GOVERNO DO ESTADO DO RIO GRANDE DO NORTE

UNIVERSIDADE DO ESTADO DO RIO GRANDE DO NORTE UERN

CAMPUS AVANADO PREF. WALTER DE S LEITO-CAPWSL

DEPARTAMENTO DE LETRAS

The Speech in English:

A present challenger AU/RN

2014.1

FRANCISCO JOS COSTA DOS SANTOS

The Speech in English:

A present challengerAU/RN

2014.1

The Speech in English:

A present challengerPaper presented to specialization course in teaching of English, in the Universidade do Estado do Rio Grande do Norte -UERN Campus Avanado Prefeito Walter de S Leito, in 2014.1, as partial to obtaining the title of English teaching specialist.AU/RN

2014.1

FRANCISCO JOS COSTA DOS SANTOS

The Speech in English:

A present challengerMonograph approved in ______/________/_________

BANCA EXAMINADORA

Prof. Ms. Luis Alberto de Lima - UERNOrientador

Prof. Ms. Antonio Gomes Diniz - UERNExaminador

Prof. Es. Akailson Lenonn de Arajo - UERNExaminador

AU/RN

2014.1

"Though no one can go back and make a brand new start, anyone can start now and make a new ending." Chico XavierI dedicate this work to my wife Vera Lucia and my son Fabio Augusto, reasons for my walk and to Socorro Santos, my mother and inspiring.Acknowledgment To God, the magnificent gift of life made possible again;

My adoptive parents Julius and Socorro Santos Saraiva, the zeal to show me the best way. Always!

My wife Vera Lucia, for never let discouragement and unbelief is abatessem about me;

His son Fabio Augusto, every day for giving me reason to move on;

To Teachers Leodcio Martins, Silvano Pereira, Luiz Alberto de Lima, Antonio Diniz and Akailson Lenonn, and many others who contributed to this;

To classmates, the coexistence always productive and serendipitous.Au/RN

2014.1

ABSTRACT

This fieldwork, qualitative and quantitative nature, intends to understand the mechanisms used by undergraduate students of Letras with specialization in English, to acquire speaking this language. The theoretical foundation has been built from the investigations carried out by Moita Lopes (1996), Souza Lima (2001) among other authors. For collecting and analyzing data and questionnaires were carried out interviews with students from the 6th period of Latras qualification in English, CAPWSL, Acu, RN. The results show that students enlist the various resources for the development of speech as a linguistic communication skills, the basic school prioritized the grammar-translation method and that there is a lack of spaces that enable the student to develop speech in this language, also occurs as the lack of motivation of this student to the use of English in their daily lives and that, among other reasons, the methodology of teachers from primary school, does not favor the development of speech. It is therefore, educators contribute effectively to the development of speech of students in basic education, encouraging communication in the course of the oral English classes. Another point to be considered is that the school should be motivating the student to learn the English language through the expansion of the use of this language to the labor market horizons.Key Words: Speech. English Language Learning. Effective Practice.RESUMO

Este trabalho de campo e de natureza qualiquantitativa pretende entender os mecanismos utilizados por estudantes universitrios do curso de Letras com habilitao em lngua inglesa para a aquisio da fala nesta lngua. O embasamento terico foi construdo a partir das investigaes realizadas por Moita Lopes (1996), Souza Lima (2001) entre outros autores. Para a coleta e anlise de dados foram aplicados questionrios e realizadas entrevistas com estudantes do 6 perodo de Letras, habilitao em Ingls, CAPWSL, Au, RN. Os resultados mostram que os estudantes arregimentam os mais diversos recursos para o desenvolvimento da fala enquanto habilidade lingstica de comunicao, que a escola bsica priorizou o mtodo da gramtica-traduo e que existe a ausncia de espaos que possibilitem o estudante, desenvolver a fala nesta lngua, como tambm ocorre a falta de motivao deste estudante para o uso do ingls em sua vida cotidiana e que, entre outros motivos, a metodologia dos professores desde a escola bsica, no favorece o desenvolvimento da fala. Cabe, portanto, aos educadores contriburem eficazmente para o desenvolvimento da fala dos estudantes no ensino bsico, estimulando a comunicao pela oralidade no transcurso das aulas de ingls. Outro ponto a ser considerado que a escola deve ser motivadora do estudante para a aprendizagem da Lngua Inglesa, por meio da ampliao de horizontes de uso desta lngua para o mercado de trabalho.

