Loading...
Publication
Projeto “Tu cá, tu lá”: contributos do tandem virtual para a aprendizagem de uma língua estrangeira
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.34 MB | Adobe PDF |
Authors
Abstract(s)
Esta dissertação tem como foco a análise do projeto de tandem virtual “Tu cá, tu lá”. O
projeto surge da necessidade que senti, enquanto docente de Português Língua Estrangeira,
de proporcionar aos estudantes oportunidades de comunicação autêntica na língua alvo e
desenvolveu-se com estudantes de duas instituições de ensino superior, nomeadamente o
Ghana Institute of Languages, no Gana e a Universidade Pedagógica, em Moçambique. Ao
longo deste trabalho descrevemos a conceptualização e implementação do projeto e fazemos
a sua análise, com o objetivo de perceber de que forma este tipo de projeto pode contribuir
para a aprendizagem de uma língua estrangeira. A pesquisa foi alicerçada teoricamente pelos
dois conceitos centrais do projeto: a metodologia tandem e o m-learning. A metodologia
tandem implica a interação direta entre pares, nos quais cada membro é nativo/fluente na
língua que o outro quer aprender, com o objetivo de se apoiarem mutuamente na
aprendizagem da língua-alvo de cada um. O m-learning, ou seja, a aprendizagem através da
utilização de tecnologias móveis, foi adotado especialmente devido aos condicionalismos
tecnológicos dos contextos do projeto, elegendo-se assim para meio de comunicação entre
os pares a plataforma WhatsApp. A análise e discussão dos resultados do projeto foi realizada
com dados provenientes de questionários respondidos pelos participantes bem como registos
de conversas no WhatsApp e observações realizadas ao longo do projeto. A nossa pesquisa
permitiu-nos concluir que o projeto teve sucesso e de forma geral houve bons níveis de
envolvimento e participação por parte dos estudantes, apesar dos desafios enfrentados.
Consideramos que foram razoavelmente cumpridos os objetivos específicos de
aprendizagem a que o projeto se propôs, nomeadamente o desenvolvimento das
competências linguísticas, das competências comunicativas interculturais e das
competências de autonomia na aprendizagem. No entanto, em nenhuma destas áreas o
projeto esgotou todos os seus potenciais de aprendizagem e, por isso, propomos alguns
caminhos a seguir para que futuras edições do projeto, ou projetos semelhantes, possam levar
ainda mais além o processo de aprendizagem de cada participante.
This dissertation focuses on the analysis of the online tandem project “Tu cá, tu lá”. The project is born out of the need, that I’ve observed while teaching Portuguese as a Foreign Language, to provide the students with opportunities for authentic communication in their target language. It was conducted with students from two institutions of higher learning: Ghana Institute of Languages, in Ghana and Universidade Pedagógica, in Mozambique. Throughout this work we describe the development and implementation of the project and proceed to analyse it, with the goal of understanding in which ways this type of project can contribute to the learning of a foreign language. The research is built on the two central concepts in the project: the tandem methodology and m-learning. The tandem methodology is the direct interaction between a pair of students, with each student being a native/fluent speaker of the language that the other wants to learn. The goal here is for the students to support each other in the learning of their target language. M-learning – learning through mobile technologies – was adopted especially due to the technological constraints in the project environment. WhatsApp was therefore adopted as the communication platform between the participants. The analysis and discussion of the project’s results was based on data obtained from questionnaires to the participants as well as WhatsApp conversations, and observations throughout the project. Through our research, we determined that the project was successful and in general we observed good levels of involvement and participation by the students, despite the challenges faced. We consider the specific learning goals of the project (namely: the development of linguistic competencies, intercultural communication competencies and learning autonomy competencies) achieved. However, none of these areas reached their maximum learning potentials. As a result, we propose some pathways that the next editions of this project, or similar projects, can use to further the learning process of each participant.
This dissertation focuses on the analysis of the online tandem project “Tu cá, tu lá”. The project is born out of the need, that I’ve observed while teaching Portuguese as a Foreign Language, to provide the students with opportunities for authentic communication in their target language. It was conducted with students from two institutions of higher learning: Ghana Institute of Languages, in Ghana and Universidade Pedagógica, in Mozambique. Throughout this work we describe the development and implementation of the project and proceed to analyse it, with the goal of understanding in which ways this type of project can contribute to the learning of a foreign language. The research is built on the two central concepts in the project: the tandem methodology and m-learning. The tandem methodology is the direct interaction between a pair of students, with each student being a native/fluent speaker of the language that the other wants to learn. The goal here is for the students to support each other in the learning of their target language. M-learning – learning through mobile technologies – was adopted especially due to the technological constraints in the project environment. WhatsApp was therefore adopted as the communication platform between the participants. The analysis and discussion of the project’s results was based on data obtained from questionnaires to the participants as well as WhatsApp conversations, and observations throughout the project. Through our research, we determined that the project was successful and in general we observed good levels of involvement and participation by the students, despite the challenges faced. We consider the specific learning goals of the project (namely: the development of linguistic competencies, intercultural communication competencies and learning autonomy competencies) achieved. However, none of these areas reached their maximum learning potentials. As a result, we propose some pathways that the next editions of this project, or similar projects, can use to further the learning process of each participant.
Description
Keywords
Línguas estrangeiras Tandem Aprendizagem Mlearning Aplicativos móveis WhatsApp Competências linguísticas Competências comunicativas M-learning Foreign language learning Communicative competence
Citation
Santos, Flávia Alexandra Rosa - Projeto “Tu cá, tu lá” [Em linha]: contributos do tandem virtual para a aprendizagem de uma língua estrangeira. [S.l.]: [s.n.], 2020. 131 p.