O discurso docente em língua inglesa e a promoção efetiva do desenvolvimento da habilidade de compreensão oral discente

Lisiane Ott Schulz; Tânia Maris de Azevedo

doi:10.5007/2175-8026.2016v69n1p111

Authors

Lisiane Ott Schulz University of Caxias do Sul
Tânia Maris de Azevedo University of Caxias do Sul

DOI:

https://doi.org/10.5007/2175-8026.2016v69n1p111

Abstract

This article shows the results of a study that aimed at verifying how much B2 proiciency level students, according to the Common European Framework of Reference, understand their teachers’ speech. It also aimed at identifying teachers’ and students’ perceptions on how speech should be delivered so that learners at this level can signiicantly improve their listening skill. he goal of this study was to compare the two groups’ perceptions and contrast them to the degree of student comprehension as well as to the pedagogic function of the teacher’s
speech. he resulting data were analyzed based on Vygotsky’s sociointeractionism, Benveniste’s theory and Ausubel’s meaningful learning concept.

Author Biographies

Lisiane Ott Schulz, University of Caxias do Sul

Lisiane Ott Schulz is currently undertaking a PhD in Languages at University of Caxias do Sul. She also holds a Master's degree in education from the University of Caxias do Sul.

Tânia Maris de Azevedo, University of Caxias do Sul

Tânia Maris de Azevedo is a professor at the University of Caxias do Sul, where she is a member of the Master's Course in Education and the Doctorate Course in Languages . Her research interests are: argumentative semantics, discourse, enunciation, reading and written production , text genres , didactic transposition and teaching practice.