Didattica e inferenze: Uno sguardo alle attività di comprensione della lettura nei manuali di PLE

The present study is part of the wide-ranging interdisciplinary linguistic research committed to investigating the cognitive and metacognitive strategies involved in text comprehension processes, both written and oral, by foreign language learners. This article analyses some reading comprehension activities proposed by PFL (Portuguese as a foreign language) teaching coursebooks, and specifically their promotion of inferential processes, and the way in which they can foster higher quality reading skills. The aim of the research is, therefore, the unveiling of the cognitive processes involved in the interaction between learner and the text. To this end, psycholinguistic notions of reading and its teaching are adopted. Six PFL teaching coursebooks (competence level C1) are examined from this theoretical perspective, and textual interpretation activities are discussed qualitatively. The reference research model is that proposed by Applegate et al. (2002), which suggests a change of perspective in the elaboration of reading proposals and sets new goals that would lead readers to a profound reflection on what they are reading and on the use of the information in the text to reach their interpretation.

本研究隶属于一项广泛的跨学科语言学研究，该研究致力于探究外语学习者在书面与口头文本理解过程中所运用的认知及元认知策略。本文分析了葡萄牙语作为外语（Portuguese as a Foreign Language, PFL）教材中提出的若干阅读理解活动，尤其聚焦于这些活动对推理过程的促进作用，以及它们培养更高质量阅读技能的方式。因此，本研究的目标在于揭示学习者与文本互动过程中所涉及的认知机制。为此，研究采用了阅读及其教学相关的心理语言学概念。基于这一理论视角，研究考察了6本C1水平的PFL教材，并对其中的文本解读活动进行了定性分析。研究参考的模型为Applegate等人（2002）提出的模型，该模型建议转变阅读任务设计的视角，并设定新目标以引导读者对所读内容及文本信息的运用进行深度反思，从而达成文本解读。