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Abstract(s)
O presente estudo foi realizado no âmbito do Relatório Final de Estágio do Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico e tem como objetivo compreender as vantagens do trabalho da consciência fonológica da Língua Inglesa no 1º Ciclo do Ensino Básico (CEB).
Este estudo apoia-se no trabalho de vários autores e estudiosos que entendem a consciência fonológica como uma mais valia para a oralidade do aluno, tendo grandes repercussões na sua leitura e escrita. Desta forma, defendem que o trabalho da consciência fonológica deve ser iniciado o mais cedo possível e que se corretamente feito, irá facilitar a aprendizagem de uma nova língua, nomeadamente o Inglês.
O estudo empírico foi desenvolvido na Prática de Ensino Supervisionada, inserindo-se num estudo qualitativo com traços de estudo de caso, onde se recorreu à análise documental, sendo esta planos de aula e reflexões de 20 alunos.
Os resultados obtidos permitem afirmar que, no contexto em questão, o trabalho da consciência fonológica (CF) é importante e facilitador na compreensão oral dos alunos e que as atividades associadas à mesma são motivadoras e facilitadoras para a leitura destes, melhorando consequentemente os resultados na leitura generalizada. Os resultados obtidos permitem também afirmar que o trabalho da CF é um trabalho que necessita ser recorrente e que necessita de bastante tempo para desenvolver.
This study was developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aim is to understand the benefits of working phonological awareness with primary English education students. This study is supported by the opinion of several authors and scholars on the importance that phonological awareness has in primary students’ oral skills, as well as in their writing and reading skills. These authors stand for the idea that phonological awareness should be worked on as soon as possible, to make language learning easy and smooth for the students. This empirical study was developed during Supervised Teaching Practice, coming forward as a qualitative study with case study contours, using documental analysis such as teaching plans and reflections from 20 students. The results obtained confirm that working towards students’ phonological awareness is very positive and brings a lot of advantages on easing the new language learning, as well as the activities bringing a lot of motivation to the class, including better results in students’ reading skills. However, the results also show that phonological awareness requires a vast amount of time to be worked, and it is achieved through a consistent and precise work.
This study was developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aim is to understand the benefits of working phonological awareness with primary English education students. This study is supported by the opinion of several authors and scholars on the importance that phonological awareness has in primary students’ oral skills, as well as in their writing and reading skills. These authors stand for the idea that phonological awareness should be worked on as soon as possible, to make language learning easy and smooth for the students. This empirical study was developed during Supervised Teaching Practice, coming forward as a qualitative study with case study contours, using documental analysis such as teaching plans and reflections from 20 students. The results obtained confirm that working towards students’ phonological awareness is very positive and brings a lot of advantages on easing the new language learning, as well as the activities bringing a lot of motivation to the class, including better results in students’ reading skills. However, the results also show that phonological awareness requires a vast amount of time to be worked, and it is achieved through a consistent and precise work.
Description
Keywords
Consciência Fonológica Ensino de Inglês Leitura 1º Ciclo do Ensino Básico Phonological awareness English teaching Reading Primary English
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação