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Previous issue date: 2016-08-19 / Este estudo investiga o tratamento dado ? produ??o oral (PO) em um curso de Licenciatura em Letras Espanhol a dist?ncia e analisa se a realiza??o de tarefas de PO contribui para o desenvolvimento dessa habilidade em rela??o ? pron?ncia, acur?cia gramatical, flu?ncia, inadequa??o e diversidade lexical e profici?ncia oral global de aprendizes de espanhol como l?ngua estrangeira (LE) na educa??o a dist?ncia (EaD), avaliando tamb?m o impacto de duas formas diferentes de feedback no desenvolvimento da produ??o oral desses alunos. A pesquisa foi realizada durante os semestres 2015.1 e 2015.2, respectivamente nas disciplinas de L?ngua Espanhola II e III. Ao todo, participaram da pesquisa duas professoras e 42 licenciandos. Para a compreens?o de como ocorrem as pr?ticas de produ??o oral no curso, foram analisados o ambiente virtual de aprendizagem dos alunos e o material did?tico usado, bem como aplicados question?rios com os alunos e as docentes das disciplinas. Objetivando avaliar o desenvolvimento da PO dos alunos, estes foram divididos em tr?s grupos: grupo experimental, grupo experimental+ e grupo controle. Os participantes do grupo controle realizaram um pr? e um p?s-teste e n?o receberam feedback sobre suas produ??es. Os grupos experimentais realizaram o pr??teste, outras 3 tarefas de PO e o p?s-teste e ambos receberam feedback de suas tarefas, sendo o do grupo experimental+ mais explicativo em rela??o ao grupo experimental. Do total de alunos, 18 realizaram todas as tarefas nos dois semestres da coleta - 2015.1 e 2015.2- (coleta longitudinal) e 24 as realizaram em somente um semestre ? ou 2015.1 ou 2015.2- (coleta semi-longitudinal). Os resultados qualitativos mostram que as pr?ticas de PO s?o preteridas nas disciplinas e que o livro did?tico ? o principal, e quase ?nico, material usado pelas professoras no curso. Ademais, os dados revelaram que as tarefas de produ??o oral realizadas durante a pesquisa foram avaliadas positivamente pelos alunos. A an?lise quantitativa da coleta longitudinal aponta que houve um aumento estatisticamente significativo, especialmente para o grupo experimental, da medida de pron?ncia, o que n?o foi constatado com rela??o ao desenvolvimento das demais vari?veis analisadas. Na coleta semi-longitudinal, os dados quantitativos n?o indicaram signific?ncia estat?stica positiva para nenhuma medida de produ??o oral avaliada. Conclui-se dos resultados que a produ??o oral dos aprendizes de espanhol da EaD ? mais beneficiada pela realiza??o de tarefas e pelo feedback recebido a longo prazo. Com base nos resultados encontrados, foi elaborada uma proposta para o desenvolvimento da produ??o oral em cursos de espanhol a dist?nica. / This study investigates the attention given to the oral production (OP) in a Distance Licentiate Degree in Spanish and analyzes if the performance of OP tasks contributes to the development of such skill, concerning pronunciation, grammatical accuracy, fluency, lexical inadequacy and diversity and the global oral proficiency of Spanish as a Foreign Language learners (LE) in distance education (dE), also assessing the impact of two different forms of feedback in the development of the oral production of these students. The research was conducted during the semesters of 2015.1 and 2015.2, respectively in the subjects of Spanish Language II and III. Altogether, two teachers and 42 undergraduates participated in the study. For understanding how the oral production practices take place in the course, the virtual learning environment of the students and the teaching material used were analyzed. Besides, questionnaires were used with students and teachers of the subjects. To evaluate the development of their OP, students were divided into three groups: the study group, the study group+ and control group. Participants in the control group took a pre and a post-test and received no feedback on their productions. The study groups performed the pre-test, 3 other OP tasks and a post-test and both received feedback on their productions, but the study group+ received more explanatory feedbacks as compared to those received by the study group. Out of the total number of students, 18 performed all activities in both semesters of the data collection - 2015.1 2015.2- (longitudinal collection) and 24 carried out activities in only one semester - either 2015.1 or 2015.2- (semi-longitudinal collection). The qualitative results show that OP practices are left behind in the disciplines and that the textbook is the main or the only material used by teachers in the course. In addition, the data revealed that oral production tasks performed during the study were positively seen by the students. Quantitative analysis of the longitudinal collection points that there was a statistically significant increase in terms of pronunciation, particularly for the experimental group. The same increase was not observed with respect to the development of other variables. In the semi-longitudinal collection, quantitative data indicated no positive statistical significance for any evaluated oral production measurement. It is possible to conclude, from the results, that the oral production of Spanish learners of distance education is most improved by the performance of tasks and the long-term feedback received. Based on the results, a proposal for the development of speech production in Spanish distance courses was described.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21778 |
| Date | 19 August 2016 |
| Creators | Falc?o, Carla Aguiar |
| Contributors | 35316187091, Gomes, Apuena Vieira, 91612438415, Arag?o, Cleudene de Oliveira, 46579230304, Guar?-Tavares, Maria da Gl?ria, 41058887300, Lima, Samuel Anderson de Oliveira, 03634098406, Weissheimer, Janaina |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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