Navegando por Assunto "English language"

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Acesso aberto (Open Access)
Repertório de digitalização para ensino de habilidades da língua inglesa utilizando software de análise comportamental
(Universidade Federal do Pará, 2021-07-27) BAIA, Ana Cleia Maciel; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221
This dissertation work presents the process of development, testing and results on the design of a Tasks Collection adapted in the SIEL educational software. This Collection was designed to help teachers in higher education of English Language in the subject English Language I, which is marked by traditional education, which instigated my reflection on this method of instruction, through my own experience as a student and bibliographic support. The methodology used follows the path of the following phases bibliographic research; adaptation of SIEL software; design the proposal; data collect; session validation and product materialization. For the materialization of the product, related works pertinent to the research were sought to corroborate with this dissertation, by identifying the affinities and different views on the use of software in teaching and learning languages. Then, there was the development of SIEL sessions adapted for teaching the English language, presenting the methodological variation in the Matching-to-Sample (MTS) and Constructed Response MTS (CRMTS). Subsequently, he designed the Tasks Collection and as the software is not so simple to use, an Orientation Book for the teacher was also proposed, thus enabling the construction of new sessions, according to the teacher's needs. The testing and validation of the product took place from one of the sessions developed and was carried out with English Language teachers who had already graduated from the English Language Arts course, as it was not possible to evaluate it with groups of students due to the pandemic. Testing results were obtained through a questionnaire on Google Forms. Then, it is possible to talk about the results noting that the adaptation of the Tasks Collection has the potential to contribute to teaching and teachers are very interested in using it in their classes to improve skills.
Acesso aberto (Open Access)
S.O.S. – Stimulate Our Skills: guia de estratégias didáticas criativas para o ensino e aprendizagem na licenciatura em letras-língua inglesa
(Universidade Federal do Pará, 2021-08-13) MORAES FILHO, Moacir José de Almeida; ARAÚJO, Marcus de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
Recent researches state that students entering Higher Education, in undergraduate courses in English Language courses, show difficulties in developing productive skills – speaking and writing. Therefore, this research started from the following focus question: How can we assist students of undergraduate courses in English Language in the development of linguistic skills of speaking and writing in English, through creative didactic activities, based on studies on Active Learning Methodologies and the Communicative Approach? Hence, the general objective outlined was the development of S.O.S. – Stimulate Our Skills, a guide of creative teaching activities to help teachers of undergraduate courses in English Language to foster the development of productive language skills in English in their students, using creative teaching strategies based on Active Learning Methodologies and the Communicative Approach. To this end, I studied theorists and researchers such as Torre (2002), Veit (2017), Lacerda and Santos (2018), Filatro and Cavalcanti (2018), Leal, Miranda and Casa Nova (2019) and Moran (2020), concerning Active Learning Methodologies, and Bygate (1987), Brown (2001), Nunan (2003), Cook (2008), Abreu (2009), Quisen (2015) and Oliveira (2019), on teaching and learning processes of English Language. Regarding the research methodology adopted, it is possible to classify it as a mixed approach, in relation to data collection, and as an applied research, when taking into account the level of investigation. In terms of research objectives, it is considered as descriptive of opinion (ABRANTES, 2007). Among the procedures adopted during the research, there was a participant observation in the English Language II course, offered by the Faculty of Modern Foreign Languages, at the Federal University of Pará, where two creative didactic activities that served as a basis for the development of the other components of the product were tested. As a result, it was observed that even though the traditional teaching methodology is still adopted in some contexts of teaching and learning of English Language in Higher Education, active learning methodologies and creative didactic strategies can contribute to a better interaction between students, fostering autonomy and collaborative learning. In this sense, the proposed educational product has the potential to promote meaningful learning and the development of productive language skills in students of an English Language course.