TEACHING PRONUNCIATION IN ENGLISH LANGUAGE CLASSES: ANALYSIS OF THE BOOK "BECOME" AND DIDACTIC PROPOSAL
Pronunciation teaching. English language. Communicative approach.
The act of pronunciation involves organs that encompass half of the body, which highlights that speech, despite being present in human communication, is a natural yet complex activity. Therefore, the main objective of this work is to analyze the role of pronunciation teaching in the book "Become." Thus, we start from the following question: How is pronunciation teaching approached in the book "Become"? We hypothesize that pronunciation teaching is limited to mechanical activities of a structuralist nature and based on phonetic correction. Regarding the theoretical basis of the research, we divide it into two major blocks: teaching of orality and teaching of pronunciation. For the first block, we present studies by Ferreiro (2003, 2004), Alves (2012), Mesquita Neto (2020), among others. We also present the perspective of oral teaching in the main documents governing education in Brazil. In the second block, we bring in Mellado (2012), Farias (2014), Celce-Murcia (2010), and Lima Jr. (2022) as examples. The methodology combines quantitative and qualitative analysis, using a descriptive approach to examine the "Become" textbook. The analysis chapter (still in progress) will detail, both qualitatively and quantitatively, the didactic-pedagogical characteristics of pronunciation teaching in the selected book. In conclusion, we intend to propose didactic units for pronunciation teaching in a contextualized manner. To do so, we will base ourselves on the model presented by Mesquita Neto and Canan (2021).