Portuguese As A Foreign Language Research Articles

The Literary Language of Ondjaki’s Há Prendisajens Com O Xão: A Three-Dimensional Analysis in Dialogue with Manoel de Barros

This contribution analyzes the poetic writing of Ondjaki (born Ndalu de Almeida) following the approach developed in Degli Atti (2023). In the context of the perspective we adopt, the meaningful learning of foreign languages is seen as exploiting the dynamics of interrelation between linguistic, literary and (inter)cultural education (BAGNO e RANGEL, 2005; BALBONI, 2008, 2012, 2018; BALBONI e CAON, 2015; CAON e SPALIVIERO, 2015; COSSON, 2020; MENDES, 2011; SPALIVIERO, 2020). Starting from the concept of language as language-culture (‘língua-cultura’: MENDES, 2011) and of literature as a language and a repertoire (COSSON, 2020), we propose an analysis of Ondjaki's work Há prendisajens com o xão ‒ o segredo húmido da lesma & outras descoisas (2002) ‒ which is characterized by a solid dialogic component with the Brazilian Manoel de Barros’s poetry ‒ illustrating how the construction of meaning takes place through the indissoluble interconnection between linguistic, literary and cultural levels. Study and reflection on the literary text is a tool to access this three-dimensionality of language and constitutes a precious opportunity for a language-culture insight experience for PFL (Portuguese as a Foreign Language) learners, contributing to training them as foreign language specialists and helping to build them as individuals.

Rethinking Grammar Teaching: Dynamic Approach in Portuguese as a Foreign Language

This text critically examines traditional methodologies for teaching grammar in the context of Portuguese as a Foreign Language (PFL). It proposes an alternative, eclectic approach, which can be used in any foreign language. Drawing on evidence from research and pedagogical practices, it highlights areas for improvement in current approaches, such as the decontextualization of linguistic structures and insufficient gradual progression in exercises. The paper suggests a teaching framework based on Motivating-Grammaring-Applying (MGA), aiming to embed grammar learning in meaningful, communicative contexts and develop grammatical proficiency beyond mere rule memorization. The MGA model foregrounds the importance of authentic texts, student-centric discovery learning, and the application of learned structures in diverse communicative tasks. The paper further emphasizes the potential of digital tools and the importance of integrating grammar learning with other linguistic and cultural skills. Ultimately, this study encourages PFL teachers to diversify their pedagogical strategies and reconsider the role of grammar teaching in language learning, aiming at empowering students for effective communication in real-world contexts.

Terapia Ocupacional Social, pandemia e interculturalidades: oficinas temáticas no contexto da mobilidade estudantil internacional

Abstract Introduction The Covid-19 pandemic triggered profound changes in people’ ways of life, with significant impact on the forms of socialization and teaching-learning practices. Objective To present the experience of creating and developing intercultural thematic workshops. They were part of a set of welcoming actions and teaching of Portuguese to international students linked to the Student Program of the Graduation Agreement (PEC-G) of Federal University of Sao Paulo (Unifesp), coordinated by teacher of languages—Portuguese as a Foreign Language (PLA)—and social occupational therapy. Method The critical interpretation of the experience, its ordering and reconstruction were guided by the perspective of the systematization of experiences (SE) proposed by Oscar Jara Holliday. The fieldwork involved two perspectives: analysis of field diaries with records of occupational therapy interns between April and October 2020 and a conversation circle with foreign students. Results Four interdependent axes of analysis were thematized, presenting perceptions and reinterpretations of the initial moments of the pandemic and its effects in Brazil, specifically in the contexts of migration and higher education. Conclusion This study provides interdisciplinary, intercultural, and multilingual reflections on social occupational therapy actions in the context of mobility for the purposes of study and internationalization of higher education, as well as analysis technologies developed in times of social distancing and weakening of support networks.

