Vocabulary in portuguese language textbooks for korean a1 learners
a discursive-dialogical analysis of activity design
Palavras-chave:
PAL, textbook, Bakhtinian Circle, dialogism, vocabularyResumo
This study investigates the modes of vocabulary presentation in activities from Portuguese as an Additional Language textbooks published in South Korea and aimed at Korean-speaking A1 learners, grounding its analysis in the discursive-dialogical perspective of the Bakhtin Circle (Bakhtin, 2016; Volóchinov, 2017). The materials analyzed comprised four contemporary Portuguese-language teaching resources funded by the Research Fund of Critical Foreign Languages Education Promotion (CFL): (1) Material Didático Português Padronizado (Lim & Lee, 2019); (2) Conversando em Português (Lima et al., 2021); (3) Português em Cena (Ponciano & Guimarães, 2022); and (4) Português do Dia a Dia (Yoon, Cheol, & Bok, 2020). A documentary analysis was conducted following an analytical framework based on Lüdke and André (1986), developing two analytical criteria: (1) material structure, investigating the organization of didactic units, vocabulary presentation, and integration of the four language skills; and (2) meaning construction and dialogism, analyzing whether activities contextualize language use and stimulate active student participation. The results reveal that three textbooks present predominantly structuralist activities without adequate contextualization. One textbook, however, displays activities closer to Bakhtin's dialogical conception, fostering autonomous learner participation and effective integration of language skills.
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