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Authors
Abstract(s)
Este estudo constitui, fundamentalmente, uma reflexão sobre a evolução dos métodos de ensino e aprendizagem da língua francesa como também a apresentação de algumas propostas suportadas pelas teorias cognitivas que podem ser levadas ao contexto pedagógico. Os objectivos de trabalho foram os seguintes: 1) Reflectir sobre o conceito de língua estrangeira; 2) Enumerar as diferenças conceptuais na sua aquisição de aprendizagem; 3) Apresentar uma síntese sobre as principais correntes metodológicas que suportaram o ensino do francês; 4) Reflectir sobre a importância da didáctica cognitiva enquanto concepção da aprendizagem de uma língua estrangeira; 5) Dissertar sobre as competências referidas no Quadro Europeu Comum de Referência para as Línguas; 6) Analisar de forma crítica à luz da didáctica cognitiva alguns textos reguladores das práticas de ensino do francês; 7) Propor sugestões de actividades tendo a didáctica cognitiva como suporte.
This study refers to, fundamentally, a reflection on the evolution of the education methods and learning of the French language as well as the presentation of some proposals supported for the cognitive theories that can lead to a pedagogical context. The work objectives were the following ones: 1) Reflect on the concept of foreign language; 2) Enumerate the conceptual differences in its acquisition of learning; 3) Present a synthesis on the main mythologies currents that had supported the French education; 4) Reflect on the importance of the cognitive didactic while conception of the foreign language learning; 5) Dissert on the abilities referred in the Common European Picture of Reference for the Languages; 6) Analyze a critical form on the light of the cognitive didactic some regulated texts of the practical‟s of French education; 7) Consider activities suggestions having the cognitive didactic as support.
This study refers to, fundamentally, a reflection on the evolution of the education methods and learning of the French language as well as the presentation of some proposals supported for the cognitive theories that can lead to a pedagogical context. The work objectives were the following ones: 1) Reflect on the concept of foreign language; 2) Enumerate the conceptual differences in its acquisition of learning; 3) Present a synthesis on the main mythologies currents that had supported the French education; 4) Reflect on the importance of the cognitive didactic while conception of the foreign language learning; 5) Dissert on the abilities referred in the Common European Picture of Reference for the Languages; 6) Analyze a critical form on the light of the cognitive didactic some regulated texts of the practical‟s of French education; 7) Consider activities suggestions having the cognitive didactic as support.
Description
Keywords
Ensino de línguas estrangeiras Ensino - Língua francesa
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior