Banner Portal
Estratégias utilizadas por aprendizes de línguas afins: a troca de código
Remoto

Palavras-chave

Troca de código. Estratégias de comunicação. Conversação bilíngue

Como Citar

FERRONI, Roberta. Estratégias utilizadas por aprendizes de línguas afins: a troca de código. Trabalhos em Linguística Aplicada, Campinas, SP, v. 51, n. 2, p. 319–339, 2016. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8645356. Acesso em: 25 abr. 2024.

Resumo

Neste artigo analisamos a troca de código, uma estratégia de compensação que consiste na utilização de uma palavra ou frase em L1, L3 ou L4, no interior do enunciado em L2, empregada por aprendizes de italiano LE cuja língua materna é o português brasileiro, durante a realização em dupla de uma tarefa escrita. A pesquisa, que se baseou nos instrumentos propostos pela etnografia, mostra que a troca de código constitui um potencial para o desenvolvimento da interlíngua e para a aquisição/aprendizagem de LE e que tal estratégia, além de compensar eventuais lacunas linguísticas originadas pela falta de recursos adequados para expressar-se em LE, é usada pelos falantes como procedimento típico da conversação bilíngue para facilitar a comunicação

ABSTRACT

In this paper we examine code-switching, an achievement strategy consisting in the use of a word or phrase from L1, L3 or L4 within an utterance in L2, as employed by learners of Italian as a foreign language who have Brazilian Portuguese as their mother tongue, while performing a written task in pairs. The research, based on tools provided by an ethnographic approach, shows that code-switching constitutes a potential for developing interlanguage and for the acquisition/learning of a foreign language and that such strategy, in addition to compensating eventual linguistic gaps originated by a lack of proper resources for expression in L2, is used by speakers as a typical procedure in bilingual conversation, in order to facilitate the communication.

Keywords: code-switching; communication strategies; bilingual conversation

Remoto

Referências

ANTÓN, M.; DiCAMILLA, F. (1998). Socio-cognitive functions of L1 collaborative interactions in the L2 classroom. Canadian Modern Language Review. v. 54, n° 3, pp.

-342.

ANDERSON, L. (2003). Processi di commutazione di codice nella classe di lingue. In: CILIBERTI, A.; PUGLIESE, R.; ANDERSON, L. (Org.). Le lingue in classe: discorso, apprendimento, socializzazione. Roma: Carocci, pp. 75-91.

BANGE, P. (1992). A propos de la communication et de l’apprentissage de L2 notamment dans ses formes institutionnelles. AILE. v. 1, n° 1, pp. 53-85.

BIALYSTOK, E. (1983). Some factors in the selection and implementation of communication strategies. In: FAERCH, C; KASPER, G. (Org.). Strategies in interlanguage communication.

London: Longman, pp. 100-118.

_______. (1990).Communication strategies: a psychological analysis of second-language use. Oxford: Basil Blackwell.

BIALYSTOK, E.; FROHLICH, M. (1980). Oral communication strategies for lexical difficulties. Interlanguage Studies Bullettin. v. 5, n° 1, pp. 3-30.

BIALYSTOK, E.; SWAIN, M. (1978). Methodological approaches to research in second language learning. McGill Journal of Education. v. 8, n° 1, pp. 137-144.

BIRELLO, M. (2005). Las alternancia de lenguas en la clase de italiano lengua estranjera. Su uso en las interacciones en subgrupos de alumnos adultos en Cataluña. Tese de Doutorado em Didàctica de la Llengua i de la Literatura. Departament de Didàctica de la LLengua i la Literatura, Universitat de Barcelona, Barcelona.

BLUM-KULKA, S. (1997). Dinner talk: cultural pattern of sociability and socialization in family discourse. New Jersey: Lawrence Erlbaum Associates Publishers.

BLUM KULKA, S.; LEVENSTON, E.A. (1983). Universal of lexical simplification. In: Faerch, C; Kasper, G. (Org.). Strategies in interlanguage communication. London: Longman, pp. 119-139.

