The game “Autonomous Me” as a reflection tool for learning foreign languages

Authors

  • Walkyria Passos Magno e Silva Universidade Federal do Pará
  • Fernanda Souza e Silva Universidade Federal do Pará (UFPA)

DOI:

https://doi.org/10.26512/rhla.v18i1.25025

Keywords:

autonomy, learning process awareness, foreign languages learning

Abstract

Being autonomous is fundamental for competence development in a foreign language. It is impossible to learn another language without continuous actions that go way beyond the ones commanded by a teacher. However, metacognitively organizing the autonomization process has always been a challenge to most students. Tassinari (2015) proposes a model that aims at helping students in this process. This text, besides discussing the individual basis of the autonomization process, transforms Tassinari’s model into a game to be collectively played. It shows how this was done and the results of an experimental round played by a group of freshmen with different levels of command of the language. Results show that there was a higher level of awareness among students concerning on one hand what really means learning a language and on the other which are the dimensions that need to be activated in order to achieve successful learning.

Author Biography

  • Fernanda Souza e Silva, Universidade Federal do Pará (UFPA)

    Mestre em Letras/Linguística (2014) e graduada em Letras - Francês pela Universidade Federal do Pará. Atualmente cursa Letras - Português na mesma universidade onde também é doutoranda no Programa de Pós-Graduação em Letras (nota 5 da CAPES). Tem experiência com ensino de francês e de português como língua estrangeira. Interessa-se por autorregulação e autonomia na aprendizagem de línguas estrangeiras.

References

BENSON, Phil. Teaching and researching autonomy in language learning. 1ª Ed. Harlow: Longman, 2001.

BENSON, Phil. Teaching and researching autonomy in language learning. 2ª Ed. Harlow: Longman, 2011.

BENSON, Phil.; COOKER, Lucy. (Orgs.) The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy. Bristol: Equinox, 2013.

DAM, Leni. Developing learner autonomy: the teacher’s responsibility. In: LITTLE, David; RIDLEY, Jennifer; USHIODA, Ema (Ed.). Learner Autonomy in the Foreign Language Classroom. Dublin: Autentik, 2003. p. 135-146.

FRANCO, Cláudio P. Autonomia na aprendizagem de inglês: um estudo de caso com nativos digitais sob as lentes do caos e da complexidade. 2013. 201f. Tese (Doutorado em Linguística Aplicada) ”“ Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, 2013.

HOLEC, Henri. Autonomy in foreign language learning. Oxford: Pergamon, 1981.

KASDORF, Luiza. Jogos no ensino de língua estrangeira. 2013. 58f. Monografia (Especialização em Ensino de Línguas Estrangeiras Modernas) ”“ Universidade Tecnológica Federal do Paraná, Curitiba, 2013.

PAIVA, Vera L. M. O. Autonomia e complexidade. Linguagem & Ensino, v. 9, n. 1, 2006. p. 77-127.

TASSINARI, Maria Giovanna. Assessing Learner Autonomy: a Dynamic Model. In: EVERHARD, Carol J.; MURPHY, Linda. (Eds.). Assessment and Autonomy in Language Learning. New York: Palgrave McMillan, 2015. p. 64-88.

TATZL, Dietmar. A systemic view of learner autonomy. In: GKONOU, Christina; TATZL, Dietmar; MERCER, Sarah (Orgs.) New directions in language learning psychology. Graz: Springer, 2016. p. 39-54.

VAN LIER, L. The Ecology and Semiotics of Language Learning. A Sociocultural Perspective. Boston: Kluwer, 2004.

Published

2019-06-01

Issue

Section

Artigos

How to Cite

The game “Autonomous Me” as a reflection tool for learning foreign languages. (2019). Revista Horizontes De Linguistica Aplicada, 18(1), 81-106. https://doi.org/10.26512/rhla.v18i1.25025

Similar Articles

1-10 of 70

You may also start an advanced similarity search for this article.