Dicionário de aprendizagem e língua latina

Abstract

Reflecting on language teaching results in multiple facets that can be perceived from which we can mention, as an example, the educational material - especially the learning dictionaries. The lexicographic work often reflects methodologies used by the educational book, as is placed by Longo (2006) Thus, we encourage the discussion of issues concerning the development of foreign language dictionaries directing it to the teaching / learning of Latin. For this, we refer to the pedagogical lexicography and its relationship to the Theory of Multimodality of Kress and Van Leuwen (1996). Thus, we share the issues raised (teaching and learning of Latin / pedagogical lexicography) with other authors as Miotti (2006), Longo (2006), Pontes (2009). From the analysis of vocabularies and the contribution of Pedagogical Lexicography and the Theory of Multimodality we built a model of vocabulary that is being evaluated. Therefore, with the last testing conducted on the semester 2012.1 at the Universidade Regional do Cariri, in view of the results, the importance of the current contributions from areas dealt here for the teaching and learning Latin process. We note that relevance commenting lexicographic consistency and usage instructions in the dictionary as influencers of such processes.