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Abstract(s)
São vários os exemplos de palavras que ultrapassam o seu significado dicionarizado, moldadas pelos falantes nativos que, não só as ajustam ao contexto, como também as revestem de novas conotações implícitas na
situação de comunicação, na prosódia, num olhar mais ou menos grave e na restante linguagem corporal. Para um aprendente de língua, o descodificar destas conotações constitui, muitas vezes, um desafio, o qual se estende aos professores de língua e aos criadores de materiais que procuram contribuir para o desenvolvimento sólido da competência comunicativa do aprendente. Numa era em que impera a abordagem comunicativa, aliada à adoção de materiais autênticos, os quais se encontram na sala de aula, tanto
como parte de manuais, como em materiais disponibilizados pelos professores, na sua forma original ou adaptada, propomo-nos refletir a partir do lexema “bastante” sobre a importância do processo ensino/aprendizagem no desenvolvimento da competência pragmática e sociocultural do aprendente.
There are several examples of words that go beyond their dictionary definition, which are shaped by native speakers, who not only adjust them to the context, but also attribute to them new connotations implicit in the situation of communication, prosody, granting them a more or less serious look or other manifestations of body language. For a language learner, decoding these connotations is often a challenge, which is extended to language teachers and to material creators who seek to contribute to the sound development of the learner's communicative skills. In an era where the communicative approach prevails, coupled with the adoption of authentic materials stationed in the classroom, both as part of manuals or materials made available by teachers, which present themselves in their original or adapted form, having the word “bastante” (quite/rather) as a starting point, we propose to reflect upon the importance of the teachinglearning process in the development of the language learner’s pragmatic socio-cultural competences.
There are several examples of words that go beyond their dictionary definition, which are shaped by native speakers, who not only adjust them to the context, but also attribute to them new connotations implicit in the situation of communication, prosody, granting them a more or less serious look or other manifestations of body language. For a language learner, decoding these connotations is often a challenge, which is extended to language teachers and to material creators who seek to contribute to the sound development of the learner's communicative skills. In an era where the communicative approach prevails, coupled with the adoption of authentic materials stationed in the classroom, both as part of manuals or materials made available by teachers, which present themselves in their original or adapted form, having the word “bastante” (quite/rather) as a starting point, we propose to reflect upon the importance of the teachinglearning process in the development of the language learner’s pragmatic socio-cultural competences.
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Keywords
Adequação pragmática Léxico Português LE/L2