Chapter published in:
Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 167–190

Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3

| California State University
| Rice University
| Rice University
Despite the salient benefits of using language corpora to guide and promote second language acquisition, it is not a straightforward proposition to develop a pedagogical approach based on the use of a language corpus. In the present chapter, we address the implementation of Flowerdew’s concept of “pedagogic mediation” through the use of a guided-induction, corpus-based approach to the teaching of Portuguese as a third language to speakers of Spanish and English. We use a contrastive approach and focus on linguistic properties that are systematically different in Portuguese and Spanish and that could potentially be subject to negative crosslinguistic influence.
Keywords: language corpus, deductive, inductive, guided induction, Portuguese, C-ORAL BRASIL
Published online: 26 March 2020
https://doi.org/10.1075/ihll.24.07fle
References

References

Almeida Filho, J. C. P.
(1995) Português para estrangeiros interface com o Espanhol. Campinas: Pontes Editores.Google Scholar
(2004) Questões da interlíngua de aprendizes de português a partir ou com a interposição do espanhol (língua muito próxima). In A. R. M. Simões, A. M. Carvalho, & L. Wiedemann (Eds.), Português para falantes de espanhol (pp. 183–191). Campinas: Pontes Editores.Google Scholar
Biber, D., Conrad, S., & Reppen, R.
(1998) Corpus linguistics: Investigating language structure and use. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Braun, S.
(2007) Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307–328. CrossrefGoogle Scholar
Carter, R.
(1998) Reply to Guy Cook. In B. Seidlhofer (Ed.), Controversies in applied linguistics (p. 64). Oxford: Oxford University Press.Google Scholar
Carter, R., & McCarthy, M.
(1995) Grammar and the spoken language. Applied Linguistics, 16(2), 141–158. CrossrefGoogle Scholar
(2015) Spoken grammar: Where are we and where are we going? Applied Linguistics, 38(1), 1–20. CrossrefGoogle Scholar
Celce-Murcia, M.
(2002) On the use of selected grammatical features in academic writing. In M. Schleppegrell & C. Colombi (Eds.), Developing advanced literacy in first and second languages (pp. 143–157). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cook, G.
(1998) The uses of reality: A reply to Ronald Carter. ELT Journal, 52(1), 57–63. CrossrefGoogle Scholar
Cresti, E., Moneglia, M.
(2012) In T. Raso, H. Mellow (Eds). C-ORAL-BRASIL I: Corpus de Referência do Português Brasileiro Falado Informal. Belo Horizonte: Editora UFMG 2012, pgs. 5–25.Google Scholar
Decoo, W.
(1996) The induction-deduction opposition: Ambiguities and complexities of the didactic reality. IRAL, 34, 95–118. CrossrefGoogle Scholar
Flowerdew, L.
(2009) Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393–417. CrossrefGoogle Scholar
Gabrielatos, C.
2005 Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ 8 4 A1 1 37
Gollin, J.
(1998) Key concepts in ELT. ELT Journal, 52(1), 88–89. CrossrefGoogle Scholar
Groppi, M.
(2013) “Nos gusta … pero puede sorprendernos.” Intersecciones – Revista da APEESP, 1, 88–99.Google Scholar
Haight, C., Herron, C., & Cole, S.
(2007) The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom. Foreign Language Annals, 40, 288–309. CrossrefGoogle Scholar
Herron, C., & Tomasello, M.
(1992) Acquiring grammatical structures by guided induction. The French Review, 65, 708–718.Google Scholar
Johns, T.
(1991) “Should you be persuaded”: Two samples of data-driven learning materials. In T. Johns & P. King (Eds.), Classroom Concordancing ELR Journal 4. Birmingham: University of Birmingham.Google Scholar
Kirschner, P., Sweller, J., & Clark, R.
(2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. CrossrefGoogle Scholar
Liu, D., & Jiang, P.
(2009) Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1), 61–78. CrossrefGoogle Scholar
Mayer, R.
(2004) Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. CrossrefGoogle Scholar
McEnery, T., & Xiao, R.
(2011) What corpora can offer in language teaching and learning. In E. Hinkel (Ed.), Handbook of research into second language teaching and learning (pp. 364–380). London: Routledge.Google Scholar
McEnery, T., Xiao, R., & Tono, Y.
(2006) Corpus-based language studies: An advanced resource book. London: Routledge.Google Scholar
Mendes, E. A. de M.
(1996) Aspectos da recusa (negação) na conversação em português brasileiro. Revista de Estudos Linguísticos, 4(1), 31–41.Google Scholar
Meunier, F.
(2002) The pedagogical value of native and learner corpora in EFL grammar teaching. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 119–142). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Mindt, D.
(1996) English corpus linguistics and the foreign language teaching syllabus. In J. Thomas & M. Short (Eds.), Using corpora for language research (pp. 232–247). Harlow: Longman.Google Scholar
O’Keeffe, A., M. McCarthy, & R. Carter
(2007) From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Raso, T., & Mello, H.
(2012) The C-oral-brasil interface: reference corpus for informal spoken Brazilian Portuguese. In International Conference on Computational Processing of the Portuguese Language (pp. 362–367). Heidelberg: Springer. CrossrefGoogle Scholar
Raso, T., Mello, H., & Mittmann, M. M.
(2012) The C-ORAL-BRASIL I: Reference corpus for spoken Brazilian Portuguese. In LREC 2012, Eight International Conference on Language Resources and Evaluation (pp. 106–113). Istanbul, Turkey.Google Scholar
Römer, U.
(2011) Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. CrossrefGoogle Scholar
Rose, K., & Ng, C.
(2001) Inductive and deductive teaching of compliments and compliment responses. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145–170). New York, NY: Cambridge University Press. CrossrefGoogle Scholar
Schegloff, E. A.
(2007) Sequence organization in interaction: Volume 1: A primer in conversation analysis. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Schön, D. A.
(1983) The reflective practitioner: How professionals think in action. New York, NY: Basic books.Google Scholar
Seidlhofer, B.
(2002) Pedagogy and local learner corpora: Working with learning driven data. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213–234). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Serrani-Infante, S.
(1994) Análise de ressonâncias discursivas em micro-cenas para estudo de identidade linguístico-cultural. Trabalhos em Linguística Aplicada, 24, 79–90.Google Scholar
Takimoto, M.
(2008) The effects of deductive and inductive instruction on the development of language learners’ pragmatic competence. The Modern Language Journal, 92, 369–386. CrossrefGoogle Scholar
Tognini-Bonelli, E.
(2001) Corpus linguistics at work. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Vogel, S., Herron, C., Cole, S., & York, H.
(2011) Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate-level college French classroom. Foreign Language Annals, 44(2), 353–380. CrossrefGoogle Scholar