Letteratura scientifica selezionata sul tema "Didacticization"

The article reveals the didactic potential of authentic audiovisual materials in the context of translators’ training based on the works of the bands Rammstein and Till Lindemann. The use of the biblio-semantic method made it possible to study and generalize theoretical experience on didactic issues, in particular, songwriting. Thus, the article analyses approaches to the definition of the concept of "didacticization", suggests the own one and determines the guiding principles of didacticization of audiovisual materials in the context of professional training of linguists and translators based on the formed corpus of illustrative research material. Attention is focused on the argumentation of the ways of using the songs of the bands Rammstein and Till Lindemann for the development of various types of speech activity. In particular, it was found that in the context of the professional training of linguists and translators, the relevant criteria should be the following: a clear potential for didactic training in order to develop key competencies, correlation with the curriculum (studied topics), compliance with the age expectations and language level of the recipients. Didacticization of audiovisual material involves training in basic types of speech activity, i.e., listening, reading, oral and written speech. The set of exercises presented in the survey performs an intensification or consolidation function and focuses on practising skills for a certain type of speech activity.

Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

Abstract Deforestation is a global issue. Education has a fundamental role to play in this context. In this regard, the direction and effectiveness of educational practices should focus on the empowerment of students in ecocentric environmental attitudes. A key point in education for environmental sustainability is pedagogical approaches focused on the development of critical and reflective thinking. In this context, objectified research was developed in the (re)conceptualization of the “living being”, with thermogram didacticization, as a way to develop egalitarian feelings of the need for similar attitudes among living beings. The study was developed in an action-research context. The pedagogical-didactic intervention was within the scope of the “Natural Sciences” curricular unit of the “Basic Education” degree at a Portuguese Institution. After a pedagogical-didactic intervention, the reconceptualization of “living being” was observed in these students, presenting, now, a reflexive argument concerning the ecocentric environmental attitudes regarding the “living being” – the tree vs. animal, highlighting the importance that the thermographic images had in the (re)significance of their “new look” regarding the tree.

Paideia philosophy urges education and anything derived or related to it to respond to the zeitgeist of an era. Thus, techniques to deliver any pedagogical materials should position the target users as the axis to disclose them more possibilities to comprehend the materials. One of the techniques is designing anthropomorphic narratives. Studies on this topic circumnavigate around educational domains. Perceiving this issue from the lens of literary adaptation is the gap left by the previous studies. We argue that narrating pedagogical materials anthropomorphically is better termed paideia adaptation. This study attempts to prove the existence of this adaptation type by utilizing qualitative method, indicating the narrative and language features of the adaptation. Implementing the theories of onto fiction by Couceiro-Bueno, ergodic literature by Aarseth, second degree of literature by Genette, anthropomorphism by Weemans and Prévost on a corpus of animated films and games, the findings indicate that paideia adaptation has four narrative features namely anthropomorphic narratives, pseudoreferentiality, metalepsis, and metafictionality. This adaptation also has distinctive language features namely thematization, proairetic decoding, and didacticization. The result discloses a new viewpoint in the study of adaptation.

Resumo Este trabalho tem o objetivo de suscitar discussões sobre os conceitos de autor/autoria, posicionamento e estilo em teorias linguístico-discursivas, relativamente àqueles que subjazem às competências avaliativas da Prova de Redação do Exame Nacional do Ensino Médio (Enem, Brasil). Para tanto, foi feito o levantamento do estado da arte sobre os termos supracitados e uma articulação teórica com o Interacionismo Sociodiscursivo (ISD). Os resultados levam ao entendimento de que uma articulação teórica da noção de autoria de textos escolares defendida na Análise do Discurso, que vê o sujeito como aquele que age através da linguagem, pode ser reportada à noção de autor e posicionamento enunciativo assumida pelo ISD. O estudo e a didatização dessas noções são fulcrais para o reconhecimento do aluno como sujeito-autor, responsável por seu agir na/pela linguagem.

