Role-plays: promovendo a produção oral nas aulas de língua inglesa
The present research aimed to modify the teaching approach used in the discipline of English I, offered to the Integrated High School, with the purpose of promoting the oral production of the students in the classroom. To this end, we used the Communicative Class Model for School (ALMEIDA FILHO,...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27771 |
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| Resumo: | The present research aimed to modify the teaching approach used in the discipline of
English I, offered to the Integrated High School, with the purpose of promoting the oral
production of the students in the classroom. To this end, we used the Communicative Class
Model for School (ALMEIDA FILHO, 2007) and implemented the technique of role-play
(HAYCRAFT, 1986; LADOUSSE, 1989; CROOKALL and OXFORD, 1990). Following
the theoretical and methodological concepts of Tripp (2005), we conducted an action
research in three stages on the campus of the Instituto Federal de Educação, Ciência e
Tecnologia do Rio Grande do Norte, located in João Câmara. Initially, in the planning
phase, we analyzed the documents governing the English language teaching in the
institution. Then, we checked the pre-conditions of the English language teaching and
learning of the students before arriving at this school. After that, we prepared the classes
within the communicative teaching model chosen. In the following step, we implemented
classes within the new model in which the role-plays were the exponent of the oral
production. During this phase of the research, 33 students, which were enrolled in the
Integrated High School course in Electrotechnics, participated. The data collected in this
phase, from the analysis of the replies to the initial questionnaire and the implementation of
the lesson plans within the chosen model, in which were inserted the role-plays, were
treated qualitatively. In the final step, we assessed our intervention through the analyses of
the final questionnaire replies which were interpreted in quantitative mode. The results of
our research indicate that the class model used was effective for promoting the
communicative teaching, and the role-plays were an excellent technique for fostering the
oral production of the students in the classroom. |
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