Resumen

PUNHAGUI, Giovana Chimentão  y  SOUZA, Nadia Aparecida de. A autoavaliação na aprendizagem de língua inglesa: subsídio para reconhecimento da própria aprendizagem e gestão do erro. Roteiro. UNOESC [online]. 2012, vol.37, n.02, pp.265-293. ISSN 2177-6059.

The official directives for foreign language teaching in primary education state the need for strategies which allow the student to be critical in the context in which he/she is inserted and to establish a dialogue with other realities. As learning a language demands constant study, even after the school period - when there are no more teachers as mediators - the development of greater autonomy for learning becomes relevant. An option, revealed in the literature as a trigger for greater cognitive independence, is the use of self-assessment. This study is part of a master’s study in progress, and aims at analysing the effectiveness of self- assessment in the recognition of learning and of error as a possibility for learning. The research adopted a qualitative approach in the form of a case study, and involved 36 students from the 8th grade in a public school in the north of Paraná. The information from the instruments for data collection was subjected to thematic content analysis, which allowed us to notice the following results: most students, after working with self-assessment, proved to be able to recognize their strengths and difficulties, and saw error as a tool to promote changes in learning, revealing the potential of self-assessment to trigger reflection upon their learning.

Palabras clave : English Language Learning; Self-Assessment; Regulation of Learning; Autonomy; Concept of Error.

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