Processo discursivo e subjetividade : vozes preponderantes na avaliação da oralidade em lingua estrangeira no ensino universitario

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

In this thesis I study the representations of the evaluation of orality in the learning of English as a Foreign Language (EFL) in a Brazilian undergraduate institution for FL teachers. I work within a transdisciplinary approach that includes questions and concepts from applied linguistics, discourse analysis and psychoanalysis. In this perspective, subjectivity is constituent of discourse, and speeches are built socio-historically by split and desiring subjects, constituted by language and involved in relationships of power and institutional/normative interests. In this heterogeneity of senses, subject-teachers take contradictory positions in the assessment of their students learning process, which is configured as interpretation gestures because they answer demands, in this case, from scientific, technical, juridical and political-transferencial voices. After a brief panorama of the development of the evaluation concept in time, and particularly in FL teaching/learning, I gather the corpus with the discourse and the practice of teachers and students at the end of a course of study, when it is supposed that such student is able to take a stand in the FL. In my analysis I use the notion, among others, of "discursive resonance", that is, expressive recurrences, which aIlow us to infer discursive fonnations (DF), understood as enunciative regularities within a field of knowledge. Bearing in mind the concepts and processes involved in evaluative practices, I take as themes the elements of traditional oral evaluation, such as fluency and pronunciation; representations of communicative competence/proficiency; the consideration of the difference between knowing the language and knowing about the language; reactions to errors/mistakes; correction by peers. Another element is the student represented as weak. As a result, we can infer that interpretation gestures concur to configure DF s which I denominate Including and Excluding, in the modulations that I name, Unconditional inclusion, Demanding conditional inclusion, and Excluding perfection. The Excluding DF is characterized by the representation of perfection which excludes both the students fault and excelence. In it I considered a modulation in which the student s performance must be perfect, although it never achieves a maximum; whereas the student represented as weak is not even regarded. The Inclusive DF accepts the student s faults and progress, turning relative his perfonnance. In this DF, I devise two modulations. In the first, named Inconditional inclusion, a progress and a passing grade above an abstract minimum are always considered to every student unconditionally. In the second, named Demanding conditional inclusion, some of the students claims are heard, though conditioned to scientific/technical objetives. In it the student can achieve excellence, although that student considered weak is marked by the rigor of a non-passing grade.

ASSUNTO(S)

avaliação aquisição da segunda linguagem linguistica aplicada analise do discurso psicanalise

ACESSO AO ARTIGO

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