The Language Argumentation Theory in reading comprehension teaching: a possibility of didactic transposition
The primary purpose of this study was to develop a proposal for the didactic transposition of some concepts from the Language Argumentation Theory, by Oswald Ducrot, Jean-Claude Anscombre and Marion Carel, in order to provide undergraduate students with resources to improve their reading comprehensi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | letrônica |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/28630 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/letronica/article/view/28630 |
| Access Level: | acceso abierto |
| Palabra clave: | Education. Language learning. Reading comprehension. Argumentative Semantics. Didactic transposition and transformation. Educação Aprendizagem de língua Compreensão leitora Semântica Argumentativa Transposição e transformação didática. |
| Sumario: | The primary purpose of this study was to develop a proposal for the didactic transposition of some concepts from the Language Argumentation Theory, by Oswald Ducrot, Jean-Claude Anscombre and Marion Carel, in order to provide undergraduate students with resources to improve their reading comprehension skills of the articulators but and although. The fact that a significant number of students still need to master their linguistic and discursive abilities so as to be proficient in written language usage, support to life goals achievements, was assumption of the research. Saussure’s linguistics and the Language Argumentation Theory based the semantic description of the articulators but and although. The studies on didactic transposition, by Chevallard e Álvarez, were revised for the proposal of the didactic transformation, developed by Azevedo, since language learning implies the development of abilities and not concept formation. I reckon that, from this investigation, new methodological directions might be thought towards the development of abilities implied in reading comprehension in all educational levels. |
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