Aquisição e desenvolvimento de uma língua estrangeira (inglês): o estudo de caso entre os recursos audiovisuais e o sociointeracionismo

Abstract

In this paper are drawn notions related to the acquisition of language, the use of visual aids in this process as teacher support, analyzing the use of communicative approach as the primary means of content building, grounded in Vygotsky (1999) (1984) (1998 ); Oliveira (1999); Souza and Kramer (1991); Ré (2010); Mussalim; Bentes (2006); Bates and Goodman (1997); Maia (2002); Savignon (1991); Cardoso (2004); Castro (1996); Lima (2008); Martinez (2009); Mayer (2011); Cantarino and Pereira (2008); Ferro and Bergman (2008); Santos (2003); Rocha (2009); Rosová (2007); Wantini (2010); Neves (1996); Campanholi (2014), in order to highlight the importance in teaching foreign languages through new methodologies focused on the present where learners are experiencing, highlight the communicative approach in the practice of language teaching and learning process foreign, and analyze the use of audiovisual resources joined the communicative approach and interactionism to develop orality child in a LE. The teacher in mediating condition, enabling the interaction of the learner with audiovisual resources and through this sociocultural construction enhances their communication skills in LE. The study consisted of three phases: (1) the observation of the insertion of new content in the oral-visual form of the linguistic content of the English language; (2) The development and establishment of orality through a support activity using the textbook of the institution; (3) To assess the individual performance/group of the learner (s) using, again, the introductory feature in the first phase. The results show that the visuals are effective in linguistic content transmission and help to develop oral production in a foreign language in initial age. Students in the target language acquisition process in the age group of 4-5 years old internalized the content and aspects of language structure, showing better oral performance. The union of audiovisual resources and significant use of foreign language made the internalization and oral production occurred spontaneously emphasizing Vygotsky's theory. In addition, the results of this study show that teaching a foreign language through a communicative approach, social interaction and visual aids used appropriately in teaching-learning process become effective.