The approach of the category modality for textbooks in Spanish and French: A comparative study
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03 |
Resumo: | This article will address the comparative study on the treatment of the category modality for textbooks Spanish Language and French Language in which we assume the theoretical assumptions of North American functionalism. For the development of research, we aimed to answer the question: The modality is treated in communicative context considering the pragmatic-discursive interpretation? The results showed that there is no express reference in the study of the category modality, but there are indications of possible notions such as duty, usage times and verbal expressions, which deserve attention, given the relevance of pragmatic-discursive approaches to language teaching.Keywords: textbook, modality, language teaching Spanish and French. |
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The approach of the category modality for textbooks in Spanish and French: A comparative studyA abordagem da categoria Modalidade em livros didáticos de Espanhol e de Francês Língua Estrangeira: uma análise comparatistaThis article will address the comparative study on the treatment of the category modality for textbooks Spanish Language and French Language in which we assume the theoretical assumptions of North American functionalism. For the development of research, we aimed to answer the question: The modality is treated in communicative context considering the pragmatic-discursive interpretation? The results showed that there is no express reference in the study of the category modality, but there are indications of possible notions such as duty, usage times and verbal expressions, which deserve attention, given the relevance of pragmatic-discursive approaches to language teaching.Keywords: textbook, modality, language teaching Spanish and French.Neste artigo, em que assumimos os pressupostos teóricos do funcionalismo norte-americano, analisamos o tratamento dado à categoria Modalidade por livros didáticos de Língua Espanhola e de Língua Francesa. Para o desenvolvimento da pesquisa, objetivamos responder a seguinte questão: a Modalidade é tratada no contexto comunicativo considerando-se a interpretação pragmático-discursiva? Os resultados mostraram que não há referência expressa ao estudo da categoria Modalidade, mas há indícios de utilização de mecanismos para codificar noções de obrigação, bem como utilização de tempos e expressões verbais a serviço da modalização, os quais merecem atenção, considerando-se a relevância de abordagens de cunho pragmático-discursivo no ensino de línguas.Palavras-chave: livro didático, modalidade, ensino de língua espanhola e de língua francesa.Unisinos2016-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03Calidoscópio; Vol. 14 No. 3 (2016): September/December; 390-401Calidoscópio; v. 14 n. 3 (2016): Setembro/Dezembro; 390-4012177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03/5806Araújo, Alexandra Maria de Castro e SantosCoan, MárlucePontes, Valdecy de Oliveirainfo:eu-repo/semantics/openAccess2017-03-17T13:00:20Zoai:ojs2.revistas.unisinos.br:article/10522Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2017-03-17T13:00:20Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
The approach of the category modality for textbooks in Spanish and French: A comparative study A abordagem da categoria Modalidade em livros didáticos de Espanhol e de Francês Língua Estrangeira: uma análise comparatista |
title |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
spellingShingle |
The approach of the category modality for textbooks in Spanish and French: A comparative study Araújo, Alexandra Maria de Castro e Santos |
title_short |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
title_full |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
title_fullStr |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
title_full_unstemmed |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
title_sort |
The approach of the category modality for textbooks in Spanish and French: A comparative study |
author |
Araújo, Alexandra Maria de Castro e Santos |
author_facet |
Araújo, Alexandra Maria de Castro e Santos Coan, Márluce Pontes, Valdecy de Oliveira |
author_role |
author |
author2 |
Coan, Márluce Pontes, Valdecy de Oliveira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Araújo, Alexandra Maria de Castro e Santos Coan, Márluce Pontes, Valdecy de Oliveira |
description |
This article will address the comparative study on the treatment of the category modality for textbooks Spanish Language and French Language in which we assume the theoretical assumptions of North American functionalism. For the development of research, we aimed to answer the question: The modality is treated in communicative context considering the pragmatic-discursive interpretation? The results showed that there is no express reference in the study of the category modality, but there are indications of possible notions such as duty, usage times and verbal expressions, which deserve attention, given the relevance of pragmatic-discursive approaches to language teaching.Keywords: textbook, modality, language teaching Spanish and French. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.143.03/5806 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 14 No. 3 (2016): September/December; 390-401 Calidoscópio; v. 14 n. 3 (2016): Setembro/Dezembro; 390-401 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
_version_ |
1792203886679818240 |