O uso do Twitter como ferramenta de aprendizagem incidental no multiletreamento em inglês em para alunos do curso de Sistemas e Mídias Digitais.

Abstract

This study details the research process undertaken to identify possible situations of incidental multiliteracy in English by Systems and Digital Media students on Twitter. After studying the theories presented by Delors et al. (1998), Flach and Antonello (2010), Hulstijn (2003), Lévy (1999), Marsick and Watkins (2001), Morin (2000), Primo (2000, 2017), Recuero (2009), among others, a multimethodological qualitative research was conducted in two stages. In the first stage, the posture of a lurker researcher was adopted to conduct a content analysis of the publications made by four students observed in Twitter for a period of 50 days, registering whenever the students came in contact with microtexts written in English. Through the data collected in this period and revision of the literature on the subject, a list of questions was put together, to be later organized in an individual interview with each student, aiming to better understand what was observed in the previous stage. During the interviewing stage, it was verified that some situations of incidental learning of English on Twitter through unexpected contact with unknown expressions did exist, as well as organizational factors of Twitter itself and characteristics of each individual that facilitated the occurrence of incidental multiliteracy, such as the existence of previous knowledge on the English language acquired through formal learning and the existence of the desire to learn the meaning of unknown words, acronyms and expressions written in a foreign language.