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| 39.43 MB | Adobe PDF |
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Abstract(s)
O presente Relatório pretende fazer uma análise dos dois verbos copulativos ser e
estar no contexto do ensino de português como língua estrangeira/língua segunda
(PLE/L2). Procuramos saber as dificuldades dos aprendentes estrangeiros sobre estes
dois verbos, fazendo principalmente uma comparação entre o português, o inglês e o
chinês. A partir dessas dificuldades, desenvolve-se uma análise destes verbos e das
diferentes construções gramaticais em que participam, seguindo a perspetiva da
Linguística Cognitiva. Na segunda parte do trabalho, é feita uma aplicação didática do
presente tema no ensino da gramática do PLE/L2.
This report aims to present an analysis of two verbs in Portuguese, ser and estar, in the context of teaching Portuguese as a foreign language / second language (PFL/SL). We seek to understand the difficulties that foreign learners encounter regarding these two verbs through a comparison between Portuguese, English and Chinese. Based on the result, we develop, following the Cognitive Linguistics perspective, an analysis of these verbs and the different grammatical constructions in which they participate. In the second part of the report, we present a didactic application of the present theme in the grammar teaching of PFL/SL.
This report aims to present an analysis of two verbs in Portuguese, ser and estar, in the context of teaching Portuguese as a foreign language / second language (PFL/SL). We seek to understand the difficulties that foreign learners encounter regarding these two verbs through a comparison between Portuguese, English and Chinese. Based on the result, we develop, following the Cognitive Linguistics perspective, an analysis of these verbs and the different grammatical constructions in which they participate. In the second part of the report, we present a didactic application of the present theme in the grammar teaching of PFL/SL.
Description
Keywords
Ser Estar Ensino Português língua estrangeira Gramática Teaching Portuguese as a foreign language Grammar