Hits 7.441 – 7.460 of 7.481
7441 |
As entoacións galega e portuguesa: a fronteira á luz da dialectometría e da percepción
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7442 |
(Des-)continuidade de léxico dialectal na fronteira galego-portuguesa
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7443 |
Léxico dialetal. A importância da distribuição espacial da variação formal e semântica para outras disciplinas
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7444 |
Lingua, patrimonio e coñecemento tradicional. Uma proposta de trabalho para as aulas
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7445 |
Conversión Fonética Automática con Información Fonológica para el Gallego ; Automatic Phonetic Conversion with Phonological Knowledge for Galician
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7446 |
Un novo glosario do Cancioneiro da Ajuda. A microestrutura das entradas verbais ; A new glossary of the Cancioneiro da Ajuda. The microstructure of verbal entries
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7447 |
O Tesouro do Léxico Patrimonial Galego e Portugués [Póster]
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7448 |
"Ás dúas beiras do Miño/Minho: fonética galega e fonética portuguesa"
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7450 |
Documentação posterior à confecção do Tombo de Toxos Outos (sécs. XIII-XIV). Edição e inventário toponímico
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7453 |
Áreas lexicais galegas e portuguesas. A proposta de Cintra aplicada ó galego
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7454 |
O processo de lematização no Tesouro do léxico patrimonial galego e português
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7455 |
O Tesouro do Léxico Patrimonial Galego e Portugués. Unha ferramenta para o estudo do léxico [Póster]
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7456 |
A crosslinguistic study of voiceless fricative sibilants in Galician and European Portuguese
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7457 |
Slaves and interpreters in the origin of Pidgin Portuguese
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7458 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 4, Pp 1019-1043
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Abstract:
ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.
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Keyword:
Explicit Knowledge of Language; Grammar Teaching; Language Teacher Cognition; P1-1091; Philology. Linguistics; Portuguese L1 Teaching
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URL: https://doi.org/10.1590/0102-445090849479780631 https://doaj.org/article/c057ebb17ec64d77999392b93f441892
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7459 |
O Mestre francez (1767) de Francisco Clamopin Durand e as suas fontes
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 4, Pp 1299-1317
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7460 |
Ter estado resultante não é ter construção resultativa: predicados secundários pseudo-resultativos e orações adjuntas de resultado no português brasileiro
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 2, Pp 547-576
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