Ampliação vocabular: glossário de textos do livro didático de língua portuguesa "Vontade de saber português" do 9º ano

This research aimed to verify the vocabulary difficulties faced by 9th year students while understanding the didactic book of Portuguese Language (DBPL) “Vontade de Saber Português”, used at the Municipal School Sebastião Rangel. We noticed the students had some doubts concerning the unknown vocabulary in the texts and, therefore, in text comprehension. The hypothesis is that one “difficult” word and the lexicon used by DBPL author can disturb student comprehension. We adopted some action which could simplify the little vocabulary understanding and contributed to extend it. For that reason, the job was theoretically based on Biderman (1999), Barbosa (1989), Dias (2004), Krieger (2012), Coelho (1993) and on National Curriculum Parameters of Portuguese Language, aiming to ally theory and practice. The application methodology of the proposal was done in order to the students understand that the word needs to be adapted to its context. At the begging of the job, the students read the texts and took notes of the “difficult” words, selecting, corpus. We analyzed the doubts, registering them. Then, we showed to the students the classification of abbreviated words after each entry. The students separated the words for grammar classes – lexical words” (KRIEGER, 2012). Such words have a very significant meaning to the comprehension of the read texts, being interesting to take a look in online dictionaries. In the creative glossary, done by the students, the words were spread in alphabetical order. They transcript the part where was the word and copied again, substituting the word to a clearer word. Finally, we asked the students a writing production using five words from the glossary; we showed them that the meaning of the words is not found only in the dictionary, but they can be used in different contexts. In the analyzes, was discovered that there is one necessity of a pedagogic didactic work more effective with elementary school lexicon. Thus, this proposal is not a closed receipt, but the infield location allowed a reflexive pedagogic practice about lexicon education.

Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.

Exploring Seventh Graders’ Perceptions of the Picture-word Inductive Model to their English Narrative Writing in China

In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.

Modern foreign languages get a voice: the role of the journals

This chapter investigates the significance of specialized journals for the development of modern language teaching. It begins by explaining the development of language journals up to the point at which language teaching reform really took off with the emergence of the so-called Reform Movement in the 1880s. The principal journal for this movement was Phonetische studien [Phonetic Studies] founded in 1888 and renamed Die neueren Sprachen [Modern languages] in 1894. The style of the early issues of this journal allows modern readers an insight into the discourse practices of that community of language scholars and teachers, the opportunity to hear its characteristic ‘voice’ and recreate the means by which modern foreign language teaching became an independent discipline.

The Narrative Value of Dance Communication: "habitus", musicality and emotion

The richness of dance comes from the need to work with an individual body. Still, the body of the dancer belongs to plural context, crossed by artistic and social traditions, which locate the artists in a given field. We claim that role conflict is an essential component of the structure of collective artistic creativity. We address the production of discourse in a British dance company, with data that spawns from the ethnography ‘Dance and Cognition’, directed by David Kirsh at the University of California, together with WayneMcGregor-Random Dance. Our Critical Discourse Analysis is based on multiple interviews to the dancers and choreographer. Our findings show how creativity in dance seems to be empirically observable, and thus embodied and distributed shaped by the dance habitus of the particular social context.

La metáfora en los museos de historia social

Antes de la puesta en práctica de los archivos en papel en el siglo XIX había muchas formas líricas de conocer el pasado, por ejemplo, a través del canto y de la pintura. En la evolución de los museos del siglo XIX, los artefactos ocuparon el lugar del conocimiento correspondiente de la “verdad” que se creía existente en el papel archivado. El trabajo del Museo procedió con la certeza del sentido común de una correspondencia individualizada racional entre un artefacto y su significado. La confianza en la capacidad denotativa del artefacto era así la estrategia para transmitir significado a los visitantes. Los museos están alejándose ahora de la denotación como estrategia de comunicación primaria, y uno de los modos que surge es la metáfora. Así como se entendía antiguamente que el significado fijo de los objetos residía en su pura materialidad, ahora vemos el resurgir de la materialidad en los museos, pero esta vez a través de la metáfora, teóricamente entendida como apoyada en la experiencia material del mundo por parte de nuestros cuerpos humanos.

