A interpretação dos sintagmas nominais com adjetivos atributivos por alunos de inglês instrumental

This present work has as objective to analyze the interpretation of the syntactic and semantic meaning performed by third graders in the nominal groups (NGs) with attributive adjectives in the English language in a text of the final exam in the ESP (English for Specific Purposes) discipline. The corpus is made up of 30 exams of two classes from a third grade institution of the biomedical area, corresponding to the basic and advanced levels of the second term in 2006. The text has 24 NGs of different lexical content, a total of 27 NGs in the whole text summing up to 810 analyzed occurrences. The analysis is carried out at the morphologic, syntactic and semantic levels using as theoretical background the traditional and functional grammars (QUIRK et al, 1985; CELSE-MURCIA et al, 1998; TUCKER, 1998), in their semantic aspects, the Semantics (FRAWLEY, 1992) and the Cognitive Linguistics (TAYLOR, 2002). We concluded that the main difficulties were due to the lack of vocabulary and to the use of mother tongue strategies instead of using the top-down strategies for reading a text in English to compensate this gap. We also observed that even when the vocabulary was known, there were difficulties in establishing the semantic and syntactic relations between modifier and noun head. We suggested improvements for the teaching of reading English texts at the third grade grounded in the obtained results such as a more comprehensive study of the several different morphologic and syntactic structures of the NGs with premodifiers and their semantic consequences, an approach of the morphologic, syntactic and semantic aspects of the NGs and the use of both top-down and bottom-up strategies when reading a NG in the English language

Processos de construção do sentido na esquizofrenia: uma perspectiva cognitiva da linguagem

There is still a lot to be said about the relationship between culture, cognition and language. Within an embodied cognition perspective to language, it may be understood that the senses generated and used in discourse are built and negotiated not only linguistically, since they also involve stereotypes, schemes, frames, etc. These cognitive structures, in turn, would emerge from subjects experiences and interactions with a sociohistorically constituted environment. With that in mind, what would happen if someone had an altered view in the perception of such environment? The objective of this master s thesis was to understand the process of meaning construction, aiming at the activation of frames, in the discourse of people who have been diagnosed as schizophrenic and have been hospitalized, that is, individuals who have their socio-environmental perception affected. With that aim in mind, a speech corpus was generated with three schizophrenic patients from Professor Severino Lopes Psychiatric Hospital. The data were collected and analyzed qualitatively, based on the theoretical and analytical premises of Cognitive Linguistics, more specifically, of Simulation Semantic perspective. Therefore, it was possible to identify aspects related to meaning construction processes in the discourse of schizophrenic patients, understanding that language is integrated with cognition and culture. Therefore, the alteration in the way experiences are perceived by schizophrenic patients affect the linguistic production of these subjects. Finally, if we take into consideration that the mental disturbance caused by schizophrenia results in a change in perception of reality by these individuals, we can infer an implication of such factors in language and, subsequently, the interference of such issues in the meaning construction processes in the discourse of patients diagnosed with schizophrenia

Linguagem, cognição e mundo: o livro do desassossego e a construção discursiva da realidade

This study analyzes the processes of meaning construction in the Livro do Desassossego, by semi-heteronym Bernardo Soares - Fernando Pessoa. We use theoretical grounds from an interface between Cognitive Linguistics and Textual Linguistics to observe how certain linguistic mechanisms build a reality that tells us of a time, a being and his conceptions of language and writing. We focus on description and explanation of procedures of categorization and referentiation accomplished, for example, through metaphor and metonymy. For the construction of the intended theoretical interface, we use analytical categories proposed and developed by the Socio-cognitive Approach of Language, Conceptual Metaphor Theory and Mental Space Theory. Armed with this theoretical background, we observed the dynamics of language in relation to its social, cultural and historical features, as well as the cognitive aspects that underlie it. We seek, therefore, encourage discussions about the functioning of language considering primarily the creative processes that allow us to organize and shape our experiences. We also try to provide an approximation of Linguistics, Literature and Philosophy, with a view to relations between language structure, cognitive activity and socio-cultural organization. From the results obtained, we found that a literary text attests, with a particular property, the mutual relations between language, cognition and culture, as indicates cognitive approach to language studies

