Repensando o ensino da compreensão oral em turmas heterogêneas de língua-cultura estrangeira

Abstract

Based on the data of GEALC (Research Group Teaching and Learning of Languages and Cultures), we are interested in teaching oral comprehension (OC) in foreign language (FL) or second language (L2) in heterogeneous classes under the linguistic and cultural perspective. OC is indeed one of the most neglected general competences in teachers’ training, the most difficult to be acquired and the most present in people’s life. Based on the Lhote’s “landscape” model of OC (1995, 2001), Conseil of Europe’s action-oriented approach (2001) and ethnographic methodology, we describe and analyze the oral records and OC activities taken place in PFL (Portuguese as a foreign language) classes of UFPA. We noticed the material mainly consists of records of activities proposed and adopted by the course’s pedagogical kit (music, audiovisual resources produced by proficiency exam). The OC activities (“identical to the real” life and“pedagogically communicative”) are clearly driven by action-oriented approach, but Lhote’s model is still not or rarely applied in the preparation of activities, which could result in a more attentive listening capacity.