O ERRO NA APRENDIZAGEM DE INGLÊS-LE: UMA ANÁLISE DA INTERLÍNGUA ESCRITA DE ALUNOS DO NÚCLEO DE LÍNGUAS DA UECE / ERROR IN LEARNING ENGLISH-LE: AN ANALYSIS OF STUDENT INTERLINGUA WRITTEN LANGUAGE OF CORE UECE

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

14/09/2009

RESUMO

Foreign language learners errors have been one of the major concerns of several researchers and teachers in the last forty years, especially after Corder (1974) claimed for their importance to the teaching and learning of languages. Investigations have pointed out that an interlanguage has structures which come from knowledge about the learners first language, from hypotheses about the foreign language s/he is learning, and from unique elements which belong neither to her/his first language nor her/his foreign language. Researching on learners errors is important because it makes it possible for language teachers to improve their practice, and it also allows students to become aware of the processes that influence their learning. This research aims at studying the written interlanguage of students of English as a Foreign Language from UECEs Language Center at four different moments over their learning continuum to find out which errors are the most frequent in each instruction stage if they are interlingual, intralingual or ambiguous , as well as to spot possible signals of fossilization in their texts. In order to attain such an objective, we conducted an Error Analysis by way of an exploratory and descriptive cross-sectional research, with qualitative and quantitative analyses. Six texts written by the subjects from each instruction stage were collected, their errors were identified, described and explained according to the taxonomy proposed by Dulay; Burt; Krashen (1982) and Faerch; Kasper (1983), reapplied in Figueiredo (1997). The results showed that the subjects errors are mostly intralingual, totalizing 45,46% of all occurrences, followed by those that are interlingual, totalizing 43,48%, and by those that are ambiguous, totalizing 11,06%. Signals of fossilized structures were found in all instruction stages, and, within the last two, they assume a definite status since the students will certainly not have enough time to be exposed to input in view of defossilization of those strucutures. However, fossilization happened only at the level of linguistic competence, and not at the communicative proficiency level, as native raters managed to understand all texts written by the subjects. From these results, we concluded that fossilization does not imply, necessarily, lack of communicative proficiency, considering the raters assertion that they understood all texts.

ASSUNTO(S)

aprendizagem fossilização linguistica aplicada análise de erros interlíngua interlanguage error analysis fossilization learning

ACESSO AO ARTIGO

Documentos Relacionados