Processos cognitivos que operam na construção da referência: uma análise das produções textuais elaboradas na EaD - UFRN

Beneath the theoretical assumptions of Cognitive Linguistics contemporary, we analyze the cognitive processes underlying the construction of the reference in the text. To do so, we choose as corpus the written textual productions of undergraduates at the Department of Distance Education/UFRN provided in sections of responses of presential evaluation activities and activities in the Moodle virtual ambience. These activities and texts were produced in the discipline of Reading, Interpretation and Textual Production taught in the courses of Chemistry, Physics, Mathematics, Biology and Geography we monitor during the period of 2008.1 to 2010.1. Through the analysis of discursive productions, it was evident that the construction of the reference is made by means of the activation and manipulation of information acquired through our perceptual and social experiences. Thus, we confirm the cognitive assumption that the linguistic clues available in the texts of the activities serve as guides towards cognitive domains that activate the process of building reference

A construção de modelos situacionais no padrão discursivo narrativa em quadrinhos

The object of this study is the construction of situation models in the discourse pattern comic book narrative, and sits in the field of Cognitive Linguistics. Its main foundations are the notions of embodied mind (LAKOFF; JOHNSON, 1999), mental simulation (BARSALOU, 1999), discourse pattern (DUQUE; COSTA, 2012) and situation models (ZWAAN, 1999). I stem from the hypothesis that the process of meaning construction in narratives is attached to the simulation of space, of time and of the characters goals and actions within the story world, dimensions which make up the situation models elaborated by the reader. The simulation of these experiences during discourse processing originates from the fact of it having an embodied and cultural basis, i.e., upon being confronted with the clues found in the narrative, the cognitive structures that make up the reader s personal and social memories are triggered and make it possible to activate information which in turn refer to his/her physical and social experiences, built up in the environment in which he/she lives. As regards comic book narratives, the construction of situation models is closely related to the recurring activation of certain cognitive structures originating from graphic resources that are typical of that discourse pattern. These conclusions were drawn from the data analysis taken from the work Palestina (SACCO, 2003; 2004; 2011)

Processos cognitivos que operam na configuração de narrativas: uma pesquisa exploratória dos fenômenos que subjazem à compreensão de textos

This paper investigates the cognitive processes that operate in understanding narratives in this case, the novel Macunaíma, by Mário de Andrade. Our work belongs to the field of Embodied-based Cognitive Linguistics and, due to its interdisciplinary nature, it dialogues with theoretical and methodological frameworks of Psycholinguistics, Cognitive Psychology and Neurosciences. Therefore, we adopt an exploratory research design, recall and cloze tests, adapted, with postgraduation students, all native speakers of Brazilian Portuguese. The choice of Macunaíma as the novel and initial motivation for this proposal is due to the fact it is a fantastic narrative, which consists of events, circumstances and characters that are clearly distant types from what is experienced in everyday life. Thus, the novel provides adequate data to investigate the configuration of meaning, within an understanding-based model. We, therefore, seek, to answer questions that are still, generally, scarcely explored in the field of Cognitive Linguistics, such as to what extent is the activation of mental models (schemas and frames) related to the process of understanding narratives? How are we able to build sense even when words or phrases are not part of our linguistic repertoire? Why do we get emotionally involved when reading a text, even though it is fiction? To answer them, we assume the theoretical stance that meaning is not in the text, it is constructed through language, conceived as a result of the integration between the biological (which results in creating abstract imagery schemes) and the sociocultural (resulting in creating frames) apparatus. In this sense, perception, cognitive processing, reception and transmission of the information described are directly related to how language comprehension occurs. We believe that the results found in our study may contribute to the cognitive studies of language and to the development of language learning and teaching methodologies

