Feedback corretivo dos professores de EFL e seu efeito na correção de erros dos alunos na fala

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Mónica Raquel Tamayo Maggi
Diego Christian Cajas Quishpe

Resumo

Este estudo exploratório foi realizado em uma sala de aula de Inglês como Língua Estrangeira (EFL) em uma Instituição de Ensino Superior no Equador. O objetivo foi investigar se o feedback corretivo (FC) pode melhorar a precisão gramatical nas interações orais dos alunos e que tipo de FC é mais eficaz para produzir afirmações construídas corretamente. O estudo de 18 semanas envolveu vinte e oito participantes em duas classes. Cada turma recebeu um FC específico, portanto, o grupo 1 metalinguística e o grupo 2 reformulação. Os resultados de uma série de testes consecutivos (9) revelaram que a disponibilização dos dois tipos de FC levou a uma correção significativa dos enunciados produzidos pelos alunos em estruturas linguísticas específicas. O notável desempenho do grupo de alunos com os quais a FC metalinguística foi praticada indicou a eficácia desta na reformulação da FC. Os resultados deste estudo sugerem que os professores de línguas devem usar mais feedback metalinguístico para o tratamento dos erros dos alunos de EFL ao interagir oralmente.

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Tamayo MaggiM. R., & Cajas QuishpeD. C. (2017). Feedback corretivo dos professores de EFL e seu efeito na correção de erros dos alunos na fala. AXIOMA, (16), 96-104. Recuperado de https://axioma.pucesi.edu.ec/index.php/axioma/article/view/487
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