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Publication
Shall we talk? – O trabalho de grupo como ferramenta promotora da oralidade.
| Name: | Description: | Size: | Format: | |
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| 1.55 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Desde meados do século XIX que a oralidade assume um papel de protagonista no ensino de uma Língua Estrangeira, independentemente da abordagem, a nível internacional. Contudo, no contexto português, só em 2018 a componente oral ganhou destaque no ensino do Inglês. Paralelamente, à priorização da componente oral da língua, surge, oficialmente, em Portugal, o trabalho colaborativo como ferramenta metodológica, onde os alunos no final do 1.º CEB deverão ser capazes de trabalhar e colaborar em pares e pequenos grupos.
Este trabalho investigativo combina a componente oral da LE com a capacidade de trabalhar colaborativamente ao tentar averiguar se o trabalho de grupo, enquanto ferramenta potencia a aprendizagem do Inglês em alunos do 1.º CEB. Surge assim a questão Será que o trabalho de grupo influencia a aprendizagem de uma segunda língua em grupos grandes no 1.º CEB?.
O modelo investigativo adotado foi o modelo de pré- e pós-teste com grupo controlo não equivalente, em que uma turma do 4.º ano foi submetida ao Programa Experimental, onde o trabalho de grupo foi a metodologia preferencial, e outra turma do mesmo ano não. Para compreender o impacto do Programa foram criados dois testes orais, um aplicado antes da intervenção e o outro no final e compararam-se os resultados obtidos por ambos os grupos.
Os resultados indicam que ambos os grupos revelaram melhorias estatisticamente significativas do teste oral inicial para o final e, indiciam, de uma forma clara, que o grupo experimental teve um melhor desempenho no Pós-Teste do que o grupo controlo, apesar de estatisticamente, na globalidade do teste, estas diferenças não serem consideradas significativamente distintas. Apesar de as melhorias verificadas não permitirem uma relação causal inequívoca, é notório o papel do trabalho de grupo enquanto ferramenta pedagógica promotora das competências orais dos alunos do 1.º CEB.
Since the mid-nineteenth century speaking has played a leading role in teaching a foreign language at an international level, regardless of the approach. However, within the Portuguese context, it was only in 2018 that speaking became pivotal in the English teaching scene. Concurrently with the prioritization of speaking, collaborative work also appeared as a methodological tool in Portugal, given that students at the end of Primary School (from year 1 to year 4) should officially be able to work and collaborate in pairs and small groups. This study links the oral component of the language with the ability to work collaboratively by trying to find out if groupwork enhances Primary students’ learning in the English classroom. Therefore, the research question that will guide this work arises: Does groupwork play a part in the learning of a second language in Primary large group classes?. The investigative approach was a pre- and post-test model with a non-equivalent control group, in which a year 4 class was submitted to the Experimental Programme, where groupwork was a key element, while another class from the same year was not. To better understand the impact of the Programme, two oral tests were designed, one was applied before the intervention and the other at the end, and the results from both groups were compared. The collected data indicates that both groups showed statistically significant improvements from the initial oral test to the final one, and that the group submitted to the Programme performed better in the Post-Test. Nevertheless, statistically speaking these differences are not considered to be significantly different. Despite the fact that the proved improvements do not corroborate an unequivocal causal relationship, the role of groupwork as a pedagogical tool that promotes speaking skills in Primary students is notorious.
Since the mid-nineteenth century speaking has played a leading role in teaching a foreign language at an international level, regardless of the approach. However, within the Portuguese context, it was only in 2018 that speaking became pivotal in the English teaching scene. Concurrently with the prioritization of speaking, collaborative work also appeared as a methodological tool in Portugal, given that students at the end of Primary School (from year 1 to year 4) should officially be able to work and collaborate in pairs and small groups. This study links the oral component of the language with the ability to work collaboratively by trying to find out if groupwork enhances Primary students’ learning in the English classroom. Therefore, the research question that will guide this work arises: Does groupwork play a part in the learning of a second language in Primary large group classes?. The investigative approach was a pre- and post-test model with a non-equivalent control group, in which a year 4 class was submitted to the Experimental Programme, where groupwork was a key element, while another class from the same year was not. To better understand the impact of the Programme, two oral tests were designed, one was applied before the intervention and the other at the end, and the results from both groups were compared. The collected data indicates that both groups showed statistically significant improvements from the initial oral test to the final one, and that the group submitted to the Programme performed better in the Post-Test. Nevertheless, statistically speaking these differences are not considered to be significantly different. Despite the fact that the proved improvements do not corroborate an unequivocal causal relationship, the role of groupwork as a pedagogical tool that promotes speaking skills in Primary students is notorious.
Description
Keywords
Trabalho de grupo, Inglês, 1.º CEB, oralidade, estudo quasi-experimental Groupwork, English, Primary, speaking, quasi-experimental study.