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As crenças e práticas dos professores de PLE sobre o ensino de produção, interação e mediação orais : um estudo de caso na China
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Abstract(s)
Nas últimas décadas, a China tem fortalecido relações comerciais com países de língua portuguesa, aumentando a demanda por profissionais fluentes em português. No entanto, muitos graduados apresentam dificuldades na expressão oral. Os professores desempenham um papel fundamental no desenvolvimento desta competência e compreender as crenças dos mesmos e as suas práticas pedagógicas é essencial para aprimorar o ensino de português como língua estrangeira (PLE) na China.
Este estudo de caso investiga o ensino da expressão oral por parte de cinco professoras universitárias de português na China, analisando não só as suas crenças e respetivas fontes de formação como também as suas práticas pedagógicas, ao nível da abordagem geral e das dimensões de correção, fluência e complexidade. Além disso, examina a relação entre crenças e práticas docentes.
A pesquisa combina as abordagens qualitativa e quantitativa. A recolha de dados foi realizada por meio de questionários, entrevistas e observação de aulas, recorrendo à
triangulação para garantir a validade dos resultados.
Os resultados deste estudo mostram que a experiência como estudante, a formação docente e a experiência de ensino constituem fontes importantes das crenças. As práticas pedagógicas evidenciam métodos variados, embora com prevalência do método de gramática e tradução, a promoção das três dimensões da expressão oral através do recurso a estratégias como a correção explícita, a não interrupção da expressão oral do aluno e o tempo de planeamento, e um maior investimento sobretudo no ensino da produção e da interação orais. Verifica-se, de modo geral, uma consistência significativa entre crenças e práticas, embora também se tenham registado algumas inconsistências.
In recent decades, China has strengthened trade relations with Portuguese-speaking countries, increasing the demand for professionals fluent in Portuguese. However, many graduates have difficulties in oral expression. Teachers play a fundamental role in developing this skill, and understanding their beliefs and their pedagogical practices is essential to improving the teaching of Portuguese as a foreign language (PFL) in China. This case study investigates the teaching of oral expression by five university Portuguese teachers in China, analyzing not only their beliefs and respective sources of training, but also their pedagogical practices, in terms of the general approach and the dimensions of accuracy, fluency and complexity. In addition, it examines the relationship between beliefs and teaching practices. The research combines qualitative and quantitative approaches. Data collection was carried out through questionnaires, interviews and classroom observation, using triangulation to ensure the validity of the results. The results of this study show that student experience, teacher training and teaching experience are important sources of beliefs. The teaching practices show varied methods, although the grammar and translation method prevails, the promotion of the three dimensions of oral expression through the use of strategies such as explicit correction, not interrupting the student's oral expression and planning time, and a greater investment, especially in teaching oral production and interaction. In general, there is significant consistency between beliefs and practices, although some inconsistencies have also been identified.
In recent decades, China has strengthened trade relations with Portuguese-speaking countries, increasing the demand for professionals fluent in Portuguese. However, many graduates have difficulties in oral expression. Teachers play a fundamental role in developing this skill, and understanding their beliefs and their pedagogical practices is essential to improving the teaching of Portuguese as a foreign language (PFL) in China. This case study investigates the teaching of oral expression by five university Portuguese teachers in China, analyzing not only their beliefs and respective sources of training, but also their pedagogical practices, in terms of the general approach and the dimensions of accuracy, fluency and complexity. In addition, it examines the relationship between beliefs and teaching practices. The research combines qualitative and quantitative approaches. Data collection was carried out through questionnaires, interviews and classroom observation, using triangulation to ensure the validity of the results. The results of this study show that student experience, teacher training and teaching experience are important sources of beliefs. The teaching practices show varied methods, although the grammar and translation method prevails, the promotion of the three dimensions of oral expression through the use of strategies such as explicit correction, not interrupting the student's oral expression and planning time, and a greater investment, especially in teaching oral production and interaction. In general, there is significant consistency between beliefs and practices, although some inconsistencies have also been identified.
Description
Tese de Doutoramento em Didática das Línguas Multilinguismo e Educação para a Cidadania Global, em associação com a Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, apresentada à Universidade Aberta
Keywords
Crenças dos professores Práticas pedagógicas Ensino da expressão oral Português língua estrangeira Ensino de português na China China Teachers' beliefs Pedagogical practice Oral expression teaching Portuguese as a foreign language Portuguese language teaching in China