TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A BRAZILIAN PUBLIC SCHOOL IN BALSAS (MA) THROUGH COLLABORATIVE ACTIVITIES

EntreLetras

Laíra de Cássia Barros Ferreira Maldaner¹  Selma Maria Abdalla Dias Barbosa²  Mariana Noleto Barbosa² 

[1] Universidade Estadual do Maranhão - UEMA;Universidade Federal do Tocantins - UFT;

关键词: Sociocultural perspective;    Collaborative learning;    English Teaching;   

DOI  :  https://doi.org/10.20873/uft.2179-3948.2019v10n1p136

来源: DOAJ

【 摘 要 】

This research aimed to investigate the effects of using collaborative activities in English classes with 14 students with basic proficiency level of the 9th grade of a Brazilian public school in Balsas (MA). Working with collaborative activities allows us to debunk the belief that English teaching in the Brazilian public schools do not work. Based on the sociocultural perspective, this research highlights the relevance of learning through interactions which learners use to build knowledge and argue about the language they are learning. The data analysis revealed that the collaborative tasks were fruitful to English teaching and learning as they promote socialization environments and develop self-esteem as well as the language proficiency.

【 授权许可】

Unknown