Habilidade e compreensão oral em inglês : ponto de vista do aluno

Abstract

Listening comprehension tasks in the classroom do not always achieve their purpose, causing lack of interest and frustration on the part of the learner. Researchers have shown that to achieve efficiency the learner should be prepared to participate actively and strategically in understanding oral messages. The teacher, as a learning facilitator, needs to create situations that lower the anxiety of the learner. To survey learners' opinions of listening comprehension activities a specially designed questionnaire was applied to four groups of UFRGS Letters Course students of different English proficiency levels. The responses to the survey highlight some important aspects that should be considered when designing listening tasks for the classroom. This research was conducted as part of a doctoral programme linked to the ALESA Project of the Letters Post-Graduate Programme at UFRGS.