O efeito de diferentes métodos de ensino de inglês como língua estrangeira na compreensão de textos em inglês
Abstract
This study examines whether different methods of teaching a foreign language would have an effect 011 text comprehension in that language. The participants were thirty students, Portuguese native speakers, aged 12-14. Half of them attended schools that adopted the Communicative Approach and the other half attended schools that adopted the Áudiolingual Approach. Text comprehension abilities, in Portuguese and in English, were evaluated in two tasks: reproduction of a text and questions about a text. Although all the students showed similar levels of comprehension when reading Portuguese texts, when it came to understanding English texts, the students in the Áudiolingual Approach program showed more elementary levels of comprehension than those in the Communicative Approach program.
Downloads
References
ARCHANJO, R.V.L. Diferenças nas abordagens de ensino afetam a leitura e compreensão de textos narrativos?. 1998. 149 f. Dissertação (Mestrado em Psicologia) - Pós-Graduação em Psicologia, Universidade Federal de Pernambuco, Recife.
BRANDÃO, A.C.P.; SPINILLO, A.G. Aspectos gerais e específicos na compreensão de textos. Psicologia: Reflexão e Crítica, Porto Alegre, v.11, n. 2, p.253-272, 1998.
BRANDÃO, A.C.R; SPINILLO, A.G. Produção e compreensão de textos em uma perspectiva de desenvolvimento. Estudos em Psicologia, Natal, v.6, n.1, 51-62, 2001.
BROWN, A.L.; PALINCSAR, A.S.; ARMBRUSTER, B.B. Instructing comprehension-fostering activities in interactive learning situations. In: RUDDELL, R.B.; RUDDELL, M.R.; SINGER, H. (Ed.), Theoretical models and processes of reading. Delaware: International Reading Association, 1994, p.757-787.
BUARQUE, L.L.; REGO, L.L.B. Alfabetização e construtivismo: teoria e prática. Recife: Editora Universitária da UFPE, 1994. 118p.
CAMPBELL, M.C. Guided design: critical thinking and proficiency in the university foreign language classroom. In: TOPPING, D.M.; CROWELL, D.C.; KOBAYASHI, V.N. (Ed.). Thinking across cultures. Hillsdale, NJ.: Lawrence Earlbaum Associates, 1989. p. 445-453.
CANALE, M.; SWAIN, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, v.1, n.1, p.1-47, 1980.
COHEN, A.D. Strategies in learning and using a second language. New York: Addison Wesley Longman, 1998.
FINOCCHIARO, M.; BRUMFIT, C. The junctional-notional approach: from theory to practice. New York: Cambridge University Press, 1983.
GRAESSER, A .C.; BRITTON, B.K. Five metaphors for text understanding. In: BRITTON, B.K.; GRAESSER, A.C. (Ed.). Models of understanding text. Mahwah, N.J.: Lawrence Earlbaum Associates, 1996. p. 341-352.
GRAESSER, A.C.; SINGER, M.; TRABASSO, T. Constructing inferences during narrative text xomprehension. Psychological Review, v.101, n.3, p. 271-395, 1994.
GRAESSER, A.C; SWAMER, S.; BAGGETT, W.B.; SELL,M.A. New models of deep comprehension. In: BRITTON, B.K.; GRAESSER, A.C. (Ed.). Models of understanding text. Mahwah, N.J.: Lawrence Earlbaum Associates, 1996. p. 1-32.
GRAESSER, A.C; ZWAAM, R. A. Inference generation and the construction of situation models. In: WEAVER III, C.A.; MANNES, S.; FLETCHER, C.R. (Ed.). Discourse comprehension: essays in honor of Walter Kintsch. Hillsdale, NJ.: Lawrence Earlbaum Associates, 1995. p. 117-140.
KINTSCH, W. The use of knowledge in discourse processing: a construction-integration model. Psychological Review, v. 95, p. 163-182, 1988.
KINTSCH, W. Comprehension. A paradigm for cognition. Cambridge: Cambridge University Press, 1998. 461p.
KINTSCH, W.; VAN DIJK, T.A. Towards a model of text comprehension and production. Psychological Review, v. 85, p. 363-394, 1978.
LITTLEWOOD, W. Communicative language teaching. Cambridge: Cambridge University Press, 1981.
LITTLEWOOD, W. Foreign and second language learning: language acquisition research and its implications for the classroom. Cambridge: Cambridge University Press, 1984.
MARCUSCHI,, L.A. O processo inferencial na compreensão de textos. Relatório técnico de projeto de pesquisa, CNPq, Brasília, 1989.
MARCUSCHI, L.A. Exercícios de compreensão ou copiação nos manuais de ensino de língua? Em Aberto, Brasília, v. 16, n. 69, p.63-82, 1996.
NUNES, S.R. Comparando habilidades de leitura e escrita em crianças, alfabetizadas por diferentes metodologias. 130 f. Dissertação (Mestrado em Psicologia) – Departamento de Psicologia, Universidade Federal de Pernambuco, Recife, 1995.
OAKHILL, J.; YUILL, N. Higher order factors in comprehension disability: Process and remediation. In: CORNOLDI, C.; OAKHILL, J. (Ed.), Reading comprehension difficulties: process and intervention. Hillsdale, NJ.: Lawrence Erlbaum Associates, 1996. p. 69-92.
PERFETTI, C.A.; MARRON, M.A.; FOLTZ, RW. Sources of comprehension failure: theoretical perspectives and case studies. In: CORNOLDI, C.; OAKHILL, J. (Ed.), Reading comprehension difficulties: process and intervention (pp. 137-165). Hillsdale, NJ.: Lawrence Erlbaum Associates, 1996. p. 137-165.
PINTO, A.P.P. Processos cognitivos e estilos individuais: uma proposta para o desenvolvimento da autonomia do leitor. 1996. Tese (Doutorado em Lingüística) -Faculdade de Letras, Pontifícia Universidade Católica de São Paulo, São Paulo. 1996.
RICHARDS, J.C.; RODGERS, T.S. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 1986.
UPTON, T.A. First and second language use in reading comprehension strategies of Japanese ESL students. TESL-EJ, 3 (1A-3), p. 1-27, 1997.
VAN DIJK, T.A.; KINTSCH, W. Strategies of discourse comprehension. New York: Academic Press, 1983. 226p.
YUILL, N.; OAKHILL, J. Children's problems in text comprehension: an experimental investigation. Cambridge: Cambridge University Press, 1991. 241p.
Downloads
Published
Issue
Section
License
Copyright (c) 2011 Ana Almeida Falcão, Alina Galvão Spinillo (Autor)
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.
