Ensino e aprendizagem de vocabulário no Twitter: foco nas abordagens implícita e hipermodal

Abstract

The present dissertation aims to investigate the impacts of Twitter on the teaching and learning of English vocabulary as a foreign language in the short term, in an implicit and hypermodal teaching context. On a theoretical level, this research is based on implicit foreign language learning and the Cognitive Theory of Multimedia Learning proposed by Mayer (2001) and Connectionism. The dissertation highlights the importance of studies on teaching and learning lexicon in FL, highlighting the role that hypermodality can play in the implicit learning of vocabulary in a foreign language on social networks, in particular, through Twitter. Methodologically, for this qualitative-quantitative study, an experiment is proposed with students from the English course at the Faculty of Arts of a Federal Institution, duly enrolled in the English II discipline, which aims to expose participants to authentic content produced on Twitter in order to investigate its effects on the short-term learning of English vocabulary as a FL. Data will be generated using the following research instruments: vocabulary tests, identification and experiment evaluation questionnaires. With this work it was possible to understand the contributions of social networks, especially Twitter, in learning vocabulary in a foreign language, particularly in the English language. In addition to providing theoretical contributions to the area of applied linguistics and pedagogical contributions for lexical acquisition.