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A utilização do Laboratório Gramatical nas aulas de Português como Língua Materna e de Espanhol como Língua Estrangeira
| Content Provider | Semantic Scholar |
|---|---|
| Author | Queiroz, Ana Alexandra Rocha Pereira Rodrigues |
| Copyright Year | 2015 |
| Abstract | Grammar is undoubtedly an integral and fundamental part of language teaching, whether maternal, whether foreign. However, the way it is taught can positively or negatively influence the success of the students and their motivation for the study of grammar. The objective of this report is to reflect on the teaching methodologies of Grammar, deductive method and grammar laboratory. The first has a more expository character and gives the student a passive role. In the second, proposed by Duarte (1992), the student takes a more active role, being that, starting from linguistic data, and through the guidance of the teacher, makes the rules. To reach my goal, I selected two classes in each discipline: two groups of the 8 grade in the case of Portuguese, and two of the 8 grade in the case of Spanish. In one of the classes I used the grammatical laboratory and in the other the deductive method, this serving as a control group. The grammar content that was selected was the Time as a grammatical category, in particular the values of grammatical tenses in simple sentences and sequences of sentences or phrases. This is a topic that is little explored in this perspective, but it is nonetheless essential to a better use and understanding of tenses in the construction of temporal cohesion. This study focuses primarily on research carried out under supervised training of Portuguese and Spanish and is divided into five chapters. The first three concern the theoretical framework. Thus, issues related to the concept of grammar through centuries will be addressed, its role in regulatory documents for the teaching of languages in study, grammar teaching methods, their advantages and disadvantages and assumptions and procedures of the laboratory methodology grammar. The last two chapters refer to the study of action-research conducted during supervised practice and include the description of the pedagogical-didactic intervention plan and the results obtained. The study reveals that, in fact, the use of grammatical laboratory as a grammar teaching methodology not only produces more satisfactory results in learning the contents, but also gives rise to greater motivation in students. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio-aberto.up.pt/bitstream/10216/81782/2/37528.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
