Abstracts Language, Literature, and Linguistic

Ensino do sinal grave em contextos de aprendizagem linguística ativa e de ensino tradicional : um estudo exploratório comparativo sobre compreensão, grau de certeza e hesitação

by Ana Carolina de Castro Rodrigues

Traditional grammar teaching has been criticized by linguists over time (cf. Leão, Denise Maria Maciel, 1999; Silva, 2001; Franchi, 2006). In this sense, several researchers have been engaged in the search for theories and approaches capable of overcoming the contradictions posed by traditional methods, such as Perini (1986), Lobato (2015[2003]), Franchi (2006), Foltran (2013) , Maia (2019) and Chomsky & Gallego (2020). From this perspective, Pilati (2017, 2018, 2020) proposes the Active Linguistic Learning Methodology, an approach that takes into account three basic principles: (i) appreciation of the student's prior knowledge, including the innate linguistic knowledge derived from the Faculty of Language; (ii) search for the development of in-depth knowledge about the organization of linguistic systems; and (iii) encouraging active learning and stimulating metacognitive awareness. Analyzing the situation from an empirical point of view, several recent studies conclude that the contribution of the Active Linguistic Methodology is quite expressive and achieves better teaching-learning results when compared to traditional methods. Despite this positive empirical evaluation, with the aim of experimentally investigating the impacts of using one or another approach, was formulated in this research the experimental protocol for monitoring and evaluating instructional processes – Previa (Pilati, Lourenço-Gomes and Castro, 2022). The main objective of this study with the Previa protocol is to verify if the instructional strategy used influences the learning process and the student's decision making about grammatical phenomena. The comparison made in the domain of this research was made between the effects of understanding grammatical phenomena obtained through different instructional methods: traditional grammar instruction and Active Linguistic Learning. The results that will be presented and discussed in this tesis were obtained in an exploratory study, on the teaching of the use of the grave sign - an accentuation phenomenon motivated by morphosyntactic and phonological issues, typical of writing, such as in Chegamos à praia . The sample consisted of 48 high school students from public schools in the Federal District, divided into three groups (Control Group, Active Learning Group and Traditional Learning Group). Each group was submitted to different methodological strategies, using a pretest-posttest control-group design. The questionnaires were implemented in a web-based tool designed especially for linguistic and psycholinguistic studies (Lourenço-Gomes, 2018). The preliminary results obtained indicate that the explicit instruction promoted by Active Linguistic Learning seems to favor student learning, in addition to raising relevant questions to be analyzed and answered in future works.