their students’ oral proficiency. The method used for this study was qualitative, semi- structured interviews with four EFL teachers of different secondary schools in south of Sweden. Furthermore, the data was later coded and analysed with inspiration of the Grounded theory methodology. The results of this study showed that the four teachers used different oral activities very often in their teaching, especially different kinds of discussions. The oral activities were often connected to other projects and assignments that included other skills such as reading and writing. Therefore, the oral proficiency activities were only said to be clearly planned and assessed once or twice per term. Moreover, the four teachers main focus when assessing the students’ oral proficiency seemed to be phenomena like fluency, clearness, adaption to purpose and strategy- usage.

Orientador: Ana Cláudia Moreira Almeida-Verdu / Resumo: A deficiência auditiva sensorioneural pré-lingual pode comprometer o desenvolvimento da linguagem oral. O implante coclear (IC) é um dispositivo auditivo que permite a essa população a detecção de sons na frequência da fala humana. A detecção de sons pode não ser suficiente para o desenvolvimento da linguagem e requer procedimentos de ensino para que se promova a aprendizagem do uso do dispositivo e o desenvolvimento das habilidades auditivas e expressivas. Pesquisas em interface entre Fonoaudiologia e Análise do Comportamento mostraram que o ensino baseado em equivalência (Equivalence-Based Instruction, EBI) envolvendo a rede de leitura pode aumentar a precisão da fala de crianças com deficiência auditiva pré-lingual que usam IC, de palavras às sentenças. Ainda, a produtividade verbal tem sido demostrada nos estudos prévios por meio da combinação do EBI que inclui o constructed response matching to sample (CRMTS) e ensino por matrizes, o que pode aumentar o controle por unidades menores e o potencial recombinativo. Nessa direção, o presente estudo avaliou os efeitos de dois procedimentos de ensino, baseado em seleção (MTS) e em construção de respostas (CRMTS), sobre a aprendizagem ou fortalecimento das relações condicionais entre sentenças ditadas e impressas, em crianças com IC; ainda, visou verificar se relações derivadas e consistentes com as relações de equivalência são observadas, e avaliar se esse EBI poderia promover o aumento da precisão da fala em tarefas de nomeaçã... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Pre-lingual sensorineural hearing loss can compromise the development of oral language. The cochlear implant (CI) is an auditory device that allows this population to detect sounds in the frequency of human speech. Sound detection may not be sufficient for language development and require teaching procedures to promote learning how to use the device and develop auditory and expressive skills. Research on the interface between Speech-Language Pathology and behavior analysis has shown that Equivalence-Based Instruction (EBI) involving the reading network can increase the speech accuracy of children with pre-lingual hearing loss who use CI, from words to sentences. Still, verbal productivity has been demonstrated in previous studies through the combination of EBI that includes constructed response matching to sample (CMRTS) and training by matrices, which can increase control by smaller units and the recombinative potential. In this sense, the present study evaluated the effects of two teaching procedures, based on selection (MTS) and the constructed response (CRMTS), on learning or strengthining the conditional relations between dictated and printed sentences, in children with CI, still, it aimed to verify if derived and consistent relations with the equivalence relations are observed, and to evaluate if this EBI could promote the increase of speech accuracy in tasks of naming action figures and recombinative performances. Two children participated, with sensorineural hearing l... (Complete abstract click electronic access below) / Mestre

The prevalence of the English language has enhanced the importance of both understanding and being able to communicate in English in different manners, such as orally. As this has become an important skill to master in school, it was of interest to research upper secondary school teachers’ beliefs and experiences concerning what constitutes pedagogically effective oral production assignments in the classroom, how the participating teachers work to reduce students’ anxiousness towards oral production in English, and how they plan and work towards a classroom climate that enhances students’ motivation towards oral production. It also becomes of interest to compare previous research and concepts to see whether misconceptions and mismatches exist and potentially suggest implications for professional development. To understand teachers’ experiences and beliefs, a qualitative semi-structured study was conducted with five English teachers. The results showed a variety of strategies that the teachers found effective, but one similarity for three out of five teachers was strategies where students work in groups. Regarding how the teachers work to reduce anxiety towards oral production, the results showed that four out of five teachers mentioned that small group tasks reduce anxiety. As to how the teachers plan and work towards a motivating classroom climate, four out of five teachers used strategies that took students’ interest, personal engagement, and/or students’ enjoyment into consideration when aiming for a motivating classroom climate. To research teacher cognition is important since teachers’ beliefs might affect what they do in the classroom and therefore affect students learning experience.

