Ensino de línguas mediado por computador: um estudo das propostas de atividades online para o ensino da compreensão e produção oral em língua inglesa

Abstract

Considering the recent landscape of researches that reflect Applied Linguistics (AL) relation and commitment to phenomena that involve the use of relatively new Information and Communication Technology (ICT), this PhD thesis develops a study of online proposed activities to the offer of teaching oral comprehension and production in English as a foreign language mediated by the computer/web. The implementation of this proposal was based on the reflections on proposed activities (SALMON, 2002; CHAPELLE, 2003; LEFFA, 2008; CERQUEIRA, 2010), relating them to the principles of teaching oral comprehension and production in English (HARMER, 1998; 2001; BROWN, 2000a; 2000b), as well as to the possibilities of making this teaching be accomplished through the use of technologies (PAIVA, in press; 2010). Situated in the qualitative research paradigm, with predominantly descriptive and exploratory nature (RAUPP; BEUREN, 2004; CELANI, 2005; LEFFA, 2006), our analysis resulted in: 1) categorizing the online proposed activities for teaching oral comprehension and production in blended course Letters/English at Federal University of Ceará; 2) describing the uses of digital resources that constitute the provision of distance teaching; 3) elucidating the model for offering online proposed activities to teach oral comprehension and production in English as a foreign language by the computer/web. Data analysis, at first, raised the formation of online proposed activities typology, namely: online proposed activity exercise type for the promotion of student/computer interaction; online proposed activity communicative type for the promotion of CMC; online proposed activity hybrid type; online proposed activity VLE independent type. Then, the catalog of technology use and frequency was elaborated, in which the online proposed activity exemplars were anchored, and which expresses how educators integrate digital resources into their teaching practices. Distinguished by the constitutive traits of its configurations, the online proposed activities reflect the choices made by its proponents when planning the course for distance education, committed to the promotion of interactions and the use of mediating digital technology. Resulting form this formulation, the model for offering online proposed activities to teach oral comprehension and production in English by the computer/web is made visual due to the some decision-making recurrence based on the realization of distance education. This model: 1) does not have a prescriptive nature, being the result of descriptive and exploratory investigation; 2) does not reflect all possible ways of developing and offering online proposed activities to teach oral comprehension and production of a foreign language through digital technologies; 3) offers food for thought on how this practice/offer of distance education is being performed; 4) is made and presents possible ways to carry out the distance education of oral comprehensive and production in a foreign language; 5) has abstractness, which makes its manipulation possible for didactic purposes and which makes its implementation become visible/clear.