Learning trajectories, language advising and complexity theory

Authors

  • Walkyria Magno e Silva UFPA ##default.groups.name.author##
  • Maria Clara Vianna Sá e Matos UFPA ##default.groups.name.author##
  • Jhonatan Allan de Andrade Rabelo UFPA ##default.groups.name.author##

Keywords:

complex adaptive systems, foreign languages learning, learning trajectories, language advising

Abstract

Since the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.

Downloads

Download data is not yet available.

References

ARNOLD, J.; BROWN, D. A map of the terrain. In: ARNOLD, J.Affect in language learning. Cambridge: Cambridge, p. 1-23, 1999.

BLOOM, S. L. Chaos, complexity, self-organization and us. 2000. Disponível em: http://www.freeinfosociety.com/pdfs/mathematics/chaos.pdf >. Acesso em: 2 set. 2014.

» http://www.freeinfosociety.com/pdfs/mathematics/chaos.pdf

CARSON, L.; MYNARD, J. Introduction. In:; MYNARD, J. CARSON, L.Advising in Language Learning Dialogue, tools and context. Harlow, England: Pearson, p. 3-25, 2012.

DE BOT, K. Introduction: Second Language Development as a Dynamic Process. The Modern Language Journal, vol. 92, p.166-178, 2008.

DÖRNYEI, Z. Motivação em ação: buscando uma conceituação processual da motivação de alunos. Tradução de André Diniz e Walkyria Magno e Silva. In: BARCELOS, A. M. Fa. Linguística Aplicada: Reflexões sobre ensino e aprendizagem de língua materna e língua estrangeira. Campinas: Pontes, p. 199-236, 2000-2011.

DÖRNYEI, Z..The psychology of the language learner. Mahwah: Lawrence Erbaum, 2005.

KELLY, R. Language counseling for learner autonomy: the skilled helper in self-access language learning. In: PEMBERTON, R.; LI, E.; OR, W.; KRAMSCH, C. Why is everyone so excited about complexity theory in applied linguistics? 2012. Disponível em: http://www.atilf.fr/IMG/pdf/02.pdf >. Acesso em: 10 set. 2014.

» http://www.atilf.fr/IMG/pdf/02.pdf

LARSEN-FREEMAN, D. Chaos / complexity science and second language acquisition. In: Applied Linguistics. Oxford, v. 18, n. 2, p. 141-165. Junho, 1997.

LARSEN-FREEMAN, D.; CAMERON, L. Complex Systems and Applied Linguistics. Oxford: Oxford University Press, 2008.

MAGNO E SILVA, W. Autonomia, motivação e aconselhamento linguageiro na sala de aula de línguas estrangeiras. In: MENDES, E.; CUNHA, J. C. C. (Ed.).Práticas em sala de aula de línguas: Diálogos Necessários entre Teoria(s) e Ações Situadas. Campinas: Pontes, p. 201 - 220, 2012.

MAGNO E SILVA, W. Caminhos da Autonomia na Aprendizagem de Línguas Estrangeiras: o papel da motivação. Belém: FALEM, PPGL, UFPA, 2011. 18 p. Relatório de Pesquisa (final).

MAGNO E SILVA, W. Caminhos da Autonomia na Aprendizagem de Línguas Estrangeiras. Belém: FALEM, PPGL, UFPA, 2008. 27 p. Relatório de Pesquisa (final).

MAGNO E SILVA, W.. Caminhos da Autonomia na Aprendizagem de Línguas Estrangeiras Belém: FALEM, PPGL, UFPA, 2006. 10 p. Relatório de Pesquisa (final).

MAGNO E SILVA, W.; DANTAS, L.; MATOS, M. C. V. S.; MARTINS, M. F. Aconselhamento linguageiro no processo de aprendizagem de inglês. Trabalhos em Linguística Aplicada. Campinas, 52 (1): 53-72, Jan./Jun. 2013.

MARTINS, A. C. S.; BRAGA, J. de C. F. Caos, Complexidade e Linguística Aplicada: diálogos transdisciplinaresIn: Revista Brasileira de Linguística Aplicada. V. 7, n. 2, p.215 - 235, 2007.

MERCER, S. Language learner self-concept: complexity, continuity and change. In: System392011335-346. Disponível em: Disponível em: http://www.sciencedirect.com Acesso em: 23 ago. 2013. » http://www.sciencedirect.com

MOZZON-McPHERSON, M. Supporting independent learning environments: an analysis of structures and roles of language learning advisers. In: RUBIN, J. (Ed.). Counselling in Language Learning Settings. London: Longman, March 2007. Special Issue of. System Vol. 35: 1, p. 66-92.

MOZZON-McPHERSON, M.; VISMANS, R. London: CiLT, 2001.

MYNARD, J. A suggested model for advising in language learning. In:; MYNARD, J. CARSON, L. Advising in Language Learning Dialogue, tools and context. Harlow, England: Pearson, p. 26 - 40, 2012.

MYNARD, J.; CARSON, L. Advising in Language Learning Dialogue, tools and context. Harlow, England: Pearson, 2012.

NASCIMENTO, M. Linguagem como um sistema complexo: interfases e interfaces. In: NASCIMENTO, M.; PAIVA, V. M. O. (Orgs.) Sistemas Adaptativos Complexos Lingua(gem) e Aprendizagem. Belo Horizonte: Faculdade de Letras, p. 51-72,2009.

NASCIMENTO, M.; PAIVA, V. M. O. (Orgs.) Sistemas Adaptativos Complexos Lngua(gem) e Aprendizagem. Belo Horizonte: Faculdade de Letras, 2009.

STICKLER, U. Using counseling skills for language advisving. In: MOZZON- McPHERSON, M.; VISMAN, R. Beyond Language teaching towards Language Advising. London: CILT, p. 40-51, 2001.

USHIODA, E. Learner autonomy: the role of motivation. Dublin: Authentik, 1996.

USHIODA, E. Motivating learners to speak as themselves. In: MURRAY, G.; GAO, X.; LAMB, T. (Eds.). Identity, Motivation and Autonomy in Language Learning. Bristol, U.K :Multilingual Matters, p. 11-24, 2011.

VETROMILLE-CASTRO, R. A entropia sócio-interativa e a sala de aula de (formação de professores de) língua estrangeira: reflexões sobre um sistema complexo. In:; NASCIMENTO, M. PAIVA, V. M. O. (Orgs.). Sistemas Adaptativos Complexos Lingua(gem) e Aprendizagem Belo Horizonte: Faculdade de Letras, P. 113-129.2009.

Downloads

Published

Sep-Mon-2015

Issue

Vol. 15 No. 3 (2015): Revista Brasileira de Linguística Aplicada

Section

Artigos

License

Copyright (c) 2015 Revista Brasileira de Linguística Aplicada

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors of articles published by RBLA retain the copyright to their work licensed under the Creative Commons BY Attribution 4.0 License, which allows articles to be reused and distributed without restrictions, on the condition that the original work is properly cited.