“Raus é house?”: uma reflexão sobre a percepção de professores de inglês sobre influência da oralidade na escrita em L2

Abstract

Taking into account the construcvist conception of english teaching-learning process as a foreign language, this work aims to analyze the conceptions of teaching-learning on english writting as an L2 by brazilians students aged between 9 and 10 years old. This work is based on some authors’ studies as Zimmer and Alves (2006) and Percegona (2005) about the grafo-phonic relations which may interfere in writting production. Furthermore, it was also investigated if the mother tongue interferences were considered by language teachers as mistakes/errors or as part of the L2 learning process. For this purpose, this work is based on Albuquerque (2012), Resque (2010) and Santos’ (2015) studies about an L2 acquisition process and the distinct conceptions of mistakes. In conclusion, based on Ruiz (2001) and Beretta (2001), this work compared teaching methodologies and types of text corrections of english teachers. It was also applied a qualitative questionnaire with teachers from private and public schools from Curitiba where it was found that most teachers had a perception of mistakes as a failing process on students’ writtings and not as part of the learning process, as in a holistic perspective on L2 learning.