Publicação
Texto, discurso e gramática no ensino de português como língua estrangeira
| Resumo: | The objective of this work is to present a proposal for articulation between text, discourse and grammar as objects of language teaching. Specifically, we observed a possible didactic path for an articulated approach to these objects in the case of teaching Portuguese as a foreign language to Spanish-speaking students. We also comment on some effects of this intervention. The work assumes the theoretical-epistemological framework of Sociodiscursive Interactionism (Bronckart 1997, 2019, among others), addressing its didactic aspect (Dolz et al. 2009), and continuing the work of Bronckart (2016) and Bulea Bronckart (2015) on the problem of teaching grammar. To this end, we present partial results of a research carried out within the scope of a project that applied a didactic intervention proposal in a postgraduate course. In this context, we analyzed data from a pedagogical corpus that includes, on the one hand, teaching materials used in classes to teach textual genres that focus on “personal presentation” (biodata and academic contact email) and, on the other hand, the textual productions of students collected during the 2020, 2021, 2022 and 2024 academic cycles. |
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| Autores principais: | Miranda, Florencia |
| Assunto: | Didática das línguas Grammar Gramática Interacionismo Sociodiscursivo Language didactics Portuguese for specific purposes Português para fins específicos Sociodiscursive Interactionism Text Texto Linguistics and Language |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | português |
| Origem: | Repositório Institucional da UNL |
| Resumo: | The objective of this work is to present a proposal for articulation between text, discourse and grammar as objects of language teaching. Specifically, we observed a possible didactic path for an articulated approach to these objects in the case of teaching Portuguese as a foreign language to Spanish-speaking students. We also comment on some effects of this intervention. The work assumes the theoretical-epistemological framework of Sociodiscursive Interactionism (Bronckart 1997, 2019, among others), addressing its didactic aspect (Dolz et al. 2009), and continuing the work of Bronckart (2016) and Bulea Bronckart (2015) on the problem of teaching grammar. To this end, we present partial results of a research carried out within the scope of a project that applied a didactic intervention proposal in a postgraduate course. In this context, we analyzed data from a pedagogical corpus that includes, on the one hand, teaching materials used in classes to teach textual genres that focus on “personal presentation” (biodata and academic contact email) and, on the other hand, the textual productions of students collected during the 2020, 2021, 2022 and 2024 academic cycles. |
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