O uso da música no ensino e aprendizagem de língua inglesa
This paper intends to present a quantitative-qualitative research that investigated the use of music in teaching-learning English at Centro Acadêmico de Línguas Estrangeiras Modernas (CALEM) at Universidade Tecnológica Federal do Paraná (UTFPR) in Pato Branco PR. The study was motivated by an intere...
| Autor principal: | Afonso, Alberto Cesar |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/14781 |
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| Resumo: |
This paper intends to present a quantitative-qualitative research that investigated the use of music in teaching-learning English at Centro Acadêmico de Línguas Estrangeiras Modernas (CALEM) at Universidade Tecnológica Federal do Paraná (UTFPR) in Pato Branco PR. The study was motivated by an interest in oral comprehension, a skill less commonly investigated than speech, reading and writing skills in the area of Second Language Acquisition (SLA). This research is guided by the hypothesis of the affective filter (KRASHEN, 1982) and also by the motivation factor Gardner (1985, apud CAVENAGHI, 2009). To achieve this goal, a group of four ENGLISH V students (intermediate level) were invited to participate in a short study using music for teaching-learning English (L2). Thus, two songs were used in LI, the first one was unknown to the participants and the second was known by the four participants. Data were collected by filling in gaps with the lyrics of two songs and a structured questionnaire. The data were analyzed quantitatively and qualitatively revealing some characteristics of teaching-learning of LI mediated by songs. The results of the tasks show that the participants had a higher scores in the task with the unknown song compared to the one with known song. The peculiarities of this result were analyzed qualitatively considering the problems found according to the criteria of structural, lexical or phonetic level. The data from the questionnaire structured on students' perceptions regarding the use of music in the English language classroom demonstrate that the activities with songs generated motivation regarding the use of music for learning of LI according to the participants of the research. |
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