@MASTERSTHESIS{ 2020:925806053,
 	title = {Teaching brazilian portuguese as an additional language for academic purposes in computer-assisted language learning : the portuguese360's curriculum design},
 	year = {2020},
 	url = "http://tede2.pucrs.br/tede2/handle/tede/9179",
 	abstract = "Isolated discussions about internationalization policies, curriculum, teaching and learning Portuguese as an Additional Language, especially concerning the Brazilian variation, computer-assisted language learning, and online courses are certainly not new. Based on that, this research aims at presenting the union of these themes in a single curriculum, that is, in a pedagogical plan that guides future research with the objectives, contents, and strategies to be used as basic assumptions. The studies that support this thesis focus on topics such as teaching pragmatics (CORSETTI, 2015; BARDOVI-HARLIG, 2013; O'KEEFFE; CLANCY; ADOLPHS, 2011, COHEN, 2010; CORSETTI, 2009; KASPER; ROSE, 2002) in contexts that prime for teaching via sociopragmatic and pragmalinguistic aspects (LEECH, 1983; THOMAS, 1983), and speech acts (ROLLSING, 2018; CULPEPER; HAUGH, 2014; SEARLE, 1979; AUSTIN, [1962] 1975). Moreover, fundamental for this thesis are the concepts of teaching for academic purposes (FERREIRA; ROLLSING, 2018; MOTTA-ROTH; HENDGES, 2010; HYLAND, 2006; BIBER, 2006), of using technologies in the classroom (OTTO, 2017; GONZ?LEZ-LLORET; ORTEGA, 2014; HEIFT; CHAPELLE, 2012; BEATTY, 2010; CHAPELLE, 2008), and of teaching Portuguese as an Additional Language in face-to-face or online classroom (TIMBONI, 2018; KRAEMER, 2012), in addition, of course, to the concepts that underlie the practice of curriculum design for language learning (NATION; MACALISTER, 2010; KNIGHT, 2004; RICHARDS, 2001). In order to answer the questions that guide this research, a need analysis questionnaire (cf. GONZ?LEZ-LLORET, 2014) was developed and applied. With this instrument, it was possible to identify lacks, desires, and teaching needs, as well as the best methods, content sequencing, teaching modality, among others. This thesis presents, therefore, how these concepts come together in a single curriculum of an online course of Brazilian Portuguese for Academic Purposes, that is, in the curriculum of Portuguese360.",
 	publisher = {Pontif?cia Universidade Cat?lica do Rio Grande do Sul},
 	scholl = {Programa de P?s-Gradua??o em Letras},
 	note = {Escola de Humanidades}
}