O debate na aula de língua inglesa como meio para desenvolver a oralidade: uma revisão bibliográfica

Abstract

Among the various methods and tools that help in the development of oral production of English as a foreign language, the practice of holding debates in the classroom has recently been gaining ground in the field of language teaching and learning. This is mainly due to the fact that the act of debating favors interaction and enables the creation of an environment whose focus is on the learner – which are fundamental aspects of the Communicative Approach (Almeida Filho, 2011; Brown, 2000; Cassemiro, 2013). Furthermore, this activity promotes the students’ engagement with regard to the use of their cognitive and linguistic skills (Krieger, 2005; Rodrigues, 2010; Dantas, 2020). With this in mind, this qualitative research (Denzin & Lincoln, 2018; Laville & Dionne, 1999), based on a bibliographic approach (Gil, 1991), aimed to investigate how debates in the EFL classroom contribute to the development of the speaking skill in the language. To this end, we analyzed the works of Cinganotto (2019), Fauzan (2016), Alegrete (2014), Lustigová (2011), and Hrp, Harefa, and Siregar (2021). The results revealed that the practice of debates has a significant impact on oral production but highlighted the importance of considering the participants’ contexts during the activity. Finally, we hope that our findings contribute to further studies on the subject.