Contributions of Corpus Linguistics to Portuguese as an Additional Language (PAL) teachers training: recommendations based on the description of proficiency levels assessed in a Written Task of Celpe-Bras ; Contribución de la Lingüística de Corpus a la formación de profesores de PLA: sugerencias a partir de la descripción de los niveles de competencia evaluados en una tarea de la Parte Escrita del Celpe-Bras: sugestões a partir da descrição dos níveis de proficiência avaliados em uma tarefa da Parte Escrita do Celpe-Bras ; Contribuição da Linguística de Corpus para a formação de professores de PLA: sugestões a partir da descrição dos níveis de proficiência avaliados em uma tarefa da Parte Escrita do Celpe-Bras

This article explores the didactic application of Corpus Linguistics (CL) and its implications for the training of Portuguese as an Additional Language (PAL) teachers through the analysis of texts written by Celpe-Bras examinees. Celpe-Bras assesses the use of the Portuguese language by requiring the production of texts of different genres that establish different interlocutory relationships (Brasil, 2020; Schoffen, 2021). Our theoretical approach is based on studies by Berber Sardinha (2000), Viana (2008), Biber (2009) and Granger (2009) to conceptualize LC assumptions, as well as Callies and Götz (2015), Wisniewski (2019), Gablasova (2020), and Cushing (2022), contextualizing studies on teaching, learning and assessment in the CL scenario. In addition, we considered Bakhtin’s (2003) concept of discourse genre and definitions of proficiency and assessment from Weigle (2002), Schlatter et al. (2009), Scaramucci (2012), Schoffen et al. (2018), Brasil (2020) and Schoffen (2021). We used corpus-based methodology (Biber, 2009) to analyze the use of lexical resources in texts assessed with grades 2 (Intermediate) and 5 (Upper Advanced) in task 4 of the 2015-2 edition of Celpe-Bras. The analysis revealed differences and similarities in the use of lexical resources related to the construction of genre and interlocutory relationships. These linguistic resources were more frequent and appropriate in texts at more advanced levels. This study provides teachers with a deeper understanding of the characteristics of the proficiency levels assessed by Celpe-Bras and can inform the development of more effective Teaching materials, improving student preparation (Nagasawa, 2018). The results contribute to a better understanding of the exam and to training teachers to use corpus studies in their pedagogical planning, since these studies indicate linguistic aspects that can lead to better (con) textual adequacy. ; Este artículo explora la aplicación didáctica de la Lingüística de Corpus (LC) y sus implicaciones para la formación de ...