Preposições em textos do gênero notícia na imprensa paulista: norma e uso no ínicio do século XX

This paper proposes a reflection on processes of variation and change that occurred with the portuguese prepositions a, ate, em and para, taken as a parameter for answers in a broader context, the confrontation between the norm and use and between standard and linguistic variation. We conducted the study based on a corpus composed of all occurrences of the prepositions in question removed news of the newspaper O Combate and O Estado de Sao Paulo. Whereas the main objective of the study is to present and describe the use of these particles in newspaper articles of the Imprensa Paulista, data were collected and quantified by using the statistical package GOLDVARB, and interpretation of results relied (i) assumptions regarding the process variation in the use of prepositions and prepositions replace weak, as the preposition to, for strong prepositions (para, em, até), (ii) in comparison with the grammatical rule in effect at the time, (iii) and in the search for the existence of some historical factor that justifies the selection of a preposition rather than another. Among the hypotheses, we investigate the relationship between these prepositions and whose kind of preachers they introduce supplements: the direction of motion (abstract or concrete) or transfer (material and verbal / perceptual). This theoretical perspective was the Labovian sociolinguistics (Labov, 1972, 1994), which defines the linguistic variable as a representation of two or more different ways to convey a certain information content, being necessary to define it the following criteria set exact number of variants to establish all the multiplicity of contexts in which it appears; develop a quantitative index for measuring the values of variables

Construções gramaticais e questões estilísticas no livro Piccoli equivoci senza importanza, de Antonio Tabucchi

The translation project of some short stories of the book Piccoli equivoci senza importanza, written by the Italian writer Antonio Tabucchi, was performed during the academic years. This thesis target is to analyze grammatical and stylistic issues of the short stories; to achieve this goal, parts of the original texts and their respective translations were used. The grammar section approaches important aspects as idioms, false cognates and different verb regencies between Portuguese and Italian. The stylistic part focuses on Tabucchi´s choices regarding the narrator, focalization, types of speech and interior monologues in his texts; these options characterize the Italian writer´s style and make his stories plots intense. As a conclusion it can be noticed that this work is relevant to give a forward step in the Italian literature studies field, because it contributes to an important author style study and provides the analysis of which choices compound the text and the effects they cause

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development

O estatuto lexical das preposições sob e sobre

This paper describes the prepositions sob and sobre in the Functional Discourse Grammar framework (HENGEVELD; MACKENZIE, 2008) aiming at checking their lexical or grammatical status on the basis of classification criteria postulated by Keizer (2007). The following aspects point to their lexical status : (i) they consist of an Ascription Subact; (ii) they contain a specific content on the vertical axis signaling inferiority and superiority position in relation to a limit; (iii) they are not required by any predicate, but they are predicates by themselves, which require complementation by an argument playing Reference semantic function; (iv) they may be combined with de, em, para and por; which are genuine grammatical prepositions; and, finally, (v) they are not subjected to any phonological process of reduction and fusion.

Flutuação e gramaticalização no paradigma dos juntores em português forma, significado e história de (na) hora que

In this paper, I focus on one type of grammatical change consisting of creating periphrastic junctures from nominal sources used in relative clause contexts. This is a periphrase production mechanism that has been increasing the unstable paradigm of junctures and helping delineate Portuguese language grammar. One construction resulting from this mechanism is (na) hora que, in relation to which I propose to investigate form, meaning and history. The central aim is to show the emergence of (na) hora que, a grammaticalization instance in course, in which it is possible to catch stages of the its gradual constitution process, concerning both the syntagmatic reorganization of items with consequent morphological losses, and the constitution of meanings, with the origin of polysemies, pointing to a directionality grounded on the increase of the cognitive complexity

Análise Prosódica de segmentações não-convecionais de palavras em textos do sexto ano do EF

This paper analyzes unconventional segmentation of word found in texts of the sixth grade of Elementary School. Through quantitative and qualitative analysis, we describe the prosodic characteristics that may be motivated the hyper and hippossegmentation of words found in 27,4% of 606 investigated texts. We identified a tendency toward a more text with hippossegmentation than hypersegmentation, characteristic similar to what is reported about children’s text. Taking into account the theoretical framework of Prosodic Phonology, we argue about the relevance of prosodic word and clitic group in the description of the regularities observed in data of unconventional segmentation of word. We note that (i) in cases of hipposegmentation, it predominates the hollow of a clitic followed by a phonological word, (ii) in cases of hypersegmentation, it predominates a segmentation of a prosodic word into a clitic group. We present evidences to be the spelling of clitic elements a challenge to students analyzed. By investigating in the grammatical class that owned the clitics spelled unconventionally, we verified that they are prepositions (“em, de, com”) and pronouns (“me, lhe, lo”), a characteristic that particularize these data in relation to data from students in the early stage of language acquisition.

Algumas reflexões sobre a questão da gramaticalização de Marcadores Discursivos

In this paper, we present a discussion on the class of Discourse Markers (DMs), aiming at providing some specific contributions to studies on the grammaticalization of DMs. We highlight the fact that DMs do not constitute a grammatical class, and then we formulate a few insights on the adequacy of the notion of the “grammaticalization of DMs”.

