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da Piedade Melro Blazer Gaspar Costa, Ana Luísa
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- Projeto ARTICULAR: uma experiência de articulação curricular na formação inicial de educadores e professoresPublication . Mendes, Fátima; Pinto, Mariana Oliveira; Delgado, Catarina; Costa, Ana Luísa
- Para um perfil do conhecimento gramatical da geração do milénioPublication . Batalha, Joana; Costa, Ana LuísaThe academic year 2019/20 is marked by the arrival at university of students born in the new millennium. When this generation of students began to ‘learn grammar’ at school, teachers and other specialistswere debating the terminology for basic and secondary education and the place of grammar in the curriculum was changing. In this article, we propose to contribute to a description of the knowledge about language to which millennials had access, more than a decade after the Terminological Dictionary(DT) became official (DGE, 2008). Assuming that there is a prescribed curriculumand a real curriculum, we start from the question what is the place of grammar in the curriculum to offer a comparative analysis of the discourse prescribed for the teaching of grammar in official curricular documents approved between 2000/01 and 2019/20. From this analysis, we present an empirical study assessing the grammatical knowledgein European Portuguese of 65 students entering higher education in 2019/20. For this study, we used a diagnostic instrument, assessing knowledge of different grammatical topics, mainly in the domains of morphology and syntax. The results obtained, which update data from previous studies on students’ difficulties in grammar learning, suggest that terminological standardization and changes in the prescribed curriculum have not solved all the problems in the teaching of gramar.
- Grammar teaching 91-19: an analysis of the portuguese curriculaPublication . Costa, Ana LuísaThe scope of the present study is the discourse about grammar, as a curriculum component, in the syllabi and learning outcomes for Basic and Secondary Education in force in Portugal from 1991 to 2019. The corpus includes thirteen curricular documents that conveyed the prescribed curriculum for Portuguese L1. A comparative study guides the analysis of the curricular discourse, focusing on three issues: (i) the concept of Grammar, (ii) the place of Grammar among other curriculum components, namely Speaking, Listening, Writing, and Reading, and (iii) the degree of explicitness in grammar instruction.Three dichot-omies (dependence / autonomy, prescriptivism / descriptivism, and language skills / reflective thinking), addressed in research, cross over the discourse about Grammar in the official documents. The results show different frames for Grammar conceptualizations, place and type of instruction, in a pathway from a dependent to an autonomous curricular component, and from instrumental goals to a balance between language skills enhancement and reflective activity.
- Articulação entre a Língua e a Matemática a partir de histórias para a infânciaPublication . Pinto, Mariana Oliveira; Mendes, Fátima; Costa, Ana Luísa; Delgado, Catarina
- Da consciência linguística à consciência da variação linguísticaPublication . Costa, Ana Luísa
- Nas margens da escrita académicaPublication . Costa, Ana LuísaTwo case studies on academic writing aim at characterizing the writing profiles of students entering higher education through means other than the National Access Competition. The first case is the written task of an exam for students of professional and artistic courses applying for polytechnic institutes. The second one consists of the written diagnostic of a Workshop on Portuguese for Academic Purposes. Considering the Development Response as the aggregating textual genre, texts of the order of argument and explanation/exposition were analyzed. The study revealed globally higher results in case 1 (entrance test), difficulties across the whole set of texts, and specific problems in the group of students speaking varieties of Portuguese different from EP. Cross-cutting weaknesses were identified at the macrostructure level, such as the inclusion of counter-arguments and the elaboration of an adequate conclusion, as well as at the microstructure level, such as punctuation due to syntactic knowledge and limited use of contrastive and causal connectors. This characterization of students writing profiles at the entrance to higher education allows the development of intentional interventions in the writing practices of different scientific areas.
- Projeto ARTICULARPublication . Mendes, Fátima; Costa, Ana Luísa; Delgado, Catarina; Veiga, Mariana
- Diversidade Linguística no IPSPublication . Costa, Ana Luísa