Ensino da escrita em inglês com foco no desenvolvimento: uma análise das concepções de língua e escrita dos alunos / Teaching writing in English with focus on development: an analysis of students\ conceptions of language and writing

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

16/03/2012

RESUMO

This research investigates the conceptions of language and writing of six students in an English writing course based on the conceptual approach (FERREIRA, 2005), a perspective for teaching second language writing which joins the Australian school of genres with a pedagogy based on Activity Theory called Movement from the Abstract to the Concrete (MAC). Based on Vygotskys theory (VYGOTSKY, 1978, 1987) and on the conceptions of language and writing from the three main approaches for second language writing teaching (see FERREIRA, 2005, 2011), this study analyses the changes in students conceptions of language and writing along the course. Planned and organized by the researcher herself, the course named Praticando a escrita em inglês por meio de gêneros textuais: a argumentação, was offered as a short-time course in a public university in the city of São Paulo. The participants were between 23 and 51 years old. Most of them were graduate students of Language and only one was not yet post graduated. The following research question was formulated: Was there any change in the students conception of language and writing along the course? In order to answer this question, we identified the students conceptions of language and writing in the beginning and along the course. The data collected in the beginning of the course corresponded to the students answers to questions formulated by the instructor in a Identification Form and in a Proficiency Test. The analyses of this group of data revealed traditional conceptions of language and writing on the part of the students, represented, mainly, by 1) their beliefs in the necessity of grammatical and lexical knowledge, 2) by the presence of objectives categorized as scholastic and emotional, 3) by their mechanical and de-contextualized experience with writing in school and 4) by the absence of significant uses of writing in their ordinary life. The data collected along the course corresponded to free declarations and the students answers to questions formulated by the instructor in their dialogue journals. This second group of data revealed the beginning of a changing process in the students conceptions of language and writing as a result of the reflections done in class and in their dialogue journals. We can say that this research confirmed the importance of focusing on beliefs and, mainly, on beliefs changes in the process of language teaching and learning, considering the problems faced by the teaching of second language writing, as recent studies have shown (FERREIRA, 2011; RIOS, 2010).

ASSUNTO(S)

abordagem conceitual concepções de língua e escrita conceptual approach ensino da escrita em inglês perspectiva vygotskiana sociocultural theory students conceptions of language and writing teaching of writing in english

Documentos Relacionados