Studies on the Acquisition / Learning of Nominal Gender by Non-native Learners of Portuguese: Pedagogical Relevance

Authors

  • Cristina Martins Universidade de Coimbra, CELGA-ILTEC, FLUC  

DOI:

https://doi.org/10.7203/qf.0.19078

Keywords:

nominal gender, Portuguese as a non-native language, Portuguese as a foreign language, interlanguage development, instructional design.

Abstract

Nominal gender (both value assignment and agreement) is one of the most challenging stuctures for learners of Portuguese as a non-native language (PNNL), as existing studies on the acquisition of Portuguese have demonstrated (Ferreira, 2011 and 2019; Godinho, 2010; Leiria, 2006; Li & Flores, 2019; Mariotto & Lourenço-Gomes, 2013; Mariotto, 2014; Lacsán, 2015; Martins, 2015; Pinto, 2015, and Silva, 2018). In this paper, these studies are examined in the light of the pedagogical implications of their findings, considering their potential contribution to the description of PNNL learners’ built-in syllabus (Corder, 1967). Such an analysis, although currently lacking, is of utmost importance for guiding instructional design.

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Published

2020-12-17

How to Cite

Martins, C. (2020). Studies on the Acquisition / Learning of Nominal Gender by Non-native Learners of Portuguese: Pedagogical Relevance. Quaderns De Filologia - Estudis Lingüístics, 25, 169–184. https://doi.org/10.7203/qf.0.19078
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Issue

Vol. 25 (2020): RESEARCH AND TEACHING IN PORTUGUESE LANGUAGE

Section

Artículos

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