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Atenção! - polywords (polipalavras): combinações de palavras usadas de modo fixo (quase que impossíveis de serem alteradas), geralmente compostas por preposições ou outras palavras sem muito valor semântico (ou seja, sem muito significado quando estão sozinhas). Ex.: by the way (por falar nisto, a propósito), upside down (de cabeça para baixo, de pernas para o ar), up to now (até agora), from now on (de agora em diante), on the other hand (por outro lado), put up with (tolerar), look forward to (aguardar ansiosamente por), all at once (tudo de uma só vez, tudo de uma vez só). - collocations: refere-se ao modo como uma palavra-chave combina com outras palavras em uma língua. Collocations são de todos os tipos e ocorrem com todas as palavras. Alguns exemplos: com verbos: shut the door – fechar a porta slam the door – bater a porta com força, fechar a porta com força lock the door – trancar a porta, passar a chave na porta unlock the door – destrancar a porta answer the door – ver quem está batendo (tocando a campainha) break the door down – derrubar a porta, arrombar a porta com adjetivos que combinam com a palavra door: big door – porta grande great door – porta grande huge door – porta grande, enorme glass-panelled door – porta com vidro (não é a porta de vidro) revolving door – porta giratória Fontes: Denilso de Lima, disponível em: <http://www.inglesnapontadalingua.com.br/2008/07/polywords-o-que- isto.html> e <http://www.inglesnapontadalingua.com.br/2007/02/collocations-voc-j-ouviu- falar.html>. Michael Lewis defende “um retorno cauteloso da tradução como atividade útil na aula de LE”, “a natureza lexical da linguagem e a centralidade do léxico para a produção do sentido” e a palavra-chave da abordagem Lexical é chunk (“bloco de enunciado”), fundamento de toda língua natural (SOUZA, [1999]). A implicação para a tradução, segundo Lewis, é que os aprendizes não devem traduzir palavra por palavra, mas bloco por bloco de enunciado, em que a preocupação maior é com o conteúdo comunicativo do bloco, e não tanto com a sua forma gramatical. Entretanto, para traduzir blocos de enunciados, é necessário primeiro saber identificá-los (SOUZA, [1999]). Chunks of language: também conhecidos como formulaic sequences ou formulaic language. Há, ainda, outros nomes: lexical chunks, lexical units, lexical items, chunks, multi-word units, ready-mades, prefabricated language, holophrases. Essas unidades – formulaic language – não são formadas nem mesmo processadas palavra por palavra. Elas são armazenadas e puxadas da memória como se fossem um conjunto. A seguir, alguns exemplos: “How old are you?”; “Where are you from?”; “What’s your name?”; “How are you?” “I’m sorry!”; “Excuse me!”; “I beg your pardon!”; “Thank you!”; “You’re welcome!”; “Never mind!”; “No problem!” “The thing is…”; “Would you like…”; “What’s … like?”; “What does … look like?”; “By the way”; “So to speak” “What’s up?”; “What’ve you been up to?”; “What’ve you been doing lately?”; “Where’ve you been?” “Get up early”; “Get up late”; “flag down a taxi”; “run out of (money, gas, sugar, coffee, etc.)”; “Very much mistaken”; “set the table”; “throw a party”; “brush your teeth”; “send an email”; “stretch the truth” “Water dripping day by day…”; “Kick the bucket”; “Go by the book”. Fonte: Denilso de Lima, disponível em:<http://www.denilsodelima.com.br/articles/chunks-of- language/>. As principais características da abordagem Lexical são: - lexis is central in creating meaning, grammar plays a secondary role in managing meaning. - successful language is a wider concept than accurate language. Emphasis is on successful communication not grammatical mastery. - language is not learned by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts. - emphasis on language patterns and collocations. - grammar is acquired by a process of observation, hypothesis and experiment. - grammar exploration instead of grammar explanation. - intensive and extensive listening and reading in the target language. - first and second language comparisons and translation — carried out chunk-for- chunk, rather than word-for-word — aimed at raising language awareness. - repetition and recycling of activities. - activities of guessing the meaning of vocabulary items from context. - the language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners’ awareness of the lexical nature of language. - use of dictionaries and other reference tools. - early emphasis on receptive skills, especially listening, is essential. - the importance of contrast in language awareness must be recognized. - teachers should employ extensive, comprehensible language for receptive purposes. - extensive writing should be delayed as long as possible. - nonlinear recording formats (e.g., mind maps, word trees) are intrinsic to the Lexical Approach. - reformulation should be the natural response to students’ mistakes. Algumas críticas à abordagem Lexical: - lexis still refers to only one component of communicative competence. It remains to be convincingly demonstrated how a lexically based theory of language and language learning can be applied at the levels of design and procedure in language teaching, suggesting that it is still an idea in search of an approach and a methodology. - students doubtless benefited from an enhanced repertoire of lexical phrases, but over-encouraged to seek the safety of the fixed forms, they still lost control of their larger meaning and found themselves stranded on phrasal islands of incongruous correctness by the error-infested nature of the larger sentence. - adult language knowledge consists of a continuum of linguistic constructions of different levels of complexity and abstraction. Constructions can comprise concrete and particular items (as in words and idioms), more abstract classes of items (as in word classes and abstract constructions), or complex combinations of concrete and abstract pieces of language (as mixed constructions). Consequently, no rigid separation is postulated to exist between lexis and grammar.
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