Abstract
RESUMO: Dentre as quatro habilidades que constituem a competência comunicativa em língua inglesa a aprendizagem e o desenvolvimento da recepção (listening) e da produção oral (speaking) são as que mais preocupam os aprendizes, principalmente, no contexto de Inglês para Fins Específicos. Diversas pesquisas têm centrado sua atenção em detectar as principais dificuldades e na proposição de soluções que possam minimizar e, talvez, sanar esses problemas. Visando contribuir com essas investigações, este estudo investigou atividades de listening e speaking disponibilizadas em cinco (5) portais educacionais de língua inglesa com o intuito de identificar que tipo de atividades são propostas e como estas se configuram textualmente no meio digital. Os resultados revelam que boa parte das atividades se constitui como recursos didáticos adicionais que poderiam ser utilizados em sala de aula em razão da temática bastante pertinente. Entretanto, para serem utilizadas diretamente no meio digital, ainda são necessárias reformulações e adaptações que permitam aos professores e aprendizes utilizar de maneira mais efetiva e funcional todos os recursos tecnológicos disponibilizados.
Highlights
Studies in Applied Linguistics (FIGLIOLINI, 2004; RICHARDS, 2008; BAGHERI; KARAMI, 2014; MELENDEZ; ZAVALA; MENDEZ, 2014) reveal that learning and development of the oral skills – reception and production - can be considered one of the issues that effectively worry students and teachers in the educational context.The difficulties shown by learners have motivated numerous research studies
The main purpose of this work is the analysis of textual configuration in listening and speaking activities selected from five English educational portals
The selection took into account free access to listening and speaking activities – starter and intermediate levels – and the themes related to the fields investigated is this study: Tourism, Hotel and Hospitality Management and International Relations
Summary
Studies in Applied Linguistics (FIGLIOLINI, 2004; RICHARDS, 2008; BAGHERI; KARAMI, 2014; MELENDEZ; ZAVALA; MENDEZ, 2014) reveal that learning and development of the oral skills – reception (listening) and production (speaking) - can be considered one of the issues that effectively worry students and teachers in the educational context.The difficulties shown by learners have motivated numerous research studies. Studies in Applied Linguistics (FIGLIOLINI, 2004; RICHARDS, 2008; BAGHERI; KARAMI, 2014; MELENDEZ; ZAVALA; MENDEZ, 2014) reveal that learning and development of the oral skills – reception (listening) and production (speaking) - can be considered one of the issues that effectively worry students and teachers in the educational context. Many studies have aimed at the analysis and evaluation of learning and teaching strategies, and additional studies have been carried out on instructional materials, which can help to minimize the problems and can aid to the effective development of oral skills (OXFORD, 2003; CHAMOT, 2004; CHEN, 2005; HINKEL, 2006; CHANG, 2009; KLUGE; REIS, 2011; XAVIER; BALTHAZAR, 2011; etc.). The printed instruction material used in the English for Specific Purposes context have not proposed any pedagogical activities which emphasize or point out the use of different learning and teaching strategies in the listening and speaking tasks proposed
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