The present study aimed to investigate and analyze the most frequent grammatical errors in both oral and written production, what causes the errors as well as the possible correlation that may exist between them by means of a quantitative and qualitative method.The sample selected to perform the investigation is composed of 23 students who study the eighth course in the primary Swedish school. The data analyzed are obtained by two corpus composed of 23 written texts and 8 audios.The process followed throughout the investigation consists of a deductive method applying the Error Analysis theory. The grammatical categories are divided into verbs, prepositions, articles, gender and number concordance. In addition, in order to get a deeper understanding of the results, global, local, coherent and idiosyncratic errors are investigated.The results show that the errors in the written production are more frequent than in the oral production and that the error percentages in each grammatical category differs, predominating the errors in verbs in both corpus as well as the local and idiosyncratic errors.

Les interactions avec les parents jouent un rôle formateur dans le développement et l’apprentissage du langage chez le jeune enfant. En effet, la quantité et le style de langage utilisés par les parents influencent la qualité de l’interaction et par là même la façon dont le langage de leur enfant évolue (Gallaway et Richards, 1999). Toutefois, cette évolution diffère selon les classes sociales et ce dès leur plus jeune âge (avant l’entrée à l’école élémentaire). D’un côté, les enfants de classe favorisée présentent une grande diversité lexicale car ils sont exposés à un discours riche en informations relatives à diverses situations. En revanche, les enfants, issus de classe défavorisée, présentent un retard en ce qui concerne les aptitudes langagières (Hoff, 2003 ; Feldman et al., 2000), car ils sont confrontés à des modèles d’apprentissages moins élaborés. En effet, les années préscolaires sont primordiales pour le développement lexical du jeune enfant d’autant plus, qu’à l’âge de 5 ans, il se prépare à entrer à l’école élémentaire. Il est donc nécessaire d’étudier l’influence de l’environnement scolaire et notamment l’interaction enseignant-enfant sur les performances verbales des enfants dans le but de leur garantir une meilleure intégration scolaire ensuite. Notre intérêt dans cette étude porte donc sur le rôle de l’école maternelle dont l’objectif majeur est la maîtrise du langage oral. Il apparaît opportun de prendre en compte, dans le cadre des apprentissages scolaires, les difficultés ainsi que les compétences de l’enfant pour l’aider à progresser (Florin, 2002). Notre recherche, réalisée auprès d’une population composée de 131 enfants âgés de 5 ans et de leurs 8 enseignantes, vise à comprendre si l’interaction enseignant-enfant a un impact sur les performances verbales des enfants et si cette interaction contribue à réduire les écarts de performances verbales langagières entre les enfants issus de classes sociales favorisée et défavorisée. / Interactions between the parents and the child have positive effects on the development and language learning amongst young children. The quality of interaction with the child is based on the amount and the quantity of the language style used by parents when addressing the child; which seems very important on language development (Gallaway et Richards, 1999).Children stemming from a privileged social class exhibit high lexical diversity. They are exposed to rich discourse information on various situations. Meanwhile, children from a disadvantaged social class are confronted-even before going to school-to different learning models and display a delay regarding language skills compared to their peers (Hoff, 2003 ; Feldman et al., 2000), even though the preschool years are important in the child lexical development. At age 5, the child is getting ready for elementary school, hence the importance of taking into account the influence of school environment, especially the interaction with the teacher on children verbal performance in order to ensure better school integration later.Our interest in this study focuses on the school environment whose major goal is to promote language proficiency, as it is a perquisite for school success. Hence, it seems appropriate to consider, in the context of school learning, the difficulty and the child’s skills in order to help them to progress (Florin, 2002). The main goal of our study, conducted among 131 5-year-old children and their eight teachers, is to underlie the importance of the school environment and particularly the interaction with the teacher on the development of the vocabulary at the preschooler age. Our goal is to determine if the teacher-child interaction has a positive impact on the child's verbal performance, and whether this interaction helps to reduce the gap on verbal achievement between children stemming from privileged and disadvantaged social classes.

