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Aprendizagem estratégica de vocabulário em português língua segunda e português língua estrangeira
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Resumo(s)
No contexto de ensino de língua com centragem no aprendente e voltado para as necessidades deste último, o presente trabalho de investigação pretende contribuir para um melhor entendimento sobre o processo de aprendizagem estratégica de vocabulário de língua portuguesa em dois contextos distintos: aprendizagem da língua como língua estrangeira (LE) e como língua segunda (L2). Partindo do constructo de estratégia de aprendizagem, muito presente na literatura anglo-saxónica no campo da investigação dedicada à Aquisição de Língua Segunda (ALS), na presente dissertação reflete-se sobre o ensino explícito de estratégias de aprendizagem, visando otimizar a aprendizagem da língua e na expectativa de contribuir para que os alunos se tornem mais autónomos, responsáveis e bem-sucedidos na aprendizagem de vocabulário. Na persecução do ensino explícito de estratégias de aprendizagem, mais concretamente, de aprendizagem de vocabulário, pretende-se que estratégias de ensino e de aprendizagem se conjuguem no espaço da sala de aula, proporcionando condições para que os alunos desenvolvam, por si próprios, um comportamento estratégico de aprendizagem. Acreditando que as estratégias de aprendizagem otimizam a aprendizagem da língua e, até mesmo, a comunicação, pretende-se que os alunos as reconheçam como poderosos mecanismos de autorregulação, capazes de facilitar a compreensão, o armazenamento e a recuperação de toda a informação alvo de aprendizagem e, neste caso concreto, de vocabulário. Na investigação aqui exposta, apresenta-se o resultado de um estudo de caso, realizado nos contextos de aprendizagem de Português Língua Estrangeira (LE) e Língua Segunda (L2), em nível de iniciação, no qual se pretende aferir se o ensino explícito de estratégias é bem recebido pelos alunos e em que medida estes se encontram abertos a levar a cabo uma aprendizagem estratégica de vocabulário. Tratando-se de um estudo comparativo, refletem-se as diferenças e os pontos de contacto no desenvolvimento de uma aprendizagem estratégica de vocabulário nos dois contextos alvo de investigação.
Within the framework of the language teaching focused on the learner, and having into consideration his or her difficulties, this research work aims to contribute to a better understanding of the Portuguese Language strategic learning of vocabulary in two different contexts: language learning as a Foreign Language (FL) and as a Second Language (SL). Having the construct of the learning strategy - widely present in the Anglo-Saxon literature dealing with the Acquisition of a Second Language (ASL) - as the starting point, this research work reflects upon the explicit teaching of learning strategies, with the objective to maximize the learning of the language while, at the same time, expecting to contribute to an autonomous, responsible and successful outcome of the students’ performance regarding the vocabulary learning process. The explicit teaching of learning strategies, to be more precise, of vocabulary learning, is pursued within the classroom physical space, in order to supply the students with the necessary conditions for their individual development regarding their adequate behaviour towards a strategic learning. Believing that the learning strategies optimize both the language learning and communication, it is desirable that the students recognize them as powerful mechanisms of self-regulation, capable of facilitating the understanding, the storage and retrieval of all the target learning information and, in this particular case, of vocabulary. In this research work, the outcome of a case study carried out within the context of Portuguese as a Foreign Language (FL) and as a Second Language (SL) learning at a beginner’s level, we attempted to evaluate whether the explicit teaching strategy is positively received by the students, and up to what extent they are open to proceed with a strategic learning of vocabulary. Since this is a comparative study, the differences and the contact points in the developing process of strategic vocabulary learning are reflected on the two target research contexts.
Within the framework of the language teaching focused on the learner, and having into consideration his or her difficulties, this research work aims to contribute to a better understanding of the Portuguese Language strategic learning of vocabulary in two different contexts: language learning as a Foreign Language (FL) and as a Second Language (SL). Having the construct of the learning strategy - widely present in the Anglo-Saxon literature dealing with the Acquisition of a Second Language (ASL) - as the starting point, this research work reflects upon the explicit teaching of learning strategies, with the objective to maximize the learning of the language while, at the same time, expecting to contribute to an autonomous, responsible and successful outcome of the students’ performance regarding the vocabulary learning process. The explicit teaching of learning strategies, to be more precise, of vocabulary learning, is pursued within the classroom physical space, in order to supply the students with the necessary conditions for their individual development regarding their adequate behaviour towards a strategic learning. Believing that the learning strategies optimize both the language learning and communication, it is desirable that the students recognize them as powerful mechanisms of self-regulation, capable of facilitating the understanding, the storage and retrieval of all the target learning information and, in this particular case, of vocabulary. In this research work, the outcome of a case study carried out within the context of Portuguese as a Foreign Language (FL) and as a Second Language (SL) learning at a beginner’s level, we attempted to evaluate whether the explicit teaching strategy is positively received by the students, and up to what extent they are open to proceed with a strategic learning of vocabulary. Since this is a comparative study, the differences and the contact points in the developing process of strategic vocabulary learning are reflected on the two target research contexts.
Descrição
Palavras-chave
Língua portuguesa - Vocabulário - Ensino-aprendizagem Língua portuguesa - Segunda língua - Ensino-aprendizagem Língua portuguesa - Língua estrangeira - Ensino-aprendizagem Language learning Strategic learning Vocabulary learning strategies