Enviar artigo via e-mail A hipótese do filtro afetivo e o constructo da motivação na aquisição de segunda língua: uma retomada crítica
Resumo
Este artigo discute as posições ocupadas pela hipótese do Filtro Afetivo e o construto da motivação nas pesquisas recentes em linguística aplicada, avaliando o potencial de ambos em abordar e explicar fenômenos na aquisição de segunda língua. Essa reflexão crítica acerca dos dois elementos ocorre a partir de quatro funções básicas de uma teoria: compreensão, transformação, predição e aplicação; sendo as três primeiras propostas por Mclaughlin (1988) e a última introduzida por nós. Nesse sentido, utilizamos a metodologia de revisão crítica de referenciais teóricos, abordando o período que compreende o fim do século XX e o início deste século. Nossas discussões nos permitem apontar que a hipótese do Filtro Afetivo contém problemas de formulação, predição, e correspondência a fenômenos empíricos, e outros de coerência interna, sem mencionar a excessiva abrangência e a vagueza conceptual, proposicional e prática. Essa hipótese também apresenta reduzido valor heurístico, o que leva pesquisadores a se concentrarem em outras proposições potencialmente mais produtivas. Já o constructo da motivação, não sendo uma propositura sistemática e explanatória, emerge como uma concepção altamente maleável, o que se mostra oportuno para múltiplos estudos, e também para a reorientação das pesquisas do foco Macro para o Micro.
Palavras-chave
Texto completo:
PDFReferências
ALDERFER, C. Existence, relatedness, & growth. New York: Free Press, 1972.
AMES, C.; AMES, R. Research in motivation in education. San Diego: Academic Press, 1989.
BREEN, M. Learner contributions to language learning: New directions in research. Harlow: Longman, 2001.
BREMER, K. et al. Achieving understanding: Discourse in intercidtural encounters. Harlow: Longman, 1996.
CHAMETZKY, B. Generalizability and the Theory of Offsetting the Affective Filter. The Grounded Theory Review, vol. 12, n. 2, p. 1-9, 2013.
CHANG, M.-M. Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning, vol. 18, n. 3, p. 217-230, 2005.
COHEN, A. D. Strategies in learning and using a second language. New York: Longman, 1998.
COLOMBO, M; FURBUSH, D. Teaching English language learners: content and language in middle and secondary mainstream classrooms. Thousand Oaks: Sage, 2009.
COWIE, N.; SAKUI, K. Crucial but Neglected: English as a Foreign Language Teachers’ Perspectives on Learner Motivation. In: MURRAY, G.,
CROOKES, G.; SCHMIDT, R. W. Motivation: reopening the research agenda. Language Learning, vol. 41, n. 4, December, p. 469-512, 1991.
DICKINSON, L. Self instruction in language learning. Cambridge: Cambridge University Press, 1987.
DÖRNYEI, Z. Motivation and motivating in the foreign language classroom. Modern Language Journal, vol. 1, n. 78, p. 273-284, 1994a.
DÖRNYEI, Z. Understanding L2 motivation: On with the challenge! Modern Language Journal, vol. 1, n. 78, p. 515-523, 1994b.
DÖRNYEI, Z. Survey Article: Motivation in second and foreign language learning. Language Teaching, vol. 1, n. 31, p. 117-135, 1998.
DÖRNYEI, Z. Teaching and Researching Motivation. Harlow, England: Longman, 2001.
DÖRNYEI, Z. Attitudes, orientations, and motivation in language learning: Advances in theory, research, and applications. Language Learning, vol. 3, n. 53, p. 32, 2003.
DÖRNYEI, Z. The Psychology of the Language Learner Individual Differences in Second Language Acquisition. London: Lawrence Erlbaum Associates Publishers, 2005.
DÖRNYEI, Z. The relationship between language aptitude and language learning motivation: individual differences from a Dynamic Systems Perspective. In: MACARO, E.; VANDERPLANK, R.; MURPHY, V. A. (orgs.). Continuum Companion to Second Language Acquisition. London: Continuum, 2009.
DÖRNYEI, Z.; CSIZÉR, K. Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, v. 23, n.4, p. 421-462, 2002.
DOUGLAS, B. H. Principles of Language Learning and Teaching. 5ª ed. New York: Pearson Education, 2007.
DOVER, Y. Affective filter influence on students’ initiating the B.A. English major at the Universidad Nacional, Chorotega Branch in Nicoya, Guanacaste, Costa Rica. Revista Ensayos Pedagógicos, vol. 6, n. 1, p. 169-188, 2012.
FISHER, Robert. Teaching Children to Think. London: Nelson Thornes, 1990.
GARCÍA-CARBONELL, A. et al. Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, vol. 32, n. 4, p. 481-491, 2001.
GARDNER, R.; TREMBLAY, P. On motivation: measurement and conceptual considerations. Modern Language Journal, vol. 78, n. 4, p. 524-527, 1994.
GREGG, K. Krashen’s Monitor and Occam’s razor. Applied Linguistics, ed. 5, n. 79 p. 100: 1984.
HYLAND, F. Learning autonomously: contextualizing out-of-class English language learning. Language Awareness, vol. 13, n. 1, p. 180-202, 2004.
KELLER, J. IMMS: Instructional materials motivation survey. Florida State University: 1987.
KLEIN, J.; KELLER J. Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research, vol. 83, n. 3, p. 140-46, 1990.
KRASHEN, S. Principles and practice in second language acquisition. Oxford: Pergamon, 1981.
