Estratégias de compreensão oral usadas por alunos de inglês como línguaestrangeira: descrição e classificação

Abstract

This study describes the listening comprehension strategies used by students of English as a second language. In our procedure, we cross-checked the results of data collected through student's questionnaries and "simulated situations". The theoretical bases of the dissertation are studies on the oral comprehension process and the learning process, emphasizing those related to listening comprehension. The factors that interfere with the use of both the listening comprehension and strategies factors were also investigated. The results show that although students did not mention some of the strategies described by O'Malley & Chamot (1990) and Oxford (1990), they mentioned others, which were not mentioned by these authors. The presence of activities planned to be used before, during and after a listening task is reflected in the proposal of a new classification for the listening comprehension strategies based on metacognitive, socio-affective and cognitive processes as well as the moments in which the act of listening can be divided: before, during and after. Finally the strategies described in this classification were compared to the ones Vandergrift (1996) describes for this ability. The results showed that although the proposal is new for its division in the three moments mentioned, the strategies elicited are in accordance with those described in the literature.