Conectores adversativos na fala do natalense: uma an��lise funcionalista com implica����es para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Giv��n. For so much, data of situations of speech from the corpus Discurso e gram��tica lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, a��, agora, s�� que, no entanto and j��. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

Do dizer te��rico ��s transposi����es did��ticas: por um exerc��cio da contrapalavra no ensino de língua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclus��o de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orienta����es Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orienta����es Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As constru����es adverbiais em mente: an��lise funcionalista e implica����es para o ensino de língua materna

This research aims at investigating the constructions with adverbials in ly, based on the view of contemporaneous linguistic functionalism, such as proposed by Giv��n, Hopper, Thompson, Traugott, Furtado da Cunha, as well as the cognitivist notion of language, through construction grammar support upon the patterns of Goldberg and the prototypes theory. The cognitive functional approach adopted here considers the change as a proper and inherent phenomenon of language and understands the linguistic phenomenon as resulting from effective use of language. Another aspect to be considered to the realization of this study is the fact that the formation adjective + ly is a word construction mechanism really productive, which generates interests on linguistic description. In a particular way, our leading objective is to exam the constructions with adverbials in ly in the context of language in use, in its oral and written forms, looking for to apprehend the meaning multiple manifestations forged in the use. Bearing this in mind, we worked with data from the Corpus Discurso & Gram��tica (Natal). There are, in the data, adverbs ended in ly that take the signification of mode, as foreseen in traditional models, but there are also other significations, for instance, the modalizador in its different manifestations. The results show that this adverb is a linguistic mark that carries in its constitution the multiss��mico and multifunctional character, which interferes extremely in the ordination of this category, assuming a position sometimes pre-verbal, sometimes post-verbal. Other aspect observed refers to the relationship between the adverb and the verb, with emphasis on the compatibility or restriction between them, option which is related to the semantic aspect. The data in analysis legitimate the use in different constructions with adverb ended in ly in various genres, as follows: personal experience narrative, retold narrative, local description, proceeding account, opinion account, both in oral as in written language

O vocabul��rio b��sico do portugu��s no processo de aquisi����o da língua materna

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

An��lise fonol��gica da língua Deni (Araw��)

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

O ensino de língua estrangeira e a import��ncia da atividade de linguagem: constru����o da identidade do aluno

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

A gram��tica em contexto teletandem e em livros did��ticos de portugu��s como língua estrangeira

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

An��lise de sequ��ncias did��ticas de g��neros direcionadas ao ensinoaprendizagem de língua materna no Ensino Fundamental: aportes do interacionismo sociodiscursivo

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

Media����o em f��runs educacionais de curso online de língua estrangeira (espanhol)

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Entrou por uma língua e saiu por outra -: conta����o de hist��rias em espanhol para crian��as brasileiras

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Estrat��gias de constru����o textual do chat escrito em espanhol com língua estrangeira

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Língua e sociedade nas p��ginas da Imprensa Negra paulista: um olhar sobre as formas de tratamento

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Media����o cultural no processo de aprendizagem de ingl��s como língua estrangeira

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Para uma abordagem enunciativa no ensino de língua estrangeira: par��frase e atividade epiling����stica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)