Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination

Detalhes bibliográficos
Autor(a) principal: Gomes, Lívia Zanier
Data de Publicação: 2016
Outros Autores: Felice, Maria Inês Vasconcelos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Domínios de Lingu@gem
Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/32308
Resumo: This paper presents results of a master's research that investigated whether the New National Secondary Education Examination has generated washback effect in Portuguese high school language classes. It is theoretically based both on Chapelle (1999) and Scaramucci (2011) on what regards the concept of validity, and on Alderson and Wall (1992) and Scaramucci (2004) regarding the conceptualization of Retroactive Effect. Interpretative analysis of the instruments was carried out in the light of Content Analysis methodology by Bardin (2010). The results show a negative retroactive effect in schools. The common sense that private schools adapt faster and even more efficiently to change has not been scientifically proven.
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spelling Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education ExaminationIndícios de efeito retroativo no ensino de Língua Portuguesa a partir do Novo Exame Nacional do Ensino MédioEfeito retroativoNovo EnemLíngua PortuguesaWashback EffectNew ENEMPortuguese LanguageThis paper presents results of a master's research that investigated whether the New National Secondary Education Examination has generated washback effect in Portuguese high school language classes. It is theoretically based both on Chapelle (1999) and Scaramucci (2011) on what regards the concept of validity, and on Alderson and Wall (1992) and Scaramucci (2004) regarding the conceptualization of Retroactive Effect. Interpretative analysis of the instruments was carried out in the light of Content Analysis methodology by Bardin (2010). The results show a negative retroactive effect in schools. The common sense that private schools adapt faster and even more efficiently to change has not been scientifically proven.Este artigo traz resultados de uma pesquisa de mestrado que investigou se o Novo Exame Nacional do Ensino Médio tem gerado efeito retroativo em aulas de Língua Portuguesa do Ensino Médio. Embasa-se teoricamente em Chapelle (1999) e Scaramucci (2011) na conceituação de validade e em Alderson e Wall (1992) e Scaramucci (2004) na conceituação de Efeito Retroativo. A análise interpretativista dos instrumentos foi realizada à luz da metodologia da Análise de Conteúdo, estabelecida por Bardin (2010). Como resultados, percebeu-se que o efeito retroativo manifesta-se nas escolas negativamente e que a ideia de senso-comum de que as escolas particulares adaptam-se mais rapidamente e até mais eficientemente à mudança não se comprovou cientificamente.PP/UFU2016-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/3230810.14393/DL28-v11n1a2017-11Domínios de Lingu@gem; Vol. 11 No. 1 (2017): Número atemático; 208-232Domínios de Lingu@gem; Vol. 11 Núm. 1 (2017): Número atemático; 208-232Domínios de Lingu@gem; v. 11 n. 1 (2017): Número atemático; 208-2321980-5799reponame:Domínios de Lingu@geminstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/32308/19588Copyright (c) 2017 Lívia Zanier Gomes, Maria Inês Vasconcelos Feliceinfo:eu-repo/semantics/openAccessGomes, Lívia ZanierFelice, Maria Inês Vasconcelos2019-06-09T14:31:19Zoai:ojs.www.seer.ufu.br:article/32308Revistahttps://seer.ufu.br/index.php/dominiosdelinguagemPUBhttps://seer.ufu.br/index.php/dominiosdelinguagem/oairevistadominios@ileel.ufu.br||1980-57991980-5799opendoar:2019-06-09T14:31:19Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
Indícios de efeito retroativo no ensino de Língua Portuguesa a partir do Novo Exame Nacional do Ensino Médio
title Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
spellingShingle Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
Gomes, Lívia Zanier
Efeito retroativo
Novo Enem
Língua Portuguesa
Washback Effect
New ENEM
Portuguese Language
title_short Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
title_full Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
title_fullStr Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
title_full_unstemmed Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
title_sort Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
author Gomes, Lívia Zanier
author_facet Gomes, Lívia Zanier
Felice, Maria Inês Vasconcelos
author_role author
author2 Felice, Maria Inês Vasconcelos
author2_role author
dc.contributor.author.fl_str_mv Gomes, Lívia Zanier
Felice, Maria Inês Vasconcelos
dc.subject.por.fl_str_mv Efeito retroativo
Novo Enem
Língua Portuguesa
Washback Effect
New ENEM
Portuguese Language
topic Efeito retroativo
Novo Enem
Língua Portuguesa
Washback Effect
New ENEM
Portuguese Language
description This paper presents results of a master's research that investigated whether the New National Secondary Education Examination has generated washback effect in Portuguese high school language classes. It is theoretically based both on Chapelle (1999) and Scaramucci (2011) on what regards the concept of validity, and on Alderson and Wall (1992) and Scaramucci (2004) regarding the conceptualization of Retroactive Effect. Interpretative analysis of the instruments was carried out in the light of Content Analysis methodology by Bardin (2010). The results show a negative retroactive effect in schools. The common sense that private schools adapt faster and even more efficiently to change has not been scientifically proven.
publishDate 2016
dc.date.none.fl_str_mv 2016-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/32308
10.14393/DL28-v11n1a2017-11
url https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/32308
identifier_str_mv 10.14393/DL28-v11n1a2017-11
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/32308/19588
dc.rights.driver.fl_str_mv Copyright (c) 2017 Lívia Zanier Gomes, Maria Inês Vasconcelos Felice
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Lívia Zanier Gomes, Maria Inês Vasconcelos Felice
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv PP/UFU
publisher.none.fl_str_mv PP/UFU
dc.source.none.fl_str_mv Domínios de Lingu@gem; Vol. 11 No. 1 (2017): Número atemático; 208-232
Domínios de Lingu@gem; Vol. 11 Núm. 1 (2017): Número atemático; 208-232
Domínios de Lingu@gem; v. 11 n. 1 (2017): Número atemático; 208-232
1980-5799
reponame:Domínios de Lingu@gem
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Domínios de Lingu@gem
collection Domínios de Lingu@gem
repository.name.fl_str_mv Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistadominios@ileel.ufu.br||
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