Ensino textualizado do léxico: um olhar para o metatexto didático.

Abstract

This article is based on a master's research in Applied Linguistics and it focuses on investigating how students build the meanings of lexical items based on the (con)text and mediated through didactic metatexts of their first language. This study provided an understanding of how the socio-cognitive aspects of this process contribute to build the meaning of lexical items. We had as main theoretical contribution the thinking of Bakhtin (2010), Beaugrande (1997), Koch and Elias (2006, 2009) and Marcuschi (2008), about the perspectives of the Text; Hanks (2008) about the context; Antunes (2009, 2012) on the teaching of lexicon in the classroom, as well as others that have shown us ways to unite theory and practice in schools. The research results suggested that the teaching of the lexicon should be contextualized and shared by the class, based on the textualization process, and that classes mediated by didactic metatexts enable the reflection and expansion of knowledge.