Pronunciar para comunicar : uma investigação sobre o efeito do ensino explícito da pronúncia na aula de LE

AUTOR(ES)

Ronaldo Mangueira Lima Júnior

DATA DE PUBLICAÇÃO

2008

RESUMO

This study aimed at investigating the effects of explicit instruction, as well as the durability of such effects, in foreign language teaching. It is believed that pronunciation instruction ought to be planned taking into consideration the specific difficulties that the learners native language imposes, especially in the Brazilian teaching context, in which this research was carried out, since most foreign language classrooms in Brazil have homogeneity concerning the students mother tongue. Therefore, the approach chosen was the interventionist action research, which had as participants two classes of basic level, teenager learners of English as a Foreign Language at a binational center, where students have English classes as an extra-curricular activity. In one of the classes there was intervention of weekly explicit lessons of pronunciation for one semester. All participants were recorded once before and twice after the interventions, one shortly after and the other 11 months later, so that both the immediate and the long-term effects of the explicit instruction could be assessed. All recordings were phonetically transcribed and analyzed having as basis Second Language Acquisition and Phonetics and Phonology theories. The results indicate that, among other conclusions, there are positive effects of explicit pronunciation teaching and that these effects are durable.

ASSUNTO(S)

linguistica aplicada explicit instruction second language acquisition aquisição de segunda língua fonética e fonologia pedagogia de segunda língua second language pedagogy phonetics and phonology instrução explícita

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