Blogs e redes sociais como apoio ao ensino da língua inglesa

• Autor(a) principal: Paulucci, Gisele
• Data de Publicação: 2012
• 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/29667
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL; Ensino de língua inglesa; Internet; Comunidades virtuais; Blogs; Redes sociais; English language teaching; Internet; Virtual communities; Blogs; Social networks

This work demonstrates the use of internet 2.0 resources as support strategies for teaching English to young Brazilian adults, currently enrolled in a language school program. The World Wide Web has been evolving and spreading the English language content, that is available easily both to students and teachers. One of the goals of this work has been the creation of a context in which the contents of the web could be associated to the formal, academic contents of the English language courses, raising awareness among the students that it is possible to learn from both sources. In order to pursue this goal two products have been crated: the first one, a Blog aimed to expand the opportunities of learning and teaching to beyond de classroom. In this Blog students’ written production was fostered and properly evaluated and corrected. The second product is a closed group on Facebook, in which interaction in English among students was encouraged. The Blog as well as the group on Facebook were restricted to a small community of students under the supervision of the researcher in charge of this work. In both products content adequate to students’ level was made available, discussions were proposed and small tasks were assigned, keeping the Blog in a formal register and the group in the social network in an informal register. Throughout the process of research pros and cons of both products were observed and pondered. Consequently the activities on the Blog were simplified and transferred to the social network closed group, which was considered by the students more easily accessible and therefore, far more popular. As a result, the students’ participation was assured as well as the increasing number of interactions in which the careful mediation by a teacher was provided. All and all it is possible to recommend Blogs and Social Networks as instruments to foster oriented practice and learning of a foreign language