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Publication
A interação oral informal no ensino-aprendizagem de inglês como língua estrangeira no 1.º Ciclo do Ensino Básico
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| 4.47 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Cada vez mais se desenvolvem estudos sobre a didática das línguas estrangeiras e a importância do aprendente de língua estrangeira como “agente social”. A interação oral informal surge opondo-se à rigidez do ensino transmissivo, defendendo o ensino e aprendizagem de forma “natural” à semelhança das salas de aula dos falantes nativos.
Com este estudo, pretendeu-se investigar a potencialidade da interação oral informal na aprendizagem de inglês como língua estrangeira no 1º Ciclo do Ensino Básico, bem como conhecer de que forma(s) a interação oral informal pode promover a aprendizagem e com estes resultados, desenhar uma proposta de intervenção pedagógica que visasse promover a aprendizagem de inglês. Para atingir estas finalidades, utilizou-se uma metodologia de cariz qualitativo, de paradigma interpretativo, recorrendo-se ao método de estudo de caso, onde se fez uso de várias técnicas e instrumentos de recolha de dados: observação participante, notas de campo e inquérito por questionário. Participaram neste estudo vinte e quatro crianças, a professora cooperante, a professora coadjuvante e um membro da direção pedagógica.
A proposta de intervenção pedagógica foi compilada em forma de prospeto, constituindo um recurso que procura apoiar docentes a dinamizar metodologias ativas ou que auxilie como ponto de partida para tal, nomeadamente o uso da metodologia de trabalho de projeto, tanto para as aulas curriculares de inglês, como para atividades extracurriculares.
Os resultados evidenciaram a importância da interação oral informal na aprendizagem de inglês como língua estrangeira. Concordantemente, foi também apurada a relevância do ambiente educativo envolvente e a exploração da respetiva cultura linguística em contextos reais de comunicação, assim também como a sua operacionalização tanto de modo planeado, como ocasional.
Progressively more studies are developing on foreign language didactics and the importance of the foreign language learner as a “social agent”. Informal oral interaction arises in opposition to the rigidity of transmissive teaching, defending teaching and learning in a "natural" way comparable to native speakers' classrooms. With this study, we aimed to investigate the potential of informal oral interaction in learning English as a foreign language in the 1st Cycle of Basic Education, as well as to know in what way(s) informal oral interaction can promote learning, and with these results, design a proposal for a pedagogical intervention intended to promote English learning. A qualitative methodology was used to achieve these purposes, with an interpretative paradigm, resorting to the case study method, where various techniques and data collection instruments were used, specifically: participant observation, field notes, and a survey by questionnaire. Twenty-four children, the trainee teacher, the support teacher, and a head of pedagogy participated in this study. The pedagogical intervention proposal was compiled as a prospectus, constituting a resource aiming to support teachers to streamline active methodologies or to facilitate as a starting point, viz., the use of Project-Based Learning (PBL), both for English curricular classes and extracurricular activities. The results showed the significance of informal oral interaction in learning English as a foreign language. Accordingly, the importance of the surrounding educational environment and the exploration of the respective linguistic culture in real contexts of communication was also ascertained, as well as its operationalization both in a planned and occasional way
Progressively more studies are developing on foreign language didactics and the importance of the foreign language learner as a “social agent”. Informal oral interaction arises in opposition to the rigidity of transmissive teaching, defending teaching and learning in a "natural" way comparable to native speakers' classrooms. With this study, we aimed to investigate the potential of informal oral interaction in learning English as a foreign language in the 1st Cycle of Basic Education, as well as to know in what way(s) informal oral interaction can promote learning, and with these results, design a proposal for a pedagogical intervention intended to promote English learning. A qualitative methodology was used to achieve these purposes, with an interpretative paradigm, resorting to the case study method, where various techniques and data collection instruments were used, specifically: participant observation, field notes, and a survey by questionnaire. Twenty-four children, the trainee teacher, the support teacher, and a head of pedagogy participated in this study. The pedagogical intervention proposal was compiled as a prospectus, constituting a resource aiming to support teachers to streamline active methodologies or to facilitate as a starting point, viz., the use of Project-Based Learning (PBL), both for English curricular classes and extracurricular activities. The results showed the significance of informal oral interaction in learning English as a foreign language. Accordingly, the importance of the surrounding educational environment and the exploration of the respective linguistic culture in real contexts of communication was also ascertained, as well as its operationalization both in a planned and occasional way
Description
Keywords
Didática da língua estrangeira para crianças Metodologia de trabalho de projeto Interação oral informal