Estratégias de leitura para compreensão e interpretação de textos em língua inglesa: uma proposta de sequências didáticas.

Abstract

The purpose of this work is to present a study about reading strategies for the comprehension and interpretation of texts in the English Language. It is believed that reading strategies help satisfactory at comprehension of texts in English, thus, It is noted that strategies are indispensable for a critical reading. In this view, the development of this work started from the assumption that in the discipline English Language, one of the main difficulties of the students is related to reading and textual comprehension. The questions that guided the research were: Are English Language classes developed through texts? Do English Language teachers use reading strategies in their classrooms to facilitate text comprehension? How is reading contemplated during class? That way, the main objective of the research is to evidence the relevance of reading strategies for the comprehension and interpretation of texts in English Language, proposing an activity of Linguistic Analysis with linguistics, metalinguistics and epilinguistics questions in class, contemplating reading strategies, so that through them students can interpret and understand the text in a critical and reflective way. Among the numerous strategies that can be used during class, we approach the following ones: scanning, skimming, prediction, cognate vs false cognates, word formation process, reference words, discourse markers, typographic marks, noun groups e grammar structure. For the realization of our work, we start from a discursive perspective of language and language as instrument of interaction and social practices. As a theoretical contribution, we refer to: Bakhtin (1992), Bronckart (1999), Guimarães (2009), among others. When we conceptualize texts and textual genres, the main theorists were Koch (2006), Marcuschi (2008) and Meurer (2002). The concepts of reading and reading strategies were based on Orlandi (2002), Martins (1994), Kleiman (2007), Lopes et al (2013), Souza (2014), Munhoz (2001) and Souza (2008). The concepts of linguistic, metalinguistic and epilinguistic activity were anchored in Franchi (1988). Finally, we conclude that reading strategies promote rather a better reading comprehension of the student as efficient readers, thinking, critical and active subjects.