The difficulty of oral production until the construction of the individual adult learners in french language / Da dificuldade de produção oral à construção do indivíduo-aprendiz-adulto em língua francesa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.

ASSUNTO(S)

interaction oral production produção oral teaching/learning psycho-socio-affective factors fatores psico-sócio-afetivos francês língua estrangeira ensino/aprendizagem french foreing language interação

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