A influência dos perfis de teachgrams na aquisição de inglês como língua adicional: uma análise sob a ótica da complexidade

Abstract

The present thesis is an ethnographical survey that discusses about the acquisition of the English language through teachgrams analyzed within the complexity theory in a high school-students group at a Federal school from Presidente Dutra town, Maranhão. From the direct observation of teachgrams, we analyze the complexity evidence in the acquisition process of English as an Additional Language (EAL) through of teachgrams; application of questionnaire and narrative interpretation of learning are used at our survey. Identifying attractors (standard) that can influence English language acquisition process of the students participating at this survey through teachgrams as well investigating self-organization in the acquisition English language of subjects. As theoretical studies we analyzed some contributions by Edgar Morin (2011), Larsen-Freeman (1997) and Paiva (2006) about English Second Language (ESL) acquisition within the complexity system. The results show us that the acquisition of English through teachgrams is complex, dynamic, open, sensitive to feedback, adaptive, non-linear, subject to attractors, and self-organizing; there are 3 categories of attractors in learning narrative researched (Efficient acquisition of English through teachgrams and acquisition, continuing learning of English through teachgrams and inefficient acquisition of through teachgrams s); there are also 3 categories about self-organization in narratives researched (self-organization around the attractor, “efficient acquisition of English through teachgrams”, self-organization around the attractor continuing learning of English through teachgrams and self organization around the attractor. Inefficient acquisition of English through teachgrams).