Eficácia das técnicas de ensino de línguas estrangeiras

Fornecimento de feedback como forma de corrigir erros de escrita

Autores

DOI:

https://doi.org/10.29051/el.v8iesp.1.16934

Palavras-chave:

Língua estrangeira, Feedback corretivo, Escrevendo, Feedback direto, Feedback indireto

Resumo

O estudo analisa o problema do feedback corretivo no estudo de uma língua estrangeira na universidade como um dos tipos de feedback entre professor e aluno. O artigo considera o feedback como uma forma de corrigir os erros dos alunos na execução do controle. O artigo oferece uma característica de feedback escrito, identifica seus vários tipos e subtipos em termos de suas características específicas e eficiência de uso. Várias abordagens para a correção de erros de escrita e fala dos alunos são analisadas. É dada especial atenção às condições de dar feedback eficaz. O estudo experimental realizado sobre a eficácia de diferentes tipos de feedback corretivo escrito entre um professor e um aluno no processo de aprendizagem de língua estrangeira conclui que o feedback corretivo indireto escrito se mostra mais eficaz, pois o feedback indireto requer maior participação dos alunos e seu envolvimento ativo na o processo de aprendizagem.

Downloads

Não há dados estatísticos.

Biografia do Autor

Nataliya Rets, Moscow State University of Technologies and Management named after K.G. Razumovskiy (MSUTM), Moscow – Russia

Associate Professor.

Svetlana Pivneva, Russian State Social University (RSSU), Moscow – Russia

Associate Professor.

Olga Pasiukova, Moscow State University of Technologies and Management named after K.G. Razumovskiy (MSUTM), Moscow – Russia

Associate Professor.

Svetlana Zolotareva, Financial University under the government of the Russian Federation (FinU), Moscow – Russia

Associate Professor.

Zhanna Abalyan, Financial University under the government of the Russian Federation (FinU), Moscow – Russia

Associate Professor.

Elmira Khutova, Kabardino-Balkarian State University named after H.M. Berbekov (KBSU), Nalchik – Russia

Associate Professor.

Referências

ARIDAH, A.; ATMOWARDOYO, H.; SALIJA, K. Teacher practices and students’ preferences for written corrective feedback and their implications on writing instruction. International Journal of English Linguistics, v. 7, n. 1, p. 112–125, 2017. Available in: https://ccsenet.org/journal/index.php/ijel/article/view/63921. Access in: 15 Aug. 2021.

ARTEMOVA, E. G. et al. El uso de códigos QR y su eficacia en la aplicación de competencias profesionales [The use of QR codes and their efficiency in the application of professional skills]. Apuntes Universitarios, v. 12, n. 1, p. 419–435, 2021. Available in: https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/978. Access in: 17 Aug. 2021.

BAIDELDINOVA, G. et al. Improving students' independent work under teacher's supervision during foreign language learning at the university. European Journal of Contemporary Education, v. 10, n. 4, p. 868-878, 2021. Available in: https://oaji.net/pdf.html?n=2022/2-1642888759.pdf. Acceso in: 7 July 2021.

BESSONOV, K. A. Obratnaia sviaz v pedagogicheskom vzaimodeistvii prepodavatelia i studenta [Feedback in the pedagogical interaction between a teacher and a student]. Juvenis Scientia, n. 2, p. 86-89, 2016. Available in: https://cyberleninka.ru/article/n/obratnaya-svyaz-v-pedagogicheskom-vzaimodeystvii-prepodavatelya-i-studenta. Access in: 09 July 2021.

BITCHENER, J.; YOUNG, S.; CAMERON, D. The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, v. 14, n. 3, p. 191–205, 2005. Available in: https://www.sciencedirect.com/science/article/abs/pii/S1060374305000366. Access in: 3 Aug. 2021.

BLACK, D. A.; NANNI, A. Written corrective feedback: Preferences and justifications of teachers and students in a Thai context. Gema Online Journal of Language Studies, v. 16, n. 3, p. 99–114, 2016. Available in: https://www.researchgate.net/publication/309922729_Written_Corrective_Feedback_Preferences_and_Justifications_of_Teachers_and_Students_in_a_Thai_Context. Access in: 23 July 2021.

BREDIKHINA, I.A. Metodika prepodavaniia inostrannykh iazykov: Obuchenie osnovnym vidam rechevoi deiatelnosti [Methodology of teaching foreign languages: Teaching the main types of speech activity]. Ekaterinburg: Ural University Publishing House, 2018.

BROWN, G. T.; HARRIS, L. R.; HARNETT, J. Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student wellbeing. Teaching and Teacher Education, v. 28, n. 7, p. 968–978, 2012. Available in: https://www.sciencedirect.com/science/article/abs/pii/S0742051X12000807?via%3Dihub. Access in: 11 Aug. 2021.

DMITRICHENKOVA, S. V. et al. Especificidades da estabilidade estrutural da criatividade profissional de um professor de línguas estrangeiras [Specifics of the structural stability of professional creativity of a foreign language teacher]. Revista EntreLinguas, v. 7, n. esp. 2, p. e021017, 2021. Available: in: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15143. Access in: 20 Aug. 2021.

DZYUBA, E. M. et al. Open education courses as a relevant environment for improving professional competencies of teachers. Revista Tempos e Espaços Em Educação, v. 14, n. 33, e16164, 2021. Available in: https://seer.ufs.br/index.php/revtee/article/view/16164. Acceso in: 07 Aug. 2021.

ELLIS, R. A typology of written corrective feedback types. ELT Journal, v. 63, n. 2, p. 97–107, 2008. Available in: https://academic.oup.com/eltj/article-abstract/63/2/97/440749?login=false. Access in: 19 July 2021.

