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Formulaic language sequences and Oral Interaction in the Primary English Classroom
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O presente estudo concentra-se no uso de linguagem de formulaica em interação oral em
aulas de inglês no 1º Ciclo do Ensino Básico, com o objetivo de explorar como o uso de
sequências formulaicas torna possível a interação entre pares e como a produção e as
atitudes dos alunos em relação à fala na sala de aula são afetadas por essas interações.
Este projeto de pesquisa-ação foi realizado com uma turma do 3º ano com 30 alunos em
uma escola primária em Portugal. Do conteúdo apresentado no livro, seis chunks foram
selecionados e divididos em dois grupos. Antes das tarefas comunicativas usando as
seqüências selecionadas, os participantes fizeram testes escritos pré-tarefas, a fim de
verificar se estavam familiarizados com as sequências. As interações foram gravadas em
áudio e analisadas qualitativamente, considerando melhorias no uso da língua por parte
dos alunos. Após as interações, os participantes responderam a um teste escrito pós-tarefa
para avaliar o aprendizado do chunk ao final dessa unidade de trabalho. Também ocorreu
um teste oral pós-tarefa, a fim de examinar a produção dos alunos relativa ao primeiro
conjunto de chunks, um mês depois de usá-lo em sala de aula pela última vez. Os
participantes também responderam a dois questionários semelhantes (um no início e outro
no final do projeto), que continham perguntas sobre seus sentimentos em relação a falar,
ouvir e interagir em sala de aula. Os resultados sugerem que a produção oral dos alunos
melhorou a cada interação usando os chunks, que eles gostaram de trabalhar com colegas
e que se sentiram mais confiantes em sua capacidade de falar inglês na sala de aula
The present study focuses on formulaic language use in oral interaction in primary EFL classrooms, aiming to explore how the use of formulaic sequences makes peer-interaction possible and how learners’ production and attitudes towards speaking in the classroom are affected by these interactions. This action research project was carried out with a 3rd grade class of 30 students in a primary school in Portugal. From the language presented by their coursebook, six chunks were selected and divided into two groups. Before the communicative tasks using the selected sequences, participants took written pre-task tests in order to check how familiar they were with the chunks. The interactions were audiorecorded and analysed qualitatively, considering improvements in learners’ accurate use of the chunk. After the interactions, participants answered a written post-task test to assess their learning of the chunk by the end of that unit of work. A delayed oral post-task test also took place in order to examine learners’ production of the first set of chunks one month after using it in class for the last time. Participants also answered two similar questionnaires (one at the beginning and one near the end of this project) which contained questions about their feelings towards speaking, listening and interacting in class. Findings suggest that learners’ oral production improved with each interaction using the chunks, that they enjoyed working with peers and that they felt more confident in their ability to speak English in class.
The present study focuses on formulaic language use in oral interaction in primary EFL classrooms, aiming to explore how the use of formulaic sequences makes peer-interaction possible and how learners’ production and attitudes towards speaking in the classroom are affected by these interactions. This action research project was carried out with a 3rd grade class of 30 students in a primary school in Portugal. From the language presented by their coursebook, six chunks were selected and divided into two groups. Before the communicative tasks using the selected sequences, participants took written pre-task tests in order to check how familiar they were with the chunks. The interactions were audiorecorded and analysed qualitatively, considering improvements in learners’ accurate use of the chunk. After the interactions, participants answered a written post-task test to assess their learning of the chunk by the end of that unit of work. A delayed oral post-task test also took place in order to examine learners’ production of the first set of chunks one month after using it in class for the last time. Participants also answered two similar questionnaires (one at the beginning and one near the end of this project) which contained questions about their feelings towards speaking, listening and interacting in class. Findings suggest that learners’ oral production improved with each interaction using the chunks, that they enjoyed working with peers and that they felt more confident in their ability to speak English in class.
Descrição
Palavras-chave
Ensino de inglês Interacção oral Linguagem formular Trabalho a pares Formulaic language Oral interaction Pair work Young learners