Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/9787 |
Resumo: | A quick search through the Internet allows us to find an expressive number of free English courses, representing not only the possibilities that this new means of communication offers, but also the importance that this language took, mainly due to the cultural and economical domination exerted by the countries related to it. Thus, through this work, I try both investigate to what extent these courses manage to provide educational purposes by on-line means, and to identify the underlying teaching approaches observed in the corpus. Also, having as a starting point both the strictly cultural and social character of learning (Vygotsky, 1934: 117-131), and the assumption that negotiations involving the exchange of information through interaction help in the acquisition of a new language, I try to verify the nature of the interaction between teacher, student and content, related by the courses. The instrument used in the research was the checklist for evaluation of on-line language courses , proposed by Freire et al (2003: 245-276). It is divided into seven areas, likely to be found in any given interface, which constituted the categories of analysis of this work: contextual, technical, instructional, interactive, affective, evaluative and operational. The results show that a great part of these courses are based on behaviorist conceptions about teaching and learning a new language, which are implemented through the translation and grammar method. In general, the proposals that try to escape from this model are not able to organize themselves in terms of activities offered to the students. In regards to the kind of interaction provided, it is just rudimental or, according to Primo (2003: 1-16), a reactive interaction. Therefore, a great part of the on-line English courses analyzed are just repositories and/or virtual conveyors of information, corroborating Mason (1998) who argues that the most common model of courses is the one based on the content and, in which one can notice the migration to the internet of the contents previously available in the traditional classroom, with static contents, structured in pages on the web and with a low level of interaction. However, it is important to emphasize all of the courses analyzed have their own value, because they represent rehearsal about how to teach through this new way, willing to be improved and mainly, an alternative way to socialize information. |
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2006-10-252006-10-252005-07-15WISSMANN, Liane Dal Molin. EDUCATIONAL PURPOSES ON THE WEB: THE CASE OF FREE ENGLISH COURSES. 2005. 179 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005.http://repositorio.ufsm.br/handle/1/9787A quick search through the Internet allows us to find an expressive number of free English courses, representing not only the possibilities that this new means of communication offers, but also the importance that this language took, mainly due to the cultural and economical domination exerted by the countries related to it. Thus, through this work, I try both investigate to what extent these courses manage to provide educational purposes by on-line means, and to identify the underlying teaching approaches observed in the corpus. Also, having as a starting point both the strictly cultural and social character of learning (Vygotsky, 1934: 117-131), and the assumption that negotiations involving the exchange of information through interaction help in the acquisition of a new language, I try to verify the nature of the interaction between teacher, student and content, related by the courses. The instrument used in the research was the checklist for evaluation of on-line language courses , proposed by Freire et al (2003: 245-276). It is divided into seven areas, likely to be found in any given interface, which constituted the categories of analysis of this work: contextual, technical, instructional, interactive, affective, evaluative and operational. The results show that a great part of these courses are based on behaviorist conceptions about teaching and learning a new language, which are implemented through the translation and grammar method. In general, the proposals that try to escape from this model are not able to organize themselves in terms of activities offered to the students. In regards to the kind of interaction provided, it is just rudimental or, according to Primo (2003: 1-16), a reactive interaction. Therefore, a great part of the on-line English courses analyzed are just repositories and/or virtual conveyors of information, corroborating Mason (1998) who argues that the most common model of courses is the one based on the content and, in which one can notice the migration to the internet of the contents previously available in the traditional classroom, with static contents, structured in pages on the web and with a low level of interaction. However, it is important to emphasize all of the courses analyzed have their own value, because they represent rehearsal about how to teach through this new way, willing to be improved and mainly, an alternative way to socialize information.Uma rápida busca na Internet permite encontrar um número expressivo de cursos gratuitos de inglês, representativos não só das possibilidades que esse novo meio oferece mas, também, da importância que a referida língua assumiu, principalmente devido ao domínio cultural e econômico dos países a ela relacionados. Assim, por meio desse trabalho, busquei investigar em que medida esses cursos conseguem viabilizar propósitos educacionais via meio on-line e identificar quais são as abordagens de ensino implícitas no corpus encontrado. Ainda, tendo como ponto de partida a natureza cultural e social da aprendizagem (Vygotsky, 1934: 117-131) e, que as negociações envolvendo troca de informações na interação auxiliam na aquisição da língua estrangeira, procuro verificar a natureza da interação entre professor, aluno e conteúdo, articulada pelos cursos. O instrumento utilizado na pesquisa foi o Roteiro para avaliação de cursos on-line de idiomas , proposto por Freire et al (2003: 245-276). Ele é dividido em sete áreas, passíveis de serem encontradas em uma interface, que se constituíram nas categorias de análise desse estudo, a saber: contextual, técnica, instrucional, interativa, afetiva, avaliativa e operacional. Os resultados evidenciam que grande parte dos cursos tem concepções behavioristas sobre o que é ensinar e aprender uma língua estrangeira, que são implementadas por meio do método da tradução e gramática. Em geral, as propostas que buscam fugir desse modelo não conseguem organizar-se em termos de atividades oferecidas aos alunos. No que se relaciona ao tipo de interação oferecida, ela é apenas rudimentar ou, na classificação de Primo (2003: 1-16), uma interação do tipo reativa. Sendo assim, grande parte dos cursos de inglês on-line analisados se constituem como repositórios e/ou transmissores virtuais de informação, corroborando a afirmação de Mason (1998), ao dizer que o modelo mais comum de cursos é o apoiado no conteúdo e, no qual se percebe a migração do conteúdo antes existente na forma presencial para a Internet, com conteúdos estáticos, estruturados em páginas na Rede e baixo nível de interação. Entretanto, cabe salientar, cada curso analisado investe-se de valor por representar um ensaio de como ensinar nesse novo meio, passível de ser aperfeiçoado e, principalmente, uma forma alternativa de socializar informações.