Evidences of washback effect in the teaching of Portuguese Language from the New National Secondary Education Examination
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
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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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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1797067715002761216 |