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Contributos do lúdico para a aprendizagem do inglês no 1.º Ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
Este relatório foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada, inserida no Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico da Universidade do Algarve. Um dos objetivos consistiu em determinar de que forma o lúdico, como ferramenta pedagógica, é eficaz na aquisição e fixação de competências linguísticas no ensino de inglês como língua estrangeira neste nível de ensino. Outro foi entender de que forma o lúdico contribui para o aumento da motivação e do envolvimento nas aulas dentro deste contexto, numa tentativa de promover estratégias de ensino mais eficazes e motivadoras.
A investigação contempla uma pesquisa sobre a temática, recorrendo aos documentos orientadores do sistema educativo português e a autores de referência, em conjunto com uma investigação quantitativa através de um inquérito por questionário destinado a alunos do 3.º e 4.º ano do 1.º CEB que frequentam a disciplina de inglês. Foi realizada uma análise estatística de forma a entender as conceções dos alunos face ao uso de atividades lúdicas. No total, participaram 133 alunos, inseridos em turmas regulares do 1.º CEB, com idades compreendidas entre os 8 e os 11 anos.
Os resultados obtidos permitem afirmar que o lúdico, neste contexto, pode constituir-se como uma estratégia de ensino valiosa, por favorecer a aquisição de conhecimentos de forma motivadora, aprazível e gratificante. A amostra de inquiridos revelou uma evidente apetência para a realização de atividades de cariz lúdico-didático, principalmente jogos, canções e vídeos. Além de auxiliar no desenvolvimento das quatro competências comunicativas estabelecidas no QECR, o lúdico é promotor do desenvolvimento das competências preconizadas nas AE, contribui para o aumento da motivação dos alunos e, consequentemente, para a aprendizagem.
This report was developed within the scope of the “Supervised Teaching Practice” curricular unit, integrated in the Primary English Teaching master’s degree in the University of Algarve. One of the main goals was to determine how effective ludic activities, as pedagogical tools, can be for the learning and acquisition of linguistic skills in the teaching of English as a foreign language in primary schools. Another was to understand how it contributes to the increase of motivation and involvement of students in the English class, in an attempt to further promote motivational and effective teaching strategies. The investigation covers research on the matter, derived from the Portuguese educational system’s official documents and academic papers from researchers and educators, as well as a quantitative survey investigation aimed at students attending the 3rd and 4th years of primary education who study English as a foreign language. The aim was to conduct a statistical analysis to help better understand the students' perceptions regarding the use of recreational activities. In total, 133 primary school students participated in this survey, aged between 8 and 11 years old. The results obtained from the surveys show that Play, in this context, can be a valuable teaching strategy as it encourages knowledge acquisition in a motivating, enjoyable and rewarding way. The respondents expressed increased interest and desire to learn through recreational-pedagogical activities, particularly games, songs, and videos. Besides assisting in the development of the four communicative skills established by the CEFR, ludic activities support the development of all skills recommended by the AE, contributing to an increase in student motivation and, consequently, learning.
This report was developed within the scope of the “Supervised Teaching Practice” curricular unit, integrated in the Primary English Teaching master’s degree in the University of Algarve. One of the main goals was to determine how effective ludic activities, as pedagogical tools, can be for the learning and acquisition of linguistic skills in the teaching of English as a foreign language in primary schools. Another was to understand how it contributes to the increase of motivation and involvement of students in the English class, in an attempt to further promote motivational and effective teaching strategies. The investigation covers research on the matter, derived from the Portuguese educational system’s official documents and academic papers from researchers and educators, as well as a quantitative survey investigation aimed at students attending the 3rd and 4th years of primary education who study English as a foreign language. The aim was to conduct a statistical analysis to help better understand the students' perceptions regarding the use of recreational activities. In total, 133 primary school students participated in this survey, aged between 8 and 11 years old. The results obtained from the surveys show that Play, in this context, can be a valuable teaching strategy as it encourages knowledge acquisition in a motivating, enjoyable and rewarding way. The respondents expressed increased interest and desire to learn through recreational-pedagogical activities, particularly games, songs, and videos. Besides assisting in the development of the four communicative skills established by the CEFR, ludic activities support the development of all skills recommended by the AE, contributing to an increase in student motivation and, consequently, learning.
Description
Keywords
Lúdico Motivação Ensino de inglês no 1.º ciclo do ensino básico Aprendizagem