O Papel do treinamento na cognição do professor sobre a pronúncia em L2

Autores

  • Larissa Buss Concordia University

DOI:

https://doi.org/10.5007/2175-8026.2017v70n3p201

Resumo

Este estudo analisou as mudanças nas cognições relacionadas com a pronúncia de estudantes de graduação de duas universidades canadenses durante seu primeiro mandato em seus programas. Os alunos de uma universidade participaram de um curso de 13 semanas em fonologia e ensino de pronunciação, enquanto os da outra universidade não receberam treinamento específico de pronúncia. No final do período, os participantes que receberam treinamento especializado tiveram visões mais favoráveis de pronúncia explícita e ficaram mais confiantes em sua capacidade de ensinar a pronúncia do que o grupo de comparação. O curso também ajudou os participantes a aumentar sua consciência de seus próprios discursos e limitações. Os achados apontam para a importância das interações dos falantes nativos para moldar as cognições e sugerem que mais apoio aos alunos que falam não e mais treinamento no uso de atividades comunicativas seria útil.

Biografia do Autor

Larissa Buss, Concordia University

PhD candidate in Education specializing in Applied Linguistics at Concordia University, in Montreal. She holds a Bachelor’s degree in Teaching of English as a Foreign Language and Portuguese and a master’s degree in Applied Linguistics from her home country Brazil. Her research interests include teacher education, pronunciation instruction, and second language phonetics and phonology

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Publicado

2017-09-22

Edição

v. 70 n. 3 (2017)

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Artigos

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