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Advisor(s)
Abstract(s)
A Internet introduziu novas formas de interação e novos ambientes de
aprendizagem. Por um lado, os indivíduos podem interagir diretamente com as fontes de
informação e conhecimento e participar ativamente na sua produção. Por outro lado, a
Internet cria novos processos de socialização e de mobilidade em ambientes virtuais
multiculturais e multilingues. Por esta razão, o potencial das TIC para a comunicação
intercultural deve ser explorada, especialmente no contexto do ensino de línguas
estrangeiras (Audras & Chanier, 2008; Kern et al., 2008; Liaw & Master, 2010;
O'Dowd, 2007, 2010; O'Dowd & Ware, 2008; Ollivier & Puren, 2011; Yang, 2011,
entre outros). A ação eTwinning do Programa de Aprendizagem ao Longo da Vida
proporciona as condições ideais de integração das TIC. Fomenta, ainda, o
desenvolvimento de estratégias de ensino-aprendizagem que promovem a descoberta
intencional, a construção colaborativa de conhecimento e a abertura para a diversidade
linguística e cultural no contexto da comunicação intercultural.
O projeto eTwinning LOA, que apresentamos nesta tese, foi desenvolvido no
contexto de um estudo de investigação-ação que visou testar o impacto da integração
curricular de um projeto de colaboração intercultural na motivação dos alunos para usar
e aprender línguas estrangeiras e no desenvolvimento de sua competência comunicativa
intercultural. A metodologia do projeto foi inspirada nos modelos da abordagem
intercultural de Candau (2003) e Maurice (2008). Os alunos interagiram com estudantes
de outros países europeus com os quais trabalharam na consecução de objetivos comuns
e na construção de relações de amizade, estando criadas as condições da teoria de
contacto (Allport, 1954; Amir, 1969, 1976; Pettigrew, 1997, 1998; Pettigrew & Tropp,
2000, 2005, 2006). O projeto eTwinning LOA promoveu uma mudança no processo de
ensino-aprendizagem que se tornou mais centrado no aluno, nas suas necessidades e nos
seus interesses.
Os resultados da intervenção mostram uma melhoria na competência de
comunicação, na autoestima e na autonomia dos alunos, que se empenharam em usar o
inglês para aprender com e sobre os seus parceiros eTwinning. Em concordância, o
estudo da frequência dos contatos interculturais mostra um aumento substancial da
iniciativa social. A análise dos atos comunicativos evidencia um aumento de atos que
demonstram atitudes de respeito e consideração para com os seus interlocutores, um
contributo para o desenvolvimento da competência comunicativa intercultural.
The Internet has introduced new forms of interaction and learning environments. On the one hand, individuals can interact directly with the sources of information and knowledge and actively participate in its production. On the other, the Internet increases new processes of socialization and mobility in virtual multicultural and multilingual environments. For this reason, the potential of ICT for intercultural communication should be explored, particularly in the context of foreign language teaching (Audras & Chanier, 2008; Kern et al., 2008; Liaw & Master, 2010; O'Dowd, 2007, 2010; O'Dowd & Ware, 2008; Ollivier & Puren, 2011; Yang, 2011, among others). The eTwinning action provides European teacher with the opportunity to develop teaching-learning strategies that promote intentional discovery, social interaction, the collaborative construction of knowledge and openness to plural social and cultural contexts. LOA eTwinning project was developed as a teaching strategy in the context of an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence. The project methodology was inspired by Candau (2003) and Maurice (2008)’s models of intercultural approach. In line with the contact hypothesis (Allport, 1954; Amir, 1969, 1976; Pettigrew, 1997, 1998; Pettigrew & Tropp, 2000, 2005, 2006), this experience of intercultural contact among students from different cultural and linguistic backgrounds was based on sharing equal status, working together for common goals and building friendship relationships. LOA eTwinning project led to a change in the teaching process and to the design of a learner-oriented curriculum, which contributed to increase learners’ motivation to use foreign language to interact with people from other cultures. The results show an improvement in students’ linguistic self-esteem and autonomy as learners showed to be committed in using English to learn from and with their eTwinning partners. The study of the frequency of the intercultural contacts shows a substantial increase in social initiative. Moreover, the analysis of the communicative acts gives evidence of an increase of acts that reveal attitudes of respect and consideration towards their interlocutors.
The Internet has introduced new forms of interaction and learning environments. On the one hand, individuals can interact directly with the sources of information and knowledge and actively participate in its production. On the other, the Internet increases new processes of socialization and mobility in virtual multicultural and multilingual environments. For this reason, the potential of ICT for intercultural communication should be explored, particularly in the context of foreign language teaching (Audras & Chanier, 2008; Kern et al., 2008; Liaw & Master, 2010; O'Dowd, 2007, 2010; O'Dowd & Ware, 2008; Ollivier & Puren, 2011; Yang, 2011, among others). The eTwinning action provides European teacher with the opportunity to develop teaching-learning strategies that promote intentional discovery, social interaction, the collaborative construction of knowledge and openness to plural social and cultural contexts. LOA eTwinning project was developed as a teaching strategy in the context of an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence. The project methodology was inspired by Candau (2003) and Maurice (2008)’s models of intercultural approach. In line with the contact hypothesis (Allport, 1954; Amir, 1969, 1976; Pettigrew, 1997, 1998; Pettigrew & Tropp, 2000, 2005, 2006), this experience of intercultural contact among students from different cultural and linguistic backgrounds was based on sharing equal status, working together for common goals and building friendship relationships. LOA eTwinning project led to a change in the teaching process and to the design of a learner-oriented curriculum, which contributed to increase learners’ motivation to use foreign language to interact with people from other cultures. The results show an improvement in students’ linguistic self-esteem and autonomy as learners showed to be committed in using English to learn from and with their eTwinning partners. The study of the frequency of the intercultural contacts shows a substantial increase in social initiative. Moreover, the analysis of the communicative acts gives evidence of an increase of acts that reveal attitudes of respect and consideration towards their interlocutors.