Self-Assessment of English as a Foreign Language Learning in a Distance Tandem Setting
Keywords:
self-assessment, tandem language teaching and learningAbstract
This work aims at discussing the characteristics of self-assessment process in a tandem language learning setting. It is the presentation of a study in which the data were collected by a Brazilian participant (learner of English as a foreign language) during her interactions via chat with two North American teletandem (TELLES, 2005) partners (learners of Portuguese as a foreign language). The analysis focused on the learning goals and strategies in relation to the parameters and criteria defined by the Brazilian learner in her self-assessment process.
Downloads
References
ANDRÉ, M. E. D. A. Etnografia da prática escolar. Campinas: Papírus, 12. ed., 2005.
ANDRÉ, M. E. D. A.; PALMER, A. S. Language Testing in Practice Oxford: OUP, 1996.
BACHMAN, L.F.; PALMER, A. S. Language Testing in Practice Oxford: OUP, 1996.
BLANCHE, P.; MERINO, B.J. Self-assessment of foreign language skills: implications for teachers and researchers. Language Learning, v. 39, n. 3, 1989.
BOUD, D. Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22, 2. 2000.
BRAMMERTS, H. Autonomous Language Learning in Tandem. In: LEWIS, T.; WALKER,L. (Ed.). Autonomous Language Learning in-Tandem Sheffield, UK: Academy Electronic Publications, 2003.
BRINDLEY, G. Assessment. In: CARTER, R; NUNAN, D. The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press, 2001.
BRUNNER, J.J. Educação no encontro com novas tecnologias. In: TEDESCO, J.C. (Org.). Educação e novas tecnologias. São Paulo: Cortez, 2004.
CAVALARI, S.M.S. A auto-avaliação em um contexto de ensino-aprendizagem de línguas em tandem via chat. Tese de doutorado. Programa de Posgraduação em Estudos Linguísticos. UNESP - São José do Rio Preto. 2009.
CAVALCANTI, M.C.; MOITA LOPES, L.P. Implementação de pesquisa na sala de aula de línguas no contexto brasileiro. Trabalhos em Lingüística Aplicada, 17, Campinas, 1991.
CRYSTAL, D. Language and the internet. Cambridge: Cambridge Universtiy Press, 2001.
CRYSTAL, D. A revolução da linguagem. Rio de Janeiro: Jorge Zahar Ed., 2005.
DEMO, P. Avaliação sob olhar propedêutico Campinas: Papirus, 1996.
DÖRNYEI, Z. Teaching and Researching Motivation England: Longman, 2001.
GENESEE, F. Evaluation. In: CARTER, R; NUNAN, D. The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press, 2001.
HAYDT, R. C. Avaliação do processo ensino-aprendizagem São Paulo: Ática, 1995.
HOLEC, H. Autonomy and foreign language learning. Pergamon. 1981.
KERN, R.; WARSCHAUER, M. Theory and practice of network-based language teaching. In: WARSCHAUER; R. KERN (Ed.). Network-based language teaching: Concepts and practice.New York: Cambridge University Press, 2000.
LENNON, P. Investigating fluency in EFL: a qualitative approach. Langauge Learning, v. 40, n.3, 1990.
O'MALEY, J; CHAMOT, A. Learning strategies in second language acquisition Cambridge: Cambridge University Press, 1990.
OSCARSSON, M. Approahes to self-assessment in foreign language learning. Research Report, Council of Europe, Strassburg, 1978.
O'ROURKE, B. The other C in CMC: what alternative data sources can tell us about text-based synchronous computer mediated communication and language learning. Computer Assisted Language Learning, 21 (3), 2008.
OXFORD, R.L. Teaching and researching language learning strategies: psychological, sociocultural and technological perspectives. Longman, 2007.
OXFORD, R.L. Teaching and researching language learner strategies: toward strategic, critical-transformative learning and self-empowerment. London: Longman/Pearson. (no prelo).
OYSERMAN, D. Self-concept and identity. In: TESSER, A.; SCHWARZ, N. The Blackwell Handbook of Social Psychology. Malden, MA: Blackwell, 2001.
OYSERMAN, D.; JAMES, L. Possible selves: from content to process. In: MARKMAN, K.; SUHR (Ed.). The handbook of imagination and mental stimulation. Psychology Press. (no prelo).
SCARAMUCCI, M.V.R. Avaliação: mecanismo propulsor de mudanças no ensino/aprendizagem de língua estrangeira. Contexturas, v. 4, 1999.
SHORT, D. J. The ESL standards: bridging the academic gap for English language learners. ERIC Digest, Washington, Eric Clearing House on Languages and Linguistics, 2000.
TELLES, J. A. TELETANDEM BRASIL - Línguas Estrangeiras para Todos. Projeto de pesquisa. Faculdade de Ciências e Letras de Assis (UNESP), 2005. Disponível em: <http://www.teletandembrasil.org/site/docs/TELETANDEM_ BRASIL_completo.pdf>. Acesso em: 28 fev. 2010.
VASSALO, M.L.; TELLES, J.A. Ensino e aprendizagem de línguas em tandem: princípios teóricos e perspectivas de pesquisa. In: TELLES, J.A.(Org.). Teletandem: um novo contexto virtual, autônomo e colaborativo para a aprendizagem de línguas estrangeiras no século XXI. Campinas: Pontes, 2009.
VYGOTSKY, L. S. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. São Paulo: M. Fontes, 1998.
WAGNER, L.; LILLY, D.H. Asking the experts: engaging students in self-assessment and goal setting through the use of portfolios. Assessment for Effective Intervention, 25, 31, 1999.
WENDEN, L. A. Metacognitive Knowledge and language learning. Applied Linguistics, 19/4, OUP, 1998.
Downloads
Published
Issue
Section
License
Copyright (c) 2012 Revista Brasileira de Linguística Aplicada
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
