Os jogos didáticos no desenvolvimento da competência comunicativa nas aulas de E/LE
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2016-06-03
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O presente trabalho tem como principal objetivo aferir o contributo dos jogos didáticos
no desenvolvimento da competência comunicativa nas aulas de E/LE.
Para tal, foi realizado, em contexto de sala de aula, um jogo didático por nós elaborado
e aplicados dois testes e um inquérito a uma turma constituída por 22 alunos, assim como um
inquérito a professores de LE dos ensinos básico e secundário.
Numa primeira fase, correspondente à implementação do projeto, distribuímos um
teste aos alunos para aferirmos os seus conhecimentos antes da realização do jogo didático.
Depois, aplicamos o jogo e distribuímos novamente o mesmo teste aos discentes para
podermos avaliar a sua evolução. Por fim, distribuímos um inquérito com o intuito de
conhecer o grau de satisfação dos alunos em relação ao jogo didático utilizado na sala de aula
e a sua opinião no que concerne às aprendizagens efectuadas, à motivação e à sua atitude face
ao jogo.
Numa segunda fase, elaboramos e distribuímos um questionário a professores de LE
que leccionam em várias escolas dos ensinos básico e secundário do norte do país, a fim de
aferirmos se eles usam jogos didáticos na sala de aula, a regularidade com que o fazem e os
motivos da sua atuação. A amostra é constituída por 30 professores.
Numa terceira fase, analisamos cuidadosamente as respostas dos testes e dos
inquéritos distribuídos.
Após uma análise dos resultados obtidos, concluímos que os jogos didáticos
promovem a concentração dos alunos, fomentam a participação, aumentam a motivação para
o estudo de LE e contribuem em grande medida para a aquisição de conhecimentos e para o
desenvolvimento das competências necessárias para que os alunos possam alcançar a
proficiência em termos comunicativos. Constatamos que os professores de LE têm
consciência do papel que os jogos didáticos assumem no desenvolvimento da competência
comunicativa dos alunos. Contudo, alguns recorrem aos jogos com pouca regularidade e outros nunca os utilizam, devido à escassez de tempo resultante do facto de os programas serem muito extensos.
The present study has the main goal of discover the contribution of didactic games for the development of the communicative skill in the foreign language classes. So, it was made, in the classroom environment, a didactic game that we developed, two tests and an inquiry in a class with 22 students, it was also made an inquiry to foreign language teachers of primary and secondary schooling. In a first stage, correspondent to the implementation of the project, we distributed a test to the students to discover their knowledge’s before the didactic game. After that, we put into practice the game and distributed the same test to verify their evolution. At the end, we distributed the inquiry to know the student’s satisfaction related to the didactic game used in the classroom and their opinion in what concerns to the learnings, motivation and attitude related with the game. In a second stage, we elaborated and distributed an inquiry to the foreign language teachers who give lessons in several basic and secondary schools in the north of our country to know if they use didactic games in their classes, the regularity they do that and the causes of their behaviour. The sample is constituted by 30 teachers. In a third stage, we analysed carefully the answers of the tests and the inquiries. After the analysis of the results, we concluded that didactic games develop student’s concentration, their participation in the class, increase the motivation for the study of a foreign language and the acquisition of several knowledge’s and develop communicative skills. We verify that foreign language teachers have conscience of the role of didactic games in the development of communicative skills. However, some of them don’t use them with regularity or don’t use them at all mainly due to questions related to time because the school curriculum is very extensive.
The present study has the main goal of discover the contribution of didactic games for the development of the communicative skill in the foreign language classes. So, it was made, in the classroom environment, a didactic game that we developed, two tests and an inquiry in a class with 22 students, it was also made an inquiry to foreign language teachers of primary and secondary schooling. In a first stage, correspondent to the implementation of the project, we distributed a test to the students to discover their knowledge’s before the didactic game. After that, we put into practice the game and distributed the same test to verify their evolution. At the end, we distributed the inquiry to know the student’s satisfaction related to the didactic game used in the classroom and their opinion in what concerns to the learnings, motivation and attitude related with the game. In a second stage, we elaborated and distributed an inquiry to the foreign language teachers who give lessons in several basic and secondary schools in the north of our country to know if they use didactic games in their classes, the regularity they do that and the causes of their behaviour. The sample is constituted by 30 teachers. In a third stage, we analysed carefully the answers of the tests and the inquiries. After the analysis of the results, we concluded that didactic games develop student’s concentration, their participation in the class, increase the motivation for the study of a foreign language and the acquisition of several knowledge’s and develop communicative skills. We verify that foreign language teachers have conscience of the role of didactic games in the development of communicative skills. However, some of them don’t use them with regularity or don’t use them at all mainly due to questions related to time because the school curriculum is very extensive.
Descrição
Dissertação de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário
Secundário
Palavras-chave
Línguas estrangeiras , Competência comunicativa , Jogos didáticos , Lúdico