“Contextualizing well, what is wrong?”: grammar as a Portuguese language teaching tool
This work aims to present a teaching proposal based on the approach of contextualized grammar and linguistic analysis. In this sense, from the movement to reformulate Portuguese language teaching, which began in the 1980s, it became evident that reading and analysis must occur in a way that the text...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Letras (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/69408 |
| Acceso en línea: | https://periodicos.ufsm.br/letras/article/view/69408 |
| Access Level: | acceso abierto |
| Palabra clave: | Portuguese language teaching Contextualized grammar Linguistic analysis Contextualized activities Ensino de língua portuguesa Gramática contextualizada Análise linguística Atividades contextualizadas |
| Sumario: | This work aims to present a teaching proposal based on the approach of contextualized grammar and linguistic analysis. In this sense, from the movement to reformulate Portuguese language teaching, which began in the 1980s, it became evident that reading and analysis must occur in a way that the text can be explored and that an interactive relationship can be constituted, emphasizing the use of language in real context. Thus, starting from a socio-interactionist theory, we seek to understand the explanation of a specific phenomenon, the contextualized grammar, developing activities that fit into this perspective. |
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