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Advisor(s)
Abstract(s)
Este relatório final apresenta um projeto desenvolvido num contexto real de
aprendizagem da língua espanhola, nível A1. Trata-se de alunos do sétimo ano, com
idades compreendidas entre 12 e 13 anos, inseridos no Agrupamento de escolas de
Muralhas do Minho, em Valença.
Na minha opinião, ainda que já não se recorra a este instrumento, a banda desenhada
continua a ser um meio de comunicação e um veiculo de narração gráfica muito
interessante capaz de motivar os discentes, graças ao seu carácter lúdico, às suas imagens
sugestivas e à sua fácil leitura. Inclusive, a banda desenhada pode ser uma ferramenta útil
na hora de estimular a imaginação, facilitar a aprendizagem de vocabulário novo,
trabalhar em grupo ou, simplesmente, facilitar a aquisição de novos conceitos.
Este estudo partiu da pergunta: A banda desenhada é um recurso didático útil e
facilitador da aprendizagem do espanhol, língua estrangeira?
Como metodologia prática, desenvolveu-se um estudo de caso, para o qual foram
selecionadas algumas tiras, tendo em conta a programação prevista para o ensino da
língua espanhola, como língua estrangeira que permitiram trabalhar tanto conteúdos
gramaticais como a compreensão do texto, o vocabulário e a expressão oral, a partir de
fichas de trabalho.
No início do ano, os alunos responderam a um questionário que ma permitiu
conhecer os seus hábitos de trabalho, se gostavam de ler BDs, se conheciam BDs de
língua espanhola e quais. O grupo preencheu também, no final de cada aula, a uma ficha
de autoavaliação que me ajudou a identificar os conteúdos totalmente ou parcialmente
adquiridos e as dificuldades que sentiam.
Propus-me analisar os dados e comprovar se a BD é um recurso didático vantajoso
para a aprendizagem do espanhol como língua estrangeira.
This final report presents a project developed in a real learning context of the Spanish language, A1 level. It is about students attending year seven, aged 12 – 13, attending the Agrupamento de Escolas de Muralhas do Minho, in Valença. In my opinion, even though we no longer use this instrument, comic strips continue to be a means of communication and an interesting form of graphic narration capable of motivating students, thanks to its ludic character, suggestive images and easy reading. Comic strips can be a useful tool for stimulating imagination, making learning new vocabulary easier, working in groups or, simply, turning the acquisition of new terms into an easy process. This study evolved from the following question: Is the comic strip a useful teaching resource which helps in the learning process of a foreign language like Spanish? As practical methodology, a case study was developed, where some strips were selected. The strips in question take into consideration the Spanish planning as a foreign language and make it possible to work on grammar contents, text comprehension, vocabulary and speaking through worksheets. At the start of the year, the students responded to a questionnaire, which allowed me to get to know their work habits, if they enjoyed reading comic strips, if they knew of any Spanish comic strips and their respective titles. At the end of each lesson, the group in question also answered a self-assessment questionnaire, which helped me to identify the contents totally or partially acquired and the difficulties felt. I’ve decided to analyze the data and prove if a comic strip is a valuable teaching resource for teaching Spanish as a foreign language.
This final report presents a project developed in a real learning context of the Spanish language, A1 level. It is about students attending year seven, aged 12 – 13, attending the Agrupamento de Escolas de Muralhas do Minho, in Valença. In my opinion, even though we no longer use this instrument, comic strips continue to be a means of communication and an interesting form of graphic narration capable of motivating students, thanks to its ludic character, suggestive images and easy reading. Comic strips can be a useful tool for stimulating imagination, making learning new vocabulary easier, working in groups or, simply, turning the acquisition of new terms into an easy process. This study evolved from the following question: Is the comic strip a useful teaching resource which helps in the learning process of a foreign language like Spanish? As practical methodology, a case study was developed, where some strips were selected. The strips in question take into consideration the Spanish planning as a foreign language and make it possible to work on grammar contents, text comprehension, vocabulary and speaking through worksheets. At the start of the year, the students responded to a questionnaire, which allowed me to get to know their work habits, if they enjoyed reading comic strips, if they knew of any Spanish comic strips and their respective titles. At the end of each lesson, the group in question also answered a self-assessment questionnaire, which helped me to identify the contents totally or partially acquired and the difficulties felt. I’ve decided to analyze the data and prove if a comic strip is a valuable teaching resource for teaching Spanish as a foreign language.
Description
Keywords
Banda desenhada Recurso didático Aprendizagem Língua estrangeira Comic strip Teaching resource Learning process Foreign language