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Peer correction through digital tools as formative mediation in the teaching and learning as French as a foreign language

Grant number: 16/19958-8
Support type:Scholarships in Brazil - Master
Effective date (Start): January 01, 2017
Effective date (End): September 30, 2018
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Applied Linguistics
Cooperation agreement: Coordination of Improvement of Higher Education Personnel (CAPES)
Principal researcher:Eliane Gouvêa Lousada
Grantee:Arthur Marra de Oliveira
Home Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

This research aims at studying the influence of corrective feedback made through digital tools by Canadian students in the development of Brazilian students' writing of a textual genre. In order to achieve our goals, we rely on the Socio-discursive Interactionism (SDI) studies proposed by Bronckart (1999, 2006, 2008). The research based on SDI is grounded in the vygotskian studies (Vigotski, 2004) about formal education, which hold the belief that higher mental functions, features of the human species, have their origins in interactions and are constantly restructured under educational influence. According to Vigotski (2004), all these features come with the aid of an instrument. In our research, we plan to investigate whether corrective feedback can be considered as an instrument that would allow students specializing in French to act on their own writing process. (AU)

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Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
OLIVEIRA, Arthur Marra de. Peer correction through digital tools as formative mediations in the teaching and learning of French as a second language. 2018. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH/SBD) São Paulo.

Please report errors in scientific publications list by writing to: cdi@fapesp.br.