Texto Literário e Gramática: Uma Relação Indissociável no Ensino-Aprendizagem do Português Língua Materna e do Espanhol Língua

Este trabalho tem como objetivo central dar conta das atividades realizadas no âmbito da prática de ensino supervisionada em Português Língua Materna e Espanhol Língua Estrangeira. A prática pedagógica alicerçou-se na indissociabilidade entre a literatura e a gramática. Defende-se que o texto literário deve ser entendido como uma várias manifestações da língua, criada num contexto comunicativo particular em que são empregues determinadas estruturas linguísticas, mediante os objetivos comunicativos de quem o produz. Esta orientação pragmática e funcional do ensino-aprendizagem das línguas faz do aluno um agente atuante no processo de comunicação e, por isso, é da maior importância que apreenda e consolide os mecanismos linguísticos que façam dele um falante eficaz e socialmente integrado

Aprendizaje implícito y memoria de trabajo : evidencia para postular su separación funcional.

resumen literal de la revista

La enseñanza de la gramática en la Educación Secundaria Obligatoria : las funciones oracionales.

Esta tesis realiza un estudio de la enseñanza de las funciones oracionales en la Educación Secundaria Obligatoria, ESO, y adquirir la competencia necesaria para mejorar el conocimiento de los alumnos en este tema y sus producciones escritas.. La tesis consta de seis capítulos. En el primero se recoge el marco teórico; el segundo contiene un análisis de necesidades que parte de cuarenta producciones de tema libre elaboradas por los alumnos de la ESO, en él se estudian las diferentes funciones oracionales con sus correspondientes realizaciones formales o sintagmáticas, para ello se recurre a dos enfoques que se complementan: el enfoque categorial y el enfoque funcional; en el tercero, mediante cuarenta producciones escritas de tema dirigido, y discurso principalmente narrativo, se analiza y cuantifica el desarrollo sintáctico de la lengua escrita de los alumnos para determinar sus parámetros promedios de crecimiento, según la variable curso; el cuarto se centra en el período psicoevolutivo, en que se encuentran los alumnos, la importancia del profesor y en el método de estudio de esta investigación que tiene en cuenta las principales fases de la enseñanza de la gramática; en el quinto se recogen nueve unidades didácticas que corresponden a las diferentes funciones sintácticas para ampliar, por un lado, el conocimiento que los estudiantes de las funciones sintácticas y subsanar posibles errores y, por otro, para contextualizar todos los aspectos estudiados con el fin de mejora; en el sexto se enumeran las principales conclusiones a las que se ha llegado con la elaboración de este trabajo..

O portfólio na formação inicial do professor reflexivo de inglês como língua estrangeira: uma análise sistêmico-funcional

This research deals with the insertion of the portfolio as a resource to the development of the reflective action in training teachers of English as a Foreign Language (EFL). Its goal is to characterize linguistic marks that show the reflective process in learning narratives collected in portfolios following the considerations of the ideational metafunction of the Systemic-Functional Grammar (SFG) by Halliday (1994). Within the scope of analysis offered by SFG, the system of transitivity was chosen attempting to observe and study the lexicogrammatical choices made by participants to produce their learning narratives. The corpus was composed of twenty-six learning narratives produced by thirteen participants into two distinct modules, designated here as "First Assessment" and "Final Assessment. The analysis were performed using procedures related to Corpus Linguistics, with the aid of the computer resource WordSmith Tools 5.0 (Scott, 1999). The results seems to indicate that preservice teachers, when asked to reflect on activities written on the classroom, use in their narratives a significant majority of mental processes instead of material processes that are common in narratives from other nature. Meanwhile, the use of a portfolio in teacher training in EFL, can be considered as a trigger reflection tool, which allows future teachers' effective monitoring of all their learning process

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Pré-fabricados lingüísticos: estrutura e funcionamento de sintagmas verbais idiomatizados - por uma abordagem cognitivo-funcional em sala de aula

This work aims at under the cognitive-functional perspective describing, inside the vast domain of the linguistic prefabs, the structure and the functioning of the Idiomatic Verb Phrases (SVIs), produced by speakers of the Portuguese from Brazil, located in Natal (RN). From the functionalist presupposition that the language is used essentially to assist to communicative demands, it is observed that its morphologic-syntactic structure is conditioned to the inherent pragmatic vicissitudes to the verbal interaction of subjects, socially heterogeneous and historically established. It is focalized, in the composition of SVIs, the relationships VT + OD (transitive verb + direct object), characterizing the syntactic-semantic nature of the verb and of the respective verbal complement. Those verb combinations + complement can be interpreted as lexical structures, reflexes of the idiomaticity inherent to conventional constructions already systematized in the users' of the language cultural repertoire. It is sought, still, to glimpse the cognitive and discursive motivations pertinent to that linguistic phenomenon. In the investigative process, are analyzed exclusive data of speech collected in Corpus Discurso & Gramática a lingua falada e escrita na cidade do Natal, organized by Furtado da Cunha (1998). The adopted methodological procedures configure as methods of empiric analysis and use of the intuition, being emphasized the qualitative approach (explanatory) of the data with quantitative support of statistical indicators. It shows, finally, a grating of didactic suggestions on SVIs, for Portuguese's classes, as subsidies to the educational practice in the Medium Teaching and in the course of Letters.

