EstratÃgias de estudo deliberado e percepÃÃes sobre o contexto de ensino na perspectiva de estudantes do curso de letras-inglÃs

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This quantitative exploratory research aimed at identifying the individual study strategies and the perceptions of teaching-learning context of Letras-InglÃs university students. More specifically, it had as its objectives to identify the study strategies adopted in terms of study organization and time management, to investigate the nature of these strategies in the depthsuperficiality dimension, to identify the perceptions of the educational context in relation to the environment, curricular structure, objectives of the courses and the subjects and to analyze how perceptions of teaching-learning influence individual study. The methodological instrument used was the questionnaire which contained 134 questions. This was answered by 191 students of a public university and a confessional university from the Federal District. The participants were enrolled between the second and the ninth semesters of the Letras- Ingles course. Among other things, the results revealed that, in general, the students dedicate from 01 (one) to 03 (three) hours a day to the deliberated individual study and that they do not have fixed days of the week for it to happen. Moreover, the study suggested a preference for the study to occur in a split fashion, that is, in various stages. In relation to study strategies in the depth-superficiality dimension, the results indicated that the majority of the participants are strategical, and therefore might experience certain conflict between understanding the contents and being worried about achieving good marks. When evaluating the stimulation they receive from the professors for metacognition development, the results indicated that, in general, they are not encouraged to reflect on the way they learn. The study technique most used by the majority is to make notes. However, there is also an alternation of other techniques, although their use is less frequent. Few students make some kind of physical or mental preparation for individual study. In addition, they are not used to listening to music while studying. Very positive perceptions were verified concerning the professorsâ enthusiasm and motivation, and, for this reason, the participants feel motivated to study more. On the other hand, apparently there is no consistency in the teaching style offered as the lessons are not always focused on the students.

ASSUNTO(S)

contexto de ensino e aprendizagem estratÃgias de estudo individual study metacogniÃÃo ensino-aprendizagem metacognition teaching-learning context estudo individual study strategies

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