Ensinando com corpora: mediação e interação em aulas de espanhol como língua estrangeira

• Autor(a) principal: Bissaco, Cristiane Magalhães
• Data de Publicação: 2010
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13486
• topic: Ensino-aprendizagem; Língua estrangeira; Concordâncias; Mediação; Interação; Teaching and learning; Foreign language; Concordance; Mediation; Interaction; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

Since MERCOSUL began the search for courses of Spanish as a foreign language has considerably increased in Brazil, directly affecting the production of learning materials, which normally don t include authentic data collected from corpora of the targeted language. The use of authentic materials for learning a language is an issue that has been constantly raised by Corpus Linguistics studies as a key element for providing students with the language the way it is ordinarily used by native speakers. Therefore, the main theoretical framework for the research is provided by Corpus Linguistics (BERBER SARDINHA, 2004; BIBER et al, 1998; JOHNS, 1994, 1991a, 1991b; SINCLAIR, 1991), specially the use of concordances for teaching a second or foreign language. Although there are several studies based in the use of concordances for teaching, little is known about how the interaction among Spanish students and the teacher occur when they are doing activities with concordances. Therefore, the theoretical framework is also embodied with the principles of interaction and mediated learning experience, under the social interactionism view (VYGOTSKY, 1978/1984, 1962/1987; VYGOTSKY, LURIA & LEONTIEV, 1934/1986). This research aims at observing the application of language learning activities with concordances in order to discuss and analyze the existence of mediation and interaction criteria in teacher-student/student-student relations. Four lessons focusing each on the learning of one specific lexical item and its patterns were recorded. The transcripts were analyzed lesson by lesson, according to each speaker, following the mediated learning criteria proposed by Feuerstein (1997a, 1980, 1975) and the interaction criteria proposed by Kumpulainen & Wray (2002). The mediation analysis results showed the following teacher/student relations: individuation/sharing, challenge/competence, intentionality/sharing and intentionality/competence. As for the interaction analysis, the results showed the teacher more frequently asking or organizing followed by the student answering. The data also showed the existence of a sequencing of criteria, which hasn t been noted by any of the previous studies. The complete analysis of the data showed that activities with concordances although have been commonly associated to individual and autonomous learning also favor interaction and mediated leaning