SERVIÇO PÚBLICO FEDERALUNIVERSIDADE FEDERAL DO PARÁ

INSTITUTO DE LETRAS E COMUNICAÇÃOFACULDADE DE LETRAS ESTRANGEIRAS MODERNAS

CLOVIS HENRIQUE SOUSA DE FREITAS

CANTANDO O PORTUGUÊS: CANÇÕES COMO FERRAMENTA PARA OTIMIZAR A APRENDIZAGEM

DA LÍNGUA PORTUGUESA COMO SEGUNDA LÍNGUA.

Belém2014

CLOVIS HENRIQUE SOUSA DE FREITAS

CANTANDO O PORTUGUÊS: CANÇÕES COMO FERRAMENTA PARA OTIMIZAR A APRENDIZAGEM

DA LÍNGUA PORTUGUESA COMO SEGUNDA LÍNGUA.

Pré-projeto entregue à Professora Dra. Rossana Assef Faciola.

Belém2014

Título: Cantando O Português

Tema: Canções Como Ferramenta Para Otimizar A Aprendizagem Da Língua Portuguesa Como Segunda Língua.

Problema: Does the cooperative learning influence second language acquisition?

Hipóteses:

Canções ajudam estudantes a praticar e melhorar a pronúncia.

Canções promove a aquisição de novos vocabulários.

Canções permitem aos estudantes compreender linguagem figurada e coloquial.

1 Objectivos:

1.1 Geral

Analisar os efeitos do uso de canções no ensino de português como segunda

língua.

1.2 Especificos

Prover novos vocabulários para os estudantes; Permitir que eles conheçam os diferentes gêneros musicais do Brasil; Ajudá-los a compreender a linguagem figurada presente em canções (bem como

a semântica); Ajudá-los com a pronúncia de palavras.

2 Justificativa:

Durante meu trabalho como voluntário em um projeto de ensino de português

como língua estrangeira, notei que muitos dos estudantes se interessavam por canções

brasileiras e frequentemente estavam cantando e/ou acompanhado a letra. Esses

estudantes sempre me perguntavam o que significava certa palavra/expressão, ou por

que o cantor falava algumas coisas diferente do que era apresentado em sala de aula

(variações da língua falada). Percebi que os estudantes que gostavam e praticavam

canções tinham um melhor domínio da língua (vocabulário, pronúncia, fluência) e

menos dificuldade nas aulas, comparados aos que não tinham o hábito de aprender

músicas.

Establishing a comfortable environment inside an English second language

classroom is one of the keys to create a fruitful learning process. As a student and

teacher to be I totally agree with that it is possible through students interaction. Also, I

noticed that cooperative learning is a useful method that each student contributes to

their pairs or groups, using the same linguistic expertise advantages in such way that

give students opportunity to acquire effectiveness English language.

In addition, the fulfilling and enjoyable class to me it is one that teacher assigns

any research project related to the lesson to class divided in groups. Often, speaking

games and enriched discussions encouraged me to communicate in a significant way

about sharing what my classmates and I have already known, and also, it brings new

vocabulary into classroom increasing students’ second language knowledge. In the other

words, aid students towards a goal promoting activities that involves pair works or

groups can contribute to students’ English language development.

Besides, I consider the ways that learners interact with each other including

activities that require two people, teamwork or everyone in the group work as a team, it

is much more productive than just work alone or teacher-centered lesson. Working

cooperatively seems clever classroom routines and I realized that it provides a positive

environment inside classroom as well. Thus, this allowed me developing my skills in a

plenty of aspects in different contexts.

Then have students’ interaction and their ability to work with other classmates

could help them not only in a second learn acquisition, but it could also get them some

necessary skills to raise in a trustful way their competency and proficiency required to

acquire the English language. Consequently, students could increase their strategies to

study this second language, dealing with each other’s aims.

3 Literature Review:

3.1 Cooperative Learning

The desire to achieve the English language acquisition is widely shared among

people that estimate today’s globalized world inclusion. Vygotsky (1978) states that one

of the results between social and cultural interactions are the cognitive processes.

The result, in general, suggest that cooperative learning develops high-order

thinking skills, enhances motivation and improve interpersonal relations as well as

enhancing motivation and peer relations (SLAVIN, 1985).

However, Harmer (2007, p.29) recommends that teacher should balance

English language activities that focus on groups,

[…] what such experiences clearly suggest is that we (teachers) need to think carefully about matching activities and topics to different groups we teach. Whereas, for example, some groups seem happy to work creatively on their own, others need more help and guidance[…], others are much happier when they investigate language issues on their own.