Marcas de subjetividade enunciativa e ensino de PLE

The concepts of enunciation and subjectivity gain theoretical centrality in Benveniste's work. If enunciation is defined as the conversion of language into discourse, subjectivity is "the ability of the speaker to propose himself as a subject" in this enunciation (Benveniste 1988:286), to propose himself as I, establishing through the same enunciative act a YOU. Subjectivity is always intersubjectivity. The speaker shares with his addressee the ways of being present that he chooses depending on various constraints, or rules and regularities of language use. Learning a foreign language means learning these ways of being present in discourse. The aim of this work is to show how some of the linguistic-discursive categories through which the speaker constructs his (inter)subjectivity can be applied to the teaching of Portuguese as a foreign language (PLE). The analysis of the forms of address in a small corpusof birthday messages allows us to exemplify these values and uses.

O efeito de magneto da língua materna sobre o PLE a morfologia e a fonologia

Portuguese as a Foreign Language (PFL)learners, A1 level,systemically present phonological productions and morphological constructions that result from the magnet effectof their native languageon the foreign language. In this work we will explore these systemic productions, which we will classify as surplus andindeficit. We propose that surplus productions correspond to the inclusion of features existing in the native languagein PFLproductions, from whosesystem they are absent, and that productions in deficit are related to features existing in the PFLand ignored by learners due to the fact that these features are not found in theirnative language.Based on the analysis of productions by students from the Polytechnic Institute of Bragança on mobility programmes, whose mother tongues are Chinese, Japanese, Polish, Spanish, Turkish, Lithuanian, Tetum and Hungarian,we will reflect on strategies that a foreign languageteacher can use in the teaching-learning process so that the productions in focus can be solved

TELETANDEM E O ENSINO E APRENDIZAGEM DE PLE: O PAPEL DOS EDUCADORES

This study discusses the role of educators in the context of the use of telecollaborative resources in Portuguese as a foreign language (PFL) classrooms. This discussion is based on teletandem sessions that took place in 2017 among learners of PFL located in the United States and native speakers of Portuguese located in Brazil. Considering the PFL instructor’s personal narrative as an autoethnographic record of this experience, this study challenges traditional approaches to the teaching and learning process in view of the different ways of teaching and learning that have been gaining ground due to the countless possibilities brought by new information and communication technologies, especially the tools used for virtual exchange. This study reinforces the idea that the use of technological resources that facilitate the communication and collaboration among foreign language learners and native speakers is related to not only a restructuring of the notions of time and space and an increase of learners’ autonomy, but also a redefinition of the sociocultural and institutional roles played by all the individuals involved in the teaching and learning process.

A Comprehensive Study Of Portuguese As A Foreign Language Textbook Instructions For Writing Activities—Preliminary Results

The paper aims to present the preliminary results of an ongoing study related to the teaching and learning of writing competencies, through the analysis of writing practices promoted in six Portuguese as a foreign language (PFL) textbooks for young adults. There is no systematic research about their adequacy with regard to the latest methodological guidelines or the existing curricula. Therefore, the theoretical and methodological assumptions and the organization of content and learning practices present in the textbooks are, to some extent, unknown. Although research in Didactics highlights their role in the planning of educational action by teachers and their influence on teaching and learning practice in the classroom. Preliminary results show that there are relatively few writing activities in the textbooks, and that they are mostly guided by behaviorist choices (audiolingual and audiovisual methods).

O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

´PRÁTICA DE ENSINO DE PORTUGUÊS COMO LÍNGUA ESTRANGEIRA

O presente trabalho visa contribuir para as discussões na área de ensino de Português como Língua Estrangeira (PLE), colocando em evidência a relevância de serem incorporadas práticas que considerem a prosódia um componente de inserção cultural. Nota-se que, no processo de aprendizagem de uma língua estrangeira, são usadas características prosódicas da língua materna, sem atentar-se para as diferenças culturais da expressão dos afetos sociais que podem interferir na composição da face positiva. A partir da evidência de que o espaço da prosódia em manuais didáticos de PLE é inexistente, embora a literatura já tenha ressaltado a importância desse conteúdo para o ensino da área, propõe-se aqui um roteiro de atividade, com base na Teoria dos Atos de Fala e na descrição prosódica dos atos de ordem e pedido no Português. O fundamento é usar descritores dos aspectos contextuais envolvidos na enunciação e demonstrar a forma como se articulam com as pistas prosódicas para a significação. O corpus a ser utilizado para essa finalidade é composto de vídeos disponíveis no YouTube®. Espera-se que esse material possa ser utilizado por professores de PLE e que contribua para um melhor desempenho dos estudantes estrangeiros que desejam se comunicar em Língua Portuguesa.

