Autonomia do aluno na sala de aula de língua portuguesa: uma proposta de atividade articulando línguas e linguagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Para um redimensionamento do estudo do adjetivo: os processos enunciativos de variação semêntica de falso

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Processos enunciativos e gramática operatória: o espaço semântico-enunciativo dos marcadores er e estar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A cristalização da nova modalidade de mesóclise no português brasileiro

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Da descrição ao ensino da oração adjetiva: a perspectiva dos livros didáticos de língua portuguesa

This paper aims at investigating the treatment given to relative clauses by elementary school text books, evidencing how the teaching of grammar is proposed in the teacher’s books. As a consequence, this study also intends to discuss important aspects to be considered as far as the teaching of relative clauses is concerned. In order to achieve that objective, five Portuguese text books (approved by the Programa Nacional do Livro Didático-2014) were selected so that the grammar teaching proposals could be analyzed in relation to the definition and to the distinguishing criteria between defining and non-defining relative clauses. Results show that the teaching of relative clauses (as proposed by the teacher’s books) still reflects the postulates of the traditional grammar, based on activities of identification and classification of morphosyntactic units, ignoring the pragmatic and prosodic aspects.

Uma avaliação do conceito de regência e transitividade na tradição gramatical do português

In this paper, we study patterns of complementation as well as transitivity in Portuguese grammatical tradition aiming at verifying the motor of interest toward these subjects as well as eventual historic changes in the direction of the treatment they have been given. We analyze the concepts, the relations and the grounding notions in this camp, as well as the (in)transitive property of verbs in correlation with the status of their complements. Historically documented normative determinations of the notion of complementation and the modern reactions to such a view are relevant to our examination. Our conclusion moves toward a socio‑historic conditioning of traditional lessons, acknowledging, however, the natural existence of theoretical directions in the proposals.

Uma amostra do tratamento concedido às classes de palavras na tradição gramatical do português

Within a broader study of the apparatus governing the establishment of word classes in grammatical tradition, this study is centered on examining the treatment of the (sub)class of pronouns in two grammar guide groups from different periods. The collation was especially oriented by the existing general notion of a very strong link of the first grammarians with logic and, as a counterpart, of an insertion of the most recent works in the universe of a linguistic science and, at the same time, in the universe of a parameterization limiting actions and decisions.

O caso comitativo

Comitative is a semantic case not much studied. Traditional grammar includes it sometimes as Indirect Object, sometimes as Adverbial Adjunct of Company. In this paper, we show that it is a nuclear element, therefore it is a Complement not an Adjunct; in other words, being a deep semantic case, it constitutes an Argument selected by the verb in the sentence organization.

The lexical approach: collocability, fluency and implications for teaching

[EN] [EN] The lexical approach identifies lexis as the basis of language and focuses on the principle that language consists of grammaticalised lexis. in second language acquisition, over the past few years, this approach has generated great interest as an alternative to traditional grammar-based teaching methods. From a psycholinguistic point of view, the lexical approach consists of the capacity of understanding and producing lexical phrases as non-analysed entities (chunks). A growing body of literature concerning spoken fluency is in favour of integrating automaticity and formulaic language units into classroom practice. in line with the latest theories on SlA, we recommend the inclusion of a language awareness component as an integral part of this approach. The purpose is to induce what Schmidt (1990) calls noticing , i.e., registering forms in the input so as to store themin memory. This paper, which is in keeping with the interuniversity Research Project “Evidentialityin a multidisciplinary corpus of English research papers” of the University of las Palmas de Gran Canaria, provides a theoretical overview on theresearch of this approach taking into account both the methodological foundationson the subject and its pedagogical implications for SLA

Selection of Thematic NL-knowledge from the Internet

The paper deals with methods of choice in the INTERNET of natural-language textual fragments relevant to a given theme. Relevancy is estimated on the basis of semantic analysis of sentences. Recognition of syntactic and semantic connections between words of the text is carried out by the analysis of combinations of inflections and prepositions, without use of categories and rules of traditional grammar. Choice in the INTERNET of the thematic information is organized cyclically with automatic forming of the new key at every cycle when addressing to the INTERNET.

