Ferrari, B. -A influência do inglês no processo de ensino/ aprendizagem de alemão Pandaemonium, São Paulo, v. 17, n. 24, Dez.. /2014, p. A influência do inglês no processo de ensino/aprendizagem de alemão por aprendizes brasileiros de terceiras línguas: Abordagens e métodos de investigação [ Abstract:The main purpose of this paper is to present an overview of the results of an empirical research involving adult learners of German as a foreign language with previous knowledge of English. It focuses on some of the processes related to the learning/teaching of third languages, taking into consideration that the German language is usually learned as a second foreign language, especially after English. The main questions of the research are based on positive transfer processes as well as linguistic interference observed in a group of 50 learners of German, levels A1 to B1 of the Common European Framework of Reference for Languages. As for what concerns the relationship between English and German, the assumption that English exerts an important role in the learning process of German could be confirmed, being the etymological relationship between languages one of the most important elements in order to determine the occurrence of cross-linguistic influence. On the other hand, the linguistic interference that results from the coexistence of both languages in the learner's brain demands the development of a plurilingualism didactic that embraces alternative methods for the teaching/learning of German as a second foreign language in Brazil. Key-words:Plurilingualism; teaching/learning of German as L3; cross-linguistic influence; German after English.Resumo: O objetivo principal deste artigo é apresentar uma visão geral dos resultados obtidos em uma pesquisa empírica envolvendo aprendizes adultos de alemão como língua estrangeira com conhecimentos prévios de inglês. O foco deste artigo recai sobre os processos envolvidos no ensino/aprendizagem de terceiras línguas, levando-se em consideração que a língua alemã é comumente aprendida como uma segunda língua estrangeira após o inglês. Os principais questionamentos da pesquisa estão baseados em processos de transferência positiva, bem como na interferência linguística observada em um grupo de 50 aprendizes de alemão dos níveis A1 a
The present work aims at the investigation of the influence that the English language exerts on the learning/teaching process of German as a second foreign language for Brazilian learners in a plurilingual approach. The main questions of the research focus on positive transfer processes as well as linguistic interference observed in initial level learners, taking into consideration that the previously learned languages, mainly English, have a great potential to influence subsequent foreign languages. Based on studies in the areas of teaching and learning of German as an L3 and German after English, a research questionnaire was designed and subsequently responded by a group of 50 learners, levels A1 to B1 of the Common European Framework of Reference for Languages, all of them students of the language course named Alemão no Campus, given by the German department at the University of São Paulo. The questionnaire was composed of three parts. The first part refers to the information about the linguistic repertoire of the investigated group; the second one investigates the perceptions and beliefs that learners have about their learning process, especially when they are learning languages of the same linguistic family; and the third part consists of a textual production, that had as its main goal collecting genuine linguistic material of these learners in a way that, later, this material could be used in order to identify, empirically, some of the linguistic deviations. From the literature review and the questionnaires analysis, the assumption that English exerts an important role in the learning process of German could be confirmed, being the etymological relationship between languages one of the most important elements in order to determine the occurrence of cross-linguistic influence. Furthermore, the learners were able to accurately identify the areas in which the previous knowledge of English operates as a helpful tool for the learners (e.g. vocabulary comprehension) and the difficulty areas (e.g. pronunciation), making use of those learning strategies that involve the comparison of linguistic systems in their production. Nevertheless, the linguistic interference that results from the employment of these strategies suggests the development, by Brazilian teachers, of a plurilingualism didactics that includes new methods for the teaching/learning of German as a second foreign language.
conscientização dos aprendizes acerca das diferentes fases da produção textual e das ferramentas disponíveis para a solução de problemas na escrita, que contribuíram, por sua vez, para o aperfeiçoamento do repertório linguístico dos aprendizes, assim como de seu repertório de estratégias voltadas à produção escrita. Palavras-chave: Produção de textos em alemão como língua estrangeira. Abordagem da escrita voltada ao processo. Input linguístico. Estratégias de aprendizagem.
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