According to Johnson and Johnson (1989) the idea that working cooperatively

inside classroom may contribute to students’ development,

Students need to do real work together in which they promote each other's success by sharing resources and helping, supporting, encouraging, and applauding each other's efforts to achieve. There are important cognitive activities and interpersonal dynamics that can only occur when students promote each other's learning. This includes orally explaining how to solve problems, teaching one's knowledge to others, checking for understanding, discussing concepts being learned, and connecting present with past learning.

In agreement with Slavin (1985), Johnson and Johnson (1989, p.158), Scarcella

also believes that learning process through cooperation influences in a positive way

student’s progress. In cooperative learning, students help one another to reach goal.

They are assessed on their own individual contributions to the group as well as their

group's ability to accomplish set objectives (SCARCELLA 1994).

On the whole, the authors agree that students should do activities in pairs or

groups to increase their English language acquisition. Johnson and Johnson (1989),

considers that “students perceive that they can reach their learning goals if and only if

the other students in the learning group also reach their goals.” In other words, working

cooperatively would raise students on their own second language acquisition.

3.2 Cooperative vs. Collaborative

As we noted, the authors above mention that the use of cooperative learning

activities should be encouraged in most of classes. According to Slavin (1995),

cooperative learning is “a teaching method in which students work in small groups to

help one another learn academic content, and are expected to discuss and argue with

each other, in order to assess each other’s current knowledge.”

In order to encourage students in their activities that involve groups, teacher

also can stimulate students using collaborative learning. Wiersema (2000) points out

that collaborative learning “is the whole process of learning, students teaching each

other, students teaching the teacher, and the teacher teaching the students.”

It seems that the concept of cooperative and collaborative are interconnected.

Considering the differences and similarities about these two concepts, Figueiredo (2006

p. 19) identifies that in cooperative learning the focus is on the product, in other words,

the focus is on the student where the teacher must take part of this management, while

in collaborative learning the focus is on the process of acquisition where students can

manage their own groups’ activity.

Despite the differences among these two concepts, both are important, due to

the potential that provides interaction giving chances to students becoming more active

in the learning process […]1 (FIGUEIREDO, 2006 p. 20).

________________________

My translation: “Apesar de terem algumas diferenças, ambas as abordagens são importantes, pois têm o potencial de favorecer a interação e de proporcionar aos alunos um papel mais ativo no processo de apredizagem [...]” (FIGUEIREDO, 2006 p. 20)

4 Method

This analysis will be developed through a field research. According to Oliveira

(2008, p. 98), a field research expression has been used to express as descriptive studies

as empirical studies, it uses date collection through interviews, forms, and

questionnaires2. Severino (2007, p. 123) adds that field research occurs when the data is

collected in natural conditions without the researcher’s intervention. It includes from

surveys, which are more descriptive, to analytics studies.3

4.1 Place

This research will be applied in a school application from Federal University of

Pará. The place was chosen to observe how students can cooperate with each other in

groups’ activities to acquire English language.

4.2 The participants

In this research, students of the seventh grade and their teachers will participate.

The participants will sign a term of consent; they will be referred to in this research by

pseudonyms.

4.3 Research instruments

4.3.1 Questionnaires

The questionnaires must be applied to students and teachers to answer relevant

structured and semi-structured questions related to theme. Severino (2007, p. 125) states

that questionnaire is a

It will be asked to students answering the questionnaires in order to analyses if

they enjoy working in groups and also what the reasons to enjoy it. Another

questionnaire will be asked to the teacher answering in order to analyse if she/he

noticed that applying cooperative learning activities have influenced in their students

English acquisition.

____________________________2My translation: “a expressão pesquisa de campo refere-se normalmente a pesquisa descritiva com a coleta de dados em fontes orais, por meio da utilização de entrevistas, formulários e questionários.” (OLIVEIRA, 2008 p.98)

3My translation: “A coleta de dados é feita nas condições naturais em que os fenômenos ocorrem, sendo assim diretamente observados, sem intervenção e manuseio por parte do pesquisador. Abrange desde os levantamentos (surveys), que são mais descritivos, até estudos mais analíticos.”(SEVERINO, 2007 p.123)

4.3.2 Observation

5 Procedures

5.1

5.2

5.3

5.4 aplicar os questionários

5.5 analisar os dados

6 Data Analysis

All the data will be analyzed through a qualitative perspective, through students’ and teachers’ questionnaires. Severino (2007 pg.119) states that a qualitative perspective is one of the ways to say that it has more references to its epistemological foundations than methodological specificities.4

_____________________________________________

4My translation: “modo de dizer que faz referência mais a seus fundamentos epistemologicos do que propriamente a especificidades metodológicas.”(SEVERINO,2007 p.119)

5 SCHEDULE

Activities/

Period

Feb/

2014

Mar/

2014

April/

2014

May/

2014

June/

2014

July/

2014

1 Literature Review

2 Research Development

3 Data Collection

4 Data Analysis

5 Final Review

6 Turn in TCC

7 Defend TCC

REFERENCES