Atividades de compreensão oral como insumo para a produção oral/escrita em Português língua estrangeira: preparação para o exame CELPE-BRAS

Abstract

The Portuguese as a Foreign Language (PFL) teaching has presented a significant growth in Brazil and worldwide. International agreements, both academically and commercially, have brought the Portuguese language into the spotlight. Motivated by this new scenario, many foreign professionals and students have looked for PFL courses. Some of these learners will be submitted to the CELPE-Bras exam - initiative of the Brazilian Ministry of Education to consolidate the education of PFL in the world. The educators who prepare foreign candidates to this exam have faced difficulties to find materials that make their pupils’ development of listening skills possible. In this work, we aim at showing a way to the teaching-learning of the listening in PFL, utilizing text genres as input. Towards this end, we searched theoretical support based on the Socio-Discursive Interactionism (Genre Theory and model of Didactic Sequence) and tried to get the Communicative Approach closer to the Genre Approach in the Foreign Language teaching. Using these theoretical assumptions, we proposed various Didactic Sequences for the teachinglearning of listening in PFL, elaborated and applied listening tasks. We described and analyzed these tasks and tried to show to what extent the PFL teaching-learning, using text genres as input and applied to the Communicative Approach, can facilitate the development of the listening skills of foreign pupils and candidates to the CELPE-Bras exam.