Os efeitos da consciência morfológica na ampliação de vocabulário em estudantes aprendizes de língua inglesa de um curso de extensão

Abstract

The present thesis discusses the process of planning, implementation and analysis of an action research (THIOLLENT, 2009), developed at the Núcleo de Línguas Adicionais of the Universidade Federal do Pampa (UNIPAMPA). The general objective of this research is to verify the relationship between explicit work with morphological awareness and vocabulary acquisition of adolescent students who learn English as an additional language. Researches such as Nunes and Bryant (2007), Jornlin (2015) and Akbulut (2017), among others, show that morphological awareness plays a key role in learning English as an additional language. In order to achieve the research objective, a pedagogical product organized around activities and games was applied. The importance of ludic in the school environment is based on studies from Antunes (2000), Araújo (2003), Nogueira (2016), among others, besides making the learning process more enjoyable. The intervention took place over a ten-week period in the first half of 2019. In this study there was a union of quantitative and qualitative methods of data generation and analysis. In the quantitative analysis the following data generation methods were used: pre-test and post-vocabulary test, The new vocabulary levels test, pre-test and post-morphological awareness test, Morphological structure test. The data analysis instruments used were the Normalized Hake Gain (HAKE, 1998) and Pearson's correlation coefficient (r). In the qualitative analysis, for a data generation instrument, the following instruments were used: diary, conversation wheel, questionnaire and audio recordings of the classes. As an instrument of data analysis, we sought to make a relationship among the data displayed through quantitative analysis. The results through the quantitative analysis point that students obtained gains in morphological awareness and expanded their knowledge of vocabulary. Moreover, in the qualitative analysis, the facts which are presented prove the results obtained in the quantitative analysis. Thus, the research suggests that the intervention played a significant role in the morphological awareness and broadening of students' vocabulary.