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SERVIO PBLICO FEDERAL UNIVERSIDADE FEDERAL DO PAR INSTITUTO DE LETRAS E COMUNICAO FACULDADE DE LETRAS ESTRANGEIRAS MODERNAS

CLOVIS HENRIQUE SOUSA DE FREITAS

CANTANDO O PORTUGUS: CANES COMO FERRAMENTA PARA OTIMIZAR A APRENDIZAGEM DA LNGUA PORTUGUESA COMO SEGUNDA LNGUA.

Belm 2014

CLOVIS HENRIQUE SOUSA DE FREITAS

CANTANDO O PORTUGUS: CANES COMO FERRAMENTA PARA OTIMIZAR A APRENDIZAGEM DA LNGUA PORTUGUESA COMO SEGUNDA LNGUA.

Pr-projeto entregue Professora Dra. Rossana Assef Faciola.

Belm 2014

Ttulo: Cantando O Portugus Tema: Canes Como Ferramenta Para Otimizar A Aprendizagem Da Lngua Portuguesa Como Segunda Lngua. Problema: Does the cooperative learning influence second language acquisition? Hipteses: Canes ajudam estudantes a praticar e melhorar a pronncia. Canes promove a aquisio de novos vocabulrios. Canes permitem aos estudantes compreender linguagem figurada e coloquial.

1 Objectivos: 1.1 Geral Analisar os efeitos do uso de canes no ensino de portugus como segunda lngua.

1.2 Especificos Prover novos vocabulrios para os estudantes; Permitir que eles conheam os diferentes gneros musicais do Brasil; Ajud-los a compreender a linguagem figurada presente em canes (bem como a semntica); Ajud-los com a pronncia de palavras.

2 Justificativa: Durante meu trabalho como voluntrio em um projeto de ensino de portugus como lngua estrangeira, notei que muitos dos estudantes se interessavam por canes brasileiras e frequentemente estavam cantando e/ou acompanhado a letra. Esses estudantes sempre me perguntavam o que significava certa palavra/expresso, ou por que o cantor falava algumas coisas diferente do que era apresentado em sala de aula (variaes da lngua falada). Percebi que os estudantes que gostavam e praticavam

canes tinham um melhor domnio da lngua (vocabulrio, pronncia, fluncia) e menos dificuldade nas aulas, comparados aos que no tinham o hbito de aprender msicas. Establishing a comfortable environment inside an English second language classroom is one of the keys to create a fruitful learning process. As a student and teacher to be I totally agree with that it is possible through students interaction. Also, I noticed that cooperative learning is a useful method that each student contributes to their pairs or groups, using the same linguistic expertise advantages in such way that give students opportunity to acquire effectiveness English language. In addition, the fulfilling and enjoyable class to me it is one that teacher assigns any research project related to the lesson to class divided in groups. Often, speaking games and enriched discussions encouraged me to communicate in a significant way about sharing what my classmates and I have already known, and also, it brings new vocabulary into classroom increasing students second language knowledge. In the other words, aid students towards a goal promoting activities that involves pair works or groups can contribute to students English language development. Besides, I consider the ways that learners interact with each other including activities that require two people, teamwork or everyone in the group work as a team, it is much more productive than just work alone or teacher-centered lesson. Working cooperatively seems clever classroom routines and I realized that it provides a positive environment inside classroom as well. Thus, this allowed me developing my skills in a plenty of aspects in different contexts. Then have students interaction and their ability to work with other classmates could help them not only in a second learn acquisition, but it could also get them some necessary skills to raise in a trustful way their competency and proficiency required to acquire the English language. Consequently, students could increase their strategies to study this second language, dealing with each others aims.

3 Literature Review: 3.1 Cooperative Learning The desire to achieve the English language acquisition is widely shared among people that estimate todays globalized world inclusion. Vygotsky (1978) states that one of the results between social and cultural interactions are the cognitive processes. The result, in general, suggest that cooperative learning develops high-order thinking skills, enhances motivation and improve interpersonal relations as well as enhancing motivation and peer relations (SLAVIN, 1985). However, Harmer (2007, p.29) recommends that teacher should balance English language activities that focus on groups,
[] what such experiences clearly suggest is that we (teachers) need to think carefully about matching activities and topics to different groups we teach. Whereas, for example, some groups seem happy to work creatively on their own, others need more help and guidance[], others are much happier when they investigate language issues on their own.

