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Abstract(s)
O processo de ensino-aprendizagem de uma língua estrangeira engloba uma panóplia de competências diversificadas que exigem predisposição dos alunos para as desenvolver. Para o êxito deste percurso, importa não privar os alunos de uma das competências, quiçá, mais importantes relacionadas com a aprendizagem de uma língua estrangeira. Refiro-me concretamente à competência idiomática.
Assim, torna-se percetível a necessidade de inserir atividades em contexto de sala de aula que sensibilizem os alunos em relação ao enorme valor cultural que está inerente à aprendizagem de expressões idiomáticas. Logo, o professor desempenha um papel significativo, já que contribui para a construção de conhecimento e detém a liberdade de introduzir nas suas aulas as estratégias adequadas para que o ensino de idiomatismos da língua seja motivante. O objetivo em foco é que os aprendentes se envolvam neste processo, se motivem e insiram os novos conhecimentos de modo voluntário e espontâneo aquando da elaboração de trabalhos orais ou escritos. Contudo, tal só será possível se o próprio docente estiver consciente da carga enriquecedora das expressões idiomáticas, quer a nível lexical como cultural.
Cabe neste relatório final de estágio a descrição de determinadas práticas e estratégias pedagógicas experimentadas em contexto de sala de aula com o intuito de perceber se as expressões idiomáticas correspondem ou não a um elemento motivador na aprendizagem de línguas estrangeiras.
Por fim, serão apresentadas considerações finais relativamente ao meu percurso enquanto mestranda, referindo aspetos significativos desta experiência, bem como as perspetivas pessoais enquanto futura docente.
The process of teaching and learning a foreign language comprehends a range of diversified skills for which students need to be willing to develop. Thus, for this to be feasible, one of the skills should not be deprived from the students, perhaps, most important related to learning a foreign language. I refer specifically to the idiomatic competence. In view of the mentioned above, it becomes quite noticeable the need to integrate activities in the context of the classroom in which it is possible to transmit all the cultural value that is inherent in learning idiomatic expressions. Therefore, the teacher plays an extremely important role, as being part of the knowledge production and the holder of the freedom to introduce in their lessons the right strategies for the language idioms so that teaching is carried out in a motivating way. The goal in focus is that learners get engaged in this process, be motivated and insert new knowledge in a voluntary and spontaneous manner when developing oral or written work. However, the success of this mission is only possible if the teachers themselves are fully aware of the rich load of idiomatic expressions either at a lexical level and cultural level. Built-in this report is a description of certain practices and strategies experienced and the conclusions underlying the latter. The final considerations will have the purpose of explaining my journey as a graduate student, referring significant aspects of this experience and the personal perspectives as a future teacher.
The process of teaching and learning a foreign language comprehends a range of diversified skills for which students need to be willing to develop. Thus, for this to be feasible, one of the skills should not be deprived from the students, perhaps, most important related to learning a foreign language. I refer specifically to the idiomatic competence. In view of the mentioned above, it becomes quite noticeable the need to integrate activities in the context of the classroom in which it is possible to transmit all the cultural value that is inherent in learning idiomatic expressions. Therefore, the teacher plays an extremely important role, as being part of the knowledge production and the holder of the freedom to introduce in their lessons the right strategies for the language idioms so that teaching is carried out in a motivating way. The goal in focus is that learners get engaged in this process, be motivated and insert new knowledge in a voluntary and spontaneous manner when developing oral or written work. However, the success of this mission is only possible if the teachers themselves are fully aware of the rich load of idiomatic expressions either at a lexical level and cultural level. Built-in this report is a description of certain practices and strategies experienced and the conclusions underlying the latter. The final considerations will have the purpose of explaining my journey as a graduate student, referring significant aspects of this experience and the personal perspectives as a future teacher.
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Keywords
Expressões idiomáticas Ensino-aprendizagem Competência idiomática Motivação Idiomatic expressions Teaching-learning process Idiomatic competence Motivation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação