Publicação
La producción oral de E/LE a brasileños del Bachillerato: un ejercicio de análisis en el libro "Síntesis"
| Resumo: | Knowing how to communicate orally in another language is one of the most desired goals when we begin to study a foreign language. In view of the above, this work aimed to analyze the Oral Production activities aimed at Brazilian students in high school and verify if these activities fulfill the role of developing oral practice efficiently in a communicative context. We have chosen oral ability because of the degree of the acquisition process of a language, be it mother tongue or foreign (LLACH, 2007). In the theoretical framework, we have used authors who investigated the subject such as Baralo (2000), Cassany, Luna and Sanz (2003), as well as the official documents that govern education in the country, PCN (1998), OCEM (2006) and PCN+ (2007). To achieve the objectives, we adopted the Didactic Book as a corpus, specifically the Synthesis collection: Spanish language course, which was part of the first Spanish language collections chosen by the PNLD 2012. We proposed to analyze the activities in said collection. To carry out the analysis of a qualitative nature, we prepared a file for data collection that the activities and questions that helped us with the research criteria that we found. After the analysis, we were identify that a large part of the activities focuses more on grammar, and some work with themes (travel, job interviews, etc.), but they are not as present. We also identified that the activities undergo a progression in terms of their difficulty, when we go from one book to another. The proposals go from simple dialogues to activities that require a little more effort, such as in the debates, where the students will have to talk about a specific topic, for example. On the other hand, we perceived that many the activities do not effectively simulate a communicative situation for the student, which consequently will cause problems in their production. Another point observed refers to cultural aspects that are not exploited significantly, thus focusing more on activities of a purely grammatical nature. |
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| Autores principais: | Silva, Natanael Cavalcante da |
| Assunto: | Español/LE Producción Oral Libro Didáctico Bachillerato |
| Ano: | 2022 |
| País: | Brasil |
| Tipo de documento: | trabalho de fim de curso |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | IBICT |
| Idioma: | espanhol |
| Origem: | Oasisbr |
| Resumo: | Knowing how to communicate orally in another language is one of the most desired goals when we begin to study a foreign language. In view of the above, this work aimed to analyze the Oral Production activities aimed at Brazilian students in high school and verify if these activities fulfill the role of developing oral practice efficiently in a communicative context. We have chosen oral ability because of the degree of the acquisition process of a language, be it mother tongue or foreign (LLACH, 2007). In the theoretical framework, we have used authors who investigated the subject such as Baralo (2000), Cassany, Luna and Sanz (2003), as well as the official documents that govern education in the country, PCN (1998), OCEM (2006) and PCN+ (2007). To achieve the objectives, we adopted the Didactic Book as a corpus, specifically the Synthesis collection: Spanish language course, which was part of the first Spanish language collections chosen by the PNLD 2012. We proposed to analyze the activities in said collection. To carry out the analysis of a qualitative nature, we prepared a file for data collection that the activities and questions that helped us with the research criteria that we found. After the analysis, we were identify that a large part of the activities focuses more on grammar, and some work with themes (travel, job interviews, etc.), but they are not as present. We also identified that the activities undergo a progression in terms of their difficulty, when we go from one book to another. The proposals go from simple dialogues to activities that require a little more effort, such as in the debates, where the students will have to talk about a specific topic, for example. On the other hand, we perceived that many the activities do not effectively simulate a communicative situation for the student, which consequently will cause problems in their production. Another point observed refers to cultural aspects that are not exploited significantly, thus focusing more on activities of a purely grammatical nature. |
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