Compreensão de expressões idiomáticas em inglês por alunos de segunda língua em uma universidade pública da Costa Rica
DOI:
https://doi.org/10.47633/cc2ds988Palavras-chave:
barreiras linguísticas, ensino de segunda língua, ensino superior, linguagem coloquial, reforma educacionalResumo
Este artigo analisa a produção de expressões idiomáticas por estudantes e alguns aspectos da formação recebida. O ensino de expressões idiomáticas tem recebido grande atenção nos últimos anos; no entanto, ainda não foi totalmente incorporado aos contextos atuais. Este estudo envolveu 26 alunos de EILE matriculados em um curso de bacharelado em inglês ou de ensino de inglês em uma universidade pública da Costa Rica. Utilizou-se um projeto quantitativo de avaliação direta de necessidades. O pesquisador coletou dados por meio de um questionário elaborado para obter opiniões dos alunos sobre esse tema e de um teste para determinar sua capacidade de reconhecer expressões idiomáticas em inglês. Os dados foram analisados utilizando estatística descritiva. A análise indica que: 1) a capacidade dos alunos de produzir expressões idiomáticas é baixa (X̄ = 4,31; DP = 2,64); 2) quanto mais obscura for a expressão idiomática em comparação com sua língua materna, mais difícil é para os alunos produzir seu equivalente em inglês; 3) os alunos consideram muito importante (n = 16; 61,5%) ou importante (n = 9; 34,6%) o ensino de expressões idiomáticas; e 4) o currículo não atende às necessidades dos alunos no que diz respeito ao aprendizado de expressões idiomáticas. Por fim, os resultados sugerem que o ensino explícito melhoraria a compreensão dos alunos em relação às expressões idiomáticas.
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