Marcadores da organização do padrão discursivo narrativo: uma abordagem funcional centrada no uso

This thesis has as its object the Markers Organization Standard Narrative Discourse (MON), from its occurrence in oral and written corpora of different realizations of narrative discourse, considering its locus of occurrence in the narrative and discursive functioning. The research is guided by the Functional Linguistic Usage-Based, approach to which the organization of language is directly linked to the user experience, so that grammar is shaped by discourse. We examined only the narrative portions of Experience Reports, Tales and Legends in the oral and written, as follows: 3 inquiries Corpus Reports Remaining Quilombo (RN); 11 Corpus Legends legends of the Amazon, 14 Tales of Corpus Tales Brazilians and 21 Reports of experiences of Corpus and Discourse Grammar, with about 10,000 words in each corpus. A total of 22 markers were identified, which were: (1) classified according to the locus of occurrence in the narrative structure, as Labov (1972), (2) associated, according to the type of pattern that occur in narrative discourse, (3) described from the discursive function they perform. The research has relevance to the extent it is based speech analysis and offers proposals for productive teaching of mother tongue in which students and teachers can, grounded in language studies, consider living language, as an object of study, based on the National Curriculum Guidelines (OCN) and making use of New Technologies of Information and Communication (NTIC)

AI, LA, ALI e AQUI: gramaticalização de um paradigma emergente no domínio funcional da especificação nominal

In the light of the Functional Linguistic Theory, in its North-American version (HOPPER, 1987, 1991, 1998, 2008, 2010; GIVÓN, 2001; LEHMANN, 2002; HOPPER; TRAUGOTT, 2003; FURTADO DA CUNHA; OLIVEIRA; MARTELOTTA, 2003, among others), the general objective of this research is to demonstrate, based on morphosyntactic and semantic-pragmatic properties, that AQUI (HERE), AÍ, ALI and LÁ (THERE) are part of an emerging paradigm in Brazilian Portuguese recently constituted and still developing of forms indicating specificity in indefinite noun phrases (NP). The data that make up the corpus of this research were collected in the following large Brazilian oral corpora: the Corpus Discurso & Gramática: a língua falada e escrita na cidade de Natal (FURTADO DA CUNHA, 1998), the Banco Conversacional de Natal (FURTADO DA CUNHA, 2010), the Projeto Variação Linguística no Estado da Paraíba VALPB (HORA, 2005) and the Projeto Variação Linguística Urbana na Região Sul do Brasil VARSUL (VANDRESEN, 2002). Firstly, the behavior of the specificity markings AQUI, AÍ, ALI and LÁ is described with respect to many factors of morphosyntactic and semantic-pragmatic nature: type of construction in which the markers appeared; existence or not of intervening material between the specificity marker item and the NP s nuclear noun; type of noun to which AQUI, AÍ, ALI and LÁ are linked; syntactic function of the specified SN; informational status of the NP to which the specificity markers AQUI, AÍ, ALI and LÁ are attached; occurrence of conversational implicatures (GRICE, 1982) in the context of use of these specificity markers. Next, a possible grammaticalization trajectory is outlined, according to which AQUI, AÍ, ALI and LÁ would had gone from an early spatial deictic indication to the specificity indication. The results point to the existence of forms with varying degree of emergence in this new paradigm of nominal specification, with AÍ being, probably, the item most grammaticalized, followed by LÁ, then ALI and AQUI, which permanence in the paradigm do not yet appear to be consolidated

Relações entre tempo e evidencialidade nas línguas indígenas do Brasil: um estudo tipológico-funcional

Pós-graduação em Estudos Linguísticos - IBILCE

Análise funcional dos evidenciais e modalizadores no discurso da autoajuda da saúde

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construções de causa, razão, explicação e motivação na lusofonia: uma abordagem discursivo-funcional

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As interrogativas de conteúdo na história do Português brasileir o: uma abordagem discursivo-funcional

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Acessibilidade semântica nas construções relativas em línguas indígenas brasileiras: um estudo tipológico-funcional

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Assertividade no discurso da autoajuda: um olhar discursivo e funcional

Pós-graduação em Estudos Linguísticos - IBILCE

A transitividade em textos da propaganda política eleitoral gratuita televisionada: uma abordagem funcional

O corpus analisado neste trabalho é composto de cinqüenta textos de discursos proferidos no HPEG televisionado das eleições de 2002 no Estado do Pará. A pesquisa tem como base a Gramática Sistêmico-Funcional, proposta por Halliday (1994), e o estudo sobre o Estilo Comunicativo do HPEG estudado por Albuquerque (1999). A proposta deste trabalho é investigar as escolhas léxico-gramaticais veiculadas nos discursos políticos para observar como o falante constrói as suas experiências de mundo nesses textos ao fazer suas escolhas no sistema de transitividade e de que maneira os tipos de mensagens do Estilo Comunicativo do HPEG se revelam na materialidade do texto. Comprovou-se que os políticos constroem as suas experiências de mundo mais por meio dos processos do ‘fazer’ e do ‘ser’. Essas escolhas são usadas como estratégias de persuasão, posto que, expressam a plataforma de trabalho do candidato e as ações já desenvolvidas em prol da comunidade. Elas também indicam as qualidades e capacidades do candidato, com o propósito de construir uma imagem que agrade ao eleitor.