Estratégias de compreensão oral em aulas de língua inglesa: o livro didático e o professor.

Abstract

The present ethnographic and bibliographic qualitative research (ANDRÉ, 2003; BORTONI – RICARDO, 2008; GIL, 2010) has the following specific objectives: (1) to identify what learning strategies are implicit in the listening activities of an English textbook, that is based on the Communicative approach and (2)to investigate what learning strategies are focused by two teachers when they apply these listening activities. In this study, we approach theories related to English textbooks (DIAS e CRISTOVÃO, 2009), to LC (NUNAN, 2003; ROST, 1990; VANDERGRIFT, 1999; ALMEIDA FILHO e ELDASH, 2002) and to learning strategies (OXFORD, 1990; FIELD, 1998; FIGLIOLINI, 2004; GRIFFTHS e PARR, 2011; PAIVA, 1998; RENANDYA e FARREL, 2011; VILAÇA, 2010). The context of this research is a language school in the city of Campina Grande. We have observed classes in two groups of English for beginners. As instruments for data collection we have audio-recorded the classes, field notes and semi-structured interviews. So, we have analysed two groups of listening activities from the English textbook (CEP 1, CLA, 2005) in order to identify the learning strategies, presented in an implicit or explicit manner in those activities. After that, we have analysed the classes of these teachers applying the activities in order to investigate the strategies these teachers focus. The results indicated that the English textbook focused on cognitive, memory, compensatory and metacognitive strategies. Related to the teachers, it was possible to see that they have focused the same strategies as the English textbook.