MATERIAL CURRICULAR, FAMILIARIDADE COM O TEMA E INTERESSE PELO TEMA NA INTERAÇÃO: PERSPECTIVA DO MATERIAL PEDAGÓGICO DO ESPANHOL COMO SEGUNDA LÍNGUA

Soliman, Maha

doi:10.1590/01031813949481220210302

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Artigos • Trab. linguist. apl. 60 (02) • May-Aug 2021 • https://doi.org/10.1590/01031813949481220210302 copy

MATERIAL CURRICULAR, FAMILIARIDADE COM O TEMA E INTERESSE PELO TEMA NA INTERAÇÃO: PERSPECTIVA DO MATERIAL PEDAGÓGICO DO ESPANHOL COMO SEGUNDA LÍNGUA

Authorship SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Nesta investigação reportamos resultados de um estudo de caso qualitativo centrado no contexto do ensino do espanhol como língua estrangeira no Chile. Com o objetivo de explorar a relação entre as características do material curricular, a familiaridade com o tema e o interesse pelo tema na tarefa de leitura, foram recolhidos dados de sessenta e quatro participantes utilizando três instrumentos. O primeiro é um inquérito para saber mais sobre a experiência anterior dos estudantes com a leitura no seu país. O segundo é uma entrevista semi-estruturada realizada com professores para obter mais clareza sobre as tarefas de leitura atribuídas e o material curricular utilizado. Finalmente, o terceiro é um grupo focal onde os estudantes partilharam as suas impressões sobre as tarefas atribuídas e o material utilizado. As conclusões apoiam que a complexidade do material instrucional reduziu o interesse pelo tema devido à falta de conhecimentos prévios relacionados com o material de leitura. Os estudantes sugeriram a alteração de todas as tarefas de leitura para avaliação sumativa, uma vez que a complexidade do texto os frustrava e queriam ser recompensados com pontuações. Estes resultados revelam que a concepção curricular e o interesse pelo tema poderiam ser influenciados pelo material utilizado de acordo com a familiaridade dos alunos com o tema.

Keywords:
curricular material; content familiarity and topic interest; spanish as a second language teaching.

Topic familiarity
Research question:	To what extent Spanish learner's prior knowledge is associated with the disciplinary content of the textbooks studied during the exchange program?
Instruments used:	Survey Focus group Semi-structured interview
Theme 1: Topic familiarity	Personal experiences with reading before and during joining the Exchange Program. This theme is explained through two sub-themes: 1. Readers' experiences in the home country 2. Experiences in the exchange program
Sub-theme	Factor	Definition	Example	Frequency
1. Readers' experiences in the home country First contact of the learner with reading tasks	Experience with reading in general Spanish courses	Experiences with courses focusing on the development of the four language skills without necessarily focusing on any specific disciplinary content.	"Some students do not have a direct connection to political science. They study general Spanish courses or Literature. Even if they had studied Spanish Literature, they have not studied Chilean Literature" (I2. History 2.19, Professor).	36
	Familiarity with reading tasks	Second language learning experiences where the reader has been exposed to reading tasks before joining the exchange program.	Percentages from the student survey (Graphic 2)	49
	Positive experiences with reading tasks	Second language learning experiences where students have had a good experience with reading tasks before coming to Chile.	Percentages from the student survey (Graphic 3)	46
2. Experience in the exchange program Experience with reading assignments in the new context of student mobility in Chile.	Negative experiences with assigned texts	Experiences of second language learning in which learners report difficulties with text comprehension.	Percentages from the student survey (Graphic 4)	51
	Reader preference for tasks with summative assessment	Second language learning experiences in which the reading task is preferred to be summative	"These steps are time consuming and require a lot of analysis. I think if there is a score it is better, because then I can feel that it makes sense to work so hard" (FG2. History 2.76, Student3).	12

