Telecollaboration and Linguistic Gains in Postsecondary Non-Native Portuguese Learning

Luciane  MAIMONE; Ariel ZACH ZACH

doi:10.23925/2318-7115.2022v43i1a7

Autores

Luciane MAIMONE Missouri State University, Springfield, Missouri, USA. Department Modern and Classical Languages
Ariel ZACH ZACH Chatfield Senior High, Littleton, Colorado, United States. World Languages

DOI:

https://doi.org/10.23925/2318-7115.2022v43i1a7

Resumo

O presente estudo se propôs a investigar ganhos linguísticos e influência crosslinguística (CLI) na produção oral de aprendizes de português como terceira língua, comparando os efeitos de duas abordagens pedagógicas centradas na interação: telecolaboração entre aprendizes e falantes nativos de português (Teletandem) e trabalhos de produção oral em grupo em sala de aula. Após uma série de oito sessões, o desenvolvimento de competência linguística foi medido através de um teste de elicitação por imitação (EIT) e teste de compreensão oral. Também foram utilizadas medidas de complexidade sintática, precisão e fluência (CAF). Os resultados mostram um aumento significativo de competência linguística e índices de CAF para ambos os grupos. Foi também identificada a predominância de CLI do espanhol, única a se reduzir de forma significativa. Percepções dos aprendizes quanto sua participação nas atividades de interação, assim como a ausência de diferenças entre os grupos experimentais são discutidas levando-se em conta modelos pedagógicos de prática telecolaborativa.

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