Ensino e aprendizagem de gramática em aulas de inglês no ensino médio : foco na forma e desenvolvimento da acuidade linguística

• Ano de defesa: 2009
• Autor(a) principal: Marcheti, Luciana Impocetto
• Orientador(a): Augusto-Navarro, Eliane Hercules
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• País: BR
• Palavras-chave em Português: Língua inglesa - gramática; Proposta pedagógica; EFL
• Palavras-chave em Inglês: English as a Foreign Language (EFL)
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/5681

This research was motivated by debates against and in support of grammar instruction in English as Foreign Language (EFL)/ English as a Second Language (ESL) teaching. Some studies, opposed to explicit grammatical instruction, do not believe that formal grammar lessons can develop the ability of using the target-language into spontaneous communication. They also advocate that grammar instruction can only develop short term declarative knowledge of grammar. On the other hand, this investigation aimed to observe the results of a one semester EFL course focused on form, whose purpose was to evaluate participants ability to use target language in communicative activities. The study is based on Batstone s (1994) noticing activities, which means attention to and manipulation of form. We also proposed meaning-focused communicative tasks. It is a qualitative study based on observing the process of accuracy development through multiple tests: before, during and after the grammar-focused intervention. According to Ortega & Iberri-Shea (2005), a 6 month period is enough to classify it as a longitudinal research. The study was developed into a high school first grade classroom of a semi-private school. The 20 participants, aged between 14 and 16, were exposed to grammar as Batstone suggests. The target-language item was the simple present, defined after a diagnostic test.