Didactic proposal for the teaching of temporal adverbial subordinate clauses: logical-semantic reflections on the conjunction 'while'
This article aims to develop a didactic proposal for a linguistic reflection on the temporal conjunction enquanto (‘while’) based on a methodology adopting a formalist perspective. We demonstrate how Formal Linguistics, assuming a biological perspective, can promote greater student engagement by val...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Cadernos de Estudos Linguísticos |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8676988 |
| Acesso em linha: | https://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8676988 |
| Access Level: | acceso abierto |
| Palavra-chave: | Aspect Teaching Temporary adverbial subordinate clauses Aspecto Ensino Orações subordinadas adverbiais temporárias Cláusulas subordinales adverbiales temporales Enseñanza |
| Resumo: | This article aims to develop a didactic proposal for a linguistic reflection on the temporal conjunction enquanto (‘while’) based on a methodology adopting a formalist perspective. We demonstrate how Formal Linguistics, assuming a biological perspective, can promote greater student engagement by valuing their prior knowledge and, as a scientific proposal, stimulate critical thinking and analytical skills through inductive and hypothetical-deductive methods. We take Formal Semantics as a guiding theory to elucidate the concepts of tense (Reichenbach, 1947; Klein, 2009), grammatical aspect (Klein, 1994), lexical aspect (Vendler, 1967), and their relationship with temporal conjunctions (Sæbø, 2011), and then employ the essential learning properties posited by Lobato (2015), such as (i) discovery procedure, (ii) elicitation method, and (iii) results techniques, along with epilinguistic activities (Franchi, 1987) as tools for a language teaching that explores a semantic reasoning and the expression of students’ language faculty and, consequently, promotes their linguistic awareness when producing texts. |
|---|