Banca de DEFESA: LILIANE DA SILVA SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LILIANE DA SILVA SOUZA
DATA : 26/04/2024
HORA: 14:00
LOCAL: Sala B28 CAPF
TÍTULO:

Analysis of the book Become from the perspective of pronunciation teaching.

PALAVRAS-CHAVES:

Pronunciation teaching. English language. Communicative approach.

PÁGINAS: 112
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

Speaking is a complex and dynamic activity, but communication is inherent to human life. Mastering the spoken language begins with understanding orality and the vocabulary present in this natural communicative process. Therefore, the general aim of this paper is to analyze the role of pronunciation teaching in the Become textbook. We therefore set out with the following questions: How is pronunciation teaching approached in the book Become? How well are the proposed pronunciation activities integrated with the other language skills? We therefore hypothesize that pronunciation teaching is limited to mechanical, structuralist activities based on phonetic correction. With regard to the theoretical basis of the research, we have divided it into 2 (two) large blocks: the teaching of orality and the teaching of pronunciation. For the first block, we present studies by Ferreiro (2003, 2004), Alves (2012), Mesquita Neto (2020), among others. In addition, we present the vision of teaching orality in the main documents that govern education in Brazil. In the second block, we include Mellado (2012), Farias (2014), Celce-Murcia (2010) and Lima Jr. The methodology combines quantitative and qualitative analysis, using a descriptive approach whose corpus was the Pronunciation boxes in the Become ninth grade textbook. As a result, we observed that the teaching material has a very limited range of activities, which can limit the effectiveness of pronunciation teaching by not offering a wider range of approaches and practices for learners. We also pointed out that segmental and suprasegmental aspects could be connected to other aspects of the language in order to collaborate with the communicative approach. We conclude that the findings of this study are of significant relevance and could spur new research in the field of pronunciation teaching. This can lead to a deeper understanding of the challenges faced by learners, as well as provide guidelines for enhancing pedagogical approaches and instructional materials aimed at improving foreign language pronunciation skills.

MEMBROS DA BANCA:
Presidente - 11388 - JOSE RODRIGUES DE MESQUITA NETO
Externa ao Programa - 6135 - EDILENE RODRIGUES BARBOSA
Externo à Instituição - José Dantas da Silva Júnior - UEPB