Ensino de inglês: entre o método gramática-tradução e a abordagem comunicativa

Abstract

This research aimed at verifying how the teaching of English is carried out in real contexts nowadays. Two specific methodologies were focused on: the Grammar-Translation Method and the Communicative Approach. In order to achieve the objectives of this research, I observed two English classes in each of the following contexts: a private English course; a private preschool; an elementary public school - eighth year, and a public high school - second year. So as to analyze the classes, I created a chart based on the work by Larsen-Freeman (2000) with the main characteristics and principles of both methodologies. I also used the works by Brown (2001), Leffa (1988) and Schütz (2007). The results of the observations indicated that some teachers use several different methods in their classes, probably unconsciously and despite their lack of specific knowledge about the field. Nevertheless, by comparing the use of the Grammar-Translation Method and the Communicative Approach, it was possible to verify that almost all the principles of the Communicative Approach were followed in the English course, the Grammar-Translation Method predominated in preschool and was fully adopted in elementary school, while both the Grammar-Translation Method and the Communicative Approach were used in high school.