Linguarum Arena <p>A Linguarum Arena. Revista do Programa Doutoral em Didática de Línguas da Universidade do Portoiniciou a sua edição em 2010. Na qualidade de revista científica, tem como objetivo principal a divulgação de trabalhos sobre a didática de línguas que primam pela qualidade e pela relevância, em termos teóricos e empíricos. É, igualmente, um espaço que inclui os contributos provenientes de outras áreas disciplinares afins à didática de línguas.</p> FLUP pt-PT Linguarum Arena 1647-8770 Concordância nominal entre o artigo e o nome em português língua estrangeira <p>This study aims to describe the aspects of agreement between articles and nouns in noun phrases written by 2nd and 3rd year Portuguese learners at the University of Zimbabwe. The study is based on qualitative and quantitative approaches and on non-native language learning theories. In order to identify common trends of learners of Portuguese as foreign language and those that are particular to the target group, we used a control group of A2 and B1 Portuguese learners at the University of Coimbra. Results indicate that although the deviant trends are below the agreement according the European Portuguese, they are nonetheless worrying from the educational point of view. The projection of the plural and feminine in the noun-heads as well as the concentration of gender deviations involving nouns belonging to thematic class – a are particular trends of Zimbabwean learners of the Portuguese language. These tendencies can be explained based on the action of previous linguistic knowledge, the manifestation of interlanguage phases and the principles of the input processing.</p> Diocleciano Nhatuve Direitos de Autor (c) 2020 Diocleciano Nhatuve 2020-11-27 2020-11-27 11 13 30 10.21747/16478770.11.9484 Empoderar por meio do ensino e aprendizagem da língua portuguesa no contexto de Timor-Leste <p>In an era in which the basic rights and freedoms of human beings are the<br />target of constant threats in the most diverse parts of the world, this paper aims to show how the teaching-learning of Portuguese as a Foreign Language (PLNM) can empower, particularly in the context of Timor-Leste. Along this path we draw a link between the teaching-learning of the Portuguese language and education as a right that gives power and enables the person to experience the benefits of other rights. This reflection stems from the work developed as a Portuguese-language trainer of teachers of the Secondary Technical-Vocacional Education in Timor-Leste between 2012 and 2014. Based on the post-method pedagogy proposal of Kumaravadivelu (2006), we sought, by creating a space in Portuguese language in one of the national newspapers of Díli, to combine the learners’ language needs with their social needs through the development of personalized activities (Tomlinson 2003) that involve learners not only cognitively but also emotionally, culturally and socially.</p> Alexandra Fernandes Baltazar Direitos de Autor (c) 2020 Alexandra Fernandes Baltazar 2020-11-27 2020-11-27 11 31 42 10.21747/16478770.11.9485 Os chats online como fontes de materiais autênticos para a aula de PLE <p>This article suggests some possibilities of using online media, more<br />specifically messaging chats as sources for collecting examples of language<br />use in an informal communicative context. These examples will later be used<br />as authentic didactic materials in the Portuguese as a foreign language class.<br />The article explores the possibilities, advantages and difficulties of collecting<br />and using these materials, exemplifying through the work already done and<br />experimented with Portuguese level A2/ B1 students at Johannes Gutenberg-<br />Universität in Mainz, Germany.</p> Inês Silva de Almeida Isabel Margarida Duarte Direitos de Autor (c) 2020 Inês Silva de Almeida, Isabel Margarida Duarte 2020-11-27 2020-11-27 11 43 56 10.21747/16478770.11.9495 O professor de Português e o ensino de crianças e jovens refugiados <p>This study aims to know the capability of Portuguese teachers to promote the inclusion of children and teenagers refugees when it comes to language teaching, in the context of reception measures. Data was collected on 32 Portuguese language teachers. We conclude that there are some problems with teamwork, that teachers feel the lack of flexibility to develop intercultural competence and few of them contacted with concepts as intercultural dialogue, or intercultural cultural consciousness, intercultural mediation and global citizenship. Teachers’ main preoccupations are the language of communication; planning adaptation; unfamiliarity with culture and syllabus of schools of the students; the possibility of cultural shock; integration difficulties; lack of attractive and suitable didactic resources and materials. We thus conclude that interculturality is seen as a problem and is perceived as being difficult to manage, with academic activities falling short of the desirable development of critical intercultural awareness.