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Abstract(s)
Este artigo discute a metodologia utilizada numa unidade curricular (UC) de língua inglesa para
fins específicos, onde se abordam, em articulação com uma das disciplinas nucleares, conteúdos
relacionados com as atividades operacionais da indústria da restauração e catering, e faz uma
reflexão sobre a aquisição de vocabulário para a indústria hoteleira no âmbito do primeiro ano
da licenciatura em Gestão e Administração Hoteleira. Considerado o volume de léxico
especializado que se espera que os aprendentes venham a dominar, e ainda que pareçam
considerar o seu domínio o melhor indicador de proficiência linguística, os alunos de 1º ano
revelam não ter ainda desenvolvido estratégias que lhes permitam adquirir de forma
autorregulada e autónoma o léxico da indústria em que pretendem inserir-se, confiando no
docente para selecionar, explicar, traduzir ou definir “todas as palavras importantes” que
pensam virão a ser-lhes úteis. Partindo da premissa que importa contrariar esta tendência, tem
vindo a ser adotada uma estratégia com resultados satisfatórios (taxas de aprovação rondando
os 80% nos últimos cinco anos) assente, paralelamente, no desenvolvimento de atividades de
cunho mais tradicional, desenhadas para suportar a evolução da aprendizagem, por exemplo,
com trabalho sobre variados inputs linguísticos que permita o desenvolvimento das quatro
macro-competências, associado à forma e ao desenvolvimento do léxico, articulado com uma
orientação task-based, atualizada na realização de um projeto interdisciplinar, intitulado TV
Cooking Show. Da análise qualitativa da metodologia, dos seus resultados, e da revisão da
literatura disponível, podemos concluir que, sendo simultaneamente um desafio para docentes
e discentes, esta orientação parece potenciar a autonomia dos estudantes, relativamente à
identificação, organização e apropriação do léxico, bem como no desenvolvimento de
competências de pesquisa, organização e autoavaliação, ainda que seja possível identificar que
os estudantes apresentam posteriormente dificuldades na transferência destas competências
para outras UC de língua inglesa.
This article discusses the methodology used in an English for Specific Purposes class, whose syllabus (in close articulation with the core subjects of the degree) includes topics related to the operational activities typical of the restaurant and catering industry. Furthermore, it reflects on vocabulary acquisition for 1st year students in the Hotel Management degree. If one takes into consideration the amount of specialised vocabulary students are expected to master (though they seem to consider such mastery the best indicator of language proficiency), 1st year students will still not have developed strategies which enable them to acquire the industry’s vocabulary in autonomous and self-regulating ways. Instead, they will rely on the lecturer to select, explain, translate or define “all the words” they deem relevant. Bearing in mind that such a trend needs to be countered, we have adopted a strategy with satisfying results – approval rates of 80% – over the past five years. This strategy combines more “traditional” learning activities (designed to underpin the learning process), such as noticing tasks, including work on realia, which are associated to the relevance of form and lexical development, with a task-based approach. The latter, which materialises in the form of an interdisciplinary project, called TV Cooking Show, aims at developing the four macro-skills. The qualitative analysis of the methodology, its results and the review of the existing literature led us to conclude that, a challenge for lecturers and students alike, this approach seems to entice students’ autonomy, in what concerns the development of researching, organisational and self-assessment skills. Nevertheless, it is also possible to pinpoint subsequent difficulties students experience in transferring these kills efficiently to other English courses.
This article discusses the methodology used in an English for Specific Purposes class, whose syllabus (in close articulation with the core subjects of the degree) includes topics related to the operational activities typical of the restaurant and catering industry. Furthermore, it reflects on vocabulary acquisition for 1st year students in the Hotel Management degree. If one takes into consideration the amount of specialised vocabulary students are expected to master (though they seem to consider such mastery the best indicator of language proficiency), 1st year students will still not have developed strategies which enable them to acquire the industry’s vocabulary in autonomous and self-regulating ways. Instead, they will rely on the lecturer to select, explain, translate or define “all the words” they deem relevant. Bearing in mind that such a trend needs to be countered, we have adopted a strategy with satisfying results – approval rates of 80% – over the past five years. This strategy combines more “traditional” learning activities (designed to underpin the learning process), such as noticing tasks, including work on realia, which are associated to the relevance of form and lexical development, with a task-based approach. The latter, which materialises in the form of an interdisciplinary project, called TV Cooking Show, aims at developing the four macro-skills. The qualitative analysis of the methodology, its results and the review of the existing literature led us to conclude that, a challenge for lecturers and students alike, this approach seems to entice students’ autonomy, in what concerns the development of researching, organisational and self-assessment skills. Nevertheless, it is also possible to pinpoint subsequent difficulties students experience in transferring these kills efficiently to other English courses.
Description
Keywords
Language for Specific Purposes (LSP) Content and Language Integrated Learning (CLIL) Investigação-ação Desenvolvimento vocabular Hotelaria e restauração Action-research Vocabulary development Hospitality and catering
Citation
Publisher
ReCLes.pt – Associação de Centros de Línguas do Ensino Superior em Portugal