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasMeio onlineCursos de inglêsCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASPropósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitosEducational purposes on the web: the case of free english coursesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisRoth, Désirée Mottahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793139Y7Leffa, Vilson Josehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783238Y5Müller, Felipe Martinshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723058U1http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4772193P2Wissmann, Liane Dal Molin80020000000140050030050050059091aa2-6e35-44d1-9dd6-52e839fe23f97b98c1fc-12d1-4609-a97f-a8f0fbe36f6c79993924-505b-4295-a278-f2f093fccdb2acd9e194-08a4-4237-a862-9782deb57005info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALLIANEWISSMANN.pdfapplication/pdf2009485http://repositorio.ufsm.br/bitstream/1/9787/1/LIANEWISSMANN.pdfae83a7e1e72becc8bb220d47ba8e7d9fMD511/97872022-03-09 15:36:13.149oai:repositorio.ufsm.br:1/9787Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-03-09T18:36:13Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
dc.title.alternative.eng.fl_str_mv |
Educational purposes on the web: the case of free english courses |
title |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
spellingShingle |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos Wissmann, Liane Dal Molin Meio online Cursos de inglês CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
title_full |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
title_fullStr |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
title_full_unstemmed |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
title_sort |
Propósitos educacionais no meio on-line: o caso dos cursos de inglês gratuitos |
author |
Wissmann, Liane Dal Molin |
author_facet |
Wissmann, Liane Dal Molin |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roth, Désirée Motta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793139Y7 |
dc.contributor.referee1.fl_str_mv |
Leffa, Vilson Jose |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783238Y5 |
dc.contributor.referee2.fl_str_mv |
Müller, Felipe Martins |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723058U1 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4772193P2 |
dc.contributor.author.fl_str_mv |
Wissmann, Liane Dal Molin |
contributor_str_mv |
Roth, Désirée Motta Leffa, Vilson Jose Müller, Felipe Martins |
dc.subject.por.fl_str_mv |
Meio online Cursos de inglês |
topic |
Meio online Cursos de inglês CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
A quick search through the Internet allows us to find an expressive number of free English courses, representing not only the possibilities that this new means of communication offers, but also the importance that this language took, mainly due to the cultural and economical domination exerted by the countries related to it. Thus, through this work, I try both investigate to what extent these courses manage to provide educational purposes by on-line means, and to identify the underlying teaching approaches observed in the corpus. Also, having as a starting point both the strictly cultural and social character of learning (Vygotsky, 1934: 117-131), and the assumption that negotiations involving the exchange of information through interaction help in the acquisition of a new language, I try to verify the nature of the interaction between teacher, student and content, related by the courses. The instrument used in the research was the checklist for evaluation of on-line language courses , proposed by Freire et al (2003: 245-276). It is divided into seven areas, likely to be found in any given interface, which constituted the categories of analysis of this work: contextual, technical, instructional, interactive, affective, evaluative and operational. The results show that a great part of these courses are based on behaviorist conceptions about teaching and learning a new language, which are implemented through the translation and grammar method. In general, the proposals that try to escape from this model are not able to organize themselves in terms of activities offered to the students. In regards to the kind of interaction provided, it is just rudimental or, according to Primo (2003: 1-16), a reactive interaction. Therefore, a great part of the on-line English courses analyzed are just repositories and/or virtual conveyors of information, corroborating Mason (1998) who argues that the most common model of courses is the one based on the content and, in which one can notice the migration to the internet of the contents previously available in the traditional classroom, with static contents, structured in pages on the web and with a low level of interaction. However, it is important to emphasize all of the courses analyzed have their own value, because they represent rehearsal about how to teach through this new way, willing to be improved and mainly, an alternative way to socialize information. |
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2005 |
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2005-07-15 |
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2006-10-25 |
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2006-10-25 |
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WISSMANN, Liane Dal Molin. EDUCATIONAL PURPOSES ON THE WEB: THE CASE OF FREE ENGLISH COURSES. 2005. 179 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005. |
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http://repositorio.ufsm.br/handle/1/9787 |
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WISSMANN, Liane Dal Molin. EDUCATIONAL PURPOSES ON THE WEB: THE CASE OF FREE ENGLISH COURSES. 2005. 179 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005. |
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