写作在巴西语教师教育:未来教师语言能力的可能进步

Q3 Arts and Humanities
Marileuza Ascencio Miquelante, Vera Lúcia Lopes Cristovão
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引用次数: 0

摘要

本研究是基于体裁研究的外语教师教育研究。它旨在调查教师研究者使用的纠正类型,以及它们在通过将写作作为社会行动来发展未来教师语言能力方面的作用。它以社会话语互动论和教学顺序程序为基础。数据收集由三个版本的评论组成,这些评论是由一位未来的英语语言III课程教师在实施教学序列期间撰写的,以及教师研究员对其文本的纠正类型。数据分析技术是基于对纠正类型和语言能力的识别。考虑到在教学顺序中实施的三个写作步骤:i.初始生产;2修改、改写;3确定的最终产品和修正类型;本研究提供了另一种选择,为未来的教师提供独特的经验,有助于英语学习过程和学生的语言能力发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
WRITING IN BRAZILIAN LANGUAGE TEACHER EDUCATION: POSSIBLE ADVANCES IN FUTURE TEACHERS’ LANGUAGE CAPACITIES
This research is related to foreign Language Teacher Education based on the study of genres. It aims at investigating the types of correction used by the teacher-researcher and their role in the development of future teachers’ language capacities through writing taken as social action. It is grounded on Socio-discursive Interactionism and the procedure of didactic sequence. The data collecting was constituted by three versions of a Comment written by a future teacher in the English Language III course, during the implementation of a Didactic Sequence and the teacher-researcher’s correction types on their texts. The data analysis techniques were based on the identification of the correction types and the language capacities. Considering the three steps of writing in the didactic sequence implemented: i. initial production; ii. revising and rewriting; iii. final production and the correction types identified; this investigation presents an alternative to provide future teachers with a unique experience that can contribute to the process of English learning as well as to the student’s language capacities development. 
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来源期刊
Calidoscopio
Calidoscopio Arts and Humanities-Language and Linguistics
CiteScore
0.20
自引率
0.00%
发文量
11
审稿时长
20 weeks
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