Summary Since the dawn of structuralism and generativism, linguists have not ceased to criticize a lack of scientific rigour in «traditional» grammar. Nowadays, the scientific character of syntax crucially depends on the use of syntactic tests. It appears, however, that this concept was not completely absent in traditional grammar. After a brief historical sketch of the emergence of the notion of syntactic test in modern linguistics, this contribution offers a typology of syntactic tests found in a corpus of 25 reference grammars of modern French, published in the first half of the 20th century. The bulk of syntactic tests cannot be separated from the notion of paraphrase, which in traditional grammar was partly used as a heuristic means, very often without the necessary control of linguistic form. As the quantitative analysis of the phenomenon in this study shows, the typology should not suggest that the notion of syntactic test was a dominant concept in traditional grammar. In addition, the perception of the concept of ‘syntactic test’ by the grammarians themselves is rather negative, because of a strong tendency towards, on the one hand, a ‘semanticization’ of grammar, and on the other hand, to ‘didacticization’ of the syntactic description. These two tendencies run counter to the later evolution in syntax, which emphasizes the argumentative value of manipulating utterances in order to establish non-aprioristic syntactic categories.

Teaching translation in the global educational environment is associated with the integration of theoretical, methodological and didactic approaches: the search for effective solutions to translation problems can be optimized due to the openness and intensity of academic discussions and the large scale of professional communication of translators. This article considers it necessary to analyze the current translation paradigm focusing on its functionality in preparing translators for the work with texts of tourism discourse and to suggest a variant of didactic translation of tourism texts. The analysis of national and foreign academic and educational papers has been carried out. These papers describe didactic models in teaching different types of translation and discourse-dependent translation strategies. The theoretically substantiated methodological principles forming the basis for the didactization of tourism texts are studied in the article. The research material is represented by the German and Russian texts, which were used in the educational process at Volgograd State University (Russia) and at Johannes Gutenberg University (Germany). The theoretical basis is represented by the concepts of various Russian and German translation scholars, which are significant in the educational process of both universities. The article reveals an algorithm of tourism texts didacticization, shows the genre specifics of tourism texts and studies the problematic areas caused by the cultural transfer of tourism-relevant information. The recommendations for the pre-translation analysis of texts are suggested, since the cultural dimension influences the translation of tourism texts. The practical significance of the research consists in the possibility of using the developed didactic principles in translators’ training. The results of the research can be useful for both specialists in translation studies and intercultural communication and specialists in the field of tourism.

This article explores the utilization of interactive tools in the creation of interactive exercises for German language lessons and the assessment of learners' performance. The concept of didacticization, which involves adapting educational materials and authentic texts, is examined in detail. The article outlines the essential steps for didacticizing authentic texts and provides examples of how digital tools can be employed to accomplish this task, thereby facilitating their integration into the educational process. The primary objectives of employing these tools are to foster language competence development and evaluate the attainment of learning outcomes. The study establishes that the utilization of mobile applications and Web 2.0 interactive tools effectively organizes students' work both within and outside the classroom, leading to the enhancement and refinement of their language competence.

