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CEA
Essencial Languages
Profª. Daniele Krauz
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Artes
Profª. Daniele Krauz
Projetos/Projects
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The MI-interdisciplinary approach
We are presenting a project of development of two students of English as a second language, in the ability of speaking. This is a case study based on observation and evaluation.
Developing musical intelligence - self-evaluation.
We are observing the development of two students in their speaking abilities. they have been chosen because they are studying at this institute for four years, have studied with different teachers and still present many difficulties on fluency and pronunciation.
Project presentation.
This project aims to observe the profit students with difficulties on speaking can achieve when working exhaustively with listening to authentic material and recording themselves reading this material. They are always going to have the transcription of their listening to check first for unknown vocabulary.
The students are going to be exposed to three kinds of exercises in this order:
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Listening to authentic material and recording themselves reading the transcription.
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Listen to their partner reading a transcription and to the authentic recording at the same time. (text previously listened and understood by both)
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Record a dialogue performing a character from a previously listened material.
The aim of those activities is to focus on fluency, rhythm and pronunciation firstly. Second, they are going to be demanded to speak without felling stressed for that. And finally, they are going to use new vocabulary they would avoid in an open communication class.
The students are supposed to develop judgment of their own speech by comparing their recordings with the original. There is no imposition of dead lines for any task and they may record the same text as many times as they wish. All the recordings are going to be analyzed by the teacher as well as by the student, the marks are going to be given for each recording and a final grade for the development.
Profile of the subjects.
For this project we chose two students aged 14, a boy and a girl, both studying at this institute for four years. Both present the same difficulties and similar characteristics when developing their tasks.
They are normally unenthusiastic to speak in English and don't create opportunities to use their abilities. Both have a good interpersonal ability, the girl works better when in charge of someone else's progress , the boy is used to playing sports in teams, but hasn't shown collaborative skills in class. Both prominent intelligence is musical, specifically for speaking. And in second place the kinesthetic, but he doesn't show a good skill with the hands. The girl has a more complete kinesthetic intelligence. His interests are concentrated in soccer and geography. She has some interest on animals.
Analyses of the subjects' behavior towards
speech activities and problem presentation.At first the girl was asked to present speeches based on read material that she had chosen and to explain why she had chosen some courses she would like to study. But she had not put any effort on presenting that material, she didn't even read all the texts she had chosen.
The boy normally spends a lot of time to do his tasks, being them writing or reading. On the listening and recording tasks he presented a more careful work. He recorded the same text four times, at his own decision, correcting the pronunciation.
Both use always the same vocabulary and forget most of the words. They normally avoid expressing themselves in English and talk on their own language. They only repeat the words the teacher gives them in English when demanded to. We suppose for them it is more important to express their ideas when they want to than to use the language they are studying, what, in the case, is an inversion of priorities.
Intelligences developed in listening and recording.
Intrapersonal - the students are going to develop a stronger self awareness of their abilities once during the first listening and the recording they must work by themselves and therefore be their own judges. They are going to judge the quality of their speech before the teacher, and they will have to decide whether it is presentable or not. They will have to look for their own mistakes, they will feel more responsible than if they were being corrected by a teacher.
Interpersonal - Being more realistic and responsible for their own mistakes and learning they may develop more ability to recognize other persons' mistakes and help them achieve proficiency, when they help judging other students recordings after judging themselves and presenting their own work for appreciation they may become more acceptable, presenting more productive criticism and comparing with their own experiences. It is important for them to have this contact to feel they are helping someone else by doing their own work.
Musical - as they will have to pay more attention to the recording than if they were just repeating in choir this ability will be extensive to other applications. Also, comparing their recording with the authentic material will make clearer the differences on their speech. They will have to repeat the words, what most of the students avoid when are being corrected. Listening to their own voices they will feel more curious to make it sound good. As they will listen many times to the same text they may memorize more vocabulary than if they were in group talks or choir drilling.
Conclusion.
We believe that the proposed activities can be used in an interdisciplinary work developing other areas besides the foreign language based on the linguistic skills. Students may profit from video recording also analyzing their body language and overcoming shyness for presentations.