KRASHEN, S. Principles and practice in second language acquisition. Oxford: Pergamon, 1982.
KRASHEN, S. The Input Hypothesis: issues and implications. New York: Longman, 1985.
KRASHEN, S.; TERRELL, T. The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe, 1983.
LATHAM, G.; LOCKE, E. Building a Practically Useful Theory of Goal Setting and Task Motivation. The American Psychologist, vol. 1, n. 57, p. 707-709, 2002.
LAWRENCE, D. Enhancing self-esteem in the classroom. London: PCP Ltd., 1996.
LIGHTBOWN, P.; SPADA, N. How languages are learned? New York: Oxford University Press, 1999.
LIN, G. Pedagogies proving Krashen’s theory of affective filter. Hwa Kang Journal of English Language & Literature, vol. 14, n. 1, p. 113-131, 2008.
LONG, M.; LARSEN-FREEMAN, D. An introduction to Second Language Acquisition Research. London: Longman, 1991.
MACARO, E. et al. A Compendium of Key Concepts in Second Language Acquisition. London: Continuum International Publishing Group, 2009.
MACINTYRE, P.; NOELS, K. The good language learner: A retrospective review. System, vol. 1, n. 22, p. 269-280, 1994.
McCANN, L. D. et al. Communication apprehension and second language acquisition among Vietnamese and Mexican immigrants: A test of the Affective Filter Hypothesis. Communication Research Reports, vol. 3, n. 1, p. 33-38, 1986.
McLAUGHLIN, B. Theories of second language learning. London: Edward Arnold, 1988.
MISHMAN, F. Designing authenticity into language learning materials. Bristol: Intellect, 2005.
MITCHELL, R.; MYLES, F. Second Language Learning Theories. 2ª ed. London: Hodder Arnold, 2004.
O’MALLEY, J.; CHAMOT, A. Learning strategies in second language acquisition. New York: Cambridge University Press, 1990.
OXFORD, R.; SHEARIN. Language learning motivation in a new key. In: R. L. Oxford (org.). Language learning motivation: pathways to the new century. Honolulu: NFLRC, 1996, p. 155-87.
OXFORD, R.; EHRMAN, M. Second language research on individual differences. Annual Review of Applied Linguistics, vol. 1, n. 13, p. 188-205, 1993.
PAIVA, V.; NASCIMENTO, M. (org.). Sistemas Adaptativos Complexos. Linguagem e Aprendizagem. Campinas: Pontes, 2011.
PAIVA, V. Estratégias individuais de aprendizagem de língua inglesa. Letras e Letras. vol. 14, n. 1, jan./jul., p. 73-88, 1998.
PARADIS, M. The other side of language: Pragmatic competence. Journal of Neurolinguistics, vol. 11, n. 1-2, p. 1-10, 1998.
POUPORE, G. The influence of content on adult L2 learners’ task motivation: an interest theory perspective. The Canadian Journal of Applied Linguistics, vol. 17, p. 69-90, 2014.
ROBERTON, T. Reducing affective filter in adult English language learning classrooms. Dissertação de Mestrado, The Evergreen State College, Olympia, 2011.
SADE, L. Querer é poder, querer e poder, querer sem poder: a motivação para o aprendizado de inglês na escola pública sob uma perspectiva semiótica social. 2003. 240 f. Dissertação (Mestrado em Linguística Aplicada) – Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, 2003.
SCHULZ, R. Second language acquisition theories and teaching practice: how do they fit? Modern Language Journal, vol. 75, n. 1, p. 17-26, 1991.
SCHUMANN, J. Where is cognition? Emotion and cognition in second language acquisition. Studies in Second Language Acquisition, vol. 1, n. 16, p. 231-242, 1994.
SCHÜTZ, R. Stephen Krashen's Theory of Second Language Acquisition. English Made in Brazil Website: 2017. Disponível em . Acesso em 18 de maio de 2019.
SITI, S.; MELOR, M. Attitudes and motivation towards learning English among FELDA school students. Australian Journal of Basic and Applied Sciences, vol. 8, n. 1, p. 1-8, 2014.
SKEHAN, P. Individual differences in second language learning. London: Edward Arnold, 1989.
TAKALA, S. A review of Language Two by Heidi Dulay, Marina Burt and Stephen Krashen. Language Learning, vol. 34, n. 1, p. 157-174, 1984.
TAYLOR, G. Empirical or intuitive? A review of the Natural Approach: language acquisition in the classroom by Stephen D. Krashen and Tracy D. Terrell. Language Learning, vol. 34, s/n, p. 97-105, 1984.
USHIODA, E. Motivating Learners to Speak as Themselves. In: Murray, G., Gao, X.; Lamb, T. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters, 2011.
VYGOTSKY, L. Mind in Society. Cambridge: Harvard University Press, 1987.
WALTERS, J.; FREI, S. Managing classroom behavior. Huntington Beach: Shell Education, 2007.
WEN, X. Motivation and Language Learning with Students of Chinese. Foreign Language Annals, vol. 1, n. 30, p. 235-250, 1997.
WILTON, A.; STEGU, M. Bringing the ‘folk’ into applied linguistics. Association Internationale de Linguistique Appliquée (AILA) Review, New York, NY, v. 24, n.1, p. 1-14, jan./jul. 2011.
ZAFAR, M. Monitoring the 'Monitor': a critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics, vol. 2, n. 4, p. 239-146, 2009.
DOI: http://dx.doi.org/10.22168/2237-6321-21504
Apontamentos
- Não há apontamentos.
