Categorias

Apostolado da Oração

Pesquisa

O Futuro das Humanidades: Alguns Contributos da Linguística Cognitiva Aplicada ao Ensino da Língua Materna

O Futuro das Humanidades: Alguns Contributos da Linguística Cognitiva Aplicada ao Ensino da Língua Materna

Joana Jacinto, “O Futuro das Humanidades: Alguns Contributos da Linguística Cognitiva Aplicada ao Ensino da Língua Materna,” in Educação em Tempos Incertos, Pedagogia 3 (Braga: Axioma - Publicações da Faculdade de Filosofia, 2020), 221–40, https://doi.org/10.17990/Axi/2020_9789726973300_221.

Mais detalhes

À venda À venda!
10,00 €

9789726973300_221

Disponível apenas on-line

  • O Futuro das Humanidades: Alguns Contributos da Linguística Cognitiva Aplicada ao Ensino da Língua Materna

    Type Book Section
    Author Joana Jacinto
    URL https://doi.org/10.17990/Axi/2020_9789726973300_221
    Rights © 2020 Aletheia - Associação Científica e Cultural
    Series Pedagogia
    Place Braga
    Publisher Axioma - Publicações da Faculdade de Filosofia
    Pages 221-240
    ISBN 978-972-697-329-4
    Date 2020
    Series Number 3
    Language Portuguese
    Abstract The following paper discusses the results of the national exam of L1 Portuguese from 2008 to 2018 and the evaluation of the Program for International Students Assessment, via the 2018 report, in order to understand the challenges, goals and standards of teaching and learning Portuguese as a first language today. Tutelary documents shall be taken into consideration as they are meant to direct pedagogical practice and other official documents are analysed as a gateway into the classroom. Finally, a new methodological proposal is presented on the grounds of Applied Cognitive Linguistics and the developments of both Computer and Cognitive Sciences.
    Book Title Educação em Tempos Incertos
    Date Added 12/21/2020, 7:08:59 PM
    Modified 12/21/2020, 7:21:44 PM

    Tags:

    • applied cognitive linguistics, humanities, L1 learning, Portuguese, teaching.

    Notes:

    • Barlow, Michael. ‘Computer-based analyses of learner language’. In Analysing learner language, edited by R. Ellis and G. Barkhuizen, 335–369. Oxford: Oxford University Press.
      Buescu, Helena Carvalhão, Luís C. Maia, Maria Graciete Silva and Maria Regina Rocha, Programa e Metas Curriculares de Português. Ensino Secundário. Lisboa: Ministério da Educação e Ciência, 2014.
      Biber, Douglas, Susan Conrad and Randi Reppen. Corpus linguistics – Investigating language structure and use. Cambridge: Cambridge University Press, 1998.
      Bybee, Joan. ‘From usage to grammar: the mind’s response to repetition’. Language 82 no. 4 (2006): 711-733, http://www.jstor.org/stable/4490266.
      Conrad, Susan. ‘Will Corpus Linguistics revolutionize grammar teaching in the 21st century?’ Tesol Quartterly 34, no. 3 (Autumn 2000): 548-560. doi: 10.2307/3587743
      Despacho n.º 17169/2011. Diário da Républica. 2.ª série N.º 245 de 23 de dezembro de 2011: 50080.
      Direcção Geral da Inovação e Desenvolvimento Curricular, Posição dos docentes relativamente ao ensino da língua portuguesa. Lisboa: Direção Geral de Inovação e Desenvolvimento Curricular – Ministério da Educação, 2018.
      Givón, Tom. ‘The Adaptative Aproach to Grammar’. In The Oxford Handbook of Linguistic Analysis, edited by Bernd Heine and Heiko Narrog. Oxford: Oxford University Press, 2012.
      Hoey, Michael. Lexical Priming. A new theory of words and language. Londres: Routledge, 2005.
      Johnson, Mark. The Body in the Mind: The Bodily Basis of Meaning, Imagination and Reason. Chicago: University of Chicago Press, 1987.
      Lakoff, George and Mark Johnson. Metaphors We Live By. Chicago: University of Chicago Press, 1980.
      Langacker, Ronald. Foundations of Cognitive Grammar – Theoretical Prerequisites, Volume 1. Stanford: Stanford University Press, 1987.
      Langacker, Ronald. Cognitive Grammar. A Basic Introduction. Oxford: Oxford University Press, 2008.
      Luís, Ana R. et al. A formação inicial de professores nas humanidades: reflexões didácticas. Coimbra: Imprensa da Universidade de Coimbra, 2019. doi: 10.14195/978-989-26-1701-5.
      McEnery, Tony et al. ‘Corpus Linguistics, Learner Corpora, and SLA: Employing Techonology To Analyse Language Use.’ Anual Review of Applied Linguistics 39 (2019): 74-92. doi: 10.1017/S0267190519000096
      Moats, Louisa. Measuring teacher’s content knowledge of language and reading. Annals of Dylexia 53 no. 1 (2003): 23-45. doi: 10.1007/s11881-003-0003-7.
      Morais, José. A arte de ler – Psicologia Cognitiva da leitura, Lisboa: Edição Cosmos.
      Rosch, Eleanor. ‘Principles of Categorization’. In Cognition and categorization, edited by Eleanor Rosch and Barbara B. Loyd, 27-48. Berkeley: University of California, 1978.
      Rosch, Eleanor. ‘Prototype classification and logical classification. The two systems.’ In New Trends in Cognitive Representation, edited by E.F. Scholnick, 73-86. NY: Erlbaum, 1983.
      Taylor, John. Language in the Mind. In 33rd LAUD Symposium. Cognitive Approaches to Second/foreign Language Processing: Theory and Pedagogy, 2008 (Pre-paper, Series A, 856-882).
      Travaglia, Luiz Carlos. ‘Categorias de texto como objecto de ensino.’ In Revista Electrônica do GT de Linguística de Texto e de Análise da Conversação da ANNPOLL – Fórum de Debates, 2003. http://gtltac.com/fdebates.htm/
      Vieira da Silva, Cristina and Íris Pereira. ‘Para a caracterização do ensino e da aprendizagem da gramática em Portugal: as perceções dos professores.’ Diadorim 19 no2 (2017): 107-130.  doi: 10.35520/diadorim.2017.v19n2a10034.
      Said, Edward. Orientalismo. Lisboa: Cotovia, 2004.
      Paulo Santiago, Graham Donaldson, Anne Looney and Deborah Nusche. OECD Reviews of Evaluation and Assessment in Education: Portugal 2012, OECD Publishing, 2012. doi: 10.1787/ 9789264117020-en.
      Soares da Silva, Augusto, Maria Josep Cuenca and Manuela Romano. ‘The Conceptualisation of austerity in the Portuguese, Spanish and Irish Press’. In Advances in Cultural Linguistics, edited by Farzad Sharifian, 2017. Singapore: Springer, 345-368. doi: 10.1007/978-981-10-4056-6_16.
      Watson, Annabel. ‘The problem of grammar teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice.’ Language and Education 29 no. 4 (2015): 332-346. doi: 10.1080/09500782.2015.1016955.

Carrinho  

Sem produtos

Envio 0,00 €
Total 0,00 €

Carrinho Encomendar

PayPal

Pesquisa