ARAÚJO, Maiane Leite de.
Resumo:
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.