Palavras Chaves: Fala Aprendizagem em Lngua Inglesa Prtica Eficaz

Summary Graphics1. Graphics 1 ..............................................................................................................25

2. Graphics 2 ..............................................................................................................27

3. Graphics 3 ..............................................................................................................29

4. Graphics 4 ..............................................................................................................30

5. Graphics 5 ..............................................................................................................32

6. Graphics 6 ..............................................................................................................33

Summaryi. Introduction..................................................................................................XIIii. Chapter I Concerns and queries..................................................................15

iii. Chapter II- Description of Research and Data Analysis..............................23

iv. Chapter III: Final Thoughts....................................................................37

v. References............................................................................................42

vi. Attaches ..............................................................................................44

INTRODUCTIONThe process of learning English as a foreign language, in public schools, seems geared just for structuring teaching grammar, exploring the grammar-translation method as the only means of knowledge construction in the target language at expense of other skills linguistic required. The speech - focus of this work - while linguistic element of vital importance to learning seems is placed at a level of less importance. This situation restless researcher and motivates this work that seeks to assess, and try to understand based on the observations of Moita Lopes (1996), Souza Lima (2001), among others, the mechanisms used by undergraduate students of Letras/Ingls for the speech acquisition in this language. For this purpose, delimiting the 6th semester of the Course of Arts UERN / CAPWSL as field investigations, using research as the method of qualitative and quantitative nature.Hypotheses for such an occurrence, it raises the possibility that primary school would be possibly one of the great motivators of the construction of this speech, the teacher-student interaction through speech in English and in all levels of education, this process stimulates development, there are spaces for the construction of speech is the basic school is the university that enable effective experiences of language and the media, in all forms of speech are facilitators.Studies were carried out in similar perspectives without, however, exhaust the theme of building speech in English. The master work in Education from UDESC, Patricia Helena Rubens Pallu (2004), is an example of this line of research in that it investigates the causes of the low use of speech in the institutions surveyed by it. For such an onslaught, she worked with adult students and their questions seek to understand why because the adults were difficulties in development of oral proficiency as language ability. To do so, she released Hand questionnaire and observation in the classroom where he worked. The researcher concludes its work, noting that difficulties could be divided into three categories, which are actually occur: the first is the age of the apprentice to refer to the conformation of the subjectivity of the subject is more difficult to make measurements; the second is the cultural context that can be understood as the set of elements, such as, moral ethical and aesthetic values, customs, habits, trends that are prevailing in the culture in which we live. The cultural context can still be called the language of the nation in which the individual develops and Pallu (2004) further expands the concept of cultural context stating that this can be called a language and, finally, the third part, which is the teaching methodology used, which carries the weight of the dichotomy of language learning and language acquisition.

It is justifiable, therefore, the present work, the need to provide answers and notes to improve the quality of the Course of Arts, major in English at UERN / CAPWSL. Such matters could be held here objects of evaluation of the University itself, the pursuit of excellence for training in higher level and open new possibilities for studies based on what is put here.This paper is not intended to eliminate all gaps in knowledge about the acquisition of speech in English, but, offer reflections that contribute to the understanding of the difficulties faced by university students in the development of oral proficiency as a linguistic skill. It is understood that the observations presented here can guide future research in the field of orality in English.This graduation dissertation is divided into three chapters. The first chapter presents the theoretical background to this research aims to illuminate the light of the theoretical assumptions of Moita Lopes (1996), Souza Lima (2001), among others. The second chapter provides the methodology used to collect and analyze data, and finally, in the third chapter presents the researcher's inferences and final remarks / Concluding that deems relevant.PAGE XIII