Um comparativo entre aulas de língua inglesa: abordagens audiolingual e comunicativa no ensino médio

Abstract

This work aims to demonstrate the disparities and similarities established between theory and practice of classes that happened in the audiolingual and communicative approach. The class based on the audiolingual theory was taught in the class “A” of the 1st year of high school, while the class based on the communicative theory was taught in the class “C” of the 1st year of high school, the both happened in a public school of Paraíba. To build this search we resort to Leffa (1988), Brown (2001), Uphoff (2008), Holden (2009), Larsen-Freeman e Anderson (2011), Oliveira (2014), Cunha (2016), Rodrigues (2016). Beyond we made some reflections that comes from the OCEM (The national curriculum guidelines to the secondary school), in order to present relevant considerations to the teaching foreign language. The lessons plans madein both of the approaches of this search serve as a guide to build of our methodology. Stillevaluations were done with some students of two classes, proposing that they exhibit considerations about the classes.Despite a free report, to give a way to the student, we formulated a motivating question: “Expose your opinions about the class. How it was your participation? If the class was attractive? What was the moment that you liked much? The class was motivating?” In our corpus that we got by the active opinion of the students, we can note that the relations between theory and practice of both approaches revealed aspects that made them, so different in theory, similar at the moment of the students evaluation.