Enhancing Learning Through Meaning-Oriented Instruction: Two Tentative English Lessons for Intermediate-level Students from aBrazilian Vocational School

Abstract

The reasons why Brazilians learn English are multifold, and so are the settings in which their instruction takes place. The learning materials, whether designed by the instructors themselves or determined by a franchisor or an education authority, also vary in many respects, including the following: the scope, the target audience, the teaching and learningapproach, the themes of the lessons, the layout,etc. These factors all play a key role in determining the outcome of the teaching process. It is therefore crucial to be very judicious when selecting - when teachers do have a choice - or developing materials, taking into account such variables as students age, their particular needs and interests, theirEnglish level of proficiency, class size, among others. As a matter of fact, it is not seldom the case that inadequate materials turn out to be the major reason why successful learning is hampered and potentially effective classes end up an artificial and dull experience, for students and for teachers alike. Communicative Language Teaching (CLT) proclaimsthat leading students to communicate effectively is the ultimate goal of language teaching, hence the prominent role learning materials play in the process. It is indeed a fundamental tenet of CLT that materials should be creative, stimulating, and in accordance with the learners specifications.