Part of
Linguistic Approaches to Portuguese as an Additional LanguageEdited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 167–190
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 167–190
Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3
Despite the salient benefits of using language corpora to guide and promote second language acquisition, it is not a straightforward proposition to develop a pedagogical approach based on the use of a language corpus. In the present chapter, we address the implementation of Flowerdew’s concept of “pedagogic mediation” through the use of a guided-induction, corpus-based approach to the teaching of Portuguese as a third language to speakers of Spanish and English. We use a contrastive approach and focus on linguistic properties that are systematically different in Portuguese and Spanish and that could potentially be subject to negative crosslinguistic influence.
Keywords: language corpus, deductive, inductive, guided induction, Portuguese, C-ORAL BRASIL
Article outline
- 1.Introduction
- 2.The use of a language corpus to teach an L2
- 2.1Direct and indirect uses of language corpora
- 2.2Indirect uses: WHAT to teach
- 3.Theory- and data-driven approaches: Deductive and inductive processes
- 3.1Deductive and inductive approaches
- 3.2Guided induction
- 4.Applications of guided induction activities with Portuguese
- 4.1Description of C-ORAL-BRASIL
- 4.2Teaching the syntactic structure of gostar using a teacher-corpus approach
- 4.3Teaching interactional functions using a teacher-corpus approach
- 5.Conclusion
-
Acknowledgements -
Notes -
References
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