Larisse Lázaro Santos Pinheiro, Sara Araújo, Eugénia Fernandes
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引用次数: 0
Abstract
This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.
这是对第二届葡萄牙语作为附加语言教学研讨会上发表的一项研究的初步研究。本研究旨在分析《外国人葡萄牙语熟练证书》（Celpe-Bras）（2014年版和2017年版）中任务交互中使用的多模式提示，以及它们与考试的交际结构之间的关系。作者如Brown（2007）、Weir（2005）、Scaramucci（2000；2001；2003）、Ebel e Frisbie（1991）、Kress e van Leeuwen（2006），Bakhtin（1997）、Fairclough（1992；2001；2003；2006）和Thompson（1995）构成了本研究的理论基础。这是一项定性研究，也是一项通过文献分析进行的案例研究。这一分析使我们能够反思考试的交际性质，以及它的交际任务和文化基础，这是塞尔佩·布拉斯的三个基础，关于提示的文本类型及其不同类型的符号。
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