Teaching Spoken Language Through the Text/Discursive Genre Selection Interview: a report on the implementation of a didactic sequence

Abstract

This paper reports on the implementation of a didactic sequence which addresses the oral genre selection interview, as a support in the construction of a didactic model, focusing particularly on the evaluation process implemented. The interview was constructed as an oral genre, hence as a communicative social practice and the aim was to develop students’ oral skills through activities grounded in Conversation Analysis (CA). The proposal was motivated on account of the research problem that investigates whether it is possible to develop, potentialize and optimize oral skills through the teaching and approach to text/discursive genres in high school, purposely designed for students who are concluding their technical/vocational education. From the research problem, the educational product developed encompasses a common situation to workers, whose preparation lacked a model directed at the applicant (interviewee). The integration of the oral element involved in a text production requires, firstly, a social practice that is built in a collective context, the text is produced by means of interactions. Results bespeak a more conscious learning process involving language adequacy for manifold social practices, especially for formal situations of linguistic-discursive interactions, as is the case of a selective process.