Descompasso entre estilo de ensino/aprendizagem e os objetivos dos alunos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This work is based on the assumption that there are two essential learning and teaching styles--sensorial and intuitive--divided into five dimensions (sensorial/intuitive; visual/verbal; active/reflective; sequencial/global; deductive/inductive). The focus will be on the last dichotomy, which refers to the two ways of processing information. In language teaching/learning, deduction refers to the study of the rules of grammar ("usage") and induction, to the use of the language to communicate ("use"). This is a case study involving eighteen learners, mostly inductive. The teacher, for her part, also favors induction although she has to teach a course on grammar, requiring, therefore, a more deductive approach. In order to determine the subjects individual styles, two questionnaires have been applied (Felder et al.). In addition, a video recording of a grammar lesson and an audio recording of the subjects retrospective comments on their video performance have also been analyzed. The general purpose of this research is to analyze the relationship between the teacher s teaching style and the students learning styles, as far as the learners main interest, which is learning grammar. The theoretical assumptions are as follow: 1) there are two essential ways of learning and organizing the class material: deductively and inductively; 2) in every classroom there are deductive and inductive students and a deductive or an inductive teacher; 3) in general, the preference for either approach (inductive or deductive) depends on each one s individual style; and 4) in order to provide a more favorable learning/acquisition classroom environment, it is necessary to stimulate both inductive and deductive processes. The analysis shows there is a mismatch between the teacher s preference (to emphasize language use) and the students objectives (to learn grammar). As adults, they seem clear about their objectives. As future translators, they intend to bridge the gap in their knowledge of the English language by practicing and studying grammar. From their point of view, this would turn them into more confident and better prepared professionals. Such a belief reveals an underlying structuralist language concept, which prevails in that school (and in many English speaking institutes in this country). In order to face the difficulties, resulting from such a mismatch, we have come to the conclusion that the content of a language class must be dealt with both deductively and inductively in order to accomodate different learning styles. Moreover, the objectives (or interests), most especially of adult learners, must predominate whenever possible.

ASSUNTO(S)

ensino lingua estrangeira interação

ACESSO AO ARTIGO

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