Canção e emoção no ensino de Inglês: impactos no filtro afetivo

Abstract

Emotions, described by Scherer (2005) as a set of affective reactions of the body to significant stimuli, whether internal or external, which generate automatic and unconscious complex cognitive responses, are a significant factor for learning. A resource used by many teachers in English language classes, and that can be a way to generate good emotions is the use of songs as an input. One possible reason for this implication is the potential of the emotions aroused by the songs in impacting what Krashen (2003, 2009) calls affective filter. The affective filter hypothesis highlights that the emotional variables can interfere in the process of acquiring the second language, preventing the input from reaching the cognitive language acquisition device. This research presents the development of a case study through an English language class using a song as input, with subsequent collection of students' data about the event with the application of a questionnaire to map their emotional reactions. We sought, from the analysis of the data obtained, to evaluate the impact, on the emotions of the students, caused by the use of the song as an input, in order to understand the benefits of this approach for the teaching and learning of English language; and understand whether the use of songs is able to generate emotions positive enough to lower the affective filter and stimulate learning.