Reproduzir e criar: produção oral em aulas de Inglês do Ensino Fundamental I

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Dias, Camila Teixeira
Orientador(a): Liberali, Fernanda Coelho
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
Departamento: Lingüística
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/13713
Resumo: In a globalized society, in which contact with different cultures and languages is intensified, especially through media and technology, English is considered an international or universal language (BRITO, 1999; MCKAY, 2002). Scholars in the field (BREWSTER, ELLIS; GIRARD, 2002; CAMERON, 2001) state that we are living a great tendency in which English is taught since the first infancy and establish that this process is in constant expansion not only in language schools but also in regular schools all over the world. It seems to be consensus among scholars (BREWSTER, ELLIS; GIRARD, 2002) that the pressure to start learning English in chilhood is mainly due to the idea that children learn languages easier than adults and, the sooner the process starts, the better it is. In this context, the objective of this dissertation is to present the results taken from a critical-colaborative research in which the analysis objectives were: (i) the pedagogical tasks that occur in the classroom with emphasis in oral production, (ii) how the development of students oral production occur since these tasks and with teacher`s intervention. The theorical basis of this dissertation is supported by the concepts of reproductive and creative activities (VYGOTSKY, 1934/2009), playing in infancy (VYGOTSKY, 1934/2008) and zone of proximal development (VYGOTSKY, 1934/2009). Research data was collected by videos that are part of school s collection and analyzed in the perspective of the social-historical-cultural theory (ENGESTROM, 2002) and argumentation (LIBERALI, 2010). The results obtained show that the children`s oral production development in foreign language depends on teacher`s interventions that make both reproductive and creativy productions possible for building repertoire and students` appropriation and independent use of language