O aprendizado de vocabulário de língua inglesa no ensino fundamental : a internet como subsídio para a retenção lexical

• Ano de defesa: 2008
• Autor(a) principal: Moreira, Maria Aparecida Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Letras; Estudos de linguagem; Aquisição da segunda linguagem; Língua inglesa; Estudo e ensino; Vocabulário; Aquisição lexical; Retenção lexical; Ensino por tarefas; Internet; Vcabulary; Lexical aquisition; Task-based learning; Word retention; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/18501

This study describes the results of an investigation on EFL vocabulary teaching and learning in a state school in Brazil. The participants were elementary school pupils (12 to 14 year-olds) learning English as a foreign language in the city of Rio de Janeiro. It aims at evaluating whether Internet-based comprehension tasks contribute to vocabulary acquisition and retention. The theoretical framework comprises the basic principles of lexical and taskbased instruction as well as some pedagogical principles of CALL (Computer-Assisted Language Learning). Due to the characteristics of the topic investigated, the method chosen was experimental. Both the control and the experimental groups were assigned similar lexisfocused tasks. However, while the experimental group performed their tasks using websites as their vocabulary input, the control group performed the same tasks in the classroom, using printed versions of materials taken from the same websites. The analysis of the results does not demonstrate significant differences in the lexical gains between the two groups. Yet, neither the control group nor the experimental group was able to retain the lexical items taught for a longer period. This fact seems to reveal that the Internet, even when its use is based on pedagogical principles, does not seem to be enough to promote lexical retention, as it had been anticipated