O desenvolvimento da oralidade em inglês como língua estrangeira por crianças em uma perspectiva sóciocultural

• Ano de defesa: 2019
• Autor(a) principal: Cirino, Dayane Rita de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Pato Branco; Brasil; Programa de Pós-Graduação em Letras; UTFPR
• Palavras-chave em Português: Oralidade na literatura; Aquisição da segunda língua; Língua inglesa; Prática de ensino; Orality in literature; Second language acquisition; English language; Student teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA; Letras
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/4017

This research aims at presenting data about an interpretative – qualitative research (DENZIN; LINCOLN, 2006) based on a socialcultural theory (VYGOTSKY, 1998, 2001, 2007) and the main objective was to investigate how a three years´ old group of children, still illiterate in Portuguese, developed English as a foreign language oral ability. Specifically, it aimed to analyze how children were instructed to develop the oral ability in the target language, what kind of oral activities were implemented in the classroom and how children answered to the proposed activities during the research period of time. Data generation happened through the personal observation and vídeo recording of 6 English activities with three years old students at a language school in the southwest of Paraná. DATAS were analyzed based on Vygotsky (1998, 2001, 2003, 2007) about development, mediaton, integral development and zone of proximal development (ZPD) ,as well as affectivity based on Krashen (1987) and Cameron (2001) and joyfull from Rocha (2006, 2010), Tonelli (2005) and Vygotsky (1994, 2007). By means of this research, it was possible to note that teachers should consider many factors, such as mediation, ludic and affective ones, , to develop the oral ability in a foreign language in kids who are developing their own mother language. When teacher instructed students, she worried on provide contents using affectivity , body language, joyfull, ZPD etc to help student develop their oral ability. The proposed activities to students focused on topics and language which are part of children´s routine, offering them significant activities. During the activities, students participated, on an active way, demonstrating that they are part of the context they are in. Through this research, it was possible to identify that the use of symbolic instruments from the Sociocultural Theory enable children´s integral development: social ; motor; cognitive and cultural ones.