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Collocations workbook: um material de apoio pedagógico on-line baseado em corpus para o ensino de colocações em inglês
Abstract
Resumo: Esta pesquisa defende que a seleção de colocações para o ensino de língua estrangeira deve ser inicialmente realizada com o propósito de atender aprendizes de uma L1 específica e, desse modo, sustenta que materiais de ensino devam ser elaborados a começar por uma seleção cuidadosa de colocações que retratem as dificuldades específicas desses aprendizes (MACKIN, 1978). Nesse sentido, este artigo visa tratar da compilação de um workbook on-line de colocações na língua inglesa, baseado em corpus, no intuito de permitir que professores de inglês como LE trabalhem com as colocações em sala de aula de modo mais eficiente e auxiliem seus alunos a empregá-las de modo mais preciso e produtivo. Temos também como público-alvo tradutores aprendizes e profissionais, principalmente aqueles cuja L1 é o português. As atividades estão sendo desenvolvidas com base nas dificuldades dos alunos brasileiros no uso de colocações, segundo dados observados em traduções produzidas por alunos universitários, na direção português-inglês, que compõem um corpus paralelo, o Corpus de Aprendizes de Tradução, bem como de redações, escritas por alunos universitários, que compõem o Corpus de Aprendizes de Língua Estrangeira. Para extrair os dados, utilizamos o programa WordSmith Tools (SCOTT, 2008), possibilitando-nos levantar os padrões colocacionais mais frequentemente empregados pelos alunos. O Corpus of Contemporary American English (DAVIES, 1990-2012) também é utilizado, para verificar a frequência e recorrência dos padrões colocacionais extraídos, assim como levantar outras colocações para serem incluídas nos exercícios que irão compor o workbook. A proposta objetiva contribuir para a conscientização do aspecto colocacional e, principalmente, o desenvolvimento da fluência na língua inglesa.
Palavras-chave: workbook; colocações; corpus; material pedagógico; ensino de colocações.
Abstract: This study argues that the selection of collocations should be geared to targeting L2 learners of a particular L1 background and thus teaching material should be designed with a careful selection of collocations focusing on their specific difficulties (MACKIN, 1978). Bearing that in mind, this article aims at discussing the compilation of an online corpus-based collocational workbook, in order to allow English as a foreign language teachers to work with the collocations in the classroom more effectively and help learners use them more accurately and productively. Our public audience is also learner and professional translators, mainly the ones whose L1 is Portuguese. The activities are being developed based on the difficulties the Brazilian learners had regarding the use of collocations, raised from the translations carried out by university students in the Portuguese-English direction, which comprise a Translation Learner Corpus, as well as essays also written by university students which constitute a Learner Corpus. For extracting the data, the computing program WordSmith Tools (SCOTT, 2008) is used, enabling us to raise the most frequent collocational patterns employed by the learners. We also check frequency and recurrence of collocational patterns extracted as well as raise more collocations to be included in the workbook on The Corpus of Contemporary American English (DAVIES, 1990-2012). The proposal of designing an online workbook has the objective of contributing to Brazilian students’ awareness of collocational aspects and mainly to the improvement of fluency in English.
Keywords: Workbook; Collocations Corpus; Pedagogical Material; Teaching Collocations.
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DOI: http://dx.doi.org/10.17851/2237-2083.23.3.833-881
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