Estratégias de aprendizagem na produção escrita em português língua adicional: proposta de materiais didáticos para níveis iniciais

Abstract

Since writing is a complex and recursive activity (Flower & Hayes 1981), which often intimidates learners and teachers, especially in Additional Language (AL) (Barbosa 2012; Figueiredo 2013), this activity is often left out of the classroom without emphasizing the importance of the different phases of writing. According to the literature, learners pay less attention to planning in AL (Barbosa 2012; Raimes 1983a) and present more difficulties in writing and revising due to the limited knowledge of the target language (Barbosa 2012; Vigner 2009). This fact sometimes results in interference from the mother tongue (MT) and / or other ALs, avoidance, and productions that are segmented, poorly cohesive or coherent (Barbosa 2012). The difficulties of writers in AL can also be related to cultural references from MT or other ALs (Barbosa 2012). Given the complexity of writing in AL (Barbosa 2012), the importance of explicit learning (Duarte 2003) and meta-reflection, it is considered crucial to invest in strategic learning that allows the learner to self-regulate and become a more autonomous writer. Based on the identification of the learning strategies which Portuguese AL students claim to use, specifically in the production of a written narrative (Carvalho 2013), as well as of the teaching practice with level A learners, it was considered important to design and implement didactic materials which aim to contribute to the development of the competence of production of simple texts, in line with what is recommended at this level (Council of Europe 2001).