Banca de DEFESA: LEILA LEITE SANTANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LEILA LEITE SANTANA
DATA : 04/04/2024
HORA: 09:00
LOCAL: Sala 27
TÍTULO:

LISTENING COMPREHENSION IN SPANISH FROM THE PODCAST GENRE: TEACHER AND STUDENT PERCEPTIONS AND TEACHING UNIT PROPOSAL

PALAVRAS-CHAVES:

Spanish language; Listening comprehension; Podcast.

PÁGINAS: 141
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
SUBÁREA: Línguas Estrangeiras Modernas
RESUMO:

The use of podcasts in teaching Spanish as a foreign language (ELE) can enhance students' listening comprehension by offering another opportunity for contact with the language being studied while promoting autonomy and engagement through varied and accessible content. In this sense, the general objective of this research is to analyze the specifics of using podcasts in teaching and learning listening comprehension in Spanish as a foreign language in Brazilian educational settings. To this end, we outline three specific objectives: i) To describe the perceptions of Brazilian Spanish teachers regarding teaching listening comprehension through podcasts. ii) To present the perceptions of Brazilian Spanish students regarding learning listening comprehension through podcasts. iii) To propose a didactic unit with guidelines for the development of listening comprehension in the Spanish language. The research is theoretically grounded in the contributions of Bordón (2001), Abella (2002), Souza (2018), and Moraes (2022) for teaching and learning listening comprehension in ELE classes. In Richards and Rogers (2003), Berges (2005), Levis (2005), Cubillo, Keith, and Salas (2005), Jalil and Procailo (2009), and Schneider (2010) when we address the treatment of listening comprehension in different approaches and methods of foreign language teaching. In Marcuschi (2005), Leite and Silva (2015), Garafalo (2018), Meyer (2020), and Simão (2022) regarding digital textual genres in foreign language classes. In Barros and Menta (2007) and Bakhtin (2011) to justify why we identify the podcast as a digital genre in this work. Finally, based on Forbes (2011), Tumolo (2014), Elekai et al. (2019), we discuss the specifics of podcasts in ELE classes focusing on the development of listening comprehension. The dissertation in question is a study in applied linguistics, of a qualitative and descriptive nature, aimed at expanding studies on the use of podcasts in teaching listening comprehension in Spanish. The method included the application of online questionnaires, aimed at teachers and students for the analysis of their perceptions regarding the use of podcasts and, finally, proposing practices, through a didactic unit, for Spanish classes with the aim of improving teaching and learning listening comprehension using podcasts. From the results obtained, the participants showed a variety of perceptions about the use of podcasts in teaching Spanish as a foreign language, with teachers highlighting benefits and concerns, while students emphasized the need to improve listening comprehension and the advantage of flexibility offered by this tool. Most participants showed interest in integrating podcasts into teaching and learning practices, reflecting an awareness of the importance of educational innovation. The results also suggest a willingness to explore new language teaching strategies in a digital context, although they also make clear the need for an approach that combines different teaching methods adapting to the specific reality of students and educational institutions.

MEMBROS DA BANCA:
Presidente - 6137 - TATIANA LOURENÇO DE CARVALHO
Externa ao Programa - 3802 - MARIA SOLANGE DE FARIAS
Externo à Instituição - Lucineudo Machado Irineu - UECE