CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp

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Programação & Caderno de Resumosproject, which consists on researches (including qualitative andquantitative studies) that pursuit the development of a reliabletest, i.e. one that really measures what it is intended to bemeasured. The works presented in the poster aim at (a) analyzingtwo English language exams, the IELTS (English Language TestingService) and the FCE (First Certificate in English, CambridgeESOL); (b) analyzing seminars presented in a course offered inan English Language and Literature BA teacher education program(henceforth Letters course) by means of transcriptions and reflectionssupported by a theoretical basis in language assessment andtesting. Moreover, the studies presented in this poster intendto contribute for the development of the EPPLE exam, supportingit with realistic rating scales. Both studies focus on how theoral language used by student-teachers is characterized, andhow the lexis influences the proficiency level obtained duringundergraduate courses of Letters. The analysis also counts ondata from the TEPOLI test (Test of Oral Proficiency in English),which are compared and contrasted with the data from IELTSand FCE speaking tests, and the seminars data.Grammar Teaching: a puzzle in an EFL classroomThalita Cunha de Rezende (UFV)What is the role of grammar in language learning? Is Languagelearning equivalent to learning grammar? How to teach grammar?What does context have to do with grammar? These are questionsthat many language teachers have and that researchers on languageteaching discuss a lot. Larsen-Freeman (1997) presents somemyths about grammar teaching and affirms that grammar needsnot to be taught because it is naturally acquired. On the otherhand, Scrivener (2005) gives his contribution to this grammarteaching research affirming that professors should teach grammar,but only passing. As one can see, there are many questions, alot of discussion, but still no right answers. Reflecting on thisgrammar teaching matter, this paper reflects on some of thequestions cited above by reporting on a study conducted withone English teacher in an extension course offered at FederalUniversity in Minas Gerais state. The purpose of the study wasto show the teacher’s approach to grammar, by looking at hisbeliefs about grammar and his practice. The methodology involved320
II Congresso Internacional da ABRAPUIclass audio recording and an open-ended questionnaire on beliefsabout teaching grammar. The results suggested that the teacher’sapproach to teaching grammar seemed to be based on CommunicativeLanguage Teaching (CLT) approach and were congruent with hisbeliefs. Implications for teaching and learning languages will beoffered in the end of the paper321
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