Concepções de professores do IFAP Macapá sobre a habilidade de Listening em aulas de inglês com alunos iniciantes

Abstract

Several authors report the difficulties in relation to oral comprehension skills faced by English Language (EL) teachers and students (Bonk, 2000; Rees, 2003). With the intention of providing more discussions and improvements in this context, we aim to investigate the conceptions of EL teachers who work on Technical High School Courses on the Macapá and Santana campus. By carrying out semi-structured interviews with EL teachers and analyzing them based on the assumptions of Discourse Analysis (DA) (Orlandi, 2006, 2012; Fernandes, 2005), we were able to understand their perceptions about their practices and difficulties in teaching and learning listening. The educators consider this to be an essential skill, but they face obstacles in relation to the structure (lack of useful teaching materials, large number of students in class and the lack of a Language Laboratory) and the students’ anxiety and lack of language experience. In this context, we introduced the Educational Product (EP) called As If! (English Tracks) in audio format available on Spotify, together with a Guide for Teachers. We incorporated cognate words and cultural aspects in order to facilitate oral comprehension among beginning students. The EP evaluation suggests that improvements need to be made, however As If! (English Tracks) can be a facilitating resource in teaching and learning listening.