Navegando por Assunto "Ensino e aprendizagem de inglês"

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Desconhecido
Manual de estudos: jogos educacionais no ensino de inglês
(Universidade Federal do Pará, 2023) DUTRA, Gabriela Maria Lima Machado; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421
Learning a new language brings many benefits to people. By studying a second language, students develop linguistic, cognitive and social skills. However, generally, students do not actively participate in classes. In this sense, a way to encourage students' motivation, involve them in the proposed activities and help them in their learning process, presents the use of educational games in English language classes. However, this theme is not much addressed during the undergraduate course and this can cause a gap in the training of future teachers on the use of this methodological resource. With this, the present work started from the following focus question: How can a study manual complement the training of students of the Degree in Literature - Qualification in English on the use of educational games in teaching English? The work has the general objective: To elaborate a manual, with elements of in its construction, to complement the initial formation of the students of the Degree in Letters – Qualification in English at UEPA, Belém campus, about educational games. With this, the product “Learn, create and play games: educational games for teaching English” was built. The research addresses concepts about communicative language teaching, games in English language teaching and learning and the practice of educational games in the initial training of English teachers. The research methodology has a qualitative approach and the methodological route has three stages: in the first phase, a bibliographical research was carried out in digital educational platforms such as academic google, eduCAPES, Periodicals of CAPES and BDTD; in the second stage, the documental analysis of the Pedagogical Project of the Language Course – English Language took place and, finally, a questionnaire was applied to the 2nd and 3rd year students and, also, to the professors of the mentioned course. The testing and validation of the product took place at the aforementioned university and course, with 2nd and 3rd year students. During this period, it was possible to refine the contents of the created artifact and confirm usability aspects of the games, after presenting the elements and suggestions of types of games contained in the educational product. In view of this, it is believed that the product has potential in complementing the training of students of the Letters - English Language course, since knowing about the use of games in education not only prepares students for the future of education, but also enriches their training as teachers, offering them additional pedagogical tools and stimulating their creativity and innovation.
Desconhecido
Oral Skill Development Assistant (O.S.D.A.): conjunto de atividades com o uso do Voicethread para o desenvolvimento da produção oral para alunos de licenciatura em letras-língua inglesa
(Universidade Federal do Pará, 2021-08-05) TORRES, Rayza Cristina Bahia; ARAÚJO, Marcus de Souza
This research aimed to develop an educational product to help students of the English Language II discipline, from the major in Languages–English Language, at the Faculty of Modern Foreign Languages, Federal University of Pará, to develop oral skills in the target language. The product named Oral Skill Development Assistant (O.S.D.A.) presents eight proposals for activities based on the communicative approach, planned on the VoiceThread platform and validated by an Expert Panel composed of two professors from the area of teaching and learning. The theoretical framework is based on the concepts that permeate the teaching and learning process in a foreign language (ELLIS, 1998; ALMEIDA FILHO, 1998; MICCOLI, 2011; among others), in the theories of language acquisition (CHOMSKY, 2006; VYGOTSKY, 2007; MIZUKAMI, 2013; among others), in the communicative approach (NUNAN, 1989; BROWN, 2001; LEFFA, 2016; among others), in oral production in English (DÖRNYEI; SCOTT, 1997; HEDGE, 2001; GOH; BURNS, 2012; among others), in technologies in the teaching and learning process (KENSKI, 2007; BRAGA, 2013; MCQUIGGAN, 2015; among others) and, finally, in the use of the VoiceThread tool (BUSH, 2009; FADINI, 2014; ADELL, 2021; among others) The research, of a qualitative nature, has the case study methodology (SAMPIERI, 2013; CRESWELL, 2014; COSTA; LOPES, 2015; among others). Data were generated through oral records of student interactions with the VoiceThread tool from the performance of the proposed activities, two questionnaires - one applied at the beginning of the course and another at the end, both for students, and the evaluation of the product by the two teachers in the Expert Panel. The results show that the five research participants were able to improve their oral practices in English through the use of the VoiceThread tool and the feedback received from the researcher. The results also reveal that the Expert Panel indicated the need to make adjustments regarding the context of some activities, which was met. The educational product proved to be relevant as an integrating element to the English Language II discipline for students to practice their communicational development.