ELLIS, R. et al. The effects of focused and unfocused written corrective feedback in English as a foreign language context. System, v. 26, n. 3, p. 353–371, 2008. Available in: https://www.sciencedirect.com/science/article/abs/pii/S0346251X08000390. Access in: 20 July 2021.

FARJADNASAB, A. H.; KHODASHENAS, M. R. The effect of written corrective feedback on EFL students’ writing accuracy. International Journal of Research in English Education, v. 2, n. 2, p. 30–42, 2017. Available in: https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=526154. Access in: 07 Aug. 2021.

GAMLEM, S. M.; MUNTHE, E. Mapping the quality of feedback to support students’ learning in lower secondary classrooms. Cambridge Journal of Education, v. 44, n. 1, p. 75–92, 2014. Available in: https://www.tandfonline.com/doi/abs/10.1080/0305764X.2013.855171. Access in: 14 July 2021.

GAMLEM, S. M.; SMITH, K. Student perceptions of classroom feedback. Assessment in Education: Principles, Policy & Practice, v. 20, n. 2, p. 150-169, 2013. Available in: https://www.tandfonline.com/doi/abs/10.1080/0969594X.2012.749212. Access in: 22 July 2021.

GOLUBEVA, T. I. et al. The impact of visualization tools in distance english language learning: the experience of the Russian university teachers. Revista tempos e espaços em educação, v. 14, n. 33, e16111, 2021. Available in: https://dialnet.unirioja.es/servlet/articulo?codigo=8077572. Access in: 23 July 2021.

HUBACKOVA, S. Feedback in on-line foreign language teaching. Procedia - Social and Behavioral Sciences, v. 232, p. 316-320, 2016. Available in: https://www.sciencedirect.com/science/article/pii/S1877042816312605. Access in: 04 Aug. 2021.

LIU, N. F.; CARLESS, D. Peer feedback: The learning element of peer assessment. Teaching in Higher Education, v. 11, n. 3, p. 279-290, 2006. Available in: https://www.tandfonline.com/doi/abs/10.1080/13562510600680582. Access in: 15 July 2021.

MACKEY, A. Feedback, noticing and instructed second language learning. Applied Linguistics, v. 27, n. 3, p. 405–430, 2006. Available in: https://academic.oup.com/applij/article-abstract/27/3/405/182957?login=false. Access in: 20 July 2021.

MALEKI, A.; ESLAMI, E. The effects of written corrective feedback techniques on EFL students’ control over grammatical construction of their written English. Theory and Practice in Language Studies, v. 3, n. 7, p. 1250-1257, 2013. Available in: https://www.academypublication.com/issues/past/tpls/vol03/07/24.pdf. Access in: 12 Aug. 2021.

ÖLMEZER-ÖZTÜRK, E. Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: A small-scale classroom research study. Language Learning Journal, v. 47, n. 2, p. 219-228, 2019. Available in: https://www.tandfonline.com/doi/full/10.1080/09571736.2016.1263360. Access in: 17 Aug. 2021.

PANIKAROVA, N. P. et al. A influência da avaliação formativa das realizações acadêmicas dos alunos para aumentar sua motivação para estudar na universidade [The influence of formative assessment of students’ academic achievements on increasing their motivation to study at university]. Revista EntreLinguas, Araraquara, v. 7, n. esp. 4, p. e021088, 2021. Available in: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15636. Access in: 03 Aug. 2021.

PARR, J. M.; HAWE, E. Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms. Professional Development in Education, v. 43, n. 5, p. 709–728, 2017. Available in: https://www.tandfonline.com/doi/full/10.1080/19415257.2016.1241818. Access in: 30 jul. 2021.

POPOVA, E. N.; BOBROVA, S. E.; MALTZAGOV, I. D. Desenvolvimento da competência e cultura da utilização de ferramentas de tradução automática em futuros tradutores (a exemplo de dominar o uso de ferramentas gatos) [Development of the competency and culture of usingautomatic translation tools in future translators (on the example of mastering the use of cat tools)]. Revista EntreLinguas, Araraquara, v. 7, n. esp. 5, 2021. Available in: https://periodicos.fclar.unesp.br/entrelinguas/article/view/16024. Acceso in: 10 Aug. 2021.

RUDZEWITZ, B. et al. Generating feedback for English foreign language exercises. New Orleans: Association for Computational Linguistics, 2018.

SHUTE, V. J. Focus on formative feedback. Review of Educational Research, v. 78, n. 1, p. 153-189, 2008. Available in: https://journals.sagepub.com/doi/10.3102/0034654307313795. Access in: 12 July 2021.

SKOVHOLT, K. Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education, v. 69, p. 142–153, 2018. Available in: https://www.sciencedirect.com/science/article/abs/pii/S0742051X17300082. Access in: 13 Aug. 2021.

USMANOVA, E.; KHOKHLOVA, E.; FEDOSEEV, R. Mediation and communication practices in education. Revista Tempos E Espaços Em Educação, v. 14, n. 33, e16562, 2021. Available in: https://dialnet.unirioja.es/servlet/articulo?codigo=8120468. Access in: 07 Aug. 2021.

Publicado

30/03/2022

Como Citar

RETS, N. .; PIVNEVA, S. .; PASIUKOVA, O. .; ZOLOTAREVA, S. .; ABALYAN, Z. .; KHUTOVA, E. . Eficácia das técnicas de ensino de línguas estrangeiras: Fornecimento de feedback como forma de corrigir erros de escrita. Revista EntreLinguas, Araraquara, v. 8, n. esp.1, p. e022022, 2022. DOI: 10.29051/el.v8iesp.1.16934. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/16934. Acesso em: 28 maio. 2024.

Edição

Seção

Artigos