Chinese voices in portuguese: call needs for the oral skills learning

This study aims at identifying which CALL (Computer-assisted Language Learning) materials should be made available to the Chinese learners of Portuguese as a Foreign Language (PFL) for them to improve their oral skills in a more autonomous way. Adopting an approach of needs analysis and clients’ views inquiry, it is based on an online questionnaire completed by 418 Chinese volunteer participants who were learners of PFL. The participants’ perceptions about (a) their own difficulties in pronunciation and oral understanding and (b) the CALL materials needed to address these oral skills were analysed in three ways: as a whole; according to the participants’ proficiency level in PFL; according to their geographical region. The results allowed to reflect on the relevance of using these inquiries and to propose a prioritisation list for the creation of new CALL materials, list that gives special importance to the tasks perceived as the most difficult by the participants (distinction of voicing, liquids and vowel height, understanding of text and word) and to the CALL types of materials considered the most needed (word recognition system, recorded rhymes, poems, tongue twisters, songs or texts with written transcription).

O ensino de português brasileiro na Argentina sob uma perspectiva intercultural

O artigo discute o ensino de português como língua estrangeira (PLE) em viés intercultural e parte da expansão do ensino de PLE na Argentina. Para tanto, analisaremos o Brasil Intercultural (2014), elaborado sob a coordenação de Edleise Mendes. Assim, selecionamos atividades de leitura, a fim de investigar se o livro didático (LD) pode favorecer um ensino intercultural (KRAMSCH, 1993; 2009; 2017 [2013]). Por meio de uma metodologia documental e qualitativa, realizamos uma análise interpretativa. Os resultados do trabalho apontaram que as propostas didáticas orientam a comparação entre-culturas, mas não há discussões acerca das aproximações e diferenças culturais de modo crítico e reflexivo

A interculturalidade no ensino de PLE: metodologias ativas e políticas linguísticas

A formação de professores de português como língua estrangeira (PLE) possui um papel importante no ensino e na aprendizagem como um todo, sobretudo no ensino intercultural. O PLE, em seus diferentes contextos educacionais, lida com um público-alvo diverso e tem o desafio de desenvolver as condições necessárias para a compreensão de uma nova língua e cultura. No entanto, além de capacitar professores de PLE, é preciso oferecer uma formação intercultural que deve ser evidenciada por políticas linguísticas que viabilizem a elaboração de documentos norteadores e de metodologias para a atuação docente. Por isso, o presente trabalho reflete sobre a abordagem que as políticas linguísticas e os documentos orientadores como a Lei de Diretrizes e Bases (LDB), o Plano Nacional da Educação (PNE), o Parâmetro Curricular Nacional (PCN), as Orientações Curriculares para o Ensino Médio (OCEM), as Diretrizes Curriculares Nacionais da Educação Básica (DCN), a Base Nacional Comum Curricular (BNCC) e as Diretrizes Curriculares Nacionais para os cursos de graduação propõem para um ensino intercultural. Além disso, apresenta-se uma proposta para uma educação intercultural no ensino de português como língua estrangeira por meio da metodologia de Aprendizagem Baseada em Projetos (ABP).

