APRENDIZAGEM DE INGLÊS E LUDICIDADE: UM RELATO DE EXPERIÊNCIA ENVOLVENDO O PROTAGONISMO DO ESTUDANTE

Abstract

This report aims to demonstrate how the use of learner-centered activities was able to increase the motivation of students in an English class in Basic Education. The group had learning difficulties, was unmotivated and had interpersonal relationship problems. According to Ur (1996), there are two types of motivation: extrinsic and intrinsic. For the author, the first would be that which derives from receiving some type of external incentive. The second would be the motivation internal to the learner, which does not require an external influence or reward. After detecting the reported difficulties, I decided to adapt the classes by giving students the opportunity to use the language in an autonomous and playful way. The learners had the opportunity to carry out activities with more autonomy and without the textbook. The reports compiled at the end of the year highlight how the students had more interest in the classes, greater engagement, participation, positive feedback and increased rapport.