La Déclaration Universelle des Droits Linguistiques énonce impérativement que l’enseignement doit être un vecteur essentiel de préservation et d’épanouissement de la langue véhiculée par la communauté linguistique du territoire dans lequel il est dispensé. Elle postule, de manière incontournable, que l’enseignement se doit d’être, en toute circonstance, au service de la diversité linguistique et culturelle, contribuant ainsi à l’instauration d’interactions harmonieuses entre les différentes communautés linguistiques. Au Maroc, un schéma linguistique se distingue par une structure hiérarchique et culturelle, où la « haute culture officielle, institutionnelle / constitutionnelle », incarnée par une « identité arabo-musulmane » et les « régimes d’autorité linguistique » prédominants, s’imposent impérieusement sur une « langue vernaculaire » et une culture subordonnée, marquée par des époques de colonisation et d’islamisation. Le constat unanime parmi les chercheurs est que la culture amazighe a été systématiquement marginalisée au fil de l’histoire. Ce consensus repose sur la perception que le patrimoine, l’identité, le savoir et la mémoire amazighes sont actuellement en grave danger. Ainsi, l’objectif principal est de préserver cet héritage culturel. Cette préservation passe par une réforme de l’enseignement de la langue amazighe, tant à l’échelle générale qu’au niveau spécifique de la vallée du M’Goun, située dans le Haut Atlas marocain. Pour atteindre cet objectif, il est essentiel de mettre en place les nouveaux dispositifs de standardisation, de normalisation et d’aménagement, ainsi que les mécanismes de transfert des nouvelles théories en didactique et linguistique vers l’amazighe. Cela inclut l’introduction de l’éducation au patrimoine, l’intégration de l’éducation au développement durable et l’éducation au territoire. Ces approches novatrices renforcent la sauvegarde de la culture amazighe en l’ancrant solidement dans les pratiques éducatives contemporaines. Une étape cruciale dans ce processus est la didactisation du savoir traditionnel et local. Cette démarche crée un lien essentiel entre la langue, la culture et l’environnement amazighes. Elle assure que les générations futures comprennent l’importance de cet héritage et développent un sentiment d’appartenance à leur culture. Le contexte actuel se révèle particulièrement propice à la mise en œuvre de ces initiatives. Les écoles nomades et semi-nomades se présentent comme un vecteur pédagogique idéal pour ce projet. Leur flexibilité et leur adaptation aux enjeux de l’éducation et du développement durable les rendent particulièrement appropriées pour préserver la culture amazighe, tout en contribuant à un modèle éducatif durable et inclusif. En somme, la préservation de la culture amazighe, à travers la revitalisation de la langue, la transmission du patrimoine, et la valorisation de l’identité culturelle, devient ainsi une composante essentielle des enjeux éducatifs et environnementaux contemporains. Cela s’effectue en adoptant une méthodologie didactique moderne, fondée sur une approche axée sur l’action et les projets. Notre étude entreprise se caractérise par une dimension exploratoire de l’écologie linguistique de la langue berbère. Cette thèse peut être succinctement résumée comme une entreprise visant à « guérir de l’école par le retour à la terre » (Roué, 2006), une quête de retour à l’identité, à la tradition et à l’autochtonie par le biais de l’éducation. Dans cette optique, notre travail s’ancre dans un cadre ethnolinguistique et sociolinguistique et repose sur des enquêtes interdisciplinaires qui mobilisent l’observation participante, des questionnaires adressés aux superviseurs de l’éducation dans la vallée, et des entretiens avec les praticiens et les membres de la population ciblée (...)
The Universal Declaration of Linguistic Rights asserts imperatively that education must be an essential vehicle for the preservation and flourishing of the language spoken by the linguistic community of the territory in which it is imparted. It postulates, unequivocally, that education must always serve linguistic and cultural diversity, thereby contributing to the establishment of harmonious interactions among different linguistic communities. In Morocco, a linguistic framework is marked by a hierarchical and cultural structure, where the “high official, institutional/constitutional culture,” embodied by an “Arab-Muslim identity” and predominant “linguistic authority regimes,” imperiously impose themselves on a “vernacular language” and a subordinate culture, marked by periods of colonization and Islamization. The unanimous observation among researchers is that Amazigh culture has been systematically marginalized throughout history. This consensus is based on the perception that Amazigh heritage, identity, knowledge, and memory are currently in serious jeopardy. Thus, the primary objective is to preserve this cultural heritage. This preservation involves a reform of Amazigh language education, both on a general scale and specifically in the M'Goun Valley, located in the Moroccan High Atlas. To achieve this goal, it is essential to establish new standardization, normalization, and adaptation mechanisms for non-standardized languages, as well as mechanisms to transfer new theories in education and linguistics to Amazigh. This includes introducing heritage education, integrating sustainable development education and territory education in the programs. These innovative approaches strengthen the preservation of Amazigh culture by firmly anchoring it in contemporary educational practices. A crucial step in this process is the didacticization of traditional and local knowledge. This approach creates an essential link between the Amazigh language, culture, and environment, ensuring that future generations understand the importance of this heritage and develop a sense of belonging to their culture. The current context proves particularly conducive to the implementation of these initiatives. Nomadic and semi-nomadic schools emerge as an ideal pedagogical vector for this project. Their flexibility and adaptation to the challenges of education and sustainable development make them particularly suitable for preserving Amazigh culture while contributing to a sustainable and inclusive educational model. In summary, the preservation of Amazigh culture, through the revitalization of the language, the transmission of heritage, and the valorization of cultural identity, becomes an essential component of contemporary educational and environmental challenges. This is achieved by adopting a modern didactic methodology based on an action and project-oriented approach. Our undertaken study is characterized by an exploratory dimension of the linguistic ecology of the Berber language. This thesis can be succinctly summarized as an endeavor aiming to “heal the school through a return to the land” (Roué, 2006), a quest for a return to identity, tradition, and indigeneity through education. In this perspective, our work is anchored in an ethnolinguistic and sociolinguistic framework and relies on interdisciplinary investigations that involve participant observation, questionnaires addressed to education supervisors in the valley, and interviews with practitioners and members of the targeted population (…)

