The influence of a second language (L2) student’s goal on her attitudes and actions towards learning: a socio-cultural approach
DOI:
https://doi.org/10.26512/rhla.v7i1.604Palavras-chave:
Segunda língua (l2);, Redação em inglês;, Teoria da atividade;, Comportamento em sala de aula;, ObjetivosResumo
Esse artigo trata da relação entre os objetivos de uma aluna de inglês como segunda língua e suas atitudes e ações em relação ao seu aprendizado de como escrever redações argumentativas em inglês. Foi realizado um estudo de caso de uma estudante de nível intermediário num curso de redação em um instituto de línguas nos Estados Unidos. Dados foram coletados de redações escritas pela aluna, entrevistas, questionários, observações de sala de aula, diário do professor/pesquisador, e transcrição de atividades em pares. Os resultados do estudo mostraram que, apesar de existirem contradições entre as atitudes e ações positivas da aluna em sala de aula e seus sentimentos negativos quanto a escrever redações e a atividades desenvolvidas durante o curso, houve melhora na sua habilidade de escrever. A moldura sociocultural da teoria da atividade fornece esclarecimentos sobre o seu comportamento em aula: o seu objetivo geral ajudou-a a desprezar seu desgosto por escrever redações e pelas atividades de sala de aula para que pudesse melhorar a escrita em inglês. Sugere-se, pois, que os professores prestem atenção aos objetivos e comportamento dos seus alunos para que possam melhorar o processo de ensino-aprendizagem, adaptando a metodologia aos objetivos dos alunos.
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