La fraseología en el aula de E/LE: ¿un reto difícil de alcanzar? Una aproximación a la fraseodidáctica

En el presente artículo nos proponemos presentar una visión general de la fraseodidáctica, una disciplina relativamente nueva que, hoy en día, gracias a un considerable número de trabajos centrados en diferentes aspectos concernientes a la enseñanza de lenguas, se ha convertido en un campo de estudio independiente. Así pues, no solo explicaremos la definición del concepto fraseodidáctica, sino también su evolución y objetivos. Además, presentaremos los motivos por los cuales la fraseología debe contemplarse como una materia imprescindible e insoslayable en el aula de E/LE, así como indagaremos en diversas propiedades fraseológicas que dificultan tanto la labor del docente como el proceso discente. Finalmente, partiendo de las ideas desarrolladas, ofreceremos consideraciones metodológicas generales con interesantes implicaciones didácticas.

Taller de Escritura Creativa para el desarrollo de la Competencia Literaria en Brasil

Este artículo describe una propuesta de innovación docente basada en la corriente educativa de la Educación para el Desarrollo, así como la mejora de Competencia Comunicativa en L2 y de las Competencias Literarias e Interculturales por medio de un taller diseñado para tal fin. El propósito de este artículo es doble: por un lado mostrar las posibilidades que ofrece el Taller de Escritura e Ilustración Creativa para el desarrollo de las Competencias Literaria, Intercultural y Comunicativa en L2. Se muestra cómo el taller cumple con las directrices marcadas por la Educación para el Desarrollo que se describe en el marco teórico. El segundo objetivo es narrar cómo se han organizado, coordinado e implementado el Taller de Escritura e Ilustración Creativa en la Universidade Federal do Amazonas en Manaos (Brasil), basándose en la metodología del aprendizaje basado en tareas, y cómo se ha conseguido (i) promover la creación de puentes para la consolidación de las relaciones bilaterales entre universidades; (ii) motivar la colaboración científica con los centros brasileños que cuentan con un departamento de español, y (iii) emplear y crear herramientas que permitan incluir la Educación para el Desarrollo.

La enseñanza de las construcciones pasivas e impersonales con "se" en español como L2. ¿Cuántas distinciones son necesarias?

Este artículo sugiere un enfoque nuevo a la enseñanza de las dos estructuras gramaticales la pasiva refleja y el “se” impersonal para las clases universitarias de E/LE. Concretamente, se argumenta que las dos se deberían tratar como construcciones pasivas, basada en un análisis léxico-funcional de ellas que enfoca la lingüística contrastiva. Incluso para la instrucción de E/LE, se recomienda una aproximación contrastiva en la que se enfocan tanto la reflexión metalingüística como la competencia del estudiante en el L2. Específicamente, el uso de córpora lingüísticos en la clase forma una parte integral de la instrucción. El uso de un corpus estimula la curiosidad del estudiante, le expone a material de lengua auténtica, y promulga la reflexión inductiva independiente.

Childhood’s crossings: rites of initiation in "Campo Geral" by Guimarães Rosa and "Terra sonâmbula" by Mia Couto

The present work analyses, under an anthropologic perspective, each one of the phases of the rites of passage lived by the protagonists of Guimarães Rosa’s Campo geral and Mia Couto’s Terra sonâmbula, trying to track in these texts the elements related to the traditional societies’ culture and trying to identify the meaning of the mentioned elements in the specific context of the authors. The two writers mix these primitive components with the regional culture and therefore achieve, starting also from the local representations, to reach a universal extent.