O presente relatório recai sobre a Prática de Ensino Supervisionada, adiante denominada PES, realizada na Escola Secundária de Camilo Castelo Branco, em Carnaxide, no ano letivo de 2019/2020, sob a orientação pedagógica da professora Maria da Conceição Barroco Vicente Caldeira Carvalho, versando o trabalho realizado no âmbito do desenvolvimento da escrita dos alunos do Ensino Básico e Secundário. Descreve, tal-qualmente, o projeto de intervenção pedagógica sobre o desenvolvimento da escrita com a finalidade argumentativa, implementada em unidades didáticas nas turmas do 9.º e 10.º anos. As técnicas de ensino da escrita são múltiplas e variadas, de acordo com pressupostos teoricamente enquadrados. Por um lado, ensinar a escrever é uma das tarefas mais complexas e desafiadoras que um professor pode ter, exatamente por envolver diversos âmbitos, entre eles, o pensamento crítico, o conhecimento explícito da língua, entre outros. Por outro lado, o professor tem que ver a escrita como um processo extenso e aberto, por isso mesmo, exigente, tendo que continuamente trabalhá-la, com atividades promovidas dentro do contexto de sala de aula, incluindo tarefas específicas que têm um único objetivo final: a didatização pedagógica diversa e com distintos materiais de escrita no que concerne a sequências argumentativas em tetos de géneros diferentes. A sala de aula é o ambiente ideal e um excelente local para se aprender e praticar a escrita proporcionando-se o reconhecimento de diferentes tipologias textuais, em conformidade com o currículo oficial de língua portuguesa. Ora, um aluno, quando atinge o 3.º Ciclo do Ensino Básico, deverá revelar um domínio da língua materna, sendo hábil a nível lexical, gramatical, pragmático e lógico-argumentativo; espera-se que reveja e reflita sobre o seu próprio texto, adaptando o seu texto aos diferentes tipos de contexto, sempre que necessita, consoante o conteúdo, a sua intenção e o auditório. O projeto de intervenção pedagógica desenvolvido consistiu na implementação de um modelo de planificação do ensino da escrita, adaptado do modelo delineado por Dolz, Noverraz e Schneuwly (2004), para o ensino da escrita argumentativa. A implementação didática não se traduzirá numa avaliação classificatória dos alunos, mas sim numa avaliação qualitativa em que se apreciará o seu desempenho. Dar-se-á conta de um caminho didático percorrido ao longo do ano letivo, de que se fará uma aferição qualitativa das aprendizagens e não uma aferição classificatória.
The present report is about the Supervised Teaching Practice, henceforth referred to as PES, carried out at the Escola Secundária de Camilo Castelo Branco, in Carnaxide, in the academic year of 2019/2020, under the pedagogical supervision of professor Maria da Conceição Barroco Vicente Caldeira Carvalho, and focuses on the work carried out to develop students‘ writing skills in the context of a Secondary School setting. Equally, it describes a pedagogical intervention project on the development of Argumentative Writing, implemented in teaching units in year nine and year ten classes. The teaching of writing techniques is manifold and diverse, according to the theoretical presuppositions it's based on. On one hand, teaching how to write is one of the most complex and challenging tasks of a teacher, precisely due to the different skills required, such as critical thinking and specific language skills, amongst others. On the other hand, a teacher needs to understand the writing process as being open and extensive, and therefore as a demanding one, having to continuously work on writing skills through activities enacted in the classroom setting and including specific tasks with a final goal: diverse didactic teaching with the use of distinct resources of argumentative texts in different text genres. The classroom setting is therefore an ideal and excellent place to learn and to practice writing skills through different types of texts, in line with the current official syllabus of the Portuguese Language. Now, a key stage 3 student will reveal a mastery of his native language, being skilful at a lexical, grammatical, pragmatic and logic argumentative level; revising and reflecting on his own statements whilst adapting his texts to different types of contexts whenever he needs to, depending on its content, intention and audience. The pedagogical intervention project tried to explore how to implement a similar planification model of teaching Writing, adapted from the model designed by Dolz, Noverraz e Schneuwly (2004) to the teaching of Argumentative Writing. The didactic implementation is hereby not conveyed through a summative assessment of students but instead, through a formative assessment in which the student’s performance is recognized. It will give an account of the didactic journey covered throughout the school year, measuring learning in a formative rather than in a summative way.