Juan Facundo Quiroga: um homem, vários personagens

Pós-graduação em Letras - FCLAS

Atividade epilinguística e o ensino de língua materna: um exercício com a conjunção mas

Ce texte aborde l’importance de la recherche liée à l’activité é pilinguistique, entendue comme l’activité propre du langage dans le cadre de l’enseignement de la langue maternelle. Le concept d’activité épilinguistique adopté ici est celui de la Théorie des opérations prédicatives et énonciatives élaborée parle linguiste français Antoine Culioli. Dans le but de délimiter l’objet de la recherche et de présenter un modèle d’activité applicable en salle de classe, nous avons choisi d’étudier la conjonction de coordination et d’opposition mas (mais, en français), comprise comme un marqueur lexico - grammatical. L’exercice a été proposé à une classe de septième année (la 5 ème du système français) du collège d’État Dr. Joaquim Batista, dans la ville de Jaboticabal, au Brésil. Dans le cadre de ce travail sur l’activité épilingui stique, les apprenants ont eu l’opportunité d’observer les divers contextes d’occurrence de ce marqueur, mais aussi de comprendre que les mots ne sont pas dotés d’une signification statique. En outre, ce travail a permis aux apprenants de construire leur propre connaissance et d’élaborer une grammaire plus opérationnelle et pertinente.

Nominalização e transitividade

This text is part of a larger study that initially aimed at focusing the relation between nominalization and transitivity in the Portuguese Language. Based on A. Culioli´s Theory of the Enuntiative Operations, we started from a static and descriptive analysis of language, in which nominalization and transitivity have visibility, towards a study that takes into consideration the articulation between language and natural languages. This second approach diluted the specificity of these two grammatical questions and directed them to more abstract spaces of reflection and common to any grammatical problem, such as causality, differential propriety and the construction of notional domains.

A análise funcionalista e o estabelecimento de quadros categoriais na gramática

Committed to a functionalist view of grammar, this study takes word classes as its object of analysis, aiming to show that categorical rigidity cannot be upheld in linguistic use. The analysis sample presented starts from the solutions of dictionaries in the registration of word classes parts and from the fluidity that these classes show in their use. Aspects of grammaticalization in Portuguese language are taken as evidence. It is argued that the grammatical organization of language has properties that support categorical shift processes, however singular they may seem to examination.

A gramática pela fábula ou: a fábula pela gramática

With the purpose of analyzing the function developed byt the fable, this paper begins with its definition, historically linked to the rhetorical art, the teaching force and the literary value, to reach a grammatical analysis of the narrative structure in which genre is presented. From the functionalist point of view, the function determines the structure, and, accordingly, this study shows the fable resolved in specific modes of activation of the utterance formation basic processes such as the establishment of predications and the creation of the referential network of its participants. Since the beginning, the discursive activation of properties is crucial, which, working toward specific goals, configure linguistic characteristics that define the specific nature of the fable

Le poids de la notion Tesniérienne de centralité du verbe dans les analyses linguistiques

This paper examines the historical role that Tesnière’s theory on the centrality of the verb exerted on some theoretical branches that study the way utterances are built in language. The main goal of this paper is to evaluate the impact that such a proposal had in changing the view of the clause being purely logical (a proposition) or purely syntactic (abstractly equated) to a view that embodies semantics and pragmatics to the syntactic organization of the utterance. A close examination of research dedicated to the grammatical and lexicographic description of Portuguese helps to illustrate the here proposed assessment and contributes to support the claim of the influence of Tesnière on current linguistic analyses.

As estratégias discursivas e suas implicações na relação entre oralidade e escrita? um estudo do parêntese na crônica

Based on functional theory, the text discusses the relations between spoken language and written language, defending not only the existence of a sole grammatical system for both, but also the relevance of studies contemplating specificities of use, some of these being more directed toward interaction, and others being more directed toward system. The investigation that aims to prove these premises used the chronicle as examination material, due to its linguistic colloquialism in general and due to the chronicler’s personal engagement, which involve linguistic strategies available for the expression of information and for the reader’s understanding. The investigation was concentrated on the discourse parenthesis, especially on its connection with the degree of language planning and with the creation of view plans and the establishment of emphasis. It was concluded that the resource of parenthesis both represents linguistic informality (which is more directed toward speaking) and shows the care with preparation and marking of style (which is more directed toward writing), illustrating specificities.

O ensino da recepção estético-lierária e a formação humana

In this article are defended the possibility and the necessity of the teaching of the reception of art works in school education. Firstly, some relations between art and the development of both the human species and the individual are analysed in Georg Lukács and Lev Vygotsky’s works. In order to put in question the old assumption that opposes education and instruction, the discussion made by Gramsci on the grammatical teaching of Latin and Greek in the traditional school education is explored. In the article is concluded its path analysing the intentional and systematic formation of the reception of art works provided by school education based on Aleksei N. Leontiev’s works on the appropriation process of culture by the individual.