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m-Learning e videoconferência na comunicação oral empresarial em português língua estrangeira : estudo de caso na Universidade de Tecnologia de Durban - Faculdade de Artes e Design
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Advisor(s)
Abstract(s)
O presente estudo resulta de um projeto de introdução da língua portuguesa e
culturas lusófonas nos cursos oferecidos por uma universidade de Durban, na
África do Sul. O projeto visa preparar futuros profissionais anglófonos, nas áreas
dos negócios e das artes, para desempenharem funções em países de língua
portuguesa, com ênfase na comunicação oral e nos meios digitais. Perante o
aumento crescente da procura de programas específicos de desenvolvimento
da oralidade de português língua estrangeira (PLE) a dificuldade consistia, não
apenas, na falta de conteúdos digitais bilingues (em especial, em português
europeu) mas também, na falta de ambientes virtuais de aprendizagem com
uma estrutura modular, sistemática e especializada.
Ao longo de 2013, foi feita uma pesquisa de conteúdos digitais, ferramentas e
estudos de caso que permitiram avaliar as ferramentas mais indicadas para o
desenvolvimento da comunicação oral em português língua estrangeira. Em
resultado da pesquisa e da reflexão, foram colocadas duas hipóteses prévias:
(1) o m-learning (numa primeira fase, integrado em ambiente b-learning) como
modalidade colaborativa adequada de acesso e construção do conhecimento;
(2) a videoconferência com falantes nativos de português como uma ferramenta
de interação de excelência na aplicação do conhecimento da língua.
O desafio consistiu, portanto, em construir um ambiente de aprendizagem
virtual, articulado por atos de comunicação e integrador das ferramentas TIC
mais adequadas para desenvolvimento da competência comunicativa, oral e
intercultural dos seus utilizadores, de nível A1. Ao longo de 2014, desenvolvi os
conteúdos digitais, tais como videocasts e podcasts, tutoriais, languagequests,
quizzes e guiões de conversação, organizei um website para e/m-learning e
tentei criar uma rede de contactos Skype. Ao longo do primeiro trimestre de
2015, testei a viabilidade desta metodologia com um grupo de alunos dos
cursos de Design, Tradução e Interpretação e Jornalismo da Faculdade de
Artes e Design.
O presente estudo visa (1) refletir os caminhos de investigação seguidos e (2)
descrever os dados obtidos esperando que aponte para novas experiências de
e-learning, cada vez mais relevantes na era digital em que vivemos, enquanto
instrumento fundamental da internacionalização do PLE, no mundo dos
negócios.
This study is an outcome of the introductory project of the Portuguese language and lusophone cultures in courses offered by a university in Durban, South Africa. The project aims to prepare future English speaking professionals, in the areas of business and arts, to work in Portuguese speaking countries with the keynote on oral communication and digital resources. Considering the growing demand for oral development programmes of Portuguese as a foreign language, the difficulty consisted, not only, in the lack of bilingual digital content, in particular, in European Portuguese but also the lack of learning virtual environments with a systematic and specialized modular structure. A research was done in 2013 concerning the digital content, tools and study cases. This research was meant to assess which tools would be more suitable for oral communication in Portuguese as a foreign language. As a result of my research and reflection process, two previous hypotheses were assumed: (1) m-learning (in a first stage integrated in a b-learning environment) as an adequate collaborative method of information access and knowledge construction; (2) videoconference with Portuguese native speakers as the most adequate interaction method to apply language knowledge. Thus, the challenge consisted of creating a virtual learning environment, articulated by communication acts, which would also integrate the most adequate ICT tools to promote the development of both, oral and intercultural communication of its users, on an A1 level. Throughout 2014, I developed digital content, such as videocasts and podcasts, tutorials, languagequests, quizzes and videoconference guidelines, organized a website for e/m-learning and tried to set up a Skype contact network. Throughout the first quarter of 2015, I have tested the viability of this methodology with a group of students from the Faculty of Arts and Design majoring in Design, Translation and Interpreting and Journalism This study aims to (i) reflect upon the investigation process and (ii) describe the results obtained in this case hopefully showing the way to new e-learning systems, ever more relevant in the digital era we live in and a fundamental means of internationalization of Portuguese as a foreign language in the business world.
This study is an outcome of the introductory project of the Portuguese language and lusophone cultures in courses offered by a university in Durban, South Africa. The project aims to prepare future English speaking professionals, in the areas of business and arts, to work in Portuguese speaking countries with the keynote on oral communication and digital resources. Considering the growing demand for oral development programmes of Portuguese as a foreign language, the difficulty consisted, not only, in the lack of bilingual digital content, in particular, in European Portuguese but also the lack of learning virtual environments with a systematic and specialized modular structure. A research was done in 2013 concerning the digital content, tools and study cases. This research was meant to assess which tools would be more suitable for oral communication in Portuguese as a foreign language. As a result of my research and reflection process, two previous hypotheses were assumed: (1) m-learning (in a first stage integrated in a b-learning environment) as an adequate collaborative method of information access and knowledge construction; (2) videoconference with Portuguese native speakers as the most adequate interaction method to apply language knowledge. Thus, the challenge consisted of creating a virtual learning environment, articulated by communication acts, which would also integrate the most adequate ICT tools to promote the development of both, oral and intercultural communication of its users, on an A1 level. Throughout 2014, I developed digital content, such as videocasts and podcasts, tutorials, languagequests, quizzes and videoconference guidelines, organized a website for e/m-learning and tried to set up a Skype contact network. Throughout the first quarter of 2015, I have tested the viability of this methodology with a group of students from the Faculty of Arts and Design majoring in Design, Translation and Interpreting and Journalism This study aims to (i) reflect upon the investigation process and (ii) describe the results obtained in this case hopefully showing the way to new e-learning systems, ever more relevant in the digital era we live in and a fundamental means of internationalization of Portuguese as a foreign language in the business world.
Description
Dissertação de Mestrado em Português Língua Não Materna apresentada à Universidade Aberta
Keywords
Elearning Mlearning Tecnologia da informação e comunicação Português língua não materna Segunda língua Videoconferência Oralidade Comunicação virtual Empresas Educação Ensino virtual Interculturalismo Estudo de casos África do Sul