</p> Rosa Maria Sequeira Sílvia Margarida Azevedo Cardoso Direitos de Autor (c) 2020 Rosa Maria Sequeira, Sílvia Margarida Azevedo Cardoso 2020-11-27 2020-11-27 11 57 68 10.21747/16478770.11.9487 Multiliteracias e multimodalidade no ensino de português na UNTL <p>Within the scope of the FOCO.UNTL Project, whose mission is to contribute to improve the quality of teaching in Timor-Leste and to consolidate the Portuguese language as an instrument for acquiring and accessing knowledge, this article aims to discuss and present innovative learning scenarios for the development of a multiliteracy and multimodal approach to language teaching. Given the infrastructural, material and human limitations, the smartphone was used as a privileged resource in several tasks developed in the didactic sequences of a 1st year course. As for the methodology, it was decided to carry out a study that privileges a qualitative approach, although statistical results are obtained from the data collected through a questionnaire and the logbook. The data collection instruments made it possible to identify i) the group’s biographical and socioeconomic characteristics; ii) access to and use of digital media; iii) the activities for which the cell phone was used in the classroom and iv) the perception of these activities in terms of advantages and disadvantages. From this article, which constitutes the first phase of a broader study of this matter, it can be concluded that, although the use of digital media places additional demands on teaching, this is a path of no return. Therefore, the need to develop new skills in discourse analysis in students, to the point of enabling them to represent the world in different semiotic ways, must be a central point in the organization and dynamization of pedagogical activities.</p> Paulo M. Faria Susana Soares Direitos de Autor (c) 2020 Paulo M. Faria, Susana Soares 2020-11-27 2020-11-27 11 69 86 10.21747/16478770.11.9488 Os desafios do ensino de PLE a estudantes búlgaros (fonética segmental e suprassegmental <p>This paper aims to present the specificity of teaching and learning Portuguese<br />as a Foreign Language (PLE) in the academic context at Sofia University Sveti<br />Kliment Ohridski. Taking into account the local tradition of teaching PLE and the<br />students‘ results in the oral expression are intended to outline the critical areas<br />in the acquisition of PLE by Bulgarian students. The most persistent errors<br />are identified at the level of the Segmental and Suprasegmental Phonetics and<br />working hypotheses for future research in this area are defined. It also seeks to<br />study the application of digital resources, the internet and audiovisual media<br />to stimulate students‘ self-motivation and emotional commitment to overcome<br />the difficulties encountered in learning PLE.</p> Vesela Chergova Direitos de Autor (c) 2020 Vesela Chergova 2020-11-27 2020-11-27 11 87 101 10.21747/16478770.11.9489 Consciência sintática no plano textual: um estudo realizado com alunos dos anos iniciais do Ensino Fundamental I <p>This article has as theme the syntactic awareness of children of the 3rd, 4th and 5th years of Elementary School I. The main objective is to expose the bases, processes and results of a study developed to examine the level of syntactic awareness (use and awareness in use) of 40 students from these school years, based on an instrument built for this purpose, focusing, in this article, the textual plan. It is theoretically supported on Psycholinguistics and its relations with Syntax, with regard to studies in the use and awareness in the use of ten selected syntactic contents. Methodologically, the syntactic awareness instrument, with focus on these topics, uses four operative categories, being presented in this article only the judgment task on the textual level. The results achieved are: a Syntactic awareness instrument for the investigation of the 3rd, 4th and 5th grade of Elementary School, focusing, in this article, the textual plan; the performance of students in the use of syntactic cases and in the syntactic awareness of their use evidenced by the application of the constructed instrument. The results obtained point, based on the statistical treatment, to the existing correlations with regard to syntactic content, use and awareness in use and school years.</p> Thaís Vargas dos Santos Vera Wannmacher Pereira Direitos de Autor (c) 2020 Thaís Vargas dos Santos, Vera Wannmacher Pereira 2020-11-27 2020-11-27 11 105 121 10.21747/16478770.11.9490 Veronica Manole. Português Económico: manual para alunos de PLE: nível C1. Revisão científica de Ângela Carvalho. Bucareste: Editora Universităţii din Bucureşti, 2019. 300 pp. ISBN 978-606-16-1114-0 . Inês Silva de Almeida Direitos de Autor (c) 2020 Inês Silva de Almeida 2020-11-27 2020-11-27 11 125 128 10.21747/16478770.11.9491 Henrique BARROSO (Coord.). O Português na Casa do Mundo, Hoje. V. N. Famalicão: Edições Húmus, 2018. 216 pp. ISBN: 978-989-755-348-6. . Daniel Ferreira Direitos de Autor (c) 2020 Daniel Ferreira 2020-11-27 2020-11-27 11 129 132 10.21747/16478770.11.9492 Christian Koch, Daniel Reimann (eds.) As Variedades do Português no Ensino do Português Língua Não Materna. Tübingen: Narr Francke Attempto, 2019, 225 pp. ISBN 978-3-8233-8221-8 . Veronica Manole Direitos de Autor (c) 2020 Veronica Manole 2020-11-27 2020-11-27 11 133 136 10.21747/16478770.11.9493 Nota de Homenagem . Isabel Margarida Duarte Maria de Fátima Outeirinho Rogelio Ponce de León Direitos de Autor (c) 2020 Isabel Margarida Duarte, Maria de Fátima Outeirinho, Rogelio Ponce de León 2020-11-30 2020-11-30 11 1 3 10.21747/16478770.11.10086 Editorial . Isabel Margarida Duarte Fátima Outeirinho Rogelio Ponce de León Direitos de Autor (c) 2020 Isabel Margarida Duarte, Fátima Outeirinho, Rogelio Ponce de León 2020-11-27 2020-11-27 11 9 10 10.21747/16478770.11.9483 Volume completo . Revista Linguarum Arena Direitos de Autor (c) 2020 Revista Linguarum Arena 2020-11-27 2020-11-27 11 1 156 10.21747/16478770.11.9494