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Orientador(es)
Resumo(s)
This study investigates the metalinguistic activity of students attending the second year of the
Bachelor’s degree in Basic Education, which provides the credits required to apply to masters
on Pre-school Education (3 to 5 years) and Teaching in 1st and 2nd Cycles of Basic Education
(6 to 10 years and 10 to 12 years, respectively). Students were engaged in a multiple-choice
quiz which involved the identification of the syntactic categories of words (20 questions, each
with 3 possible answers). On the basis of the content analysis of students’ collaborative talk,
the study aims at: (i) identifying students’ conceptions about syntactic categories; (ii) analysing
the strategies used to identify the syntactic category of words (morphological, syntactic,
semantic criteria); (iii) suggesting instruction guidelines to promote the development of
students’ syntactic awareness in higher education. Data collected includes audio recording of
30 groups peer-to-peer interaction and quiz scores. The results show that metalinguistic activity
emerges at different levels (see Fontich 2016; Camps et al. 2000): declarative knowledge is
involved, for instance, in the memorization of the intensive and extensive properties of the
syntactic categories (see Excerpt (1)), whereas procedural knowledge arises in the strategies
used to identify the syntactic category of words (see Excerpt (2)). Other variables will be
explored in the triangulation of data, such as the quality of the talk (Mercer, 1996; Fernández,
Wegerif, Mercer & Rojas-Drummond 2001) and group dynamics (Corcelles & Castelló, 2015).
Descrição
Palavras-chave
Metalinguistic activity Students Basic Education
Contexto Educativo
Citação
Cardoso, A., Pereira, S., & Leite, T. (2019, 27 de maio). Metalinguistic activity in higher education: Thinking about words [Comunicação oral], In X. Fontich (Coord.) Grammar in language education: drawing on the pedagogic system as a common ground for research [Simpósio]. 12th ARLE Conference, Lisboa, Portugal.