A FORMAÇÃO DO PROFESSOR DE LÍNGUA INGLESA: desafios no desenvolvimento das habilidades de compreensão e produção da oralidade.

Abstract

The qualitative acquisition of oral comprehension and production skills in foreign languages, elements of oral proficiency, pose a challenge to a significant number of teachers and students arising from different languages teaching contexts. This study aims at understanding the lack of communicative competence in the development of oral comprehension and production skills in the process of formation and professionalization of teaching in English Language in Modern Languages Course at two campuses of the State University of Goiás (UEG), to observe and understand these gaps as well as their consequences in acquisition process this language. Initially, it sought to understand the didactic and pedagogical documents from the direct observation of activity non-participant during the regencies of curriculum components of Oral Practice Laboratory in English Language I and II English Language III and IV, application of semi-structured questionnaire, with the subjects, English teachers and students of Modern Language Course; and interviews with the coordinators of the Language Courses of campuses and the General Coordinator of Institutional and International Relations of the UEG. The data were organized into categories that express the views of students, teachers and coordinators on the methodological processes of development of the four language skills with emphasis on oral comprehension and production of the two campuses in question. The theoretical basis of this study is founded gradually within the scope of education and teacher formation process, according to the critical and reflective perspective, based on the studies of Schön (2000), Libâneo (2010; 2012), Nóvoa (1992; 1997), Tardif (2012) Sacristán (1999, 2007), Pimenta and Anastasiou (2010), Contreras (2002) among others, and in particular in the professional area in English language is chosen to Almeida Filho (1992; 2000; 2009; 2013), Vieira-Abrahão (1992; 1996; 2004), Paiva (2004; 2010), Cavalcante e Moita Lopes (1991), Celani (2011), Leffa (1988; 2001), among others; It sought also theoretical contribution to the study of theories and language teaching methods in Richards and Rodgers (1994), Oliveira (2014), Chomsky (1965), Hymes (1979 ), Larsen-Freeman (1986; 2000), Krashen (2014; 1982), Brown (1994), Widdowson (2005), Brumfit (1994), Lewis (2002; 1999), Canale (1995) among others; in addition to establishing on Consolo (2000; 2005a), Consolo and Silva (2011), Brown (1994), Vygotsky (1998; 2007), Koster (1991) among others, orality understanding and production as a focal instrument of this research, using the sociointeractionist theory of Vygotsky as essential element for the construction of orality in the acquisition of communicative competence process. The literature brings up the qualitative method, through observation techniques in loco, which does not inhibit the quantitative data collection needed for analysis; through observations, questionnaires, interviews, lesson records, through field diaries and analysis of collected materials. Data analysis shows that the limitations generated by the studied reality, undermines the effective implementation of communicative competence in English language, which also requires investment epistemological, political and above all methodological.