Os aspectos afetivos no ensino-aprendizagem de inglês como língua estrangeira: um estudo de caso no contexto da educação básica

Abstract

This study aimed to investigate the affective aspects of teaching and learning English as a foreign language and, as specific objectives, to identify the learning facilities and difficulties related to these affective aspects and to reflect how it is possible to develop affective aspects favorable to teaching-learning English as a foreign language. For this, affective aspects such as emotion, feeling, humor and attitude that conditioned specific behaviors have been focused according to the Arnold and Brown (1999) conception. These authors, along with Gardner (1995), Rogers (1975; 1985), Vigotski (1993; 2011), Immordino-Yang & Damásio (2016), Cozolino (2013, 2014) and Olson (2014), among others, agree that affective aspects are essential for the viability of teaching and learning. Eight students of the basic level of English proficiency participated in this study, from the 9th grade of Elementary School of the Military College of Manaus. This research was constituted as a case study (ANDRÉ, 2013; LAKATOS; MARKONI, 2003; MICHALISZYN; TOMASINI, 2012) and was supported by theories on the influence of affectivity in learning English as a second language and foreign language. For the generation of the data, the principles of qualitative research were used, with the questionnaires, interviews and self-assessment being the instruments of this research. The results showed, in response to the questions, the influence of the affective aspects on the students' performance as learners of a foreign language. In view of these results, it is concluded that it is up to the teacher to develop skills that go beyond technical and didactic-pedagogical knowledge. Rather, it is necessary to develop tools that promote the health of relationships: empathy, compassion and love, thus enabling the revealing of the invisible dimension present in the classroom. Therefore, it is extremely important the study, continuous research and application of pedagogical practices that promote comfort and safety to students, thus prioritizing integral development through the combination of cognitive and affective dimensions.