Percurso para a elaboração de um teste para avaliação da compreensão em língua italiana de (futuros) professores

Pós-graduação em Estudos Linguísticos - IBILCE

Expressões formulaicas e collocations em inglês: uma proposta de descrição por meio de esquemas de imagem e chunking

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Aquisição/aprendizagem de LE na infância: a produção de enunciados em inglês por crianças de 3 a 5 anos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Lematização verbal em juruna: discussões lexicográficas

The production of a dictionary always generates controversy about decisions to be taken by the lexicographer. They are based – a priori – in previous theoretical and methodological choices. What we mean by dictionary? Why making certain choices rather than others? How to reconcile (if there is a reconciliation) the different approaches to describe the lexicon? The objective here is to contribute with theoretical and methodological reflections related to the Juruna Lexicography (Yudjá), as well as for lexicographical studies camp. This text addresses critical points of dictionaries production processes – if we may so call it – the history of the act of making a dictionary, so we can discuss choices to be taken to the entries of verbs in the Juruna-Portuguese bilingual dictionary assembly provided as a long term project result, in which some collaborators are working, including community’s indigenous. The work contains sections that will raise historical and linguistic discussions about the compilation of a dictionary and how this act binds to the applicability for the subjects that use this instrument firming / mobilizer of the lexicon visions. The focus here will be to discuss the verbs entries in the Juruna dictionary (stemming), taking lexicographical history as a contributor to certain choices of dictionaries production nowadays, whether for mother tongue, for foreign language, specialized lexicons, semantic groups, and systematizations for languages that are starting/beginning a first publication of dictionaries

Educandas do PEJA em conversas sobre a língua inglesa e sua influência no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.

O português do Brasil e seus aspectos linguisticos-culturais: reflexões sobre a gastronomia brasileira para aula de PLE

The present paper aims to analyze and problematize the manner that Brazilian gastronomy is treated in didactic books of Portuguese as Foreign Language. To reach such objective, it will be considered, specially, the approaches and the methodologies of four of those books, from distinct periods of publication: Fala Brasil (1989); Aprendendo Português do Brasil (1993); Passagens (2002); Bem-Vindo! (2009). From this analysis, it’s possible to think of new possibilities to insert the Brazilian gastronomy in a Portuguese class for foreigners, considering that the aspects of Brazil’s culture are also held inside its language; this language shows a universe beyond linguistics structure and maintains the habits and history of its people inside itself

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development

O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar

This study is a reflexive review of theories about the teaching of English to children in Elementary School, a suggestion to teach English through the Fairy Tales and Fables, associated with the study of Transversal Themes suggested by the plot in the selected stories. Based on the Communicative Approach to language were conducted a few classes with students of the 4th year of Elementary School in a private school of Bauru city. A bibliographic study was conducted in Applied Linguistics, Philosophy of Education, Psychoanalysis, Approaches to teaching Foreign Language and Theories related to foreign language acquisition

O insumo linguístico oral em aulas de inglês como língua estrangeira para crianças: a fala do professor em foco

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A formação inicial de professores de inglês como espaço para a (re)construção de identidades

Pós-graduação em Estudos Linguísticos - IBILCE

A trajetória do projeto Teletandem Brasil: da modalidade institucional não-integrada à institucional integrada

The purpose of this paper is to present the road taken by the Teletandem Brasil Project (Telles, 2006) and describe the modifications that have occurred in relation to the implementation of teletandem activities, which implies changes from a non-integrated modality to an integrated one (Brammerts, 1996). In order to do so, a characterization of the initial context assumed by the project is presented – non-integrated institutional teletandem - in contrast with the new environment fostered by a partnership between UNESP (Universidade Estadual Paulista) and UGA (University of Georgia). This new partnership has allowed the inclusion of teletandem into the foreign language syllabus, characterizing the institutional integrated teletandem. We also show the activities derived from this new modality.

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.

Análise de Expressões Idiomáticas Italianas com as lexias 'capo' e 'testa' e seu correspondente 'cabeça', 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 cabeça. 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.

Componentes e dinâmicas organizacionais de uma parceria para a aprendizagem de português e alemão via teletandem

The article aims to share results of a study case of ethnographic basis which focus two foreign language learners, one is Portuguese and the other is German, and their commitment in helping each other mutually learning such languages (LUVIZARI-MURAD, 2011). We specifically propose to introduce a systemic outlook of the foreign language process via Teletandem, in terms of the elements which compound it and of how such components interact and configurea space of transformation and development for its participants.

A tradução de resumos médicos como meio de aprendizagem do processo tradutório e da terminologia especializada

This paper is part of a larger project that is being developed at our university, whose goal is to enable students of Literature and Translation to detect and analyze linguistic phenomena based on electronic corpora, consisting of original texts and texts translated, which show the general language, literary language and specialized language. One of its aspects is the analysis of medical abstracts and their translation process. Thus, this undergraduate research project, we seek to observe the technical-scientific English language by performing translations of abstracts of scientific articles of Neurology and Oncology.