Línguas para fins específicos: uma análise da construção das disciplinas de línguas estrangeiras para fins de negócios no bacharelado em LEA-NI da UFPB.

Abstract

The teaching-learning process of languages for specific purposes (LSP) is an area of foreign language teaching with an increasing demand over the years. In this approach, it is inevitable to carry out some steps, such as, the needs analysis and, consequently, the course design didactically directed to the target situation (DUDLEY-EVANS and ST. JOHN, 1998; MANGIANTE and PARPETTE, 2004; SÁNCHEZ, 2009; and others). The needs analysis identifies the wants, needs and lacks present, in the students, in both objective and subjective ways (HUTCHINSON and WATERS, 1987; MOURLHON-DALLIES, 2008). Therefore, this needs analysis contributes to the LSP practitioner (SWALES, 1985) during the course design, being able to discern how and what linguistic-communicative skills should be approached, besides taking into account social and intercultural aspects of the target situation (BELTRÁN, 2004; CARRAS et al, 2007; MERCELOT, 2006). Following these steps, the teaching-learning process of LSP will have its own characteristics, offering differentiated courses which specific audiences demand. This paper aims to identify how the languages for business purposes disciplines are structured in the Bachelor’s Degree of Foreign Languages Applied to International Negotiations (LEA-NI) at UFPB, in order the students may be able to act as multilingual negotiators. One must keep in mind that this Bachelor’s Degree responds to a demand of the globalized labor market that requires a professional with such characteristics. Hence, this work presents a theoretical discussion based on notable authors in the area of LSP throughout the three languages analyzed. It also carries out a general needs analysis of the learners enrolled in that Bachelor’s Degree in the school semester of 2016.2. In addition, it verifies the structuring of languages for business purposes disciplines, between the years 2012 and 2016, which corresponds to the performance of all professors interviewed. The data surveys ratify that the preparation of those disciplines follows the standards seen in LSP and meets the students’ needs in the target situation.