Crenças e experiências de aprendizagem de LE (inglês) de alunos de centros interescolares de línguas: um estudo de caso

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The aim of this study is to carry out a research on language learning beliefs and experiences of Brazilian students enrolled in an extensive foreign language course program sponsored by the government and held into public schools called CIL. This work is a qualitative case study, and its theoretical framework is based on Dewey (1933, 1963, 2001), Barcelos (1995, 2000, 2001, 2003, 2004, 2006), and Miccoli (1997, 2004). Twenty English as Foreign Language (EFL) students, with four to five years of experience at CIL, answered a questionnaire, a semi-structured interview and wrote experience reports about their language learning experiences. Some beliefs which emerged more emphatically were: listening is the hardest skill to learn, while writing is the easiest one; the EFL teacher is responsible for students learning; and English cannot be learnt in Brazilian regular schools. Besides, the students have shown conflicting beliefs about their self-image as EFL learners. The results suggest the beliefs above are related to subjects language learning experiences and setting. Thus, EFL Brazilian teachers need to reflect about their practice. I hope this study can open new horizons to studies on language learning beliefs and experiences, especially those focusing Brazilian public schools, enriching EFL learning and teaching literature.

ASSUNTO(S)

escolas públicas escrita experiências de aprendizagem auto-imagem lingua estrangeira língua inglesa fala crenças aprendizagem linguistica aplicada

ACESSO AO ARTIGO

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