Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto最新文献_第2页

La Gramática espanhola para portugueses (Oporto, 1947) de Julio Martínez Almoyna características metodológicas 《葡萄牙语的西班牙语法》(波尔图，1947)，胡里奥martinez Almoyna著

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a6

Rogelio Ponce de León Romeo

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Documents and domains Aspects of Intercultural Education in English Language Teaching (ELT) in Portugal 文献与领域:葡萄牙英语教学(ELT)中的跨文化教育

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a4

N. Hurst, Carla Franco

{"title":"Documents and domains Aspects of Intercultural Education in English Language Teaching (ELT) in Portugal","authors":"N. Hurst, Carla Franco","doi":"10.21747/1647-8770/are12a4","DOIUrl":"https://doi.org/10.21747/1647-8770/are12a4","url":null,"abstract":"The early learning of English in the state school network in Portugal has been the subject of a wide debate, which has not been exhausted by the introduction of English teaching as a curricular subject in the 1st cycle, in 2015, and which has helped to develop the intercultural awareness of a greater number of children. The new programmes and guideline documents emanating from the Ministry of Education, where objectives and areas of learning have been redefined, have been discussed and changed since the supranational imposition of the Common European Framework of Reference in 2001, with increasing allusions to the intercultural domain in learning English. Likewise, all the academic literature, from authors such as Byram (2006; 2009) and Guilherme . (2006), points to the centrality of intercultural competence in the learning of citizenship and curriculum construction since the first years of schooling. This article seeks to analyze the extent to which these intentions and visions of the “Intercultural Domain” have been incorporated into the reference curriculum documents and, in turn, will be structuring the experience of learning the English language by Portuguese children","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90464253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Quaderns de Filologia: Estudis Lingüístics, Vol. 25. València: Universitat de València, 2020. 201 pp. ISSN: 2444-1449

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12r1

Daniel Ferreira

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Ensino e crenças Estudo de caso sobre representações do aprendente chinês na aula de Português Língua Estrangeira em Macau 教学与信念个案研究中国学习者在澳门葡萄牙语课堂上的表现

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12v1

J. Pereira

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«Cultura» en el PEFPI intereses del profesorado de español en formación inicial PEFPI中的“文化”西班牙语教师在初级培训中的兴趣

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a5

Pilar Nicolás Martínez, Marta Pazos Anido, Mónica Barros Lorenzo

{"title":"«Cultura» en el PEFPI intereses del profesorado de español en formación inicial","authors":"Pilar Nicolás Martínez, Marta Pazos Anido, Mónica Barros Lorenzo","doi":"10.21747/1647-8770/are12a5","DOIUrl":"https://doi.org/10.21747/1647-8770/are12a5","url":null,"abstract":"This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal.During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL).In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with “Culture” were selected for analysis. The objective was to analyse trainees’ concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered.","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"517 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77150344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Atenuação de atos de fala diretivos em livros de PLE os procedimentos acompanhantes 减轻PLE书中的指导性言语行为伴随程序

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12v3

Patrícia Mariano Marcos, Paulo Pinheiro-Correa

引用次数: 1

A densidade de ideias e a complexidade gramatical na avaliação da produção escrita em português L2 葡萄牙语第二语言写作评价中的思想密度和语法复杂性

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a1

Ângela Filipe Lopes

{"title":"A densidade de ideias e a complexidade gramatical na avaliação da produção escrita em português L2","authors":"Ângela Filipe Lopes","doi":"10.21747/1647-8770/are12a1","DOIUrl":"https://doi.org/10.21747/1647-8770/are12a1","url":null,"abstract":"Advanced L2 written production assessment is difficult to quantify as are learning goals established for this competence in the same level. Correction is not enough. Quality in writing is expected to translate into lexical precision and richness, as well as sentence complexity. In order to measure these characteristics of sophisticated writing, Idea Density and Grammatical Complexity are proposed as assessment parameters as they were explored by Snowdon et al. (1996) and by Kemper et al. (2001) in the Nun Study (Snowdon 2001). Its adoption to the advanced Portuguese L2 learning context (C1/C2) underlied the study of sentences produced in two writing tasks: a synthesis and a writing prompt. First, results were highly variable due to the heterogeneity of the group of participants. Both measures were found to be correlated in both writing tasks, which led to the conclusion that participants who write with lexical precision and richness also produce higher complexity sentences. Lastly, the results confirmed that reading has an influence on writing quality, insofar as the students who usually read as the ones who got the highest scores in both parameters.","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80729870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Propuesta didáctica metodologías activas para la (meta)enseñanza de la lengua española en la universidad 在大学教授西班牙语(目标)的积极方法

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12v2

Patricia Fernández Martín

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Originalidade na escrita acadêmica a pergunta de pesquisa em foco 学术写作的原创性是研究问题的焦点

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a7

Sueli Cristina Marquesi

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Identifying and supporting reflection in pre-service teacher education a rubric fit for purpose 识别和支持职前教师教育中的反思是一个符合目的的标题

Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto Pub Date : 2021-01-01 DOI: 10.21747/1647-8770/are12a3

M. Ellison

{"title":"Identifying and supporting reflection in pre-service teacher education a rubric fit for purpose","authors":"M. Ellison","doi":"10.21747/1647-8770/are12a3","DOIUrl":"https://doi.org/10.21747/1647-8770/are12a3","url":null,"abstract":"It is widely accepted that reflection and reflective practices are necessary components of teacher education programmes. However, these are not always explored or even fully understood by the very people who are expected to reflect – the student-teachers themselves. Support for these practices is therefore required so that students may understand what reflection is and helped to become reflective practitioners. This article describes the construction and use of a rubric to identify and support reflection in pre-service foreign language teacher education. It begins by reviewing key literature on reflection before moving on to a study of types of reflection and conceptual frameworks in the literature. Four types of reflection were identified and attributed labels: Type 0. Descriptive/behavioural; Type 1. Descriptive/analytical; Type 2. Dialogic/interpretative; and Type 3. Critical/transformatory. These were then used to construct the rubric which incorporated a matrix of five categories: discourse; rationale; level of inquiry; orientation to self; and views of teaching. Examples of how the rubric has been used to both capture and support reflection are provided. It is not a stand-alone tool, but one which is situated within a reflective practice model of teacher education which requires reflexive teacher educators, tools and practices which provide opportunities for reflection. It is flexible enough to allow teacher educators (and students) to identify types of reflection in spoken or written accounts, which may help when self-assessing, giving feedback, and supporting the momentum of reflection during a course or practicum.","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86344226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0