O desenvolvimento da habilidade de compreensão oral em alunos intermediários de língua inglesa durante um curso baseado na abordagem de gêneros

• Autor(a) principal: Felipini, Leila Maria Gumushian
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13556
• topic: Ensino-aprendizagem; Língua inglesa; Compreensão oral; Gênero; Teaching-learning; English language; Listening comprehension; Genre; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aims at investigating my practice as a teacher during listening comprehension activities. To be more specific, the purpose is to investigate how the teacher researcher actions contribute to the comprehension of oral texts in a teaching perspective based on the genre approach. Two questions lead this investigation: Which are the teacher researcher didactic actions during the listening comprehension activity? Which strategies were mobilized to carry out the listening comprehension activities proposed in class? The research is carried out at the Instituto Philadelphia de Idiomas, one branch of a language school franchising chain located in Bauru city, São Paulo state, being myself the focal participant and the students action partners. Action research is the methodological procedure adopted by this research since it has involved the active participation of the students and the teacher preserving the natural classroom context. This investigation is supported by two theoretical axes. The first is composed by foreign language teaching- learning concepts according to Vygotsky (2001) Social-Historical-Cultural Theory, by the language concept found in Bakhtin (1997) and by Schneuwly e Dolz (2010) discursive genre perspective. The second is composed by an official document Parâmetros Curriculares Nacionais: Língua Estrangeira (Brasil, 1998), by the interactive model of text comprehension found in Rost (2002) and by eight dimensions added by Flowerdew e Miller: individualized, cross-cultural, intertextual, contextualized, social, affective, strategic and critical (2005). The data analyzed are two classes and two reflexive conversations. The classes analysis focused lexical items present in the teacher researcher talk during her interaction with the students. Such analysis was carried out according to the theory of the Conversation Analysis of Kerbrat-Orecchioni (2006). The reflexive conversations analysis was also carried out through the lexical items which concretized the interaction. The results showed that the teacher researcher actions collaborated to the development of the students listening comprehension skill