Clássicos adaptados no ensino de inglês: um estudo de caso das experiências dos estudantes em sala de aula

• Ano de defesa: 2011
• Autor(a) principal: Kaciana Fernandes Alonso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: experiências; aprendizagem de inglês; clássicos adaptados; Língua inglesa Livros de leitura; Língua inglesa Estudo e ensino Falantes estrangeiros; Textos literários; Aprendizagem; Gêneros textuais; Aquisição da segunda linguagem; Professores de línguas Formação; Língua inglesa Métodos de ensino Falantes estrangeiros
• Link de acesso: http://hdl.handle.net/1843/LETR-8STLMU

This dissertation presents learning experiences from three students who have studied English classic literary works adapted to their English level as textbook. The framework for the analysis of learning experiences developed by Miccoli (2007c) was used to identify and frame the lived experiences of the three students who volunteered to contribute with the study. Data was collected in nine interviews, to document learning experiences in English classes, in which the main teaching resource was the use of graded readers of classics from the English Literature along with reading, writing, listening and speaking activities, related to such stories. The data analysis corroborated the variety of cognitive, affective and social experiences, interweaved by the personal, contextual, conceptual and future experiences, documented by Miccoli (2010), unveiling how learning takes place and placing the classics graded readers as facilitators for learning. In addition to contributing to develop motivation, the adapted literary classics emerge as a resource with highlights attributed to the use of authentic literary texts in language learning classrooms (McKay, 2001; Ur 1996; Lazar, 1993; Duff e Maley, 1990; Collie e Slater, 1992; Moody, 1972). Our results show that adapted classics level with authentic text as students experiences reveal that they foster the integration and development of the four skills, the contextualization of grammar structures and lexical items, as well as students language awareness, their negotiated interaction, motivation towards autonomy and the knowledge of cultural aspects related to the use of the English language. Such results are in agreement with some of principles for LE teaching, according to Kumaravadivelu (2006), Rod Ellis (2005) and Brown (2001).