Avaliação de produções escritas em português para falantes de outras línguas em contexto teletandem: contribuições para a formação inicial de professores

• Ano de defesa: 2014
• Autor(a) principal: Brocco, Aline de Souza [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Linguistica aplicada; Lingua portuguesa - Estudo e ensino - Falantes estrangeiros; Língua portuguesa - Português escrito; Professores de português; Redação - Avaliação; Ensino a distância - Ensino auxiliado por computador
• Link de acesso: http://hdl.handle.net/11449/127557; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/14-09-2015/000844160.pdf

This research work aims at investigating the characteristics of the evaluation of written textual productions carried out by teachers in pre-service, undergraduate students of Language, Arts and Literature major at UNESP-São José do Rio Preto. Such an assessment was performed as a part of the tasks proposed by their professors in a context called integrated institutional teletandem, in which university students in Brazil interact with American university students in order to learn each other's language. What differentiates the integrated institutional teletandem from the nonintegrated or independent teletandem is that the former is an integral part of foreign language students' academic and pedagogical tasks in undergraduate major. The main research instruments in this work are both the written textual productions in Portuguese as foreign language (FL) assessed by teachers in training and the interaction diaries produced by them. The first stage of the research consists of finding the characteristics of the assessment carried out by Portuguese proficient interactants in correcting the written productions and the learners' competences (grammatical, sociolinguistic, discursive, strategic and intercultural) prioritized by them. In the second stage, we seek to find teacher competences (implicit, applied and linguistics) in the interaction diaries produced by Brazilian interactants and verify how assessment of written production in integrated institutional teletandem can contribute to teacher education. The analysis of the assessment of written productions revealed the students' focus on the direct or resolution correction and a tendency for an analytic rather than a holistic evaluation. Furthermore, we observe a direction in formative evaluation approach, as the learners' inadequacies were taken as evidence of their difficulties, leading to a debate that sought to solve these problems ...