Banca de DEFESA: LAIS DE OLIVEIRA BORGES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LAIS DE OLIVEIRA BORGES
DATA : 29/10/2025
HORA: 14:00
LOCAL: Plataforma Teams
TÍTULO:

Exploring the Impact of Socio-Affective Factors on Additional Language Speech Attainment: Case Studies with Brazilian Learners

PALAVRAS-CHAVES:

Applied Linguistics; SLA; individual differences; socio-affective factors; LX speech.

PÁGINAS: 132
RESUMO:

The majority of mainstream SLA/TESOL studies about the role of social-affective factors on language outcomes comprise correlations of self-reported psychological variables (Dörnyei, 2015), thus failing to provide a more comprehensive overview of the socioaffective domain. The present study attempts to bridge this gap in the literature by examining the ways in which socio-affective factors relate to English as an additional language (EAL) speech performance. Five Brazilian learners’ EAL learning autobiographies were analyzed and contrasted with their instructor’s reports to determine whether these narratives influenced learners’ affective regimes, and the extent to which they had an impact on learners’ EAL speech proficiency. Classroom observations were also employed to better understand the ways learners’ self-reported affective responses to the learning process were in accordance with their actions in the language classroom. McAdams and Pals’ New Big Five (2007), i.e., a proposal for a comprehensive and integrative personality theory, was adopted as a theoretical framework from which a grounded theory for socio-affective factors in a Brazilian EAL context was developed. The main study was conducted after a pilot study had been administered to examine the applicability of the instruments and the research methods. Results indicate that learners displaying higher levels of EAL speech attainmentshare similar affective reactions to the EAL learning process (e.g., positive cultural beliefs towards the target-language culture(s), language learning enjoyment, satisfaction with the instructor and the teaching method). Furthermore, all five students seemed to share similar individual difference profiles (e.g., extroverted, few neurotic traits, high WTC). An analysis of contrasts of affective reactions from learners who appear to have differing levels of EAL speech attainment revealed that, overall, their affective regimes do not differ in the same language component. In relation to learners’ assessment of their EAL speech abilities, after their language instructor’s ratings were contrasted with their own ratings, the study revealed that high scorers underestimate their EAL speech abilities, thus corroborating previous research findings. The study concludes that understanding the extent to which socio-affective factors influence speech achievement and which affective factors appear to contribute to different levels of speech attainment can assist language instructors in identifying reasons for their learners’ apparent success or failure in attaining higher levels of speech attainment.

MEMBROS DA BANCA:
Externa à Instituição - CRISTINA BECKER LOPES PERNA - UFRGS
Externa à Instituição - ISABEL MARIA LOUREIRO DE ROBOREDO SEARA - UAB/UNB
Interna - 2003773 - GLADYS PLENS DE QUEVEDO PEREIRA DE CAMARGO
Presidente - 1209022 - RODRIGO ALBUQUERQUE PEREIRA
Externa ao Programa - 3607764 - TABATA QUINTANA YONAHA - null