POR Nível: Construção e validação de um teste de colocação para o Português Língua Estrangeira – resultados de um estudo-piloto

Placement tests are a form of assessment that aims at placing students in appropriate levels. Placement tests must, therefore, be based on validity and reliability arguments to ensure appropriateness and consistency of assessment. Despite the growing interest in Portuguese as a Foreign Language (PFL), both nationally and internationally, to our knowledge there is no validated placement test that informs on general language abilities of adult PFL learners across levels. The POR Nível project aims at designing and validating a placement test for PFL adult learners, from A1 to C1 CEFR levels in grammar, vocabulary, listening and reading components. Corpora of written productions of 15 learners of 3 native languages (English, Mandarin and Spanish) from certified exams of PFL provide the empirical basis for items construction. Also, items’ specifications follow national and international guidelines (CEFR, Camões Profile for PFL), validity, reliability and practicality requirements, and also ALTE and ILTA recommendations. The results found thus far will provide empirical ground for item specification in a validated placement test and eventually contribute to the discussion of the contents of PFL teaching programs.

Relatos de experiências de ex-estudantes de português língua estrangeira: a coconstrução do conhecimento por meio da pesquisa narrativa

Part of a research project in learning narratives, this paper tries to map the experience of three former university students of Portuguese as a foreign language (PLE), who graduated from the College of Exact and Natural Sciences (FaCEN), Paraguay, and, at the time of this research, were Post-Graduate students in Brazil. Their experiences were analyzed in two levels: their learning process in Paraguay and their consolidation of the language, in real context of use, in Brazil. The corpus was constituted by learning narratives collected through interviews with the use of Narrative Inquiry as means and method of work. The data was analyzed and coded in combination with the concept of Three-Dimensional Space. The results points to the insufficient number of hours dedicated to PLE classes; to the need to develop students' autonomy and, also, materials that expand the opportunities for study outside the classroom using the new technologies that focus on specific purposes and; for greater contact between students and native speakers.

Desenvolvimento da competência comunicativa oral em PLE: teletandem em foco

Tendo por base a modalidade Teletandem Institucional Integrado – na qual as interações ocorrem planejadas no currículo de uma disciplina (ARANHA; CAVALARI, 2014) – e buscando responder às questões: (a) em que medida a prática de teletandem institucional integrado influencia o desenvolvimento da competência comunicativa oral e (b) que aspectos da fala do interagente de teletandem evidenciam o desenvolvimento de sua produção oral, por um semestre letivo, assistimos e assessoramos as aulas de Língua Estrangeira-PLE, analisamos documentos e acompanhamos o desenvolvimento das atividades de Teletandem de uma turma de uma universidade norte-americana. O estudo foi desenvolvido com base na metodologia qualitativa (ANDRÉ, 1984; FLICK, 2004); teorias que sustentam a ideia de competência comunicativa oral (CANALE; SWAIN, 1980) e, como parâmetro de proficiência, os descritores do Quadro Europeu Comum de Referência para Línguas (CONSELHO DA EUROPA, 2001). A partir da triangulação dos dados, em análise preliminar, elaboramos um quadro que demonstra a construção da proficiência oral de dois estudantes praticantes de teletandem, bem como expõe diferentes variáveis que podem impactar o desenvolvimento e a avaliação da proficiência em foco.

Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language

This study aims to investigate the effects of task complexity on the oral performance of Chinese learners of European Portuguese as a foreign language (PFL). In the current investigation, the cognitive task demands were manipulated along the resource-directing and resource-dispersing dimensions of the Triadic Componential Framework (Robinson, 2001, 2003, 2005, 2010, 2011, 2015). The variables chosen were respectively ±few elements and ±planning time. Using a 2 . 2 design, 39 university learners of PFL performed two monologic information-giving oral tasks: a simple task (two elements) and a complex task (six elements). Half of the learners (n = 19) were given pre-task planning time, but for the other half (n = 20) the planning time was removed. The order of the tasks was counterbalanced. The participants’ output was analysed by general and specific measures of syntactic complexity and accuracy, lexical diversity and fluency (CALF). Pre-task planning time had significant effects on accuracy. Increasing the number of elements of the task led to greater accuracy and lexical diversity and longer clause length. There were no significant effects on fluency. These findings partially support Robinson’s Cognition Hypothesis. To the best of our knowledge, this study is the first CALF study to measure the oral performance of learners of PFL. These results provide new insights for research and learning in the field of instructed second language acquisition (ISLA).

