O papel do trabalho com compreensão oral (“Prelistening” ) nas Aulas de Inglês no Ensino Fundamental I na Escola Pública

• Autor(a) principal: Abe, Mirtes Iamani
• Data de Publicação: 2015
• 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/35130
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Histórias infantis; Compreensão oral; Ensino Fundamental I; Escola pública; Língua estrangeira; Children stories; Listening comprehension; Public school, Ensino Fundamental I, English as a second language

This study aims to investigate the teaching-learning process in the listening comprehension context using both video and children stories as tools for guiding the development process of English discipline in public schools, and more specifically to understand and analyze how the action of listening can assist and improve, the learning of English as a second language. For that, we analyzed, compared and transcribed the excerpts from some of our English classes, descriptions of some of our video recorded classes and the questionnaires applied, at public school. The second part of the research discuss the instruments used for the data processing (questionnaires, lesson plans, listening activities, video recorded classes descriptions, video recorded classes transcriptions and excerpts) .The context of this study was a municipal school, where students from 5º ano B class was observed. The methodological approach used was a participative observation, with an interpretativist approach, according to Bogdan & Biklen (1991). This research is theoretically based on the following authors: Vygotsky (1934) on the children’s cognitive development, Pinter (2013) on the idea of how to teach a foreign language to Young learners, Ur (2009), for listening strategies tasks, among others.The results of the research revealed the importance of pre listening activities on videos: students acquired new vocabulary and got aware of strategies towards listening activities, and more, the role of the teacher goes beyond a facilitator, he /she has to be able to negotiate, organize, recall, evaluate, select activities , in order to maximize students’ learning .