Dissertation/ Thesis
Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior
| العنوان: | Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior |
|---|---|
| المؤلفون: | RABELO, Jhonatan Allan de Andrade |
| المساهمون: | MAGNO E SILVA, Walkyria Alydia Grahl Passos, http://lattes.cnpq.br/6129530461830312 |
| المصدر: | 1 CD-ROM |
| بيانات النشر: | Universidade Federal do Pará Brasil Instituto de Letras e Comunicação UFPA Programa de Pós-Graduação em Letras |
| سنة النشر: | 2022 |
| المجموعة: | Universidade Federal do Pará: Repositório Institucional da UFPA |
| مصطلحات موضوعية: | Autonomia, Autonomy, Formação docente, Teacher education, Centros de autoacesso, Self-access centers, CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA, ENSINO-APRENDIZAGEM DE LÍNGUAS E CULTURAS: MODELOS E AÇÕES, ESTUDOS LINGUÍSTICOS |
| الوصف: | Self-access centers are spaces dedicated to the fostering of autonomy in language learning. They hold a variety of materials for self-directed learning (GARDNER; MILLER, 1999; COTTERAL; REINDERS, 2000; DOFS; HOBBS, 2011). At the Federal University of Pará, this space is the Base de Apoio à Aprendizagem Autônoma (BA³), which offers different forms of support to the undergratuation students of the School of Modern Foreign Languages since 2004. The positive effects that BA³ has had on students’ language learning can be found in publications of the field (MAGNO E SILVA. 2017; RABELO, MORHY, 2019). However, there is a noticeable gap which is the potential self-access centers can have on teacher education. The Applied Linguistics literature shows that Brazilian universities give little attention to the matter of autonomy in Teacher Education syllabi, even though it has been studied for over five decades. Educating teachers so they are able to foster autonomy demands practical experiences founded on a solid theoretical basis, especially when one considers the complex dynamic character of the autonomization process (PAIVA, 2006; LARSEN-FREEMAN; CAMERON; 2008). This reason justifies further debates on Teacher Education with a focus on learner autonomy and, consequently, the contributions that can emerge from the establishment of self-access centers in universities. Thus, this doctoral dissertation aims at comprehending the role of self-access centers on Teacher Education. The objectives include identifying how the work at BA³ may have benefited ten undergraduation students who worked there as teaching assistants or volunteers. Furthermore, it was attempted to verify how their perception on language teaching and learning was reframed based on the experiences they had while working there. Finally, participants’ competence on developing autonomous language learning activities was assessed, as well as the possible roles the researcher may have had while mediating this process. The theoretical references of this dissertation ... |
| نوع الوثيقة: | thesis |
| وصف الملف: | application/pdf |
| اللغة: | Portuguese |
| Relation: | RABELO, Jhonatan Allan de Andrade. Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior. Orientadora: Walkyria Alydia Grahl Passos Magno e Silva. 2021. 235 f. Tese (Doutorado em Letras) - Instituto de Letras e Comunicação, Universidade Federal do Pará, Belém, 2021. Disponível em: http://repositorio.ufpa.br:8080/jspui/handle/2011/15094. Acesso em:.; http://repositorio.ufpa.br:8080/jspui/handle/2011/15094 |
| الاتاحة: | http://repositorio.ufpa.br:8080/jspui/handle/2011/15094 |
| Rights: | Acesso Aberto ; Attribution-NonCommercial-NoDerivs 3.0 Brazil ; http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
| رقم الانضمام: | edsbas.A37E37F1 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |