Title: Perceções de estudantes universitários chineses sobre o ensino-aprendizagem de português língua estrangeira – Iniciantes
Variant title:
- Chinese university students' perceptions on teaching and learning of Portuguese as a foreign language – beginners
Source document: Études romanes de Brno. 2020, vol. 41, iss. 1, pp. 197-215
Extent
197-215
-
ISSN1803-7399 (print)2336-4416 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ERB2020-1-13
Stable URL (handle): https://hdl.handle.net/11222.digilib/142581
Type: Article
Language
License: CC BY-SA 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
O processo de ensino-aprendizagem de uma segunda língua é complexo e largamente influenciado pelas perceções do professor e do estudante, com impacto no sucesso das aprendizagens. Compreender a identidade cultural do aprendente, assim como as suas perspetivas quanto ao ensino-aprendizagem de uma língua estrangeira e a sua recetividade às atividades propostas é muito importante para assegurar uma aprendizagem bem sucedida e evitar conflitos entre a cultura de ensino do aprendente e o seu contacto com novas tendências pedagógicas. Este trabalho procura conhecer as perceções do aprendente chinês de português língua estrangeira (PLE), cujo percurso pedagógico está profundamente formatado pelos métodos tradicionais. Recorrendo à investigação baseada em inquérito (survey), os resultados apontam para um perfil de aluno profundamente moldado pelo seu background cultural, mas também prático e recetivo à ideia de mudança.
Second language teaching and learning is a complex process largely influenced by the perceptions of the teacher and the student, with an evident impact on the success of the education. Understanding the cultural identity of the learner and their perceptions of the foreign language teaching-learning process as well as their openness to the proposed activities is very important to ensure successful learning and to avoid conflicts between the learner's culture and new pedagogical tendencies. The present work seeks to better understand the perceptions that the Chinese learner of Portuguese as a Foreign Language (PFL) has. Using survey-based research, the results point out to a student that is deeply molded by its cultural background but also very active and receptive to the novelty.
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[5] Celce-Murcia, M. (2014). An overview of language-teaching methods and approaches. In Teaching English as a second or foreign language (2–14). Boston: National Geographic Learning-Heinle Cengage Learning.
[6] Chan, C. (2008). Pedagogical transformation and knowledge building for the Chinese learner. Evaluation and Research in Education, 21, 3, 235–251.
[7] Confúcio. s.d. Analectos. Mem Martins: Publicações Europa-América.
[8] Cooper, B. J. (2004). "The enigma of the Chinese learner". Accounting Education, 13, 3, 289–310. | DOI 10.1080/0963928042000273780
[9] Dzau, Y. F. (1990). English in China. Hong Kong: API Press.
[10] Fang, Y.; Gopinathan, S. (2009). Teachers and teaching in Eastern and Western schools: A critical review of cross-cultural comparative studies. In International handbook of research on teachers and teaching (pp. 557–572). New York: Springer.
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[12] Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 2, 93–105.
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[30] Tait, C. (2011–2012). The Chinese learner in the New Zealand university environment. New Zealand Annual Review of Education, 21, 165–183.
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