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A interação oral entre pares no ensino-aprendizagem de inglês no 1º Ciclo do Ensino Básico
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Abstract(s)
O presente estudo incide sobre a interação oral entre pares, em sala de aula de língua inglesa, no 1º Ciclo do Ensino Básico. Com o propósito de promover a prática e o desenvolvimento das competências de oralidade, a nossa intervenção baseia-se na realização de tarefas comunicativas entre pares, inseridas na planificação de uma unidade didática e aplicadas numa turma de 3º ano e numa turma de 4º ano do 1º Ciclo do Ensino Básico, no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico. Os objetivos desta investigação-ação passam por proporcionar maiores oportunidades para a prática das competências de oralidade – listening, speaking e oral interaction –, introduzindo a interação oral entre pares como estratégia fomentadora de oportunidades de utilização real de língua em tarefas comunicativas. Pretendemos, simultaneamente, aferir se este tipo de atividades promoveria a motivação para a aprendizagem da língua. A recolha de dados fez-se por meio do registo de observações por parte da docente e através da colaboração das crianças no preenchimento de questionários. A análise qualitativa dos registos da docente em ambas as turmas leva-nos a crer que o tempo de utilização da língua foi maximizado, sendo o tempo que cada criança teve para praticar a oralidade superior àquele que teria se a interação oral ocorresse apenas com a docente. A análise quantitativa e qualitativa dos dados recolhidos através dos questionários leva-nos a acreditar que a estratégia a que recorremos poderá ser motivadora para as crianças, posto que a maioria revela ter apreciado a atividade. As crianças demonstram apreciar a interação oral em geral – quer com a docente, quer entre pares – o que nos dá a entender que está aberto o caminho para incorporar atividades de interação oral entre pares, de forma recorrente, na planificação das unidades didáticas.
The present study focuses on the oral interaction between peers in the English language classroom in the 1st cycle of basic education. With the purpose of promoting the practice and development of speaking skills, our intervention is based on the completion of communicative tasks between peers, inserted in the planning of a didactic unit and applied in a class of 3rd grade and in a class 4th grade, in the context of the supervised teaching practice of the Master's degree in English teaching in the 1st cycle of basic education. The objectives of this action-research are to provide greater opportunities for the practice of oral skills – listening, speaking and oral interaction –, introducing peer oral interaction as a strategy that encourages opportunities for real use of the language in communicative tasks. We also intend to assess whether this type of activity would promote motivation for language learning. Data collection was made through the teacher’s journal and through the collaboration of the children in the completion of questionnaires. The qualitative analysis of the teacher’s journal in both classes leads us to believe that the time of use of the language was maximized, and the time each child had to practice was superior to that which would have been if the oral interaction occurred only with the teacher. The quantitative and qualitative analysis of the data collected through the questionnaires leads us to believe that the strategy we have resorting to can be motivating for children, since most of them reveal that they have appreciated the activity. The children show that they appreciate oral interaction in general – either with the teacher or between peers – which gives us the understanding that the way is open to incorporate oral interaction activities between peers, in a recurrent way, in the planning of didactic units.
The present study focuses on the oral interaction between peers in the English language classroom in the 1st cycle of basic education. With the purpose of promoting the practice and development of speaking skills, our intervention is based on the completion of communicative tasks between peers, inserted in the planning of a didactic unit and applied in a class of 3rd grade and in a class 4th grade, in the context of the supervised teaching practice of the Master's degree in English teaching in the 1st cycle of basic education. The objectives of this action-research are to provide greater opportunities for the practice of oral skills – listening, speaking and oral interaction –, introducing peer oral interaction as a strategy that encourages opportunities for real use of the language in communicative tasks. We also intend to assess whether this type of activity would promote motivation for language learning. Data collection was made through the teacher’s journal and through the collaboration of the children in the completion of questionnaires. The qualitative analysis of the teacher’s journal in both classes leads us to believe that the time of use of the language was maximized, and the time each child had to practice was superior to that which would have been if the oral interaction occurred only with the teacher. The quantitative and qualitative analysis of the data collected through the questionnaires leads us to believe that the strategy we have resorting to can be motivating for children, since most of them reveal that they have appreciated the activity. The children show that they appreciate oral interaction in general – either with the teacher or between peers – which gives us the understanding that the way is open to incorporate oral interaction activities between peers, in a recurrent way, in the planning of didactic units.
Description
Keywords
Ensino-aprendizagem de inglês para crianças Interação oral entre pares Ensino por tarefas Motivação