Navegando por Assunto "interaction"

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    Formação continuada de professores de língua estrangeira no ensino público municipal de Goiânia-GO
    (Universidade Federal de Goiás, 2010-12-03) RABAHI, Stella Maris de Lima; FERREIRA, Maria Cristina Faria Dalacorte; http://lattes.cnpq.br/9262323548559269
    This study investigates an in-service education program for foreign language teachers of public schools in Goiania Goias. It analyzes the teachers expectations of the in-service education program, the participants perceptions about the program, their needs to develop professionally and how the course helped them to meet these needs. This research is based on four theoretical backgrounds: the studies about teacher education (SCHÖN, 1983; MAGALHÃES, 2001; ZEICHNER e LISTON, 1996); the studies about in-service education of foreign language teachers (SMYTH, 1991; MAGALHÃES, 2002, 2004; GIMENEZ, 2002; PESSOA, 2002; PIMENTA, 2002); the studies which investigate continuing education programs for in-service foreign language teachers (CELANI, 2003; GIL, 2005); and the Sociacultural Theory developed by Vygotsky and his followers, emphasizing the importance of interaction and collaboration for professional development. Data were collected by means of observation of the meetings occurred in the second half of 2008, by taking notes of these observations, by audio recording one meeting and transcribing it, by applying questionnaires to the teachers, and finally by analyzing the projects of the program. The results showed that the teachers hoped to improve their practice in the foreign language. They also revealed that these participants were aware of the importance of the program to promote reflection on education and on their professional development. The course provided the teachers an opportunity to study and exchange of experience, emphasizing issues related to classroom management, such as discipline, and the teaching of subjects such as environment and other topics.
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    Produção colaborativa de textos escritos em língua inglesa: um estudo de caso
    (Universidade Federal de Goiás, 2012-06-06) WOBETO, Ricardo; FIGUEIREDO, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871
    This thesis aims to investigate and understand the collaborative production of written texts in English during the conduct of activities in pairs of students in the classroom. For this study three activities were selected: comic, family vacations (jigsaw) and textual reconstruction (dictogloss). The survey was conducted with a group of eight students from intermediate level of proficiency studying in a private language school in the city of Anápolis, Goias, in the second semester of 2011. The sociocultural theory, in the light of studies developed by Vygotsky and his collaborators, was used as the main theoretical support for the development of this study. As for methodology, the present work is configured as a case study. The principles of qualitative research were used to analyze the data collected after the implementation of collaborative activities between students. For a better understanding of collaborative dialogues constructed by the participants to carry out the proposed activities, the quantitative approach was also used in data analysis to determine and compare the types of strategies mediations, negotiations and corrective feedback by the participants and their occurrence in each collaborative activity. After each activity, participants shared, through semi-structured interviews, their views and perceptions about the collaborative process of textual construction in pair of students, detailing about the strategies used by them to overcome the difficulties encountered along their interactions. The collaborative dialogues, produced by participants, were audio-recorded and later transcribed and analyzed. The results of this study demonstrate that collaborative activities are profitable in the process of learning a foreign language, because, through dialogue and interaction in collaborative tasks, knowledge can be co-constructed in the target language. Furthermore, we observed that collaborative activities provide participants with a more active role in the search, development and construction of linguistic knowledge necessary for the construction of written texts in English. We also observed that the comic activity offered greater opportunity for students to use different types of mediating strategies to achieve its main goal: the construction of written dialogues between the characters of the comic activity.