O gênero oral: interview em língua inglesa como língua franca e um instrumento sócio interacional durante as aulas de Inglês

Abstract

The quality of English language teaching in Brazilian schools, whether public or private, still poses a significant challenge in terms of the selection and use of interactive teaching resources. This is particularly true when it comes to the selection of teaching content, which remains a pedagogical challenge.This dissertation presents a proposal for intervention based on a pedagogical intervention using the oral interview genre, applied to English language classes as ILF to 1st year high school students in a SESI Education Network, belonging to the municipality of Caxias–MA. The main objective of the research is to analyse how the practice of the interview genre can contribute to the development of oral and communicative skills in English. Through SD based on Dolz, Noverraz and Schneuwly (2004). The methodology used was qualitative and exploratory in nature, with data generation and questionnaires, interview recordings and analysis of students' oral productions. The theoretical framework guiding this research is represented by the authors Marcuschi (2008); Leffa (2012); Bygate (1987); Baktin (1986) and, in addition to Krashen's theory, Input (1985) and TBLT (task-based language teaching) theory. The quality of English language teaching in Brazilian schools, whether public or private, still poses a significant challenge in terms of the selection and use of interactive teaching resources. This is particularly true when it comes to the selection of teaching content, which remains a significant pedagogical challenge. This dissertation presents a proposal for intervention based on a pedagogical intervention using the oral interview genre, applied to English language classes as ILF to 1st year high school students in a SESI Education Network, belonging to the municipality of Caxias–MA. The main objective of the research is to analyse how the practice of the interview genre can . The results showed that oral genres are authentic forms and promote engagement in the promotion of fluency, in addition to using the language in meaningful contexts. This brings students closer to communicative and real practices. This study reinforces the importance of integrating these types of oral genres into English teaching, thus promoting critical and meaningful learning.