«Bonde come si dice in italiano?»: Sequências de pedagogia natural entre aprendizes de italiano LE durante o desenvolvimento de atividades em grupo

• Roberta Ferroni ^[1]
  1. [1] Universidade de São Paulo

     Universidade de São Paulo

     Brasil

     
• Localización: Rassegna iberistica, ISSN 0392-4777, Nº. 103, 2015, págs. 7-24
• Idioma: portugués
• DOI: 10.14277/2037-6588/42p
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This article examines the negotiation strategies used by Brazilian, Portuguese-speaking learners of Italian when performing tasks in pairs, in the presence of a series of «transcoding markers» that include the insertion of rules and terms from the first language into the foreign language. Observations indicate that the natural pedagogical sequences do not result in abrupt interruptions in the continuity of the activity that is being undertaken and that, depending on the level of the students’ foreign language knowledge, the sequences tend to increase along with the use of code switching.

• Referencias bibliográficas
  • Alarcão, Isabel (1993). «Formarse para formar». Aprender, 15, pp. 19-25. Alarcão, Isabel; Tavares, José (1987). Supervisão da prática pedagógica:...
  • Albert, Jean-Luc; Py, Bernard (1986). «Vers un modèle exolingue de la communication interculturelle: interparole, coopération et conversation»....
  • Araujo e Sá, Maria Helena; Andrade, Ana Isabel (2002). Processos de interação verbal em aula de línguas: Observação e formação de professores....
  • Bange, Pierre (1996). «Considérations sur le rôle de l’interaction dans l’acquisition d’une langue étrangère». Les Carnets du Cediscor, 4...
  • Barnes, Douglas; Todd, Frankie (1977). Communication and Learning in Small Groups. London: Routledge & Kegan Paul.
  • Bygate, Martin (1988). «Units of Oral Expression and Language Learning in Small Group Interaction». Applied Linguistics, 9 (1), pp. 59-82.
  • Cambra, Margarida Ginè (2003). Une approche ethnographique de la classe de langue. Paris: Didier.
  • Cazden, Courtney (1988). Classroom Discourse: the Language of Teaching and Learning. Portsmouth: Heinemann.
  • Dörnyei, Zoltán; Kormos, John (1998). «Problem-solving Mechanism in L2 Communication». Studies in Second Language Acquisition, 20 (1), pp....
  • Duranti, Alessandro (1997). Linguistic Anthropology. Cambridge: Cambridge University Press.
  • Fanselow, John (1977). «The Treatment of Error in Oral Work». Foreign Language Annual, 10 (1), pp. 583-593.
  • Fasulo, Alessandro; Girardet, Hilda (2002). «Il dialogo nella situazione scolastica». In: Bazzanella, Carla (a cura di), Sul dialogo: contesti...
  • Fondazione Migrantes (2006). Rapporto italiani nel mondo. Roma: Idos. Garcez, Pedro (2006). «A organização da fala-em-interação na sala de...
  • Griggs, Peter (1998). «Cómo tratan los aprendientes adultos los problemas de lengua en tareas comunicativas efectuadas en pareja». En: Pujol...
  • Halté, Jean-François (1993). «Présentation: enjeu didactique de l’inte- ractionnisme». Dans: Halté, Jean-François (eds.), Inter-action: l’interaction,...
  • Hammersley, Martyn; Atkinson, Paul (1983). Ethnography: Principle in Practice. London & New York: Routledge.
  • Kramsch, Claire (1991). Interaction et discours dans la classe de langue. Paris: Didier.
  • Long, Michael (1980). Input, Interaction and Second Language Acquisition. Los Angeles: University of California.
  • Lüdi, Georges; Py, Bernard (1986). Être bilingue. Berna: Peter Lang. Mehan, Hugh (1979). Learning Lesson: Social Organization in the Classroom....
  • Conversation». Journal of Pragmatics, 16 (1), pp. 59-83. Nussbaum, Luci; Tusón, Amparo; Unamuno, Virginia (2002). «Procédures de contournement...
  • Orletti, Franca (2000). La conversazione diseguale: potere e interazione. Roma: Carocci.
  • Pekarek, Simona (2002). «Formes d’interaction et complexité des tâches discursives: les activités conversationnelles en classe de L2». Dans:...
  • Piazza, Roberta (1995). Dietro il parlato: conversazione e interazione verbale nella classe di lingua. Firenze: La Nuova Italia.
  • Porquier, Rémy; Py, Bernard (2004). Apprentissage d’une langue étrangère: contexts et discours. Paris: Didier.
  • Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione (2002). Firenze: Oxford-La Nuova Italia.
  • Rampton, Ben (1995). Crossing: Language and Ethnicity Among Adolescent. New York: Longman.
  • Schegloff, Emanuel (1972). «Sequencing in Conversational Openings». In: Gumperz, John.; Hymes, Dell. (eds.), Directions in Sociolinguistics:...
  • Sinclair, John McHardy; Coulthard, Richard (1975). Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford...
  • Swain, Merril (1985). «Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development». In: Gass,...
  • Van Lier, Leo (1988). The Classroom and the Language Learner. London: Longman.
  • Vasseur, Marie-Thérèse (2005). Rencontres de langues: question(s) d’interaction. Paris: Didier.
  • Vedovelli, Massimo (2011). Storia linguistica dell’emigrazione italiana nel mondo. Roma: Carocci.