O relato de discurso como estratégia de desenvolvimento da competência oral no ensino-aprendizagem de Português Língua Estrangeira

This paper focuses on the usefulness of reported speech as a strategy to develop the oral competence of learners of Portuguese as a Foreign Language (PLE). It describes an action research work done with a C level class of PLE into the Master of Portuguese as Second Language/Foreigner Language of the Faculty of Arts - University of Porto. The teaching and learning process of spontaneous oral speech report mostly collected from daily interactions revealed that it is essential to decode paralinguistic and extralinguistic aspects that go far beyond the linguistic-discursive level. Apart from the study of the language, the study showed that is essential to know and understand the cultural aspects involving the speech production as a whole. We start by describing that linguistic-discursive phenomenon and by presenting the action research project, detailing some reported speech didactic proposals based on authentic documents, designed using a methodological communicative approach. The results show that the implementation of this type of approach is effective in developing learners' oral competence.

FACE-TO-FACE TANDEM AS LANGUAGE LEARNING AND SOCIAL INTEGRATION FOR STUDENTS OF PORTUGUESE AS A FOREIGN LANGUAGE AT CELIN UFPR, BRAZIL

Firstly, this article provides an overview of Tandem as a method for learning foreign languages. Secondly, the context in which the project Núcleo Tandem Celin is set is explained thoroughly as we go through the history and structure of Celin (UFPR Intercultural Language Center). Afterwards, the Portuguese as a Foreign Language (PFL) course is put into focus, outlining the growth on the number of foreign students in Curitiba, and the consequences it entails. We also provide an in-depth analysis at the project by explaining its processes and methodology, through current and past experiences. Therefore, we explore the reformulation of the program in which measures to establish its institutional recognition and to attribute the mediation process a pivotal role which ensured its success and sustainability. Finally, we present a testimonial from a student enrolled in the project in order to illustrate the participants' experience.

Subjetividade e práticas discursivo-pedagógicas no ensino de Português Língua Estrangeira

The increasing demand for internationalization of university education in Brazil has motivated the writing of this article to propose possible effects on subjectivity stemming from some discursive pedagogical activities proposed in courses of Portuguese as a Foreign Language (PLE). The guiding premise is that learning a foreign language establishes an encounter with another way of seeing (oneself in) the world, as well as a confrontation derived from the diversity in the nomination and discursivization in the target language. The analysis of the corpus is based on a discursive perspective affected by concepts of Freudo-Lacanian psychoanalysis. The analyzed activities indicate the denaturalization of the subject’s structure and belonging network, resulting in identitary ratification and instances of identification to the diversity of perspectives. Keywords: subjectivity, discourse, Portuguese as a Foreign Language.

The use of Instagram in the teaching and learning of Portuguese as a foreign language by Chinese students in the Un. of Aveiro

The main purpose of this article is to highlight the potential of the Instagram social network as a didactic resource for teaching and learning languages. To do so, it presents a pilot study titled #aveiroenossople (Aveiro is ours PLE) about the use of Instagram in complementary activities in the teaching of Portuguese for Chinese students of Portuguese as a Foreign Language (PFL) of the University of Aveiro, whose products were advertised on the page Of the # AveiroeNosso-PLE project on the Wix platform. In order to study whether the Instagram social tool can contribute to the development of discursive skills of Chinese learners, both in the oral and written modalities, the study proposal was anchored in a conception of language as process and interaction, from which one understands the production and comprehension of text – oral or written – as social practice. In the methodological path, three stages were accomplished in the development of the work, namely: (i) planning, (ii) implementation, and (iii) evaluation. In general terms, the results point to contributions from the use of Instagram for the development of competences related to textual and multimodal production and comprehension, the cultural competences necessary and intrinsic to the learning of a foreign language, as well as for the formation of learning communities by means of the interactions between the participants.