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Abstract(s)
Segundo a nossa experiência enquanto professores, uma das áreas onde os alunos apresentam mais dificuldades é na competência da expressão escrita no processo de aprendizagem do inglês. Esta deve-se, em parte, às interferências da língua materna (LM) nas suas produções. Autores como Ortega (2009) ou Ribeiro (2009) consideram que as competências que a criança desenvolveu na sua (LM) influenciam o processo de ensino-aprendizagem da língua estrangeira (LE), realçando que esta tem um papel relevante nos diferentes estádios de aprendizagem de uma LE, particularmente numa fase inicial na qual os aprendentes dependem metacognitivamente da sua LM. Por este motivo, o nosso projeto teve como objetivo procurar saber se, com a transição do inglês como Atividade de Enriquecimento Curricular (AEC) para uma disciplina curricular no 1.º Ciclo do Ensino Básico (CEB), a escrita ganhou mais relevância e se é mais trabalhada na sala de aula. Procurámos, também, saber se existem interferências da LM na LE e conhecer a reação dos alunos no que concerne a atividades de escrita mais lúdicas.
Neste sentido, adotámos a metodologia qualitativa, realizando um estudo de caso com contornos de investigação-ação, com o propósito de responder às questões que foram o ponto de partida para o nosso estudo. Utilizámos como instrumentos de recolha de dados o inquérito por questionário dirigido a professores de Inglês do 3º e 4º anos, a análise de dois manuais de inglês do 4º ano e as produções escritas realizadas pelos alunos. O estudo foi aplicado numa turma do 4º ano, de uma escola situada no grande Porto
Após a análise dos dados recolhidos, pudemos concluir que a escrita ganhou mais enfoque com a transição do inglês em contexto de AEC para o curricular. No que diz respeito à experiência na nossa PES, verificámos que no processo ensino-aprendizagem ocorrem algumas interferências da LM. Verificámos, também, que a motivação, a participação e o trabalho colaborativo esteve presente nas atividades realizadas de cariz mais lúdico.
According to our experience as Primary English Teachers, one of the areas where pupils feel more difficulties in the English learning process is on writing. This is due, in part, to the interferences of the mother language (ML) in their productions. Authors such as Ortega (2009) or Ribeiro (2009) consider that the competences that the child developed in his ML influence the teaching-learning process of the foreign language (FL), emphasizing that it has a relevant role in the different stages of learning a FL, particularly at an early stage in which learners are metacognitively dependent on their ML. For this reason, our project aimed to find out if, with the transition from English as an Atividade de Enriquecimento Curricular (AEC) to a curricular discipline in the Primary Education, writing has become more relevant in the classroom. We also sought to know if there are interferences of ML in FL and to know pupils’ reactions in what concerns the more playful writing activities. Given a qualitative methodology with an investigation- action study case contours, with the purpose of answering to the questions that led us to our study. We used as data collection instruments: the questionnaire survey for 3rd and 4th year Primary English teachers, the analysis of two 4th year English textbooks and writing works of the pupils. The study was carried out with fourth grade pupils from a private school in Oporto. After analyzing the collected data, we could conclude that writing has won more focus with the transition from English in the context of AEC to the curricular one. Regarding the experience in our teaching trainee, we have noticed that in the teaching-learning process there are some interferences of the ML. We also verified that motivation, participation and collaborative work were present in the activities carried out in a more playful way.
According to our experience as Primary English Teachers, one of the areas where pupils feel more difficulties in the English learning process is on writing. This is due, in part, to the interferences of the mother language (ML) in their productions. Authors such as Ortega (2009) or Ribeiro (2009) consider that the competences that the child developed in his ML influence the teaching-learning process of the foreign language (FL), emphasizing that it has a relevant role in the different stages of learning a FL, particularly at an early stage in which learners are metacognitively dependent on their ML. For this reason, our project aimed to find out if, with the transition from English as an Atividade de Enriquecimento Curricular (AEC) to a curricular discipline in the Primary Education, writing has become more relevant in the classroom. We also sought to know if there are interferences of ML in FL and to know pupils’ reactions in what concerns the more playful writing activities. Given a qualitative methodology with an investigation- action study case contours, with the purpose of answering to the questions that led us to our study. We used as data collection instruments: the questionnaire survey for 3rd and 4th year Primary English teachers, the analysis of two 4th year English textbooks and writing works of the pupils. The study was carried out with fourth grade pupils from a private school in Oporto. After analyzing the collected data, we could conclude that writing has won more focus with the transition from English in the context of AEC to the curricular one. Regarding the experience in our teaching trainee, we have noticed that in the teaching-learning process there are some interferences of the ML. We also verified that motivation, participation and collaborative work were present in the activities carried out in a more playful way.
Description
Keywords
Escrita Língua materna Inglês curricular Abordagens da escrita Sala de aula Writing Mother language Curricular English Writing approaches Classroom
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação