Instrução de vocabulário em L2: Uma análise de aplicativos para a aprendizagem de inglês

Autores

  • Daniel Reschke Pires
  • Celso Henrique Soufen Tumolo

DOI:

https://doi.org/10.21814/diacritica.4970

Palavras-chave:

Instrução de vocabulário, Aprendizagem móvel, Aprendizagem de segunda língua, Aplicativos de smartphone

Resumo

A popularização dos smartphones nas últimas décadas promoveu o desenvolvimento de diversos aplicativos para o aprendizado de línguas e fomentou o interesse no campo da aprendizagem móvel. Considerando que boa parte dos aplicativos de smartphone para a aprendizagem de inglês tem atividades para a instrução de vocabulário, este estudo buscou analisar o desenvolvimento de vocabulário nos três aplicativos para a aprendizagem de línguas mais utilizados até o final do ano de 2018. Mais especificamente, buscou-se compreender: a) quais aspectos do conhecimento de palavras os aplicativos desenvolvem; b) se existem múltiplos encontros com as palavras-alvo e se esses encontros são espaçados; e c) as representações não-verbais utilizadas pelos aplicativos. Os resultados indicam que os aplicativos: a) instruem a forma oral e escrita das palavras, porém negligenciam outros aspectos do conhecimento de palavras; b) provem, com o auxílio de algoritmos, múltiplos encontros espaçados com as palavras-alvo; e c) utilizam imagens e vídeos que nem sempre são relevantes para a instrução das palavras-alvo. Com base nos resultados deste estudo, entendemos que os aplicativos podem auxiliar o desenvolvimento de vocabulário de língua inglesa, apesar de limitações como a falta de oportunidades para a produção de linguagem e o ensino descontextualizado.

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Publicado

07-04-2020

Como Citar

Pires, D. R., & Tumolo, C. H. S. (2020). Instrução de vocabulário em L2: Uma análise de aplicativos para a aprendizagem de inglês. Diacrítica, 34(1), 225–247. https://doi.org/10.21814/diacritica.4970