Curricular material characteristics
Research question:	What curricula characteristics impact topic interest?
Instruments used:	Focus group Semiestructured interview
Theme 2: Problems of comprehension attributed to curricular material characteristics	Features of the curricula that make it difficult to understand. This theme is described through three sub-themes: 1. Linguistic characteristics of curricular texts. 2. Characteristics of the selected text type 3. Thematic characteristics of text
Subtheme	Factor	Definition	Example	Frecuency
1. Linguistic characteristics	Lexical characteristics	Difficulties with comprehension caused by the vocabulary used in the text.	"Obviously now via e-mail, it's simpler, they write to me and tell me that they didn't understand these ten words because they are Chileanisms" (I2. Literature 2.49, Professor).	44
2. Characteristics of the selected text type Inherent characteristics related to the type of text used in the exchange program (narrative/expository).	Narrative texts open ending	Difficulties with comprehension of narrative texts associated with contemplating an open ending and/or more than one possible interpretation of the protagonists' actions.	"The short story doesn't tell what happened at the end, but I think it's interesting that the author doesn't mention it" (P5. Literature 2, professor).	20
	Narrative texts /Indirect Message	Difficulties with comprehension of narrative texts that occur when language is no longer literal but relies on figurative meaning.	"They have a lot of hidden messages and I need to work more on determining the meaning of the words because it is not necessarily the literal meaning" (FG2, Literature 1.41, Student 9.2).	19
	Narrative texts/Lack of contextualization	Difficulties with the comprehension of literary texts that occur when the text does not contextualize the historical moment it represents.	"if you are not from a nearby country, you don't know this and you read a story that is talking about this event directly or indirectly it will be very difficult to understand because you don't understand the context and therefore you won't understand the message, you will only understand the words, but not what they are trying to say" (FG2. Literature 2.44, Student 3.2).	8
	Expository texts/Lack of contextualization	Difficulties with the comprehension of expository texts that occur when the text does not contextualize the historical moment it represents.	"Political, historical, cultural circumstances may cause some difficulty in understanding the text" (FG2. History 2.10, Student 6).	5
3 Thematic characteristics of text Characteristics of the topics addressed in the didactic resources	Authentic texts	Difficulties that arise when authentic texts are not adapted to the learners' level but are presented in their original form without any adaptation.	"I had never thought about choosing texts that are aimed at students of Spanish L2, because I always want to continue with this idea that this class is of an advanced level that they can read the same as any native speaker of the language" (I2. Literature 2.85, Professor).	22
	Texts with emphasis on Latin American cultural and historical context	Comprehension difficulties due to the specialization of the text in the Latin American socio-cultural context.	"I think it's because all we had read before coming here were texts on Spanish literature or US history, but we had never read anything related to Chile or any Latin American country" (FG2. Literature 1.87, Student 3.2).	11

Topic interest
Research question:	To what extent does text complexity affect interaction in the classroom?
Instruments used:	Survey Focus group Semiestructured interview
Theme 2: Negative impact of curricular complexity on the learner's interest	Difficulties in understanding the texts assigned for the reading task that impacts the subsequent participation in class. This theme is explained through three sub-themes: Personality traits Lack of prior knowledge Lack of experience in other exchange contexts.
Subtheme	Factor	Definition	Example	*Frecuency*
1. Personality traits that reflects the negative effect of text complexity	Shyness	Personality trait that makes it difficult for the student to participate in group activities to communicate what he/she has read.	"I mentioned that this class takes an hour and a half. And they tell me, professor, how are we going to talk for an hour and a half, and I make the joke, well, don't talk for an hour and a half, talk for an hour and 26 minutes. Usually, they end up talking around 45 minutes and that's why there's this idea of audience participation. And sometimes when I see that things are a bit off, I try to support them a bit. I don't leave them drifting and they know that. (I2. Literature 2.36, Professor)	5
	Individualism	Preference of independency and individual task assignment	"I tried to group them in pairs or to work together and they didn't like to share the same short story or work in a group" (I1.Literature 1.21, Professor).	8
	Lack of motivation to read	Reasons why students are discouraged from reading.	"I want to get to know Chile and its culture, but without having to read, because I plan to learn more things by travelingaround Chile" (FG2. Literature 1.53, Student 8.2).	10
2. Lack of prior knowledge		The lack of world knowledge that the difficulty of the curricular content remarks	"Before, students from Spanish majors were joining these courses. So, it was for people who studied Spanish and literature classes and today the student of these courses may have studied a couple of classes specialized insomething else. I don't know, it's very different from what it was at the beginning" (I2. Literature 2. 30, Professor).	50
3. Lack of experience in other exchange contexts		The learner has no experience in another student mobility program.	Percentages from the student survey (Graphic 5)	54

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