O desenvolvimento da compreensão oral por meio de instrução explícita sobre a fonologia do inglês em estágios iniciais da aprendizagem / The development of listening skills through explicit instruction on the phonology of English in the early stages of learning

AUTOR(ES)

Silvia Regina Chaves Barreira

FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

04/09/2008

RESUMO

The present study aims to analyze the efficiency of the teaching of English phonology in the initial stages of the learning process in the EFL classroom, for the improvement of the listening ability. The research was conducted with two student groups, one of which was a control group and the other, an experimental group, both of which were formed by Semester II students from the Casa de Cultura Britânica (CCB) of the Universidade Federal do Ceará. In the controlled group class, instructions were based solely on the course book adopted at the CCB, while in the experimental group, besides the course book, complementary class notes on English phonology were also used. The listening ability in both groups was tested and measured by means of listening tests which were applied at the beginning and at the end of the school term. Two types of tests were designed, Test A and Test B, both of which were used as entry and exit tests in the research. Then, each of the groups (control and experimental) was split into Groups A and B, according to the type of test they took at the beginning of the study. The scores students obtained in the listening tests were contrasted based on the group arithmetic means and medians. The results found show that the experimental group improved their listening performance, when comparing the exit to the entry tests, in relation to the scores obtained in the control group, which indicates the efficiency of the methodology used with the experimental group. According to the arithmetic means, control Group A obtained an increase of 11% in their listening performance in the exit test as compared to their performance in the entry test, while experimental Group A obtained an increase of 34%. For control Group B, the results of the exit test were 23% higher than those of the entry test, while the results of the exit test for the experimental group were 33% higher than the results of the entry test. Taking into consideration the medians of each group in the entry and exit tests, control Groups A and B experienced an improvement of 16% whereas experimental Groups A and B improved approximately 33%. Based on the findings, this research points out the need for rethinking the teaching techniques and approaches currently adopted at the CCB, concerning the oral abilities, focusing on the development of the listening comprehension ability. It also presents elements for reflection on the role of the teaching of phonology in the language classroom and its benefits for language learners. The results of this research also imply that supplementary materials be designed to support the course book adopted in the English language classroom.

ASSUNTO(S)

inglês língua estrangeira ensino/aprendizagem fonologia compreensão oral linguistica aplicada efl phonology listening comprehension teaching/learning

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