Uma experiência com sequências didáticas na produção de autobiografias com alunos de espanhol como língua estrangeira

Abstract

The textual production, whether written or oral, in the classroom has a great importance, especially when it comes to foreign language classes. This work aims at the impact of the use of textual production sequence for teaching writing in a classroom Spanish. This research is based on studies of theoretical Dolz, and NoverrazSchnewly (2004). Work with school activities around a genre oral or written. Their work is based on theoretical studies of Interactionism SociodiscursivoBronckart (1999), and in Brazil has been crafted with Machado (2009), Christopher (2009), among others. In this work we developed, applied and analyzed the results obtained by the students from their initial and final productions. Thus, we observed the development of their language skills. The corpus of the research was done in a public school of languages. The result showed that despite the difficulties that students have in their productions as regards the grammar part, there are few who sought to write the dictionary, was very positive use of the teaching sequence for teaching Spanish language, for while students are producing a text they also learn the practical usage of verbs, words in the language studied.