Mobile technologies and Brazilian Portuguese teaching for foreigners
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/38183 |
Resumo: | The multiplicity of resources offered by the Internet, expanding mobile services, led to the emergence of mobile learning. Through this strategy, applications installed on mobile devices use digital information and communication technologies to promote language teaching-learning. In order to understand how this process occurs, this study analyzes three apps aimed at teaching Portuguese as a second language: Duolingo, Babbel and Busuu. Based on studies of gamification and language learning by computer, apps are classified according to four paradigms, based on the highlight (i) language approaches; (ii) the content presented, such as reading, text production, vocabulary, grammatical topics, oral tasks and pronunciation; and (iii) the use of images to represent vocabulary and daily situations. Data analysis allowed us to understand that, although a behaviorist structure predominates, working the language in a fragmented way, as an object of study and not as a form of communication and social interaction, the three applications present a well-planned system in terms of gamification. It has concluded that these tools do not present themselves as protagonists to the teaching of the Portuguese language to foreigners, but, used as support, contribute to learning. |
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Mobile technologies and Brazilian Portuguese teaching for foreignersTecnologias Digitais Móveis e o ensino de Língua Portuguesa para estrangeirosComputer language learning (CALL)Mobile appsBrazilian Portuguese as foreign languageaprendizagem de línguas por computador (CALL)aplicativos móveisPortuguês como segunda línguaThe multiplicity of resources offered by the Internet, expanding mobile services, led to the emergence of mobile learning. Through this strategy, applications installed on mobile devices use digital information and communication technologies to promote language teaching-learning. In order to understand how this process occurs, this study analyzes three apps aimed at teaching Portuguese as a second language: Duolingo, Babbel and Busuu. Based on studies of gamification and language learning by computer, apps are classified according to four paradigms, based on the highlight (i) language approaches; (ii) the content presented, such as reading, text production, vocabulary, grammatical topics, oral tasks and pronunciation; and (iii) the use of images to represent vocabulary and daily situations. Data analysis allowed us to understand that, although a behaviorist structure predominates, working the language in a fragmented way, as an object of study and not as a form of communication and social interaction, the three applications present a well-planned system in terms of gamification. It has concluded that these tools do not present themselves as protagonists to the teaching of the Portuguese language to foreigners, but, used as support, contribute to learning.A multiplicidade de recursos oferecidos pela internet, ampliando os serviços móveis, fez surgir a modalidade de ensino mobile learning. Por meio dessa estratégia, aplicativos (apps) instalados em aparelhos móveis utilizam tecnologias digitais de informação e comunicação para promover o ensino-aprendizagem de idiomas. A fim de compreender como ocorre esse processo, este estudo analisa três apps voltados ao ensino da língua portuguesa: Duolingo, Babbel e Busuu. Com base nos estudos da gamificação e aprendizagem de línguas por computador, os apps são classificados segundo quatro paradigmas, fundamentados no destaque (i) à teoria de aprendizagem; (ii) às concepções de linguagem; (iii) ao conteúdo abordado, como leitura, produção de textos, vocabulário, tópicos gramaticais, tarefas orais e pronúncia; e (iv) ao emprego de imagens para representar vocabulário e situações diárias. A análise dos dados permitiu compreender que, embora predomine uma estrutura behaviorista, trabalhando a língua de forma fragmentada, como objeto de estudo e não como forma de comunicação e interação social, os três aplicativos apresentam um sistema bem planejado em termos de gamificação. Conclui-se que essas ferramentas não ensinam de fato a língua, mas, usadas como suporte, contribuem para a aprendizagem.Editora da PUCRS - ediPUCRS2020-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/3818310.15448/1984-7726.2020.4.38183Letras de Hoje; Vol. 55 No. 4 (2020); e38183Letras de Hoje; Vol. 55 Núm. 4 (2020); e38183Letras de Hoje; v. 55 n. 4 (2020); e381831984-77260101-333510.15448/1984-7726.2020.4reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/38183/26581Copyright (c) 2021 Letras de Hojehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCani, Josiane Brunetti2021-02-09T13:04:05Zoai:ojs.revistaseletronicas.pucrs.br:article/38183Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2021-02-09T13:04:05Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Mobile technologies and Brazilian Portuguese teaching for foreigners Tecnologias Digitais Móveis e o ensino de Língua Portuguesa para estrangeiros |
title |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
spellingShingle |
Mobile technologies and Brazilian Portuguese teaching for foreigners Cani, Josiane Brunetti Computer language learning (CALL) Mobile apps Brazilian Portuguese as foreign language aprendizagem de línguas por computador (CALL) aplicativos móveis Português como segunda língua |
title_short |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
title_full |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
title_fullStr |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
title_full_unstemmed |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
title_sort |
Mobile technologies and Brazilian Portuguese teaching for foreigners |
author |
Cani, Josiane Brunetti |
author_facet |
Cani, Josiane Brunetti |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cani, Josiane Brunetti |
dc.subject.por.fl_str_mv |
Computer language learning (CALL) Mobile apps Brazilian Portuguese as foreign language aprendizagem de línguas por computador (CALL) aplicativos móveis Português como segunda língua |
topic |
Computer language learning (CALL) Mobile apps Brazilian Portuguese as foreign language aprendizagem de línguas por computador (CALL) aplicativos móveis Português como segunda língua |
description |
The multiplicity of resources offered by the Internet, expanding mobile services, led to the emergence of mobile learning. Through this strategy, applications installed on mobile devices use digital information and communication technologies to promote language teaching-learning. In order to understand how this process occurs, this study analyzes three apps aimed at teaching Portuguese as a second language: Duolingo, Babbel and Busuu. Based on studies of gamification and language learning by computer, apps are classified according to four paradigms, based on the highlight (i) language approaches; (ii) the content presented, such as reading, text production, vocabulary, grammatical topics, oral tasks and pronunciation; and (iii) the use of images to represent vocabulary and daily situations. Data analysis allowed us to understand that, although a behaviorist structure predominates, working the language in a fragmented way, as an object of study and not as a form of communication and social interaction, the three applications present a well-planned system in terms of gamification. It has concluded that these tools do not present themselves as protagonists to the teaching of the Portuguese language to foreigners, but, used as support, contribute to learning. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-31 |
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://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/38183 10.15448/1984-7726.2020.4.38183 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/38183 |
identifier_str_mv |
10.15448/1984-7726.2020.4.38183 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/38183/26581 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Letras de Hoje https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Letras de Hoje https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letras de Hoje; Vol. 55 No. 4 (2020); e38183 Letras de Hoje; Vol. 55 Núm. 4 (2020); e38183 Letras de Hoje; v. 55 n. 4 (2020); e38183 1984-7726 0101-3335 10.15448/1984-7726.2020.4 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
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1799128782612725760 |