Procedimentos espontâneos de aprender LE (inglês) : um esboço de análise da competência espontânea de aprender do aluno

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The student has a spontaneous learning competence which is guided by traditions and knowledge that come from various origins and contexts. When studying in a formal context (at school) his choices can be, among other things, guided by the teacher and/or classmates. Besides the influences deriving from the formal context, in the classroom extensions the students can have their actions affected by other factors such as the culture of learning languages. In this ethnographic research we decided to study the classroom extensions (the students or classmates home, bus or library) in order to observe how the learners lead the learning process, the choices and the spontaneous procedures used by them. The main purpose of this research is to investigate the spontaneous procedures employed by the basic and intermediate learners when studying a foreign language in the classroom extensions without the teachers tutorage. To achieve this, we considered the hypothesis supported by Almeida Filho (2007) that the implicit knowledge is expressed through the following categories: intuitions, beliefs, presuppositions, attitudes and capacity to make a decision and to act. The data indicated spontaneous categories which were compared to the OMalley e Chamot (1990) complex theorization system. The students attitudes towards the learning process were described based on the observations and interviews. The instruments used to data collect were: questionnaires, class recording, observation, and, interviews with students, parents and, teachers. The results have presented evidences that the students knowledge is a result from the learning experiences deriving from their family, teacher and theirs as well. The results also show the influence of the surrounding culture of language learning on the students actions. Nevertheless, we testified that this knowledge is not enough and adequate to language learning. It is necessary thus to implement students formation in order to provide them with alternatives that can produce satisfactory results.

ASSUNTO(S)

competência implícita de aprender língua(s) estratégias de aprendizagem de língua estrangeira formação de alunos aprendizagem de língua nas extensões da sala de aula implicit language learning competence foreign language learning strategies linguistica aplicada student language education classroom extension

ACESSO AO ARTIGO

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