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Atos de fala e ensino de português língua estrangeira para estudantes chineses
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Nas pesquisas atuais sobre o ensino de português como língua estrangeira (PLE), cada vez mais pesquisadores têm prestado atenção ao desenvolvimento das habilidades comunicativas. Os alunos proficientes são capazes de se expressar e se comunicar de maneira integrada em português, evidenciando que não só devem possuir um sólido domínio da competência linguística, mas também da competência pragmática.
Esta dissertação tem início com uma revisão abrangente da teoria dos atos de fala, com especial ênfase nos estudos desses atos voltados para a competência pragmática dos alunos. Em seguida, a autora explora minuciosamente as interconexões entre a competência comunicativa, linguística e pragmática.
Os resultados desses estudos destacam que a proficiência linguística avançada nem sempre assegura as capacidades comunicativas na prática. Ao mesmo tempo, diversas abordagens de ensino do PLE na China acabam por desconsiderar a natureza dinâmica da língua. Essa separação entre “conhecimento” e “aplicação” frequentemente resulta em falhas pragmáticas. Para efetivamente atingir metas comunicativas, é imprescindível desenvolver a habilidade de analisar os atos de fala em uma variedade de contextos.
Este trabalho defende de maneira enfática a adoção da metodologia de Ensino de Línguas Baseado em Tarefas, cuidadosamente orientada pelos princípios dos atos de fala.
O seu objetivo primordial é aprimorar a competência comunicativa dos estudantes chineses. Além disso, a proposta fornece perspetivas viáveis sobre a arte de selecionar livros didáticos adequados e orquestrar estrategicamente as atividades de ensino.
In existing research of teaching Portuguese as a foreign language, more and more researchers have paid attention to the development of students’ communicative skills. Proficient students can listen, express, and communicate synthetically in Portuguese, indicating that they not only should have a good command of linguistic competence but also pragmatic competence. This thesis begins with a literature review on the speech act theory and especially on the speech act studies focusing on learners’ pragmatic competence, and then the present author elaborates the relationships among the communicative competence, linguistic competence and pragmatic competence. Findings of these studies reveal that learners’ advanced linguistic proficiency doesn't always guarantee their practical communicative skills. Meanwhile, many approaches to teaching Portuguese in China neglect the dynamic and open-ended nature of language, this detachment between “knowledge” and “application” frequently results in students’ pragmatic failures. To effectively achieve communicative goals, it is imperative to train the capacity to understand and analyze speech acts across diverse contexts. This dissertation strongly advocates embracing the real task-based approach methodology, carefully steered by the principles of speech act theory. Its primary objective is to elevate the communicative competence of Chinese students. Furthermore, the proposal provides feasible perspectives on the art of selecting suitable teaching materials and the strategic orchestration of teaching activities.
In existing research of teaching Portuguese as a foreign language, more and more researchers have paid attention to the development of students’ communicative skills. Proficient students can listen, express, and communicate synthetically in Portuguese, indicating that they not only should have a good command of linguistic competence but also pragmatic competence. This thesis begins with a literature review on the speech act theory and especially on the speech act studies focusing on learners’ pragmatic competence, and then the present author elaborates the relationships among the communicative competence, linguistic competence and pragmatic competence. Findings of these studies reveal that learners’ advanced linguistic proficiency doesn't always guarantee their practical communicative skills. Meanwhile, many approaches to teaching Portuguese in China neglect the dynamic and open-ended nature of language, this detachment between “knowledge” and “application” frequently results in students’ pragmatic failures. To effectively achieve communicative goals, it is imperative to train the capacity to understand and analyze speech acts across diverse contexts. This dissertation strongly advocates embracing the real task-based approach methodology, carefully steered by the principles of speech act theory. Its primary objective is to elevate the communicative competence of Chinese students. Furthermore, the proposal provides feasible perspectives on the art of selecting suitable teaching materials and the strategic orchestration of teaching activities.