ABSTRACT
The aim of this text is to present some reflections on a proposal for an approach to Language Teaching and Learning for Specific Purposes, in order to rescue the relevant role of Terminology and Terminography for the learner of this type of teaching. The terminology has as its initial point the 1930s of the 20th century, especially from the doctoral thesis of the Austrian engineer Eugen Wüster. The Teaching of Languages for Specific Purposes, in turn, emerged three decades later together with the Communicative Approach and is established itself in the second half of the 20th century in the movement called English for Specific Purpose. In this first phase, the relationship between the two areas was quite explicit, because this teaching modality was centered on the lexical and grammatical record specific to the learner’s area. Through a literature review, such as Cabré (1999CABRÉ, M. T. (1999). La terminología: Representación y comunicación. Elementos para una teoría de base comunicativa y otros artículos. Girona: Documenta Universitaria., 1993CABRÉ, M. T. (1993). La terminología. Teoría, metodología, aplicaciones. Tradução de Carles Tebé. Barcelona: Editorial Antártida/ Empúries.), Barros (2004)BARROS, L. A. (2004). Curso Básico de Terminologia. Acadêmica 54. São Paulo: EdUSP:, Gómez de Enterría (2009)GÓMEZ DE ENTERRÍA, J. G. (2009). El español lengua de especialidad: enseñanza y aprendizaje. Manual de formación de profesores de español 2/L. Madrid: Arco/Libros, S.L., Hutchison and Waters (1987)HUTCHISON, T.; WATERS, A. (1987). English for Specific Purpose: A learning Centered Approach. New York: Cambridge University Press.; Aguirre Beltrán (2012)AGUIRRE BELTRÁN, B. (2012) Aprendizaje y Enseñanza de Español con Fines Específicos. Madrid: SGEL., Ramos (2019)RAMOS, R. de C. G. (2019). De Instrumental a LinFE: percursos equívocos da área no Brasil. In: Silva Júnior, A. F. (org.). Línguas para Fins Específicos: revisitando conceitos e práticas. Campinas: Pontes Editores, p. 23-41., Dolz; Noverraz and Schneuwly (2004)DOLZ, J. NOVERRAZ, M.; SCHNEUWLY, B. (2004). Sequência didática para o oral e a escrita: apresentação de procedimento. In: Schneuwly, B.; Dolz, J. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, p. 95-128., we present a proposal, called “Terminological-Discursive Approach (ATD)”, of interdisciplinary character, which starts from the analysis of the learner profile, with needs and uses of the language in specific contexts, in which textual genres that are also specific circulate. Thus, we present some principles of ATD based on concepts such as “use of languages in specialized contexts”; “specialized textual genres” and “communicative-specialized competence”. In this way, we hope to contribute to the “revival” of Terminology and Terminography as sciences that can contribute productively to the Teaching and Learning of Languages for Specific Purposes (EALFE).
Keywords:
terminology; terminography; use of languages in specialized contexts; specialized textual genres; communicativespecialized competence; language teaching and learning for specific purposes
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Fonte: autoria própria com base em 
Fonte: autoria própria com base em 
Fonte: autoria própria