Instruction on Metaphors During a Study-Abroad Program: Students' Perceptions and Understandings

C. Cecilia Tocaimaza-Hatch

doi:10.17533/udea.ikala.v25n03a08

Autores

C. Cecilia Tocaimaza-Hatch University of Nebraska at Omaha https://orcid.org/0000-0002-0391-5818

DOI:

https://doi.org/10.17533/udea.ikala.v25n03a08

Palavras-chave:

metáforas, espanhol como segunda língua, percepções dos estudantes, programas de intercâmbio, falantes de herança

Resumo

Tem sido observado que os estudantes de idiomas tem dificuldade para compreender e utilizar as estruturas metafóricas que fazem parte da língua e da cultura da língua de estudo. Nesta pesquisa, um grupo de aprendizes de espanhol, que incluiu seis estudantes de espanhol como sengunda língua e nove falantes de espanhol como língua de herança originários dos EUA, participou em um programa de intercâmbio na Espanha cujo currículo incluiu um módulo sobre o uso das metáforas. Neste artigo descreve-se esse módulo de ensino e apresentam-se tanto as percepções dos estudantes sobre o módulo como os aprendizados dele decorrentes. Os resultados obtiveram-se a partir de duas fontes: reflexões semanais dos participantes e um questionário que responderam ao finalizar o curso. Esses dados apontan que a maioria dos participantes conseguiu entender as metáforas utilizadas no dia a dia. No entanto, ainda não se sentiam capazes de produzir eles próprios as metáforas. As implicações pedagógicas desta experiência referem-se à instrução diferenciada para estudantes de espanhol como língua estrangeira e para falantes de espanhol como língua de herança.

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Biografia do Autor

C. Cecilia Tocaimaza-Hatch, University of Nebraska at Omaha

Ph. D. in Hispanic Linguistics, The University of Texas at Austin, TX, USA. Associate Professor, Foreign Languages and Literature, University of Nebraska at Omaha, NE, USA.

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