Afetividade e correção e/ou tratamento de erros de dois professores de e/le da rede pública do DF

AUTOR(ES)

Deise Librelotto Scherer

DATA DE PUBLICAÇÃO

2008

RESUMO

This is a qualitative-interpretative research whose objectives are to identify the affective factors that are present in the E/LE (Spanish as Foreign Language) classroom, to verify if the teacher corrects or treats errors and which procedures are employed to make these corrections. We also aim to verify if the affective factors present in the E/LE classroom positively or negatively influence the correction and/or the treatment of the error. To reach these objectives, we used data acquisition instruments applicable to this kind of research, such as questionnaires, interviews, narrative technique, observation, and video and audio recording of the classes. The participants in the research are two teachers at public language schools in the DF (Federal District/Brazil) and their respective school groups. This study is based on the theoretical considerations of Wallon (1968, 1971, 1978) and Vygotsky (1993, 1994, 1998) to investigate the presence of affective aspects in the teacher-student relationship and its possible influences in the teaching and learning process in LE classrooms. In the theoretic studies, we also consider the feelings inherent to the LE classroom environment, such as anxiety and inhibition. Moreover, we are using the categories defined by studies carried out by a research group at the Campinas University (Brazil) concerning the affectivity in the classroom: the physical posture and the verbal output of the teacher, as well as his pedagogical decisions, in order to observe the interaction between the teacher and his students. The analysis of the data shows that the situations in the classroom, mainly those ones that expose the students, involve feelings such as shame, discomfort and constraint, and that the type of feedback given by the teacher contributes to the reduction of such feelings. The data also revels that the teachers exert their authority in the classroom, and there is a good relationship between the teacher and the students based on mutual respect. These aspects make the correction and/or treatment of the error easier. In relation to the teachers posture, the data show different attitudes between the teachers. One of them uses more body movements and physical approaches, whereas the other one remains distant from the students. Both are efficient in their verbal communication. The pedagogical decisions reveal the involvement of the teachers with the E/LE. Finally, the data shows that both teachers correct more than deal with the error.

ASSUNTO(S)

correção de erro tratamento de erro treatment of error interação affectivity correction of error afetividade emotions teaching and learning of e/le linguistica aplicada ensino e aprendizagem de e/le feelings emoções sentimentos interaction

Documentos Relacionados

• Duas abordagens em harmonia ou conflito? O professor e o material didático em um curso de formação de professores de E/LE
• O ensino do “perfecto compuesto” em E/LE a partir de notícias
• Informational structure and duplication: a contribution to the teaching of the pronouns E/LE
• As Atitudes de estudantes de E/LE com relação às variedades diatópicas do espanhol
• Crenças e/ou cultura? : de onde vêm as crenças dos professores de inglês de escolas públicas do DF sobre livros-texto