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Abordagem heurística das linguagens de especialidade dom recurso à linguística de corpus: caso de estudo em linguagem jurídica
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L1 Grammar Instruction in Primary School
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Abstract:
In Portugal, the traditional practices of L1 grammar instruction essentially involve declarative knowledge, which the student integrates in a way that is dissociated from the social uses of the language. These practices are based on the identification of categories and memorization of labels or definitions and involve 159 activities such as questionnaires on texts and training exercises (Cardoso, Leite, Pereira & Silva 2018; Ferreira 2012, 2014). Some recent studies have shown that there is an alternative way of grammar instruction. New approaches abound both nationally and internationally, namely: grammar instruction in context (Weaver, 2018); grammar didactic sequences (Camps & Zayas 2006; Pereira 2010); new grammar (Nadeau & Fisher, 2006); grammar laboratories (Duarte 2008; Silvano & Rodrigues, 2010; Costa et al. 2011; Silvano & Rodrigues 2010); observation and manipulation of data (Tisset 2008); and language awareness (Denham & Lobeck 2010). In this symposium we present some didactic experiments implemented in primary school (ages 6 to 10) which fall under this innovative line of grammar instruction (Santos, Cardoso & Pereira 2014; Pereira, Santos, Pinto, Silva & Cardoso 2016; Gonçalves, in prep.; Soares, in prep.). These studies involve the construction and implementation of didactic pathways based on seven guiding principles: (i) contextualization of grammar activities; (ii) use of grammatical terminology as a tool and not as an end in itself; (iii) adequacy of activities to the stages of students’ language development; (iv) promoting the discovery and exploration of language; (v) spiral progression of grammatical contents; (vi) promotion of metalinguistic activity; (vii) mobilization of language awareness and (meta)linguistic knowledge in the production of oral and written texts (Sim-Sim, 1998; Costa, Cabral, Santiago & Viegas, 2011; Camps & Milian 2000; Santos, Cardoso & Pereira, 2014; Pereira, Santos, Pinto, Silva & Cardoso, 2016). With the dissemination of these studies, we intend to make available resources that can be used in the classroom and encourage the development of more research in this field. ; info:eu-repo/semantics/publishedVersion
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Keyword:
Grammar instruction; Language awareness; Metalinguistic activity; Metalinguistic knowledge; Primary school
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URL: http://hdl.handle.net/10400.21/11175
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| 123 |
A articulação entre professor e terapeuta da fala na intervenção com criança com perturbação do desenvolvimento de linguagem
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| 124 |
An exploratory study of foreign accent and phonological awareness in Korean learners of English ...
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| 125 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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| 126 |
Re-vision and re-representation : an exploration of awarness and voice in Marxism, postcolonialism, postmodernism and psychoanalytic theory
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In: Theses, Dissertations and Capstones (2019)
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| 127 |
Structural Priming, Levels of Awareness, and Agency in Contact-Induced Language Change
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In: Languages ; Volume 4 ; Issue 3 (2019)
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| 128 |
Ofelia García: A Visionary Thinker
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In: Journal of Multilingual Education Research (2019)
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| 129 |
The Additive Effects of Bilingualism on Third or Additional Language Acquisition: the Role of Metalinguistic Awareness ...
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| 130 |
Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education
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| 131 |
Las tareas de conciencia fonológica como recurso didáctico de comprensión auditiva en Español Lengua Extranjera (ELE)
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| 132 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 133 |
Motivation and Gesture in Foreign and Second Language Development: A Sociocultural Study of Chinese Learners of English
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
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La conciencia lingüística del autor andaluz Francisco Delicado
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| 135 |
Мультикультуралізм і питання мовно- культурної ідентичності ; МУЛЬТИКУЛЬТУРАЛИЗМ И ВОПРОС ЯЗЫКОВО-КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ; MULTICULTURALISM: LANGUAGE AND CULTURE IDENTITY PROBLEM
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In: Культура і мистецтво у сучасному світі; № 20 (2019); 21-29 ; CULTURE AND ARTS IN THE MODERN WORLD; № 20 (2019); 21-29 ; Культура и искусство в современном мире; № 20 (2019); 21-29 ; 2616-423X ; 2410-1915 (2019)
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| 136 |
Análise de oportunidades de desenvolvimento de consciência de abertura de vogais orais do português brasileiro em cinco manuais de português língua estrangeira
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In: Linguagens & Cidadania; Linguagens & Cidadania, v. 20, número especial, jan./dez., 2018 ; 2674-6921 ; 1516-8492 (2019)
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| 137 |
O impacto de competências linguísticas e variáveis sociodemográficas na precisão e fluência de leitura em alunos do 1º ciclo do ensino básico
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| 138 |
Metalinguagem como tecnologia cognitiva em textos de divulgação científica ; Metalanguage as cognitive technology in texts of scientific diffusion
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Silva, Carlos Eduardo da. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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| 139 |
Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
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The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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