Avaliação do uso de podcasts na expressão oral de estudantes da língua francesa relativamente a duas variáveis fonéticas

• Ano de defesa: 2019
• Autor(a) principal: Duarte, Paula Virgínia González
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Curitiba; Brasil; Programa de Pós-Graduação em Estudos de Linguagens; UTFPR
• Palavras-chave em Português: Língua francesa - Estudo e ensino - Falantes estrangeiros; Língua francesa - Pronúncia; Língua francesa - Conversação e frases; Nasalidade (Fonética); Mídia social; Tecnologia educacional; Prática de ensino; French language - Study and teaching - Foreign speakers; French language - Pronunciation; French language - Conversation and phrase books; Nasality (Phonetics); Social media; Educational technology; Student teaching; CNPQ::LINGUISTICA, LETRAS E ARTES; Letras
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/4663

It is possible to notice, these last few decades, a progressive change in foreign languages learning process. The new information and communication technologies (NTIC) are present in the daily life of the XXI century citizen, in such a way that it shapes their habits of teaching, study and work. This essay aims to relate the use of podcasts and the development of pronuciaton in French as a second language (FSL) course. First, we prepared a guide associating each podcast to the lesson worked, increasing the audio exposure. For the selection of these materials we considered mostly the aim of this research as well as some foreign language approaches for the teaching of pronunciation, presented in Chapter 2. Afterwards, we did a taxonomic organization of the podcasts, for better contextualize this research in other studies that associate this technological tool to educational purposes. Those studies are presented in Chapter 2. In Chapter 3, we explained how we use this resource in parallel to the school’s study program where this research has been conducted, along with the description of the three groups evaluated and the reason of choosing the comparative method for result analysis. In that chapter we also presented the tests, explaining how we evaluated the phonetic variables, liaison and nasal sounds. The students were evaluated after 33, 66 and 99 hours of FSL, corresponding to the three first levels of the Tournesol method (CEBRUSA). Finally, we concluded that the results show little influence of the referred tool over the variables analyzed. We also observed other phonetic faults that we believed were worth of a remark.