A correção dialogada entre professora e alunos como ferramenta para a promoção da autonomia do aprendiz: um estudo sobre a construção de textos escritos em inglês
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2015-04-27
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Universidade Federal de Goiás
Resumo
In this study, I aimed to investigate the process of dialogic error correction between a
teacher and her students (BRENDER, 1998; FIGUEIREDO, 2005; WALKER, 1992),
and see how this collaborative tool supported by the sociocultural theory, can
contribute to the learners‘ ability to write texts in English (ALLWRIGHT; BAILEY,
1991; BRUFEE, 1999; FIGUEIREDO, 2006a, 2009; FIGUEIREDO; LIMA, 2013). The
dialogic correction or conference helps students to lower their anxiety over their
errors and, at the same time, learners can solve their doubts directly with the teacher.
This is a quali-quantitative case study (BIALYSTOK; SWAIN 1978, Johnson 1992)
based on collaborative ethnography principles (BORTONI-RICARDO; PEREIRA,
2006), whose data were collected in the second term of 2013, in a public education
institution in Goiânia. The study counted with the participation of the teacher and her
eleven students, who attended the course of Prática Escrita de Inglês II. To collect
the data, all classes and conferencing moments were videotaped and transcribed
later, questionnaires were applied to the teacher and her students, and interviews
were performed with all participants after conferencing moments. Data analysis
confirms the importance of dialogic conferencing for teacher/student interaction and
reveals that the dialogic process of correction can lead the learner in ways that make
him/her more autonomous as is advocated by Benson and Voller (1997), and
Pennycook (1997), among others.
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VIEIRA, P. F. M. D. A correção dialogada entre professora e alunos como ferramenta para a promoção da autonomia do aprendiz: um estudo sobre a construção de textos escritos em inglês. 2015. 262 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.