Dificuldade no ensino da oralidade em aulas de língua inglesa

Abstract

Speaking is an essential skill in foreign language teaching, especially in English classes. However, it has been observed that in English classes in public schools, there is a great emphasis on teaching grammar and writing, which results in difficulties in developing students' oral fluency. With this in mind, this research aims to analyze the difficulties of teaching English in elementary school, as well as to identify the main difficulties faced by students in learning the skill of “speaking” in English, in addition to verifying the strategies used by teachers to teach orality in English and to present auxiliary resources for learning orality in English. To achieve these objectives, a qualitative bibliographical study was carried out. Authors such as Penny Ur (1996), who deals with the difficulties of teaching orality in English, and Harmer (1983), who discusses the importance of creating meaningful opportunities for oral practice, Silva (2011) on orality, Xavier (2012) on English language teaching methodology, among other authors, were used as theoretical foundations. The results of this research affirm that the use of teaching strategies focused on communicative practices significantly improves the speaking skills of public school students. This conclusion answers the question of how to improve the teaching of orality in public schools, proposing a practical and innovative approach. This result of the research is relevant, as it reports on one of the greatest difficulties faced by English language teachers, providing viable solutions for the Brazilian school context.