Um olhar sobre as escolhas de ensino de gramática na sala de aula de língua inglesa: um estudo de caso

• Ano de defesa: 2009
• Autor(a) principal: Luciano da Anunciacao Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: ensino de gramática; língua inglesa; sala de aula; Lingüística; Lingüística aplicada; Aprendizagem Avaliação; Língua inglesa Gramática Estudo e ensino; Ambiente de sala de aula; Língua inglesa Métodos de ensino Estudo de casos; Prática de ensino; Professores de inglês Formação
• Link de acesso: http://hdl.handle.net/1843/ALDR-7U9H9U

Grammar teaching in the FL classroom has been questioned by several researchers and educators in language teaching (ELLIS, 1994). However, such teaching seems to have reached a certain balance and again it is considered an essential element in language teaching (CELCE-MURCIA, 1991; NASSAJI AND PHOTOS, 2004) being an important component in the development of communicative competence (CANALE AND SWAIN, 1980; CANALE, 1983). Despite the fact that grammar teaching has received more attention in recent years, we find that, perhaps, it has never been completely abolished from many classrooms (DUTRA AND MELLO, 2004) and, in practice, teachers still give great value to formal instruction (NEVES, 1996). This study aimed to investigate an English teacher practice from a public school in her context in Belo Horizonte, state of Minas Gerais, focusing on how she teaches grammar as well as how her speech is built up at the moment of instruction of linguistic forms. This study was conducted as a neoethnographic case study research, with a qualitative data collection and interpretative data analysis, following a descriptive approach (CHAUDRON, 1986). Data analysis revealed that the teacher has an organizational model of classroom space in a traditional way. Thistype of organization suggests that she has considered discipline control an important issue in the students learning process. Another aspect revealed by data analysis refers to the choice of grammatical topic. The topics that she chose to focus on were according to the textbook unit, and there were no criteria or other forms of guidance for this choice, eitheron the current plan or on the lesson planning. Data also showed that there was a speech turn domain by the teacher indicating that her interactions with her students are closer to the characteristics of a monologue other than a dialogic interaction itself. This characteristic of the interaction between the teacher and her students are reinforced byexamining the types of questions she has uttered. In conclusion, the accomplishment of a descriptive research has enabled to better understand how the teacher managed/conducted her classes regarding a general teaching and learning perspective specifically related tothe teaching of grammar. Moreover, the descriptive study has not only enabled to describe the environmental performance of teachers questions about her reasons for teaching, but also to check her pre-disposition to make her lessons more communicative as well as her interest to make the students use the target language during their lessons.