Aproximación al clítico 的 de en chino

Debido a las características intrínsecas de la lengua china, los clíticos juegan un papel imprescindible en la estructura sintáctica del idioma. Sin ellos, las oraciones no llegan a construirse, ya que son estos, entre otros recursos, los que cargan las informaciones gramaticales; es más, cada clítico en chino ocupa un hueco en la gramática, por lo que es difícil remplazarlos sin cambiar el sentido de la oración. De todos los clíticos, la palabra «的» es la que se presenta con mayor frecuencia. Esta palabra, como muchas otras “palabras vacías”, desempeña diversas funciones gramaticales, por lo que constituye un punto de investigación muy interesante en la gramática china. Desde los años 20 del siglo pasado, generaciones de eruditos se han dedicado a su estudio, entre otros, figuran Li Jinxi（黎锦熙), Gao Mingkai（高名凯),Chen Qiongzan（陈琼瓒), Fan Jiyan（范继淹）y Zhu Dexi（朱德熙). Un artículo de este último Sobre “的 (De)” ha provocado una amplia reacción y una profunda influencia en las investigaciones posteriores. A pesar de todo y hasta hoy en día, el uso de esta palabra sigue siendo un escollo tanto para los profesores de chino como para sus alumnos. Las ambigüedades que puede causar y la diferencia semántica y pragmática de su uso y desuso han sido un rompecabezas no sólo para los extranjeros, sino también para los nativos. En este artículo, intentaremos delimitar sus usos y analizar sus valores semánticos y pragmáticos.

Collocations used in DELE B1 reading tests

This paper aims to investigate the use of collocations in DELE B1. We select the reading texts from DELE B1 (2010 to 2014) as research data. The investigation includes: First of all, we will study the theory of collocation and the classification as well as its application to the foreign language learning and teaching. Second, we will analyze the types of collocation annotated by Corpus Tool. Third, we tend to calculate the frequency use of each type of collocations written in Spanish reading texts. Next, we will discuss the interrelationship between collocations and text themes. Finally, we would like to compare the differences of results of collocation use between these two corpus tools: Corpus Tool and Corpus del Español in order to understand the native speakers’ preference of use collocations as well as to provide supplementay materials for teaching of Spanish reading. We hope that the expected results of our research will offer useful references for improving students' Spanish reading comprehension to pass DELE B1 examinations.

Motivating film title translation: a cognitive análisis

This proposal is a non-quantitative study based on a corpus of real data which offers a principled account of the translation strategies employed in the translation of English film titles into Spanish in terms of cognitive modeling. More specifically, we draw on Ruiz de Mendoza and Galera’s (2014) work on what they term content (or low-level) cognitive operations, based on either ‘stands for’ or ‘identity’ relations, in order to investigate possible motivating factors for translations which abide by oblique procedures, i.e. for non-literal renderings of source titles. The present proposal is made in consonance with recent findings within the framework of Cognitive Linguistics (Samaniego 2007), which evidence that this linguistic approach can fruitfully address some relevant issues in Translation Studies, the most outstanding for our purposes being the exploration of the cognitive operations which account for the use of translation strategies (Rojo and Ibarretxe-Antuñano 2013: 10), mainly expansion and reduction operations, parameterization, echoing, mitigation and comparison by contrast. This fits in nicely with a descriptive approach to translation and particularly with skopos theory, whose main aim consists in achieving functionally adequate renderings of source texts.

Correlation between anxiety and academic self-concept in interpreter trainees

This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data. Students’ t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

Assessment of the EEE-4 oral test: a discourse analysis based on complex networks.

With the development of information technology, the theory and methodology of complex network has been introduced to the language research, which transforms the system of language in a complex networks composed of nodes and edges for the quantitative analysis about the language structure. The development of dependency grammar provides theoretical support for the construction of a treebank corpus, making possible a statistic analysis of complex networks. This paper introduces the theory and methodology of the complex network and builds dependency syntactic networks based on the treebank of speeches from the EEE-4 oral test. According to the analysis of the overall characteristics of the networks, including the number of edges, the number of the nodes, the average degree, the average path length, the network centrality and the degree distribution, it aims to find in the networks potential difference and similarity between various grades of speaking performance. Through clustering analysis, this research intends to prove the network parameters’ discriminating feature and provide potential reference for scoring speaking performance.