BROOKS, F.B.; DONATO, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Applied Linguistics. v. 77, n° 2, pp. 262-274.

CAMBRA, M. (2003). Une approche ethnographique de la classe de langue. Paris: Didier.

CAMBRA, M.; NUSSBAUM, L. (1997). Gestion des langues en classe de LE. Le poids des représentations de l’enseignant. Études de Linguistique Appliquée. v. 108, n° 1, pp.

- 432.

CASTELLOTTI, V. (1997). Langue étrangère et français en milieu scolaire: didactiser l’alternance? Études de Linguistique Appliquée. v. 108, n° 1, pp. 401-410.

_______. (2006). Pratiques réflexives en contexte plurilingue: le porfolio européen des langues puor le collège. In: MOLINIE, M.; BISHOP, M.F. (Org.). Autobiographie et réflexivité. Paris: Université de Cergy-Pontoise, pp. 69- 82.

CENTENO-CORTÉS, B.; JIMÉNEZ JIMÉNEZ, A. F. (2004). Problem-solving tasks in a foreign language: the importance of the L1 in private verbal thinking. International Journal of Applied Linguistics. v. 14, n° 1, pp. 7-35.

COSTE, D.; MOORE, D.; ZARATE, G. (1997). Compétence plurilingue et pluriculturelle. Vers un Cadre Européen Commun de reference pour l’einseignement et l’apprentissage des langues vivantes: etudes préparatoires. Strasbourg: Editions du Conseil de L’Europe.

DE PIETRO, J.; MATTHEY, M.; PY, B. (1989).Acquisition te contrat didatique: les séquences potentiellement acquisitionnelles de la conversation exolingue. In: Actes du 3e Colloque régional de linguistique. Strasbourg: Université des Sciences Humaines et Université Louis-Pasteur, pp. 99-124.

DÖRNYEI, Z.; KORMOS, J. (1998). Problem-solving mechanism in L2 communication.

Studies in Second Language Acquisition. v. 20, n° 1, pp. 349-385.

FAERCH, C; KASPER, G. (1983). Strategies in interlanguage communication. London: Longman.

FERRONI, R. (2010). A comutação de código na sala de língua. Humanitas: São Paulo.

GALVAN, J.; CAMPBELL, (1979). R. An examination of the communication strategies of two children in the Culver City Spanish immersion program. In: ANDERSON, R.

(Org.). The acquisition and use of spanish and english as first and second languages. Washington: Tesol, pp. 133-150.

GASS. S. (2005). Input and interaction. In: DOUGHTY, C. J.; LONG, M. L. (Org.). The handbook of second language acquisition. Oxford: Blackwell Publishing, pp. 224-255.

GASS, S.; MACKEY, A.; PICA, T. (1998). The role of input interaction in second language acquisition: introduction to the special issue. The Modern Language Journal. v. 82, n° 3, pp. 299-307.

GROSJEAN, P. (1982). Life with two languages: an introduction to bilingualism. Cambridge: Harvard University Press.

GUMPERZ, J. (1964). Linguistic and social interaction in two communities. American Anthropologist. v. 66, n° 6, pp. 137-153.

HAASTRUP, P.; PHILIPSON, R. (1983). Achievement strategies in learner/native speaker interaction. In: FAERCH, C; KASPER, G. (Org.). Strategies in interlanguage communication. London: Longman, pp. 140-158.

LABOV, W. (1970). The study of language in its social context. Studium Generale. v. 23, n° 1, pp. 30-87.

LEVELT, W. J.M. (1989). Speaking: from intention to articulation. Cambridge: MIT Press.

LOMBARDO, L. (1995). Competenza strategica e strategie comunicative nell’interazione dello studente. In: PIAZZA, R. (Org.). Dietro il parlato. Conversazione e interazione verbale nella classe di lingua. Firenze: La Nuova Italia, pp. 187- 216.

