The importance of social interaction activities in the teaching-learning process of English as a foreign language

Nenhuma Miniatura disponível

Data

2017-06

Título da Revista

ISSN da Revista

Título de Volume

Editor

Resumo

This research was conducted in a state school of Goiânia, in Goiás, Brazil, with fifteen students of a third-year group of high school, in 2014. The main ideas that led this study revolve around the importance of interaction in the English language teaching-learning process, the presence of the other and students’ autonomy/self-regulation. The theoretical basis of this research derives from Bakhtinian dialogism (BAKHTIN, 1993, 2003; BARROS, 1997; BRAIT, 2005), Vygotskian sociointeractionism (VYGOTSKY, 1978; MOLL, 1990; LANTOLF; APPEL, 1994; REGO, 1995) and Freirean thoughts (FREIRE, 1996, 2005) about positioning students as agents of their own learning. The general objectives were: to verify the learners-participants’ perceptions regarding the teaching-learning process of English, before and after the interventions; to observe how different forms of social interaction (T-S, T-Ss, S-T, S-S, Ss-Ss, Ss-T)1 can interfere in English classes of a third-year group from a state school; and to describe how the teacher-researcher perceives the experience of teaching English with its focus on social interaction. The methodology used is qualitative action research (THIOLLENT, 1986; ENGEL, 2000; MELLO; REES, 2011) and the instruments used to generate the data were questionnaires, field notes and interviews. The outcomes show that the learners could conceive English as a language possible to be appropriated by them, used to communicate, and they could also recognize the importance of the other in the teaching-learning process. Besides that, the teacher-researcher could perceive that interactive and effective classes were possible in that public school.

Descrição

Palavras-chave

English language teaching-learning, Interaction, Dialogism, Autonomy, Ensino-aprendizagem de língua inglesa, Interação, Dialogismo, Autonomia

Citação

SOUSA, Laryssa Paulino de Queiroz; FIGUEREDO, Carla Janaina. The importance of social interaction activities in the teaching-learning process of English as a foreign language. Entretextos, Londrina, v. 17, n. 1, p. 61-94, jan./jun. 2017.