Ensino/aprendizagem do inglês como língua estrangeira à luz das ciências cognitivas : uma proposta de intervenção pedagógica.

Abstract

This paper aims to produce a L2 teaching/learning proposal for English language learners at intermediate level of English as L2, in an attempt to optimize the evolution of knowledge and class time under cognitive sciences, with pedagogical intervention. The work began with references and general concepts about cognition, cognition and teaching / learning of English as L2, concepts and characteristics of cognitive processes: memory, attention, orality and reading, which bring important knowledge base. After that we discussed about learning strategies on a broad aspect and then specified references, concepts and characteristics of cognitive teaching/learning strategies. As a final part of chapter 2, we provided concepts and characteristics of the methods and approaches of English teaching as a foreign language. The research applied experimentally was done with six intermediate students. Initially, a questionnaire was prepared about the study profile of the participants, then the Michigan test was applied to classify the participants' knowledge, and a pre-test to assess what they knew about the content that was later applied in the experimental classes. It was then followed by the application of the lesson plans produced by the researcher, with reference in cognitive theories, use of eight selected cognitive learning strategies, approaches and teaching methods of English and after it was applied an identical post-test elaborated by the author, to check the knowledge of the research participants acquired, and analyze their evolution after the four classes under cognitive learning strategies. By comparing the pre-test that assessed participants' knowledge before classes and the post-test, which assessed knowledge after the experimental classes, so, it was possible to identify the evolution of the participants. It was made the comparison and analysis of the participants' profile with the pre and post-tests, and with the score of each participant, it was possible to relate to the theoretical reference and produce pertinent information reaching the established objectives. It is considered pertinent to emphasize the fact that classes with pedagogical intervention focus on cognitive learning strategies.