Aprendizagem de língua inglesa sob a perspectiva dos sistemas complexos por meio da modalidade on-line para iniciantes do NCL

Abstract

This paper entitled "English Language Learning from the perspective of complex systems through the online modality for NCL beginners" seeks to analyze the process of English language learning from the perspective of complex systems through the online modality for beginners of the NCL with a focus on the social learning strategies of the Oxford typology and autonomy in the light of the paradigm of complexity. The theorists who support the research in the field of Applied Linguistics are Larsen-Freeman (2008), Moita Lopes (2013), Paiva (2001) and Leffa (2003). On the theory of Complexity we start from the theoretical assumptions of Morin (2001, 2011, 2015, 2020). For data analysis, the studies of autonomy of Benson (1997, 2001), Little (1991, 2000), Paiva (2005, 2006) and about the Learning Strategies there is the typology of Oxford (1990). As for the methodology, this research is part of a qualitative, exploratory approach and is a case study through questionnaires and interviews conducted with beginner learners of the NCL-UFMA of the remote modality, having as corpus the analysis of the emergence of social learning strategies of Oxford (1990) and of the autonomy from characteristics of the Complex Systems. Among the characteristics of complex systems we can highlight

the unpredictability of phenomena, adaptation, self-organization, dynamism, non- linearity and complexity while the types of social strategies of the Oxford typology

(1990) are (1) questions, ask for clarification or verification, ask for correction; (2) cooperation, cooperating with colleagues, and cooperating with proficient language users; (3) empathy, cultural understanding, and becoming aware of the thoughts and feelings of others. The results of the analysis point to the emergence of social learning strategies in the virtual context; and the emergence of learners' autonomy through the use of digital technologies. It is concluded that digital technologies can help develop different levels of autonomy in the English language learning process.