Please use this identifier to cite or link to this item: http://hdl.handle.net/10174/16326

Title: Ensino-aprendizagem do vocabulário de português como L2 em contextos multilingues - o caso do ensino secundário de Moçambique
Authors: Nhatuve, Diocleciano João Raúl
Advisors: Fonseca, Maria do Céu
Marçalo, Maria João
Keywords: Língua portuguesa
Língua segunda
Vocabulário
Ensino-aprendizagem
Estratégias
Competência comunicativa
Portuguese language
Second language
Vocabulary
Teaching and learning
Strategies
Communicative competence
Issue Date: 2013
Publisher: Universidade de Évora
Abstract: No presente trabalho reflete-se sobre o ensino, aprendizagem e desenvolvimento do vocabulário da LP em Moçambique. Todo o processo é discutido em virtude de a abordagem tradicional se centrar no ensino da gramática e da sintaxe em detrimento daquele componente linguístico imprescindível, pondo em causa o desenvolvimento equilibrado da língua devido a baixa qualidade do input vocabular a que os alunos têm acesso, na escola e na comunidade. É fundamental que todo o ensino da língua ao nível secundário focalize o desenvolvimento do vocabulário, partindo sempre de um contexto para uma aprendizagem motivada. Os aspetos linguísticos a desenvolver são todos os que conduzirem a uma autonomia linguístico-vocabular. Para tal, torna-se operatório agrupar as unidades significativas em lexemáticas e em categoremáticas/morfemáticas e, numa abordagem ecléctica, principiar por exercícios básicos e paulatinamente mais exigentes em termos lexicológicos. A avaliação, finalmente, deve consistir na competência comunicativa dos alunos; ABSTRACT: This dissertation talks about teaching, learning and improvement of vocabulary of Portuguese in Mozambique. The process is discussed because of the traditional approaches that focus on grammatical and syntactic structures, at the expense of the vocabulary. So it jeopardizes the balanced improvement of vocabulary because of the poor quality of the linguistic input that students have access at school and in their community. It is essential to focus on vocabulary in secondary school, starting always from a context in order to motivate the learners. The aspects of vocabulary teaching must be all that can lead students to their linguistic and vocabulary autonomy. So it seems appropriate to gather the words into groups of contents and grammatical words. It is recommended an eclectic approach, and to begin from the basic words and knowledge, and gradually enrich it with words from the lexicon. The evaluation, finally, should consist of communicative competence.
URI: http://hdl.handle.net/10174/16326
Type: masterThesis
Appears in Collections:BIB - Formação Avançada - Teses de Mestrado

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