A música como instrumento de aprendizagem de vocabulário em língua inglesa: experiência com uma sequência de atividades didáticas em uma turma do ensino médio.

Abstract

English teachers commonly use songs in their classes; however, students may find it difficult to understand the vocabulary of the songs; so, if the activities that involve them are not systematized under a theoretical foundation, teachers are at risk of lecturing for entertainment, not providing effective learning. An alternative for systematizing vocabulary activities to understand the lyrics of the song is a Sequence of Didactic Activities (SDA), originating from the term Didactic Sequence (DS), coined by Schneuwly and Dolz (2004). The present research, therefore, aims to investigate the possible contributions of a self-reflection of the teaching practice of a teacher in training during the application of a SDA with a song called the Price Tag song to help high school students from a public school located in Paraíba understand vocabulary in English. The main authors of the theoretical foundation are Murphey (1990), Dantas and Félix (2006), Costa-Hübes and Simioni (2014), Oliveira (2015), Cani and Coscarelli (2016), among others. The approach of this research is qualitative (GIL, 2002), as there was a concern in the researcher to interpret and understand the behavior and opinions of the population object of the investigation. As well, it is quantitative (GIL, op.cit.) because the researcher documented part of the data obtained in statistical graphs. It is a case study because it focuses on the investigation of a single object, in this case, the SDA applied by an intern to a group of students. The results show that, in general, the SDA involved pertinent and nonpertinent questions according to the theory that supported it; the intern's actions showed advances and setbacks towards a more contemporary vocabulary teaching, and the students responded positively to the intern's teaching approach, even in the face of difficulties.