Linguistic variation in a special portuguese-spanish pedagogical dictionary of food names for vocabulary teaching

Abstract

This paper aims to address linguistic variation for teaching vocabulary based on the nomenclature of the Contrastive Bilingual Dictionary of Food Names (DBC-ALI). Since this dictionary establishes its equivalents in relation to varieties by criterion of occurrence, it articulates several voices in its lexicographic repertoire. Since teaching vocabulary under a communicative approach requires articulation with all possible voices and taking into account the needs of students, we start from the methodological perspective of Gómez Molina (2008), who reflects on the importance of determining a clear and authentic vocabulary in a given context, and from the Brazilian Curricular Guidelines for Secondary Education - OCEM (Brazil, 2006), which assimilates in its guidelines for teaching foreign languages ​​the need to create an approach between students and voices. However, Moreno Fernández (2008) states that one cannot consider a single variety of Spanish - standard Spanish. In this way, we present a proposal for teaching vocabulary based on the use of a special dictionary capable of satisfying the student's needs and exploring the diverse lexical varieties of the lexical field of food in Portuguese and Spanish, thus nullifying the erroneous view of a single Portuguese or Spanish. At the end, we explain with examples the reflections on nomenclature and lexicographic practice for didactic purposes, which should help the student in the development of his/her lexical-semantic competence.