A compreensão oral em inglês por meio de seriados e filmes: reflexões de uma professora do 9º ano

• Autor(a) principal: Vasconcelos, Rita Sueli Marinho
• Data de Publicação: 2013
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/35511
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Reflexão; Prática docente; Compreensão oral/inglês; Seriados; Filmes; Reflection; Teaching practice; Oral comprehension/English; Sitcoms; Films

Many authors suggest that the use of subtitled films or sitcoms in foreign language classes is a very useful learning tool because students may have a combination of sounds, images and written language that enables them to better understand the dialogues presented. These authors also assert that, because they are not produced for didactic purposes, subtitled films in English may provide students with more authentic dialogues than those typically used in language classes. However, despite the belief that subtitled films are useful in foreign language classes, we do not have a large number of studies that connect the effects of this use to the teaching of English, and to the practice of teachers who apply this resource. This research, therefore, aims at investigating and reflecting upon the classroom practice of a teacher when she uses episodes of sitcom and a DVD film, with the original sound and subtitles in English, intending for the oral comprehension development of basic-level students enrolled in the 9th grade of the Elementary School II. To achieve this goal, the Sitcom/film in the classroom Project was theoretically grounded on the sociointeractionist view on learning (Vygotsky, 1998) and on issues regarding the filmic text (Thiel and Thiel, 2009; Napolitano, 2001). Methodologically characterized as a case study (Rizzini et al., 1999; André, 1995; Yin, 2005), the filmic activities provided were added to the official syllabus planned by the Education Board to the third and fourth terms of public schools. Data were collected by descriptive-reflective journals and reflexive questions written by the teacher-researcher who also could count on the activities done by the students as a way of confirming her interpretations. The results reveal a significant transformation on the teacher’s practice, and relevant implications for the teaching and learning of languages based on films as a teaching resource