Análisis de la interacción oral en clase de ele para aprendices brasileños del noveno año de la enseñanza fundamental.

Abstract

The objective of this research is to analyze the oral interaction between teacher and student in the teaching-learning process of ELE in a group of Brazilian learners of secondary education in a public school. This research is guided by the concepts of orality (Amor, 1994; Marcuschi, 2003, 2004; Nanun, 2011; Krashen, 1985), Interaction Oral (Goffman, 1964, 1967, 1971; Sinclair; Coulthard, 1975; Vygostsky, 1977, 1995; Mehan, 1978; Albert; Py, 1986), Approach to Foreign Language Teaching (Richards; Odgers, 1983, 1996, 1998; Breen, 1987; Nunan, 1989; Candlin, 1990; Luzon; Soria, 1999; Molina, 2016; Martí, 2017; Ortiz, 2014; Oliveira, 2019). The data was obtained through class observations that were recorded with a voice recorder and transcribed at the end, questionnaire and interview. The results showed that in Spanish as a language classes foreigner, inadequate treatment is given to the development of orality as a result of excessive use of Portuguese by the teacher who, in addition, appropriates most of the speaking turns, which leaves little room for students to craft meaningful speeches in the target language. This work had the relevant and necessary authorizations for the Ethics Committee.