O papel de uma tarefa de conscientização gramatical em uma sequência de tarefas focadas

Autores

DOI:

https://doi.org/10.18309/ranpoll.v53i1.1610

Palavras-chave:

Aprendizagem explícita, Tarefa de conscientização gramatical, Tarefas focadas, Wh-questions

Resumo

Este artigo analisa o papel da informação explícita na aprendizagem de wh-questions com função de sujeito e objeto em uma sequência de tarefas. Duas sequências de tarefas focadas (ELLIS, 2003) foram elaboradas para conter insumo encharcado e destacado de wh-questions na função de sujeito e objeto. As atividades foram as mesmas, exceto pela tarefa de conscientização gramatical (TCG) em uma das sequências, que foi planejada para promover o conhecimento explícito dos alunos sobre as estruturas-alvo. Duas turmas de estudantes de ensino médio, estudando inglês como língua estrangeira, participaram do estudo. Os dados foram coletados por meio de um pré- e um pós-teste que solicitaram a produção e o reconhecimento das estruturas. O desempenho dos grupos foi comparado e os resultados mostraram que a sequência de tarefas contendo a TCG não foi promissora, possivelmente devido aos fatores internos dos aprendizes, que podem reduzir a importância do conhecimento explícito no processo de aprendizagem de língua estrangeira.

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Biografia do Autor

Rosely Xavier, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Doutora em Linguística Aplicada (UNICAMP).

Andressa Regiane Gesser, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Mestre em Linguística (UFSC)

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Publicado

2022-04-30

Como Citar

Xavier, R., & Gesser, A. R. . (2022). O papel de uma tarefa de conscientização gramatical em uma sequência de tarefas focadas. Revista Da Anpoll, 53(1), 78–98. https://doi.org/10.18309/ranpoll.v53i1.1610

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Seção

Estudos Linguísticos (2022)