Construindo sentidos e vislumbrando caminhos atravÃs da mediaÃÃo no ensino de inglÃs como lÃngua estrangeira

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

My experience as an English teacher trainer as well as the projects I undertook with teachers and students from state schools seem to indicate a predominance of structural approaches in the teaching of English in the public sector, emphasizing the study of words and grammar to the detriment of the use of language in communicative contexts. That is why activities are commonly found to be teacher-centered and students do not feel motivated to cooperate with one another to learn. For these reasons, research work, on a sociointeractionist basis, was conducted. Its main objective was to make the researcherâs pedagogical intervention, in the chosen high school classroom possible, for a further analysis of her mediation with the students, as well as the student(s)-to-student(s) mediation in order to find alternative ways for the teaching of English in public schools. To achieve this goal the following research tools were used: a questionnaire, a diagnostic test, a pre-test, a post-test, audio and video tape recordings, activities and journals. The research results showed that the teacherâs mediation with students and the mediation among students contributed to the improvement of the reading skill in the English language, to a greater socialization of the learners and introduced them to notions of how to write texts. Consequently, the success of mediation depended not only on cognitive, but also on socio-affective factors such as the development of self-esteem and respect for individual differences

ASSUNTO(S)

mediaÃÃo estratÃgias learning linguistica strategies aprendizagem mediation

ACESSO AO ARTIGO

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