Navegando por Autor "Melo, Karla Karolynne Souza de"

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A aprendizagem de inglês como língua estrangeira a partir do uso das quatro habilidades básicas comunicativas em salas de aula de escolas da rede pública de São Bento do Una
(2019-07-19) Melo, Karla Karolynne Souza de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/5342845037433005
The present monograph aims at observing, analyzing and discussing the teaching approaches, methods and techniques used in English classes in two state schools in the city of São Bento do Una – PE, where the two respective internships for the English Internship subjects of our undergraduation course had been carried out. Based on Applied Linguistics, this research presents and discusses the possible presence and use of the four basic learning abilities in foreign language according to Silveira (1999), focusing, however, on speaking and listening as the ones that should be more emphasized in regular school teaching classes lest the students regard language teaching as something exclusively grammatical. In order to get to such point, it deems necessary to address the matter of the four existing language teaching approaches available today: the traditional approach; the structural approach; the cognitive approach and the communicative approach, understanding the role of each language ability in each approach and the role of each of these approaches in cass. Furthermore, a relation between the Brazilian PCN (National Curricular Parameters) and the kind of school teaching nowadays is established. In order to corroborate the hypothesis, authors such as Brown (1994), Schmitz (2007) and Silveira (1999) are brought. This work questions and inquires about the seeminglly lack of orality in several language classrooms and seeks to understand the reasons behind such fact. As such, a qualitative kind of research was chosen for the development of this work, having considered our corpus and the nature of the discussions to be conducted, which could be classified as case-study, once its non-exclusive relation to theoretical information, but also with field observtions and experiential comparisons and contrasts. What was found in the internship was the predominant use of the traditional approach with exercises involving only the grammar of EL.