O uso de dicas nas modalidades oral e verbal para a inferência lexical em HQtrônicas em língua inglesa

Abstract

The present work is aimed at investigating the use of the oral and written tips in lexical inference of English, as foreign language, in the reading of webcomics. For this, two webcomics were prepared, with and without tips, based on new technology learning theories. This experimental study was accomplished in order to test the reading environments as auxiliaries in lexical inference and learning. On theoretical grounds, the work is based on the assumptions of the Cognitive Theory of the Multimedia Learning by Mayer (1997; 2001) which seeks to explain the information processing in a multimodal learning environment, and on the assumptions of the Connectionism Approach (ELLIS, 1998; LEITE, 2008; ZIMMER, 2008). In the methodology, the experiment was applied to 162 students of English as Foreign Language teaching and learning in elementary level, divided into two groups: experimental and control group. The experimental group is subdivided into groups A, B and C, composed by 132 students in total. Group A received oral and written tips, group B received oral tips and group C received just the written tips. The control group, group D is composed by 30 students. It did not receive any tips. This distinction was made, in order to investigate the impact of the tips in the lexical inference of English learners as a foreign language. In the analysis it was used the data generated in vocabulary test and the evaluated research questionnaire data. The results show that the use of tips may contribute significantly to inference and vocabulary learning. We highlight the use of oral and written tips together. We hope to provide, through this research, theoretical and practical allowance for development of lexical inference exercises, and we also expect to contribute with the dissemination of the genre webcomics in the teaching learning of foreign languages.