Reflexões sobre o papel do ensino de fonética para aprendizagem de língua inglesa no ensino médio

Abstract

Pronunciation in English language has been an aspect of teaching this language that is neglected for a long time in classes in the Brazilian scenario. Given this reality, this research aimed to analyze the role of teaching English phonetics to Brazilian students in high school in a public school. This research was based on the work of Souza (2009), Silva Junior (2015), Yoshida (2014), Lamprecht and Fragozo (2009), among others. This study is a descriptive research of qualitative nature. For this, we traced a history of teaching pronunciation from the last century to the present, the linguistic difficulties for the Brazilian student learning English in Brazil, in public schools and the role of teaching pronunciation as an essential component in the language learning process. As for the data collection instrument, we used a questionnaire that sought to determine the students' interest in pronunciation, their impressions about teaching pronunciation at school and their feelings about their own pronunciation. It was possible to verify, after analyzing the data, that students understand the teaching of pronunciation as necessary at this level of education and, therefore, they seek for other pronunciation models in addition to the teacher.