According to Johnson and Johnson (1989) the idea that working cooperatively inside classroom may contribute to students development,

Students need to do real work together in which they promote each other's success by sharing resources and helping, supporting, encouraging, and applauding each other's efforts to achieve. There are important cognitive activities and interpersonal dynamics that can only occur when students promote each other's learning. This includes orally explaining how to solve problems, teaching one's knowledge to others, checking for understanding, discussing concepts being learned, and connecting present with past learning.

In agreement with Slavin (1985), Johnson and Johnson (1989, p.158), Scarcella also believes that learning process through cooperation influences in a positive way students progress. In cooperative learning, students help one another to reach goal. They are assessed on their own individual contributions to the group as well as their group's ability to accomplish set objectives (SCARCELLA 1994).

On the whole, the authors agree that students should do activities in pairs or groups to increase their English language acquisition. Johnson and Johnson (1989), considers that students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals. In other words, working cooperatively would raise students on their own second language acquisition.

3.2 Cooperative vs. Collaborative As we noted, the authors above mention that the use of cooperative learning activities should be encouraged in most of classes. According to Slavin (1995), cooperative learning is a teaching method in which students work in small groups to help one another learn academic content, and are expected to discuss and argue with each other, in order to assess each others current knowledge. In order to encourage students in their activities that involve groups, teacher also can stimulate students using collaborative learning. Wiersema (2000) points out that collaborative learning is the whole process of learning, students teaching each other, students teaching the teacher, and the teacher teaching the students. It seems that the concept of cooperative and collaborative are interconnected. Considering the differences and similarities about these two concepts, Figueiredo (2006 p. 19) identifies that in cooperative learning the focus is on the product, in other words, the focus is on the student where the teacher must take part of this management, while in collaborative learning the focus is on the process of acquisition where students can manage their own groups activity. Despite the differences among these two concepts, both are important, due to the potential that provides interaction giving chances to students becoming more active in the learning process []1 (FIGUEIREDO, 2006 p. 20).

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My translation: Apesar de terem algumas diferenas, ambas as abordagens so importantes, pois tm o potencial de favorecer a interao e de proporcionar aos alunos um papel mais ativo no processo de apredizagem [...] (FIGUEIREDO, 2006 p. 20)

4 Method This analysis will be developed through a field research. According to Oliveira (2008, p. 98), a field research expression has been used to express as descriptive studies as empirical studies, it uses date collection through interviews, forms, and questionnaires2. Severino (2007, p. 123) adds that field research occurs when the data is collected in natural conditions without the researchers intervention. It includes from surveys, which are more descriptive, to analytics studies.3

4.1 Place This research will be applied in a school application from Federal University of Par. The place was chosen to observe how students can cooperate with each other in groups activities to acquire English language.

4.2 The participants In this research, students of the seventh grade and their teachers will participate. The participants will sign a term of consent; they will be referred to in this research by pseudonyms.

4.3 Research instruments

4.3.1 Questionnaires The questionnaires must be applied to students and teachers to answer relevant structured and semi-structured questions related to theme. Severino (2007, p. 125) states that questionnaire is a It will be asked to students answering the questionnaires in order to analyses if they enjoy working in groups and also what the reasons to enjoy it. Another questionnaire will be asked to the teacher answering in order to analyse if she/he noticed that applying cooperative learning activities have influenced in their students English acquisition.

____________________________ 2 My translation: a expresso pesquisa de campo refere-se normalmente a pesquisa descritiva com a coleta de dados em fontes orais, por meio da utilizao de entrevistas, formulrios e questionrios. (OLIVEIRA, 2008 p.98)

My translation: A coleta de dados feita nas condies naturais em que os fenmenos ocorrem, sendo assim diretamente observados, sem interveno e manuseio por parte do pesquisador. Abrange desde os levantamentos (surveys), que so mais descritivos, at estudos mais analticos.(SEVERINO, 2007 p.123)

4.3.2 Observation

5 Procedures 5.1 5.2 5.3 5.4 aplicar os questionrios 5.5 analisar os dados

6 Data Analysis All the data will be analyzed through a qualitative perspective, through students and teachers questionnaires. Severino (2007 pg.119) states that a qualitative perspective is one of the ways to say that it has more references to its epistemological foundations than methodological specificities.4

_____________________________________________ 4

My translation: modo de dizer que faz referncia mais a seus fundamentos epistemologicos do que propriamente a especificidades metodolgicas.(SEVERINO,2007 p.119)

5 SCHEDULE

Activities/ Period 1 2 3 4 5 6 7 Literature Review Research Development Data Collection Data Analysis Final Review Turn in TCC Defend TCC

Feb/ 2014

Mar/ 2014

April/ 2014

May/ 2014

June/ 2014

July/ 2014

REFERENCES