Aprimorando o planejamento estratégico por meio da instrução de estratégia: o efeito de dois tipos de instrução de estratégia no desempenho oral planejado dos alunos
DOI:
https://doi.org/10.5007/2175-8026.2020v73n1p43Resumo
Este estudo teve como objetivo investigar o impacto de dois tipos de instrução estratégica no desempenho planejado da fala dos alunos brasileiros no nível de complexidade, precisão, fluência e adequação. Para isso, três grupos participaram do presente estudo: (1) o grupo integrado recebeu instruções estratégicas durante as aulas regulares de inglês; (2) o grupo isolado recebeu instrução de estratégia em um curso separado; e (3) o grupo controle não recebeu instruções de estratégia. Os grupos também realizaram duas tarefas narrativas antes e após o tratamento, precedidas por 10 minutos de planejamento estratégico. O desempenho oral dos alunos foi analisado e os resultados estatísticos mostraram que (i) os grupos que receberam tratamento superaram o grupo controle; e (ii) o grupo isolado produziu discursos mais adequados e precisos, enquanto os grupos integrados melhoraram seu desempenho apenas em termos de adequação. Concluindo, pode-se afirmar que, apesar do tipo de tratamento, o planejamento estratégico pode ser aprimorado pela instrução estratégica, lançando luz sobre a pedagogia da linguagem e a pesquisa em planejamento estratégico.Referências
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