A utilização da variação social gírias no ensino da língua inglesa na educação básica

• Ano de defesa: 2024
• Autor(a) principal: Nascimento, Larissa Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Percepções dos alunos; Gírias; Ensino de inglês; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18138

The research aimed to investigate students’ perceptions of the use of slang in the context of English language teaching and learning. The theme aimed to include linguistic variation (slang) as a teaching and learning resource, in order to analyze whether this proposal was configured in a more attractive and meaningful format from the point of view of students immersed in the subject under discussion. In this way, the literature that underpins this study concerns the theoretical-methodological assumptions of sociolinguistics as well as the context of foreign language teaching and learning. This is a qualitative investigation, which was formalized through field research. The elements were produced through a discussion group (trigged by the semi-structured interview technique) and the introduction of a pedagogical workshop. An audio recorder was used as a tool for collecting information, and the recordings were later transcribed. The analysis resulting from the processes described was carried out using the content analysis method. In view of this, it is believed that the use of slang is effective because this linguistic variation usually makes up the daily vocabulary of young people, when used in the mother tongue, while at the same time enabling affinity and interest in the foreign language under discussion, since the presence of correlations between informal expressions in the Portuguese and English languages is perceived and, therefore, results in contextualized classes that have meaning and are meaningful to learners in the context of English language classes. The analyzed results showed that the pedagogical workshop, linked to the contextualization of the process with the use of slang as a methodology in language classes, resulted in linguistic education, which dialogues with the communicational reality of the research subjects.