O livro didático way to go! para o ensino médio: uma análise da seção de listening and speaking

Abstract

The education, in general, despite advances, is permeated by many difficulties, especially regarding the teaching of the English language, especially in public schools. Studies show that one of the problems use to be relationed to the textbook given at the schools. In this sense, the present research, of a documentary and qualitative nature, has as its general objective: To investigate how the English language textbook Way to Go is incorporating oral genres and elements of pornunciation in their content. To this end, we base this study on the works of Costa (2012), Lombardi; Silva (2014), Dias (2019), Sarmento; Lamberts (2016), Oliveira; Kauark (2011), Silveira (2004), Travaglia (2013), among others. Thus, we made a cut by selecting only the section Listening and speaking of the book Way to go! that has more to do with the aforementioned objective. The analysis made it possible to observe that the textbook in focus contemplates the pronunciation in an incipient way in the activities of the members of the mentioned section. We point out as possible solutions for this gap that there should be pronunciation activities in textbooks, guided by the teachings, that there should be moments of pronunciation practice, sound perception and production exercises, that is, more controlled exercises (such as drills) until reaching the totally free oral practice.