Lenga-lengas, raps e canções
Como contribuem para melhorar a capacidade de memorização de linguagem
DOI:
https://doi.org/10.23882/MJ2031Palavras-chave:
capacidade de memorização, crianças, English as a Foreign Language, lengalengas, rapResumo
O projeto foi realizado com o intuito de descobrir como é que os aprendentes de inglês memorizam vocabulário e o que contribui para tal. A música, o rap e as lengalengas contêm ritmo. O ritmo, a repetição, os gestos, a linguagem corporal e a entoação atraem as crianças de uma forma natural e contribuem para aumentar a capacidade de memória dos alunos. Contribuem igualmente para maximizar a pronúncia, a entoação e o treino auditivo (Brewster, Ellis & Gerard, 2002, p.164). Os professores podem usá-los para criar rotinas, introduzir vocabulário, praticá-lo e revê-lo (Brewster, Ellis & Gerard, 2002, p.168). Se usarem a música, o rap e as lengalengas com mais frequência contribuirão para o aumento da capacidade de memória dos seus alunos.
Referências
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Pearson Education.
Bilbrough, N. (2011). Memory activities in language learning. Cambridge: Cambridge University Press.
Bor, D. (2012). The ravenous brain: How the new science of consciousness explains our insatiable search for meaning. New York: Basic Books.
Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher's guide. London: Longman.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Abingdon: Routledge.
Cambridge University Press (n.d.) Cambridge Online Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/rap
Conesa, I., & Rubio, A. (2015). The use of rhymes and songs in the teaching of English in primary education. Docencia e Investigación, 25(2), 83-101.
Cravo, A., Bravo, C., & Duarte, E. (2014). Metas curriculares de inglês ensino básico: 1º ciclo. Lisboa: Ministério da Educação e Ciência.
Dias, A., & Mourão, S. (2005). Inglês no 1º ciclo. Práticas partilhadas. Porto: Edições ASA.
Direção-Geral da Educação. (2018). Aprendizagens essenciais. Lisboa: Ministério da Educação e Ciência.
Eghlidi, M., Talebinezhad, M., & Fard, Z. (2017). Psycholinguistic perspectives and contributions of ELL and ELT. Journal of Applied Linguistics and Language Research, 4, 317-335.
Ellis, N., & Sinclair, S. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology, 49(1), 234-250.
Forster, E. (2006). The value of songs and chants for young learners. Encuentro-Journal of Research and Innovation in the Language Classroom, 16, 63-68.
Graham, C. (2006). Creating chants and songs. Oxford: Oxford University Press.
Graham, C. (2018). Carolyn Graham Jazz chants with children in Japan. Retrieved from https://www.youtube.com/watch?v=LvEYkX1pnXo
Hillyard, S. (2013). Varied repetition of songs in EFL kindergarten contexts. Young Learner and Teenager Special Interest Group Publication, 19-22.
Kersten, S. (2015). Language development in young learners: The role of formulaic language. In Janice Bland, (Ed.), Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12-year-old, 129-145. London: Bloomsbury Academic.
Lindstromberg, S., & Boers, F. (2008). Teaching chunks of language: From noticing to remembering. London: Helbling Languages.
Martin & Rose Music. (2017). Days of the week. Retrieved from https://www.youtube.com/watch?v=8GKmCQOy88Y
Mejzinii, M. (2016). Teaching children through songs, chants and rhymes. European Journal of English Language Teaching, 1(2), 104-113.
Murphey, T. (1992). Music and song. Oxford: Oxford University Press.
Myles, F., Hooper, J., & Mitchell, R. (1998). Rote or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning, 48(3), 323-363.
Nordquist, R. (2018). Chunk (language acquisition). ThoughtCo. Retrieved from https://www.thoughtco.com/chunk-language-acquisition-1689841
Oliver, R., & Philp, J. (2014). Focus on oral interaction. Oxford: Oxford University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House / Harper & Row.
Read, C. (2007). 500 activities for the primary classroom. Oxford: Macmillan Publishers Limited.
Rosen, M. (1989). Michael Rosen performs We're Going on a Bear Hunt. Retrieved from https://www.youtube.com/watch?v=0gyI6ykDwds
Schmitt, N. (2000). Key concepts in ELT: Lexical chunks. ELT Journal, 54(4), 400-401.
Slattery, M., & Willis, J. (2001). English for primary teachers - A handbook of activities & classroom language. Oxford: Oxford University Press.
Swan, M. (2006). Chunks in the classroom: Let’s not go overboard. Teacher Trainer, 20(3), 5-6.
Wray, A. (2002). Formulaic language and lexicon. Cambridge: Cambridge University Press.
Zimmer, B. (2010). Chunking. The New York Times Magazine. Retrieved from https://www.nytimes.com/2010/09/19/magazine/19FOB-OnLanguage-Zimmer.html
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2020 Paula Mira Fernandes
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.