Esta pesquisa nasce de um questionamento proveniente do cotidiano do professor de língua estrangeira: devem ser corrigidos os erros cometidos pelos alunos, enquanto eles falam em atividades de conversação? Com o intuito de responder a essa pergunta, o presente estudo aponta para os efeitos em aprendizes brasileiros de italiano de dois tipos distintos de intervenções corretivas, durante a realização de atividades de produção oral a partir de temas pré-definidos, tipologia de exercício usada para a prática de conversação em sala de aula. Na fase experimental do estudo, os seis alunos participantes foram divididos em três duplas: os alunos de uma das duplas tiveram os seus erros tratados com correções implícitas do tipo retomada (recasts), os de outra dupla receberam correções explícitas metalinguísticas e os alunos da terceira dupla não tiveram os seus erros tratados com nenhum tipo de intervenção corretiva (grupo de controle). Foram escolhidos dois elementos gramaticais como alvo das correções: o uso do verbo esserci e a flexão nominal de número. As correções implícitas previam a interrupção da fala do aluno e o fornecimento imediato da forma correta sem explicações, assim que era identificado um erro; já as correções explícitas consistiam na interrupção da fala e na explicação metalinguística sobre o erro cometido pelo aluno, sem o fornecimento da forma correta, à qual o aluno devia chegar autonomamente. Foram usados três tipos distintos de testes gramaticais em três diferentes momentos (antes, depois e um mês depois das produções orais com as intervenções corretivas), na tentativa de identificar alterações no nível de conhecimento implícito e explícito dos alunos em relação aos elementos linguísticos focalizados na pesquisa. Foram também realizados uma entrevista e um questionário, para a obtenção de dados qualitativos complementares. Não houve resultados homogêneos entre os alunos de cada dupla. Portanto, os efeitos dos dois tipos de tratamento dos erros são descritos em função do perfil de cada aluno e do tipo de erro corrigido. A esses fatores acrescentam-se o tipo e o propósito da atividade durante a qual ocorrem a conversação e o movimento corretivo. Em suma, mais do que apontar para a supremacia de um tipo de correção em detrimento do outro, o presente estudo traz uma discussão que pode auxiliar o professor de língua estrangeira, tanto a se preparar para propor atividades de produção oral em sala de aula, quanto a decidir como reagir ao identificar a ocorrência de um erro na fala de seus alunos. / This research stems from a daily question faced by foreign language teachers: should the errors made by students be corrected during their speeches in conversation activities? In order to answer this question, this study points to the effects on two distinct types of corrective interventions on Brazilian learners of Italian, while performing oral production activity with predefined themes, a type of exercise used to practice conversation in the classroom. In the empirical phase of the study, the six participants were split into three pairs: students from one of the pairs received implicit feedback (recasts), students from the second pair received explicit feedback (metalinguistic explanation) and students of the third pair did not receive any corrective intervention (control group). Two grammatical elements were chosen as correction targets: the use of the verb esserci and the inflectional rules (plural and singular) in noun phrases. Implicit feedbacks were performed through interruption of students speech and immediate supply of the right form, as soon as an error was identified, without further explanation; explicit feedbacks were made by the interruption of the speech and metalinguistic explanation about the students error, without providing the correct form to which the student should arrive autonomously. We used three different types of grammar tests at different times of the study (before, after and one month after the oral productions with corrective interventions), in an attempt to identify changes in the level of implicit and explicit knowledge of the students regarding the target structures. We also conducted interviews and questionnaires to obtain additional qualitative data. We could not find homogeneous results among students of each pair. Therefore, the effects of each type of error treatment are described according to the profile of each student and the type of error. To these factors we should add the type and purpose of the activity during which have occurred both the conversation and the corrective interventions. In short, rather than point to the supremacy of one type of feedback over the other one, this study provides a discussion that may help foreign language teachers to prepare themselves not only to propose oral production activities in the classroom, but also to decide how to react when they identify an error in the speech of their students.