Instruções de Linguagem Oral: Crenças do professor e do aluno e a realidade das Aulas de Inglês na Universidade da Colômbia

Autores

  • Andrew Cohen Universidad de Antioquia
  • Lydia Fass Universidad de Antioquia

DOI:

https://doi.org/10.17533/udea.ikala.8562

Palavras-chave:

crenças dos actores da aprendizagem, EFL, instruções de prática oral em língua inglesa, monitorização

Resumo

Na universidade colombiana um grupo de professores-pesquisadores estudam as crenças e os tipos de instrução da prática oral em inglês e sua avaliação. 40 professores e 63 estudantes de diferentes níveis participaram nessa pesquisa. Questionários, entrevistas e observações de base foram os instrumentos aplicados. Entre as implicações pedagógicas destacam a necessidade de orientar os atores dessa aprendizagem para uma prática verdadeiramente comunicativa e a de capacitar os professores na avaliação dessa prática.

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Biografia do Autor

Andrew Cohen, Universidad de Antioquia

is in the English as a Second Language, University of Minnesota, Minneapolis. Cohen also directs the National Language Resource Center at CARLA. Aside from articles on language learning, teaching and assessment, Cohen is author of assessing language ability in the classroom (Heinle & Heinle, 1994), co-editor with Lyle Bachman of Interfaces between second language acquisition and language testing research( CUP,1998), and co-editor with Elaine Tarone and Susan Gass of Research methodology in second-language acquisition (Lawrence Erlbaum,1994). He has also published books on language learning and use strategies (language learning: Insights for learners, teachers, and researchers. Mewbury House/HarperCollins, 1990; strategies in learning and using a second language. Longman, 1198

Lydia Fass, Universidad de Antioquia

formerly worked as an Associate Education Specialist at the Minnesota English Center, University of Minnesota, Minneapolis. She served as Coordinator of Research and Development at EAFIT University, Medellin, Colombia from August 1998 through September 1999. Lydia fass is currently studying for a Master’s in Landscape Architecture at California State Polytechnic University in Pomona, California.

Referências

BROWN, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. 2ed. White Plains. NY. Longman/Pearson Education.

BROWN. J. D. (Ed.) (1998). New ways of classroom assessment. Alexandria. VA: Teachers of English to Speakers of Other Languages.

BROWN. G. & Yule. G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press.

BURNS. A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press

COHEN. A.D. (1994). Assessing language hability in the classroom. Boston: Heinle & Heinle.

COHEN. A. D. (1998). Strategies in learning and using a second language. Harlow. Essex: Longman.

COSTINETT. D. & Byrd. D. (1994). Spectrum 5: A communicative course in English. Englewood Cliffs. NJ: Prentice Hall Regents.

DYE. J. & Frankfort. N. (1993-1994). Spectrum 1-4: A communicative course in English. Englewood Cliffs. NJ: Prentice Hall Regents.

FREEMAN, D. (1998). Doing teacher-research: From inquiry to understanding. Toronto: Heinle & Heinle.

HOPKINS. D. (1993). A teacher's guide to classroom research. Buckingham: Open University Press.

HORWTIZ E K. (1983). Beliefs About Language learning Inventory. Unpublished instrument. Austin. TX: The University of Texas.

HORWITZ, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden. & J. Rubin (Eds.). Learner strategies in language learning. Englewood Cliffs. NJ: Prentice/Hall International. 119-129.

KERN. R G. (1995). Students' and Teachers' beliefs about language learning. Foreign Language Annals. 28 (I). 71-92.

NORRIS. J. M., Brown. J. D., Hudson. T. & Yoshioka. J. (1998). Designing second language performance assessments. Technical Report #18. Hawaii: Second Language Teaching & Curriculum Center. University of Hawaii at Manoa.

SELIGER. H. & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.

TUMPOSKY. N R. (1991). Students’ beliefs about language learning. Carleton Papers in Applied Language Study, 8. 50-65.

WALLACE. M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.

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Publicado

2001-04-08

Como Citar

Cohen, A., & Fass, L. (2001). Instruções de Linguagem Oral: Crenças do professor e do aluno e a realidade das Aulas de Inglês na Universidade da Colômbia. Íkala, Revista De Lenguaje Y Cultura, 6(1-2), 43–62. https://doi.org/10.17533/udea.ikala.8562

Edição

v. 6 n. 1-2

Seção

Articles

Licença

Copyright (c) 2001 Íkala, Revista de Lenguaje y Cultura

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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