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Implicações pedagógicas da utilização de ferramentas digitais na aprendizagem do discurso oral, na língua francesa
| Name: | Description: | Size: | Format: | |
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| 7.59 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A oralidade, no ensino das línguas estrangeiras, e o uso das tecnologias, na sala de aula, são
dois temas importantes na prática letiva atual. O Quadro Europeu da Referência das Línguas
recomenda e a legislação introduziu a obrigatoriedade da avaliação da componente oral nas
disciplinas de língua estrangeira. Sendo a oralidade concretizável em termos de compreensão
e produção/interação, pretende-se refletir sobre a forma como a escola se deve adaptar para
proporcionar a aquisição dessa competência, orientando os alunos para o sucesso. Por outro
lado, é indissociável o uso das TIC (Tecnologia da Informação e Comunicação) na sala de
aula, quer como ferramenta de apoio do professor, na preparação e planificação das aulas;
quer como ferramenta de trabalho e de motivação, no espaço das aprendizagens, com o
aluno, numa sociedade global, onde a informação está à distância de um clique.
Esta reflexão pretende responder a algumas questões: de que forma a oralidade está a ser
ensinada e avaliada na escola; que material didático é usado pelos alunos, nas atividades de
compreensão e produção/interação oral; e, por fim, quais os contributos das ferramentas
digitais para a aprendizagem da oralidade. Assim, no primeiro capítulo dedicado
exclusivamente à oralidade, refletiremos sobre a sua importância na disciplina de língua
estrangeira, em particular, no Francês; sobre o espaço que ela ocupa na escola e na sala de
aula, quais os constrangimentos e dificuldades; e como se avalia. No segundo capítulo,
concentramos a nossa atenção nos recursos digitais ao serviço do ensino: que tecnologias
digitais estão acessíveis na escola e aos alunos e de que forma podem influenciar a aquisição
da oralidade na língua francesa. No terceiro capítulo, descreve-se a parte prática. No quarto
capítulo, analisa-se os inquéritos realizados e análise crítica dos resultados.
When teaching foreign languages, speaking skills and technologies in classroom are two main themes of the teaching practice. The Common European Framework of Reference for Languages recommends, and legislation points out the duty to evaluate speaking skills in foreign languages classes. As speaking skills are achievable in terms of comprehension and production/ interaction, I intend to think about how school can adapt itself to allow the development of this skill, so can students can achieve their goals. On the other hand, it’s fundamental the use of ITC in classroom, as a tool for the teacher, when preparing and planning his lessons, or as a working tool, as a source of inspiration, when learning, with a student, in a global society where information is as far as a click. This essay intends to give answers to some questions: How are speaking skills learnt and taught at schools? What learning material are our students using during oral comprehension and production? And finally, the advantages of digital tools in speaking learning process. In chapter one, which is entirely dedicated to speaking skills, we will consider the importance of a foreign language in general, and French in particular; we will reflect upon the importance it might have in school and in a classroom, what the main challenges and difficulties are; how that assessment of this skill is processed In chapter two, we will focus on digital resources used in the learning process; digital technologies that are available at school and that students can use; the way that they can influence the acquisition/ improvement of speaking skills in French. In chapter three, we describe practical issues. Chapter four is dedicated to the analysis of the surveys and a critical analysis of the results.
When teaching foreign languages, speaking skills and technologies in classroom are two main themes of the teaching practice. The Common European Framework of Reference for Languages recommends, and legislation points out the duty to evaluate speaking skills in foreign languages classes. As speaking skills are achievable in terms of comprehension and production/ interaction, I intend to think about how school can adapt itself to allow the development of this skill, so can students can achieve their goals. On the other hand, it’s fundamental the use of ITC in classroom, as a tool for the teacher, when preparing and planning his lessons, or as a working tool, as a source of inspiration, when learning, with a student, in a global society where information is as far as a click. This essay intends to give answers to some questions: How are speaking skills learnt and taught at schools? What learning material are our students using during oral comprehension and production? And finally, the advantages of digital tools in speaking learning process. In chapter one, which is entirely dedicated to speaking skills, we will consider the importance of a foreign language in general, and French in particular; we will reflect upon the importance it might have in school and in a classroom, what the main challenges and difficulties are; how that assessment of this skill is processed In chapter two, we will focus on digital resources used in the learning process; digital technologies that are available at school and that students can use; the way that they can influence the acquisition/ improvement of speaking skills in French. In chapter three, we describe practical issues. Chapter four is dedicated to the analysis of the surveys and a critical analysis of the results.
Description
Keywords
Oralidade Línguas estrangeiras Língua francesa Professores Ensino Aprendizagem Tecnologia da informação e comunicação Ferramentas digitais
Pedagogical Context
Citation
Coutinho, Natália Ferreira Marques - Implicações pedagógicas da utilização de ferramentas digitais na aprendizagem do discurso oral, na língua francesa [Em linha]. [S.l.]: [s.n.], 2018. 104 p.