Reflex��es sobre o ensino de portugu��s para estrangeiros e sobre o ensino de portugu��s para falantes de língua materna

Le pr��sent travail intitul�� �� R��flexions sur l���enseignement de la langue portugaise aux ��trangers et sur l���enseignement de la langue portugaise aux natifs ��, a eu pour objectif d���enqu��ter sur les consensus et les d��sacords dans l���enseignement de la langue portugaise aux differents interlocuteurs. Des lectures pr��alables sur des textes de difusion scientifique qui ont pour but de divulguer des exp��riences sur l���enseignement du portugais aux ��tangers ont r��v��l�� l���importance atribu��e �� la connaisance de la culture quand il s���agit d���enseigner une langue donn��e �� de tels interlocuteurs. La connaissance de la culture est tr��s importante dans ce cas de figure car il s���agit d���une conception plus ample : celle de l���interculturalisme. C���est pourquoi, nous faisons des lectures pr��alables dont la m��thodologie propos��e pour l���enseignement de la langue portugaise aux ��trangers s���organise d���une telle fa��on que l���interlocuteur se trouve immerg�� dans la culture locale. N��anmoins, quand il s���agit de r��fl��chir �� l���enseignement de la langue portugaise d��di�� aux natifs et bas�� sur les propositions curriculaires de la langue portugaise au coll��ge et au lyc��e, dat��s de 1993 e 1998, qui constituent des textes de vulgarisation scientifique, on peut constater la pr��occupation �� r��fl��chir sur les conceptions de langage, langue, discours, texte et grammaire, des connaissances consid��r��es comme importantes �� la proposition de methodologies de l���enseignement de la langue portugaise dans le contexte tr��s formel de l���enseignement scolaire. Le principal objectif de ce travail a consist�� �� analyser l���importance de la culture dans l���enseignement de la langue portugaise aux ��trangers et natifs, le rapport entre culture, language, langue, discours, texte et grammaire dans l���enseignement du portugais aux ��trangers et du portugais aux natifs, ainsi qu����� identifier le poids ...

A presen��a da interculturalidade em livros did��ticos de espanhol língua estrangeira

O presente trabalho tem por objetivo principal a an��lise da interculturalidade em uma cole����o de livros did��ticos de ensino da língua espanhola selecionados pelo Programa Nacional do Livro Did��tico (PNLD), este voltado �� distribui����o dos livros em escolas de ensino p��blico. Apresenta-se, inicialmente, um breve hist��rico da inser����o do ensino de língua estrangeira no Brasil, que progride na tentativa de que os alunos compreendam a magnitude de aprender uma língua de car��ter estrangeiro, uma nova língua. Al��m disso, elucidou-se sobre o ensino do espanhol na sala de aula, a fim de salientar a import��ncia do ensino da língua estrangeira, apresentando em seguida a hist��ria e implica����es do Programa Nacional do Livro Did��tico. Logo, foi aclarada a quest��o da interculturalidade no ensino, ou seja, os aspectos culturais de diversos pa��ses aplicados na educa����o do estudante com o intuito de demonstrar a magnific��ncia de discernimento e aprendizagem das perspectivas culturais ao redor do mundo, e desse modo, possibilitando a compreens��o da an��lise proposta neste trabalho. Foi utilizado como objeto de estudo e an��lise o livro did��tico El arte de leer espa��ol, de Deise Cristina de Lima Pican��o e Terumi Koto Bonnet Villalba, que possui tr��s volumes voltados ao ensino m��dio. A an��lise foi realizada a partir da presen��a da interculturalidade em textos e exerc��cios do referido livro did��tico

Oralidade em sala de aula: uma perspectiva de ensino da língua materna

By showing the absence of concern from schools in developing with students any kind of orality work, and the major importance they give only to reading and writing, this research shows an investigation on how the oral communication is established as learning content and how such education is conceived in the early years of elementary school, verifying if there is balance between the time devoted to written and spoken language activities, and how the oral language is treated in the classroom, this research also identifies which and how the oral genres are used, moreover, see if the teacher explores the emerging students��� speech during class. This research was held in a government school in Bauru (SP), using three instruments to collect data: direct observation, videotaping observed classes, and a questionnaire. The observation and filming were done in only one classroom, a 3rd year of elementary school, in Portuguese classes; however, the questionnaire was applied to all school teachers, in order to have wider analytical conditions. The research��s approach is qualitative and ground on the bibliography study and field research. The analysis results indicate that school still emphasizes reading and writing method of teaching and does not work as bibliography authors propose in their researches about the studied topic; the reason is that this content has been applied to the curriculum recently, the teachers lack of clarity in some important concepts about speech and don��t have a bibliography basis

A abordagem do voseo em materiais did��ticos brasileiros de ensino do espanhol como língua estrangeira

This work discusses the importance of the language varieties in the Spanish language to the process of teaching and learning Spanish as a foreign language (ELE), focusing on the approach, ie, how to deal with the phenomenon voseo in Brazilian textbooks. It presents a brief historical overview on the arising of this language and its implementation in Latin America. From an educational approach that values a good development of communicative competence, it���s driven to a presentation of the Spanish schoolbooks selected by PNLD for the year 2012, as well as an observation of activities that demonstrate the phenomenon called voseo, in other words, the use of the variety of the pronoun vos instead of t�� for the treatment of the second person. Given the vast range of Spanish courses as a foreign language for high school students, and the growing interest of young people in learning a second language, this study addresses the importance of developing the communicative competence of a foreign language

