Como a compreensão oral com músicas atuais pode contribuir para o ensino-aprendizagem de língua inglesa no 2º ano do Ensino Médio em uma escola pública

• Autor(a) principal: Gorec, Maria Luisa
• Data de Publicação: 2014
• 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/35473
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Música; Compreensão oral; Língua inglesa; Music; Listening; English language

The aim of this monograph is to research how listening activities with music can contribute to English language teaching-learning in a 2nd High School class of São Paulo Public State School. More specifically, I had the intention of approaching a skill that there isn’t in the Students Notebooks adopted in the São Paulo Public State Web, and I used the music to listening activities, because I believe that the music is part of student’s social life and, therefore, it can contribute to a more significant learning. Two micro questions guide this research: How do the listening activities with music make bigger the student’ s interest for the classes? What do the students say that they’ve learned with music activities? The research was made in a São Paulo East Zone Public School, where I’ve been teaching for many years, and it has as participants the teacher-researcher (me) and the students. The methodological procedure used is the critical research, as I also want to be an agent of changes and search answers to my experience questioning. The research is supported by four theoretical axes. The first is composed by the concepts of instrument, mediation, cultural instrument and social interaction according to Vigotski (2010), the second is the principles of learning facilitation in accordance with the idea of Rogers (1985), the third is the concept of target situation in terms of necessities, lacks and wants by Hutchinson & Waters (1987), and finally the fourth that it’s the importance of the use of the music in the teaching learning based in several authors: Gobbi (2001), Miragaya (1992), Holden (2009) and Lessa (2012). The data analyzed are: three Classes Diaries (about listening activities classes), three Reflexive Conversations and a Final Quizz. The data analysis was both quantitative as qualitative and its aim was to answer the micro questions. The results showed that the listening activities with music contribute to English language learning