A aprendizagem de marcadores pragmáticos : a eficácia de instrução com foco na forma

• Ano de defesa: 2009
• Autor(a) principal: Lyrio, Aurélia Leal Lima
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Língua Inglesa; Marcadores pragmáticos; Foco na forma; Ensino-aprendizagem de Inglês como Língua Estrangeira; Engllish language; Pragmatic markers; Focus on form; Teaching-learning of English as a Foreign Language; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/18596

The results of the most recent research on pragmatic markers have shown that advanced non native English speakers use pragmatic markers inappropriately. In some cases, there is no use at all. Such verbal behavior has contributed to make these speakers be judged unfavorably. Therefore, this research project aimed at analyzing the effectiveness of focus on form based instruction (FonF), in the learning of some functions of the pragmatic markers I Mean and you know. It was verified the effects of some procedures of this approach in the interlanguage of Brazilian learners of English as a foreign language (EFL). These procedures named Input Enhancement, Input Processing, Interaction Enhancement, and Corrective Recasting were used to teach specific functions, which were chosen in advance, and inserted in the activities of the normal lessons of the book. Such teaching strategies were applied to advanced learners during their regular classes for approximately two months. The students were also submitted to a pre test before the beginning of the treatment, a posttest a week after the treatment, and a delayed one a month later. The tests consisted of fifteen-minute conversations between pairs of students and native speakers. The students also answered a questionnaire before the beginning of their classes, whose objective was to investigate their experience with the English language. The aim of such an action was to guarantee that eventual positive results indeed sprang from the intervention rather than the learners‟ prior knowledge. The research outcomes revealed profits from the use of the Focus on Form instruction