Banca de DEFESA: AÍLLA CERES SANTOS NUNES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AÍLLA CERES SANTOS NUNES
DATE: 08/03/2023
TIME: 10:00
LOCAL: REMOTO - CAC
TITLE:

INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE TRAINING OF SPANISH LANGUAGE TEACHERS IN PERNAMBUCO

KEY WORDS:

Communicative Competence. Intercultural Communicative Competence. Foreign language. Spanish

PAGES: 90
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The term communicative competence and subsequently intercultural communicative competence leads us to a broad vision of the concept of language that presents, despite the discrepancies between authors in relation to its dimensions, a fundamental importance of grammar, sociolinguistics and pragmatics for the propagation of a foreign language. It is indisputable that the dissemination of ELE teaching and learning in the current period has been overcoming geographic, political, cultural and social barriers that require, from the teacher, alterations and reconstructions in their techniques, strategies and teaching methods. Thus, this work arises from a study that intends to reflect on how and if intercultural communicative competence is present in the training of Spanish language teachers in Pernambuco, as well as providing and presenting a chronological study of the term and what way a student can be competent in a language. First, there is a brief historical overview about the teaching of Foreign Languages, the reflection of the basic documents for the teaching of Spanish, the explanation of the training of Spanish teachers in Pernambuco and the role of the university, based on the experience of our training as a student of the largest universities in the state. In the second chapter there is a timeline from the CC concept to the ICC competence. Thus, we start from Hymes' attributions, in the CC, analyzing all his theoretical development until we reach the CCI conceptualization. For the first concept, based on the contributions of Cenoz (2004), we analyzed Canale and Swain (1980), Canale (1983), Bachman (1990), Bachman and Palmer (1996), Celce-Murcia, Dornyei and Thurreu (1995) and the Common European Framework of Reference (CEFR, 2002). For the second concept, based on the contributions of Teixeira (2013), first we will talk about the contributions of Michael Byram (1991), then we will move on to the attributions of Ting-Toomey and Kurogi (1998), Hamilton, Richardson and Shuford (1998) and , finally, Darla Deardorff's model (2006). In the third chapter, we have a pedagogical proposal with lesson plans, applied to teachers, based on the concepts presented and studied throughout the dissertation.

COMMITTEE MEMBERS:
Presidente - 2496134 - JOSE ALBERTO MIRANDA POZA
Interno - 1742463 - JUAN PABLO MARTIN RODRIGUES
Externo ao Programa - ***.857.258-** - FABIO MARQUES DE SOUZA - USP