O lúdico como recurso no ensino e na aprendizagem da língua inglesa: um estudo de caso com alunos do 6º ano do ensino fundamental

Abstract

This paper aims to verify how some activities can assist in the difficulties that learners present when learning a foreign language. Therefore, the subject of this study is the learning of grammatical contents through playful activities. The theoretical background is based on: Almeida (2015), Antunes (1999), Arnold (2004), Bergamini (2008), Cool (2000), Santos (2000), and Tiba (1998). We seek to understand how the teaching and learning of English occurs aiming to reach better results in the acquisition of English basic vocabulary and, consequently, a better reading and comprehension in the foreign language. Through this study, we noticed that students, after developing playful activities, were able to answer them meaningfully. Thus, we confirmed that the learning of a foreign language should be carried out in a more dynamic and practical way, without focusing only in decontextualized and inexpressive grammar tasks.