LONG, M. H. (1996). The role of the linguistic environment in second language acquisition.

In: RITCHIE, W. C.; BHATIA, T. K. (Org.). Handbook of second language acquisition. San Diego: Academic Press, pp. 413-468.

LONG, M. H. (1983). Does second language instruction make a difference? A review of the research. Tesol Quarterly. v.17, n° 3, pp. 359-82.

MACKEY, W.F. (1976). Bilinguisme et contact de langues. Paris: Klincksieck.

MYERS SCOTTON, C. (1992). Duelling languages: grammatical structure in codeswitching. Oxford: Clarendon Press.

NUNAN, D. (1992). Research methods in language learning. New York: Cambridge University Press.

NUSSBAUM, L. (1999). Émergence de la conscience langagière en travail de groupe entre apprenants de langue ètrangère. Langages. v. 134, n° 1, pp. 35-50.

ORLETTI F. (2000). La conversazione diseguale. Potere e interazione. Roma: Carocci.

PICA, T. (1987). Second-language acquisition, social interaction, and the classroom. Applied Linguistics. v. 8, n° 1, pp. 3-21.

POPLACK, S. (1988). Contrasting patterns of code switching in two communities. In: HELLER, M. (Org.). Codeswitching. Anthropological and sociolinguistic perspectives. Berlin: Mouton de Gruyter, pp. 243-261.

PORQUIER, R.; PY, B. (2004). Apprentissage d’une langue étrangère: contexts et discours. Paris: Didier.

PY, B. (1994). Place des approches interactionnistes dans l’étude des situations de contacts et d’acquisition. In: VÉRONIQUE, D. (Org.). Créolisation et acquisition des langues. Aix en Provence: Publications des Universités de Provence, pp. 136-147.

QUADRO comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Firenze: La Nuova Italia-Oxford. (2002). 263 p.

SACKS, H,; SCHEGLOFF, E.; JEFFERSON, G. (1974). A simplest systematic for the organization of turn-taking in conversation. Language. v. 50, n° 4, pp. 696-735.

SCHEGLOFF, E. (1972). Sequencing in conversational openings. In: Gumperz, J.; Hymes, D. (Org.). Directions in sociolinguistics: the ethnography of communication. New York: Holt, pp. 346-379.

SCHEGLOFF, E.; JEFFERSON, G.; SACKS, H. (1977). The preference for self-correction in the organization of repair in conversation. Language. v. 53, n° 2, pp.361-382.

SCOTT, V. M.; de la FUENTE, M. J. (2008). What’s the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern Language Journal. v.

, n° 1, pp. 100-113.

SWAIN, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In: GASS, S. M.; MADDEN, C. G.

(Org.). Input in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, pp. 235- 253.

SWAIN, M.; LAPKIN, S. (2000). Task-based second language learning: the use of the first language. Language Teaching Research. v. 4, n° 3, pp. 251-274.

_______. (1998). Interaction and second language learning: two adolescent french immersion students working together. The Modern Language Journal. v. 82, n° 3, pp.

-337.

TARONE, E. (1981). Some thoughts on the notion of communication strategy. Tesol Quarterly. v. 15, n°1, pp. 285-295.

VILLAMIL, O.S.; de GUERRERO, M.C.M. (1996). Peer revision in the L2 classroom: social-cognitive activities, mediating strategies, and aspects of social behaviour.

Journal of Second Language Writing. v. 5, n° 1, pp. 51-75.

VAN LIER, L. (1988). The classroom and the language learner. London: Longman.

VÁRADI, T. (1980). Strategies of target language learner communication: message adjustment. International Review of Applied Linguistics. v. 18, n° 1, pp. 59-71.

VION, R. (1992). La communication verbale. Analyse des interactions. Paris: Hachette.

O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto, em que:

  • A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
  • Os originais não serão devolvidos aos autores;
  • Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
  • Deve ser consignada a fonte de publicação original;
  • As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.

Downloads

Não há dados estatísticos.