As crenças de alunos brasileiros do ensino fundamental quanto ao papel da correção de erros orais no processo de aprendizagem de língua inglesa

• Ano de defesa: 2011
• Autor(a) principal: Oliveira, Valeria Silva de
• 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: Estudos de linguagem; Linguística aplicada ao ensino/aprendizagem de língua estrangeira (inglês); Inglês como língua estrangeira; Correção de erros orais em sala de aula; Crenças dos alunos; English as a foreign language; Oral error correction in the classroom; Learners beliefs; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/19337

The aim of this study is to investigate high school Brazilian learners beliefs on oral error correction in the English learning/teaching process. The methodology applied is ethnographic. This approach supported the use of instruments of data gathering coherent with this type of methodology, such as, observation, video recording, opened and semi-structured questionnaires and semi-structured retrospective interview with the target group. The analysis of collected data was carried out qualitatively. The results suggest that learners believe that error correction is an important strategy in language learning. The great majority of participants of this study assert tha t all mistakes should be corrected, although one student highlighted that many errors occur due to learner s anxiety or nervousness and not because of his/her lack of knowledge. Participants also revealed the importance of teachers to keep a harmonious atmosphere in the classroom, avoiding inappropriate jokes or ironies during oral error corrections. The result of this study points to the fact that learners system of beliefs relies on a traditional perspective of the learning process, since, according to them, teachers are still viewed as the authority of the error treatment process. Besides, the different answers found indicate a group formed by individuals imbued of personal experiences, and, because of that, heterogeneous. Learners beliefs may inform teachers of the elements that constitute the multifaceted context of the target classroom and contribute so that teachers provide more opportunities of learning in the classroom.