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Authors
Advisor(s)
Abstract(s)
Ao longo do tempo, as abordagens do ensino de línguas têm sofrido alterações várias,
motivadas pelas necessidades dos aprendentes e da sociedade, e atualmente manifestam a
tendência de valorizar não só os conhecimentos linguísticos, mas também o uso real das
línguas. Sendo assim, o ensino de línguas tende a enfatizar cada vez mais as interações
comunicativas. O objetivo da abordagem comunicativa é o desenvolvimento de competência
comunicativa dos aprendentes. Dado que o tema do nosso estudo é a coesão interfrásica, o
presente relatório de estágio visa analisar a evolução dos modelos de competência
comunicativa, enfatizando a importância da competência discursiva no âmbito de ensino de
línguas. Pretendemos com ele dar algum contributo à área do ensino de Língua Não Materna,
por meio de partilha de experiências, estratégias e até preparações de materiais. Além disso,
ao discutir o valor pedagógico da competência discursiva, salienta como essenciais no
desenvolvimento da competência discursiva os conectores, que servem para produzir coesão
textual e interfrásica. Por isso, o nosso estudo divide-se em três capítulos, que visam:
1.) discutir teorias acerca da competência comunicativa e analisar como é que o uso de
conectores auxilia a organização discursiva;
2.) descrever a nossa estrutura e desenho da investigação;
3.) segundo as teorias referidas e o desenho da investigação selecionado, escolhemos
abordagens adequadas para aplicar na sala de aula.
Language teaching approaches have undergone various changes, which are motivated by the needs of learners and societies during all these years, and today these approaches tend to value not only language skills but also the actual use of languages. Thus, language teaching becomes increasingly communicative, emphasizing communicative interactions. The educational goal of the communicative approach is the development of communicative competence of learners. Given that the subject of our study is interphase cohesion, the present internship report aims to analyze the evolution of communicative competence models and to emphasize the importance of discursive competence in the field of language teaching. By its very nature, the present internship report aims to contribute to the area of non-mother tongue language teaching, sharing experiences, strategies and even preparations of pedagogical materials. Moreover, in discussing the pedagogical value of discursive competence, it stresses the connectors as the essential in the development of discursive competence, which serve to produce textual and interphase cohesion. Therefore, our study is divided into three chapters, which aim to: 1.) discuss theories about communicative competence and analyze how the use of connectors helps the discursive organization; 2.) describe our structure and research design; 3.) describe the application in the classroom of the chosen approaches, which are based on referred theories to and the design of the selected research.
Language teaching approaches have undergone various changes, which are motivated by the needs of learners and societies during all these years, and today these approaches tend to value not only language skills but also the actual use of languages. Thus, language teaching becomes increasingly communicative, emphasizing communicative interactions. The educational goal of the communicative approach is the development of communicative competence of learners. Given that the subject of our study is interphase cohesion, the present internship report aims to analyze the evolution of communicative competence models and to emphasize the importance of discursive competence in the field of language teaching. By its very nature, the present internship report aims to contribute to the area of non-mother tongue language teaching, sharing experiences, strategies and even preparations of pedagogical materials. Moreover, in discussing the pedagogical value of discursive competence, it stresses the connectors as the essential in the development of discursive competence, which serve to produce textual and interphase cohesion. Therefore, our study is divided into three chapters, which aim to: 1.) discuss theories about communicative competence and analyze how the use of connectors helps the discursive organization; 2.) describe our structure and research design; 3.) describe the application in the classroom of the chosen approaches, which are based on referred theories to and the design of the selected research.
Description
Keywords
Coesão Conectores Competência discursiva Competência comunicativa Ensino de Língua não materna Cohesion Connectors Discursive competence Communicative competence Nonmaternal language teaching