O l��dico no ensino de espanhol como língua estrangeira

Este trabalho discute a import��ncia do l��dico no processo de ensino e aprendizagem de espanhol como língua estrangeira. Para tanto, apresenta um panorama hist��rico com as principais concep����es filos��ficas, psicol��gicas e educacionais acerca da pr��tica dos jogos. Os marcos de refer��ncia s��o, sobretudo, os estudos de Kishimoto, que operam uma releitura dos postulados de Froebel, Piaget, Vygotsky e Bruner. Esses pressupostos te��ricos s��o levados ao contexto de aprendizagem da língua espanhola e constituem uma defesa de um ensino significativo do idioma, que se baseia na capacidade de cria����o, explora����o e argumenta����o do aluno, e privilegia um ambiente de motiva����o e descontra����o. A partir de uma proposta educativa que valoriza a forma����o cognitiva, social e afetiva dos aprendizes, e se atenta a quest��es como o prazer e a alegria, encaminha-se uma breve an��lise dos livros did��ticos de espanhol selecionados pelo PNLD, bem como uma observa����o da presen��a de atividades l��dicas nesses materiais. Diante da expressiva oferta de cursos de idiomas para idosos, e do crescente interesse desse p��blico em aprender uma segunda língua, este estudo contempla, tamb��m, a cultura l��dica inserida no espa��o de ensino a grupos da terceira idade, uma vez que os benef��cios dos jogos e brincadeiras se estendem a qualquer faixa et��ria. S��o elaboradas, ainda, algumas atividades destinadas ao ensino de espanhol para esse p��blico, pois nunca �� tarde para brincar

O ensino da língua portuguesa sob a perspectiva dos documentos oficiais

N��o dispon��vel

Estudo sobre os aspectos culturais da terminologia dos contratos de presta����o de servi��os em língua portuguesa e língua francesa

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Da descri����o ao ensino da ora����o adjetiva: a perspectiva dos livros did��ticos de língua portuguesa

This paper aims at investigating the treatment given to relative clauses by elementary school text books, evidencing how the teaching of grammar is proposed in the teacher���s books. As a consequence, this study also intends to discuss important aspects to be considered as far as the teaching of relative clauses is concerned. In order to achieve that objective, five Portuguese text books (approved by the Programa Nacional do Livro Did��tico-2014) were selected so that the grammar teaching proposals could be analyzed in relation to the definition and to the distinguishing criteria between defining and non-defining relative clauses. Results show that the teaching of relative clauses (as proposed by the teacher���s books) still reflects the postulates of the traditional grammar, based on activities of identification and classification of morphosyntactic units, ignoring the pragmatic and prosodic aspects.

O l��xico e seu uso em textos de alunos de língua estrangeira: um estudo descritivo pautado na Lingu��stica de Corpus como subs��dio para o ensino.

The aim of this article is to present part of the results of a study concerning the lexicon employed by students learning Spanish language in a Languages degree (Undergraduate Education program). We describe the use and the context in which two verbal forms occur. We made use of Corpus Linguistics theory in order to compile two corpora of descriptive and argumentative compositions and observe the use of two Spanish verbs (haber and tener ��� third person singular). 250 compositions from first and second year students were collected. The WordSmith Tools software was applied to generate the list of words and the list of concordance. The verbal forms hay and tiene were the most used, and in some cases they were applied inappropriately when compared to the traditional Spanish grammar and to an electronic corpus. The results were discussed in class and were important to raise consciousness in relation to the students��� textual production.

A trajet��ria das altera����es sem��nticas nas línguas e os seus reflexos no campo do ensino de língua estrangeira e da tradu����o

The purpose of this study is to reflect on some formally similar lexical units belonging to different foreign languages that although having had the same origin, their meanings today are considerably different from their original meanings. This complex process is understood, however, when a diachronic path of these lexical units is established in order to find justification or probable occurrences for the causes that triggered the semantic changes observed. These reflections aim to foster discussion about the consequences of such changes in the emergence of the so-called ���false cognates���.

An��lise de Express��es Idiom��ticas Italianas com as lexias 'capo' e 'testa' e seu correspondente 'cabe��a', em língua portuguesa. (QUALIS A2)

This study aims to investigate the Idioms (IEs) or combinations related to the Italian lexical units testa and capo, in comparison to the Portuguese lexical unit cabe��a. Since they have come from two completely different etyma, they are not perfect synonyms; on the contrary, they gave rise to several expressions that are common to just one lexical units. Corpus selection was made in monolingual Italian general dictionaries and then the data was classified according to each typology: idioms that are common only with the unit capo; idioms just with head; idioms that are synonyms with both; IEs whose translations refer to other parts of the body. As a result, we found that most of the IEs with capo or testa have common semes, but most of them also are specific to one or other lexical unit exclusively, confirming the difference in semantic features between them as well as non-univocity between languages.

A forma����o pr��-servi��o do professor de língua estrangeira em curso de licenciatura: cren��as e reflex��es em experi��ncias de est��gio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It��s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt��s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

Compet��ncias do professor no processo de ensino-aprendizagem de língua estrangeira

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers��� competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers��� actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Cren��as sobre compreens��o oral em língua estrangeira de alunos concluintes de um curso de Licenciatura em Letras

In this article we present and discuss a number of beliefs about listening comprehension among students who were in their last year of a teachers��� certification Letters course in Italian and Portuguese. The data were collected by means of questionnaires answered by all the participating students, logs and interviews conducted with five of the participating students, classroom observation, lessons recorded on audio and video, and diaries. The study is supported by a rationale on beliefs and on definitions of listening comprehension as a skill. The analysis indicate that a number of students showed lack of motivation and low expectations about developing oral comprehension skills due to several drawbacks in foreign language learning during their teacher education course. However, other beliefs that emerged from the data, such as the importance of visual aids to help understanding an oral text, seem to have a positive effect towards a satisfactory proficiency level in oral comprehension.