Correção de erros orais pelo professor em aulas de inglês: um estudo com uma turma de alunos universitários

• Autor(a) principal: Silva, Michele Dionísio da
• Data de Publicação: 2005
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000004dsj
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5127
• topic: Erros; Correção oral; Ensino e aprendizagem; Língua estrangeira; Error; Oral correction; Teaching and learning; Foreign language; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This work aims at investigating the corrective actions of a teacher of a group of 3 rd year students in a public university in Goiás during the first semester of 2004. It tries to identify the types of errors corrected by the teacher, the strategies used to correct them, as well as obtain some information about the perceptions and feelings the students have towards this classroom activity. The processes of data collection and analysis are based on the principles of qualitative investigation. The data description and analysis were based on a research study carried out by Lyster and Ranta (1997). Quantitative resources are also included in order to aid the interpretation and display of the results. Theories about the correction of oral errors, Larry Selinker’s concept of interlanguage (1972) and the interactional hypotheses are used to indicate our assumption that interaction is a fundamental step to be taken in order to promote more student engagement in the language learning process. Moreover, we believe in the potential of oral correction, given that it may offer contributions to the students’ linguistic development. It should not be mere evidence of what the teacher wished them to have “learnt” or accomplished during an activity. The results show that elicitations and metalinguistic feedback were most effective in terms of promoting the negotiation of form. Therefore, they were responsible for the highest number of student-generated repairs. The use of these types of strategies meant that students were able to have a more active role in the process of correction of their oral errors. This kind of investigation in different contexts is important in order to form a theory that is more tangible for language teachers in Brazil, which can actually be applied according to his/her own reality.