Norma e variação na aula de língua portuguesa

Nesta dissertação estudou-se a relação entre a Norma e a Variação no Ensino do Português. No Capítulo I realiza-se uma revisão crítica da bibliografia relativa aos conceitos e aos pressupostos teóricos relativos ao tema. No Capítulo II procede-se à análise das diversas dimensões e dos níveis de regulação do ensino do Português, avaliando primeiro o papel dos programas, as suas linhas orientadoras e a função dos manuais escolares que os apoiam, para em seguida se proceder à análise desses materiais com vista à identificação de uma dimensão normativa do ensino do Português e do modo como este atende à variação linguística. Com a análise dos manuais, no Capítulo III, pretendeu-se identificar, quantificar e avaliar, por um lado, o peso de matérias e conteúdos que já não provêm da gramática tradicional, mas de diferentes áreas da Linguística e, por outro lado, verificar a existência de referências explícitas ou implícitas quer à norma quer à variação linguística. Tal análise permitiu comprovar e concluir que, atendendo às directrizes programáticas e à orientação geral do ensino da língua materna, o ensino da Língua Portuguesa, fornecendo embora uma perspectiva mais abrangente do fenómeno linguístico, no conjunto dos ciclos e anos aqui analisados, se caracteriza pela fraca progressão no que diz respeito à explicitação do Funcionamento da Língua e ao desenvolvimento de efectivas competências (meta)linguísticas. /ABSTRACT: This dissertation is about the relationship between the linguistic norm and the Variation in the teaching of the Portuguese Language. ln chapter I there is a criticai review on the literature of the theoretical concepts and assumptions relating to this subject. ln chapter II you can find an analysis on the several dimensions and levels of regulation in the teaching of the portuguese language by first evaluating the role of the school programs, their guidelines and the role of the school textbooks which support them and to then analyse these material so as to identify the normative dimension in the Portuguese Language teaching and the way it meets the linguistic variation. The analysis of school textbooks in chapter III sought to identify, quantify and evaluate, on the one hand, the weight of themes and contents which don’t come from the traditional grammar but from different areas of linguistics and, on the other hand, to check the existence of explicit as well as implicit references not only to the linguistic norm but also to the linguistic variation. Considering the program guidelines and the general orientation of the mother-tongue teaching, this analysis has demonstrated and concluded that the Portuguese Language teaching, although within a boarder perspective of the linguistic phenomenon and all the cycles and years which were here analysed, can be characterized by its slow progression concerning the explicitness of the workings of the Language and the development of effective (meta)linguistic skills.

LOGO: GRAMMATICALIZATION AND SEMANTICS IN MEDIA TEXTS

It is a fact that the study and the correct application of the rules of Portuguese grammar are necessary for the issuer to communicate adequately in most discursive genres. However this same grammar imposes certain rules that now left to be used due to historical developments that pervade any language, now began to be employed so not always equal to those advocated by the normative grammar. Wherefore to understand situations which are not justified by traditional grammar, theories that are sought to assist this understanding. The current adopted will be the Functionalism, which promotes linguistic analysis beyond established by normative grammar, it covers other aspects not considered by her. Looking enlarger the discussions about the different uses, this study is aimed at ascertaining what is mentioned by the normative and functionalists studies with respect to the word logo, traditionally defined as a coordinating conjunction conclusive. Furthermore, we seek to show the process of grammaticalization whereby the term came and expose the different semantic relations that he can express in language use. To prove this, was used everyday examples, took out from media texts, such as magazine Isto É and the newspaper Folha de S. Paulo.

Memorabilia of the city of Perth: containing, A guide to Perth; Historical memoranda repecting Perth; charters relating to the privileges of Perth; list of the ministers, and rectors of the grammar school and academy: list of the subscribers for building the bridge, and the public seminaries; and the Rev. Alexander Duff's (late of Tibbermuir) Traditional account, in the town of Perth, of the death of John, Earl of Gowrie, and his brother, Mr. Alexander Ruthven, in 1600. Compiled from the best sources of information; chiefly from Mr Cant's notes to The muse's threnodie of Adamson.

Added t.p., engraved.

Secret Squirrel Stuff in the Australian Curriculum English: The genesis of the ‘new’ grammar

In much the same way that a squirrel stores a range of food in a range of places, the Australian Curriculum, Assessment and Reporting Authority’s (ACARA) Australian Curriculum: English (ACARA, 2015) stores references to grammar in a range of places. This paper explores some seemingly ‘hidden’ grammars within the AC:E to (re)discover their genesis and how they unfold across Foundation to Year 6. The first ‘Secret Squirrel’ moment centres on the introduction of a new grammar which weaves traditional Latin-based and Systemic Functional Linguistics (SFL) theory. The second ‘Secret Squirrel’ moment centres on the use of one sub-system of SFL Theory, the System of Appraisal, and its potential to provide an analytical lens for ‘reading’ the interpersonal meaning within narratives. The remainder of the paper draws on Goodson’s (1990) notion of curriculum as a social construction, paying attention to the levels of processes and (potential) practice. This part of the paper focuses on the System of Appraisal as it is introduced in the AC:E and then translates the Content Descriptions to an example analysis. One stimulus text, Melanie Watt’s (2012) children’s picture book ‘Scaredy Squirrel at the Beach’, is introduced then analysed using the System of Appraisal as an analytical lens for identifying how language choices ‘go to work’ (Macken-Horarik, 2003, p. 285) on readers, that is how Watt’s language choices are crafted so a ‘compliant’ child reader (Martin & White, 2005, p. 62) has the opportunity to ‘feel with’ and thus ‘adjudicate’ the behaviour of characters in particular ways (Macken-Horarik, 2003, p. 285).