Deficiência visual e ensino de segunda língua: o efeito da manipulação tátil nas práticas de ensino

• Autor(a) principal: Mello, Isabel Cristina Ribeiro de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16644
• topic: Tactile manipulation; Second language; Vocabulary; Meaning; Manipulação tátil; Segunda língua; Vocabulário; Significado; Educação de pessoas cegas; Aquisição da segunda língua; Pessoas com deficiência visual – Educação; Material didático; Blind people education; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This is a field research with blind students from Benjamin Constant Institute, which aims to verify to what extent the use of tactile material helps the blind in learning and retaining content in foreign language (FL)/ second language (L2). This proposal was based on the studies of Landau and Gleitman (1985) which contrasted the acquisition path of a sighted child and a blind one in their mother tongue, indicating the relevance of activities in which the blind child manipulates objects in order to build mental representations. Thus, this dissertation focuses on the relevance of trying to incorporate into the L2 teaching, through activities, the natural context of learning that the blind person experiences in their mother tongue, using tactile manipulation whenever possible. To verify this hypothesis, psycholinguistic orientation was followed, opting for the experimental method, with the comparison between control and experimental groups, submitted to different conditions, whose effectiveness is measured through common instruments. This study seeks to investigate the performance of blind students in these groups, focusing on two approaches to teaching/ learning vocabulary and organizing sentences in L2: (i) the traditional one through translation and written activities for the practice of word sorting in sentences, and (ii) through tactile manipulation for the recognition of objects and association with vocabulary, as well as the handling of cards for the practice of sentence building in L2. There is also a concern to insert activities in relevant cultural contexts. The results obtained indicate a better performance of the experimental group as to the retention of vocabulary but a worse performance in the task of sentence word order. The results also indicate that students seem to be more motivated with the use of tactile manipulation in activities concerning the teaching/ learning of L2. It is observed that the written practice seems to be relevant both for the assimilation of structures and the retention of vocabulary and that it should be associated with the manipulation practice. This investigation thus makes a contribution to the L2 teacher’s reflection regarding the specificities of the blind student in the planning of the classroom activities