A interculturalidade em uma série de livros didáticos de língua inglesa : subsídios da lexicologia e da linguística de corpus

Abstract

In order to contribute to the teaching of English under an intercultural perspective, our main objective with this dissertation was to discover quantitative and qualitative aspects of the lexicon and the information of the cultural notes present in a series of American textbooks and to propose the use of the text of these cultural notes as a resource for contact with the most frequent lexicon and with the culture of the English language. As a theoretical orientation, there are studies on Lexicology (NATION, 2001, 2003, 2014, 2015, 2017; BIDERMAN, 2001; 2006), on Corpus Linguistics (BERBER SARDINHA, 2000, 2004, 2012; SINCLAIR, 2004) and Culture and interculturality (FREIRE, 2014; KOVALEK, 2013; KRAMSCH, 2001, 2013; LIMA; SILVA, 2015; MELO, 2016; SALOMÃO, 2011; 2012; 2015; 2017 and VIANA, 2003). In relation to the material used, we highlighted the cultural notes in the Touchstone series, the Vocabprofile software and a lexical-cultural perception test. The methodological procedures were as follows: exploratory analysis of the Touchstone textbook series; transcription and tabulation of the culture notes; insertion of the notes in the Vocabprofile software; tabulation and analysis of the results; elaboration of the lexical-cultural perception test; application of the test; tabulation and analysis of the test data. The results indicate that as the level of the books increases, the cultural notes decrease significantly. Most of them focus on exercises that aim to work on vocabulary. The Touchstone textbook series presents 85,63% of the lexical content of the cultural notes in the K1 and K2 lists, the most frequent vocabulary in the English language. Part of the teachers in training, participants in the lexical-cultural perception test, indicate that they know most of the vocabulary present in the notes, while another part indicates that they know very few words. The information in the cultural notes was considered by these participants as analogous to their culture. The profile of the participants was not a differential factor in the perception of the lexicon and in the perception of the cultural information of the notes. Despite this, there was a change in the fundamental vocabulary according to the type of information of the culture notes, understood as a resource for teaching cultural aspects inserted in the lexicon.