Cognição em (inter)ação: uma análise multimodal do ensino de verbos separáveis e inseparáveis em aulas de Alemão como Língua Estrangeira

Abstract

Cognitive Linguistics’ concepts such as conceptual metaphor and image schemes have been successfully implemented by scholars who study L2 Teaching and Learning. Regarding the studies on semantics, several researches have already explained how the separability of some German verbal prefixes can be understood from a cognitive perspective (WUNDERLICH, 1993; OLSEN, 1996; BELLAVIA, 1996, 2007, 2015; DEWELL, 1996, 2011, 2015). Moreover, Danesi (1995, 2015, 2017) emphasizes in his Conceptual Fluency Theory the imp ortance of ensuring foreign language learners the access to the L2 conceptual system, for the knowledge about these sociocultural conceptualizations should be part of the skills of a proficient speaker. Based on those premises, this study intends to show whether L2 as well as L1 conceptualizations emerge during discussions about the possible meanings of some separable and inseparable verbs in German. To do so, we filmed six lessons of German as a Foreign Language and analyzed the interactions between teachers and students, focusing especially on gestures. The lessons were transcribed using the GAT 2 system (SELTING et al, 2011), as well as the LASG system (BRESSEN; LADEWIG; MÜLLER, 2013). The results suggest that these conceptualizations not only emerge but are also co-constructed among the participants during the interaction. The gestures performed by the participants were used mainly as an activation indicator of metaphoricity (MÜLLER, 2008;), as well as an important pedagogical resource used by the teachers when explaining the concrete and metaphorical meanings of those verbs.