Feedback múltiplo em tarefas escritas realizadas por aprendentes chineses – Retenção

• Autor(a) principal: Gonçalves, Liliana
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.21814/diacritica.4998
• Texto Completo: https://doi.org/10.21814/diacritica.4998
• topic: Tarefas escritas; Feedback; Retenção; Aprendentes chineses; Writing tasks; Feedback; Retention; Chinese learners

In this paper, we describe the various ways of giving feedback to learners, in this case Chinese, after completing a written task, as well as the process we haveadopted to make the correction process more efficient and effective. Thus, in the theoretical part of this study, we address the feedback given by peers (classmates), and feedback that involves the teacher, not only written (direct and indirect), but also teacher-student conferencing. In the practical part of this paper, weanalyze how the adopted ‘method’ of correction and rewriting makes the process more reflective and thoughtful, not only improving the written tasks, but also leading students to retain the aspects understood and corrected, even if this retention is not absolute in the majority of the cases.