Erro e correção: as crenças de dois professores de escola pública e de alguns de seus alunos
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2006
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This study has as its focus the beliefs which affect both FL teachers and
students in regard to error correction. Its main objective was to infer and
analyze beliefs related to error correction held by two public school teachers
of English in a town next to Goiânia, the capital of the State of Goiás. The
investigation also tried to establish relations between the teachers’ beliefs and
the beliefs of some of their pupils. Adopting a qualitative perspective in the
data collection and analysis, this case study was conducted in the second semester
of 2003. The data were collected by means of questionnaires, interviews, field
notes, class observations and video-recordings, which were analyzed in the
light of studies on beliefs related to the teaching-learning process by Horwitz
(1985, 1988, 1999), Pajares (1992), Johnson (1994, 1999), Barcelos (1995, 1999,
2004a, 2004b), among others, and investigations on error and correction by
Schulz (1996), Figueiredo (1997, 2005), Lee (2003), among others. Amongst the
conclusions we arrived at, we observed that the teachers’ prior experiences as
FL students influence their daily classroom practice, as well as the ways they
deal with the issue concerning error correction. Such beliefs are shared by some
of the pupils, but conflict with the ones held by others. The results highlight
the importance of offering opportunities for teachers to get to know, reflect,
argue and question their beliefs in general, and not only about error and correction.
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SILVA, Suelene Vaz da; FIGUEIREDO, Francisco José Quaresma de. Erro e correção: as crenças de dois professores de escola pública e de alguns de seus alunos. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 6, n. 2, p. 113-141, 2006.