PRATICES OF LISTENING COMPREHENSION IN ENGLISH LANGUAGE THROUGH DIGITAL TECHNOLOGIES AND MUSIC: A CASE STUDY WITH STUDENTS FROM THE PUBLIC SCHOOL SYSTEM

Abstract

In this article, we analyzed a case study  which the main objective is to investigate if/how digital Technologies allied to musiccan contribute and/or enhance the English language learning of high school  students in the public school system, concerning to listening comprehension. Thus, in this study, which is inserted in the presuppositions of applied linguistics, and whose methodological frameworks are based on the qualitative research, we  propose to students a didactic sequence(DOLZ, SCHNEUWLY, 2013) with the music genre, with a view to listening comprehension practice through “Lyrics Training”, a digital interface focus on languages acquisition​​t hrough the convergence of media. As a theoretical framework, we rely mainly on Berk (2008), Braga (2007), Leffa (2016), Santaella (2011 and 2014) and Santos and Rossini, (2011).Thereby, the analysis of the results and the observations made throughout the study's development period indicates that virtual Technologies aligned to music activities can bring relevant contributions to the English learning, while allowing the practice of language skills, especially regarding to hearing comprehension. Furthermore, the experiences showed that the use of these resources in the classroom can mean important changes to the learning process.