Transferência na aprendizagem de leitura em língua estrangeira: algumas reflexões

Este artigo objetiva fazer uma reflexão sobre a questão da transferência na aprendizagem de língua estrangeira, especificamente no que diz respeito ao processo de leitura. Discute posições de estudiosos dentro da psicologia cognitiva e da psicolingüística e enfatiza o trabalho do professor nos pontos comuns entre as línguas.

Reflexõs sobre a linguagem do ambiente chat no Teletandem sob a perspectiva da natureza heterogênea da escrita

This paper aims at discussing the characteristics of computer mediated language within a foreign language teaching and learning environment enabled by the use of synchronic writing resources – chat. The present research is based on (i) theoretical principles about the use of technologies and the teaching-learning of foreign languages in the scope of the Teletandem Brazil Project: Foreign languages for all – Projeto Teletandem Brasil: línguas estrangeiras para todos (TELLES, 2005); (ii) studies on the characteristics of the language within chat interactions; (iii) different theoretical perspectives on the relationship between spoken and written language, emphasizing the constitutive heterogeneity of writing perspective (CORRÊA, 1997, 1998, 2001); and (iv) some relevant concepts related to Prosodic Phonology field (NESPOR; VOGEL, 1986). Is being taken as research data, the written production of a Brazilian student (finishing a Licentiate in Literature) interacting with an American student (in Religious Studies) through Windows Live Messenger. The data were collected during a five-month period, during which the participants interacted through chat, totalizing 12 interactions in English and in Portuguese. During the analysis, a particular attention was given to the messages’ fragmentation, the use (or not) of punctuation signs and abbreviations within the Brazilian participant’s production, in order to discuss the representations she built of her writing, her interlocutor, herself and on the teaching-learning process of a foreign language.

Crenças sobre compreensão 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.

Variantes motivacionais de professores de língua Inglesa em um curso de formação inicial

This paper aims at discussing the relevance of student-teachers’ motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students’ proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

O ensino do léxico de língua portuguesa na educação de jovens e adultos (EJA)

Pós-graduação em Estudos Linguísticos - IBILCE

Aquisição/aprendizagem de LE: subjetividade e deslocamentos identitários

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A descrição de idiomatismos nominais: proposta fraseográfica português-espanhol

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estratégias e adjacências: revisitando conceituações

Este artigo analisa a conceituação do termo estratégias, comparando-o com termos próximos, tais como táticas, habilidades, processos e planos, no contexto de ensino de leitura em língua estrangeira; discute os conceitos de estratégias de aprendizagem e estratégias comunicativas; aponta para um certo consenso sob as definições discutidas e enfatiza procedimentos conscientes guiados pelo professor, visando à compreensão da língua escrita.

A elaboração de um repertório semibilíngue de somatismos fraseológicos do português brasileiro para aprendizes argentinos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Hip Hop na aula de FLE: aprendendo e ensinando o léxico não-padrão

Appuyé sur le concept de lexiculture, proposé par R. Galisson (2000), et en reconnaissance de l’existence et de la dimension du mouvement Hip Hop en France, le but de cet article est d’examiner l’importance de cette culture et de son lexique dans le contexte français, soulignant aussi la nécessité de son insertion dans les matériels éducatifs destinés à l’enseignement du français langue étrangère (FLE). À cet effet, nous avons elaboré, à l’aide d’un système de traitement de corpus, une liste bilingue français-portugais brésilien de ce lexique, à partir des paroles des trois principaux artistes français. Il faut noter que la plupart de ces unités lexicales ne sont pas présentes dans les dictionnaires généraux bilingues, ce qui crée des difficultés aux apprenants ainsi qu’aux enseignants d’accès à ce lexique, qui coexiste avec la langue standard étudiée et qui représente une grande richesse linguistique.

O desestranhamento em relação ao alemão na aprendizagem do idioma: um processo de aproximação ao outro sob a perspectiva da competência intercultural

This article aims to approach, under a critical perspective, images about German language and their speakers, presented by Brazilian university students interested in or engaged in learning this language in the first stage of studies. The purpose is to deal with evidences of the occurrence of stereotypical images and to discuss their implications in/for the teaching-learning process, aiming with this study to show the importance of considering and establishing as a relevant goal in the teaching of German, the necessity of a destrangement route or period, through a methodological approach aimed at helping the students in the process of developing intercultural competence. Such discussions are founded in theoretical conceptions related to the notions of other and self, intercultural competence, intercultural approach, as well as in results obtained through an investigation conducted within the field of foreign language (German) learning.

Teletandem: possibilidades, dificuldades e abrangência de um projeto de comunicação online de PLE

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Artemídia impermanente: do transe ao trânsito de um editor de conteúdo de livros didáticos

Pós-graduação em Artes - IA

O ensino de lingua estrangeira (inglês): as relações entre as crenças e as práticas pedagógicas

Pós-graduação em Educação - FFC

Análise de testes de proficiência em língua inglesa: subsídios à elaboração de um exame para professores de inglês no Brasil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)