A autonomia no ensino-aprendizagem de língua inglesa: suas relações com a motivação e as estratégias.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This paper aims to investigate the effects and the importance of strategies applied to the learning-teaching process of the English Language and in what ways their use contributes for the arising or the development of the students motivation and autonomy. It also investigates how this relates with the exercise of his autonomy as a citizen and as an individual, and what types of workful motivations on the behavior of the learners, capable to take them to be independent and transformers of their reality. For this, interviews and class observations were made in two colleges, one public and other private, aiming to verify, in practice, whether the phenomena of dissatisfaction and pleasure for the English learning are directly related to the strategies used by the learners. It discusses, after, how strategies can be used to facilitate the learning process and familiarity in the classroom, among students and teachers, aiming to get a greater involvement with the contents, classmates and with the institution, reinforcing their capacity to stimulate students to be more critical and reflexive about their own practice and about the others. It is a study which is based, mainly, on the students statements and tends to analyze the context which they live in, their difficulties, profiting and what they do for changing their postures, actions on the challenges related to the English class and the external socio cultural claims. In the theoretical analyses, some authors ideas as Dale Schunk, Diane Houghton, Dick Allwright, George Snyders, Jean Piaget, Rebecca Oxford, Lieslie Dickinson, Linda Davidoff, Marli Moreira, Myron Dembo, Paulo Freire, Parâmetros Curriculares Nacionais, Philp Rilley, Zoltan Dörney, among others, will be discussed and presented. It searches, therefore, to dimension the importance autonomy which is seen here as a conjunct of attitudes, postures, values and planning, in phases, of tasks in order to get a more solid and durable learning, and commitment with objectives and the respect for the alterity. And, this way, to evaluate how all these stuffs are related with the motivation and strategies produced by the english language learners and with the contextualization of these knowledges.

ASSUNTO(S)

motivation in education autonomy motivação na educação learning strategies linguistica autonomia estratégias de aprendizagem

ACESSO AO ARTIGO

Documentos Relacionados