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In:Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 167–190

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Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3

 | California State University
 | Rice University
 | Rice University
Published online: 26 March 2020
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https://doi.org/10.1075/ihll.24.07fle
Abstract
Despite the salient benefits of using language corpora to guide and promote second language acquisition, it is not a straightforward proposition to develop a pedagogical approach based on the use of a language corpus. In the present chapter, we address the implementation of Flowerdew’s concept of “pedagogic mediation” through the use of a guided-induction, corpus-based approach to the teaching of Portuguese as a third language to speakers of Spanish and English. We use a contrastive approach and focus on linguistic properties that are systematically different in Portuguese and Spanish and that could potentially be subject to negative crosslinguistic influence.
Article outline
  • 1.Introduction
  • 2.The use of a language corpus to teach an L2
    • 2.1Direct and indirect uses of language corpora
    • 2.2Indirect uses: WHAT to teach
  • 3.Theory- and data-driven approaches: Deductive and inductive processes
    • 3.1Deductive and inductive approaches
    • 3.2Guided induction
  • 4.Applications of guided induction activities with Portuguese
    • 4.1Description of C-ORAL-BRASIL
    • 4.2Teaching the syntactic structure of gostar using a teacher-corpus approach
    • 4.3Teaching interactional functions using a teacher-corpus approach
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
References (38)
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