A transitividade na conversação: uma abordagem funcional centrada no uso

This work investigates the phenomenon of transitivity in the conversation. We examined the behavior of complements in Brazilian Portuguese speech, and then compared the results with previous researches in the English language by Thompson and Hopper (2001) and in the Spanish language by Vázques (2004). In Brazil, there are no researches that treat this phenomenon in the discursive conversation, for that reason it justifies and reveals the importance of this research that aims to answer questions related to the transitivity of ordinary conversations. Thus, we describe, explain and analize the transitivity based on concrete linguistic data, provided by native speakers of Portuguese language, specifically, spontaneous talk of people from Natal-RN. We have used as theoretical assumptions the Functional Linguistics usage-based (LFCU), which gathers academics of North-American Functional Linguistics, inspired by Chafe (1979), Hopper and Thompson (1980), Thompson and Hopper (2001), Givón (2001), Bybee (2010), Traugott (2009, 2011), among others, as well as Cognitive Linguistics, presented by Langacker (1987), Taylor (1995), Tomasello (1998) and Goldberg(1995), among others. This data consists in conversations extracted from the corpus Banco Conversacional de Natal (FURTADO DA CUNHA). The results obtained from this work confirm the assertions defined by prior conducted studies on the transitivity in the conversation. The research showed that these three idioms, Spanish, Portuguese and English, despite the differences, they present a uniform behavior regarding their transitivity in the conversation. We intend, by this work, to contribute, in some way, to the comprehension of the focused linguistic phenomenon, likewise to build a finer scenario around of the transitivity in the Brasilian Portuguese

Abordagem cognitiva da construção deverbal x-dor: contribuições para o ensino do português

This work analyzes deverbal nominalizations with the sufix dor in Brazilian Portuguese, under the perspective of Cognitive Linguistics, more specifically, the Construction Grammar. The aim is to determine the general features of interpretation that characterize this deverbal construction and its use in formal writing. Based on the cognitive assumption that grammatical structure is motivated, explained, and determined by the structure of cognitive patterns, created from our experience in the world, and by the communicative function of language, the dor deverbal is treated as a polysemic grammatical construction. In the composition of V+dor, the relation rootsuffix is focused, through a characterization of the syntactic-semantic nature of the verb and the values of the suffix. Among the different values conventionally related to the XDOR construction, the agentive is considered as the prototypical sense. The relation between the other values and the prototype is explained by cognitive abilities and discourse motivations. The deverbal construction X-DOR is also interpreted as a valency noun that, like an action nominal, retains the argument structure of the deriving predicate. It is also intended to demonstrate the textual function of this deverbal construction, as a device of information condensing and anaphoric recovery. The data were taken from Veja magazine and the approach is qualitative (explicative), with quantitative support

Narrativas humorísticas: esquemas e frames na compreensão do risível

A Linguística Cognitiva tem como um de seus principais objetivos descrever e analisar os processos de construção de sentido. Para isso, suas pesquisas pressupõem a existência de estruturas cognitivas oriundas das experiências sensório-motoras e socioculturais dos usuários da língua, as quais são acessadas pelo sujeito durante a compreensão textual. Fundamentada teoricamente nesta abordagem cognitiva da linguagem, esta dissertação tem como objetivo nuclear descrever e analisar como os domínios cognitivos - representados pelos esquemas e frames - permitem ao leitor depreender o risível em textos humorísticos. Entende-se por esquemas os domínios das informações construídas e armazenadas na mente do sujeito, oriundas de sua experiência corporal, como ao movimentar-se ou manipular objetos. Os frames, por sua vez, são os constructos que emergem a partir da interação, estabelecida de forma dinâmica e consensual, entre os sujeitos em contextos socioculturais específicos. Percorremos este caminho não somente por acreditarmos que o efeito de humor decorrente de um texto está subordinado à ativação e ao acionamento dos esquemas e frames armazenados na mente no leitor, como ainda por crermos na existência de vários níveis de compreensão, o que explica a recuperação de trechos humorísticos em um texto. Para confirmar a nossa hipótese, utilizamo-nos da aplicação de um experimento (uma atividade, com textos humorísticos, para alunos dos ensinos Fundamental e Médio registrarem sua compreensão). Para a análise dos resultados dessa atividade, apropriamo-nos, metodologicamente, do processo da introspecção (entendida como a intuição do pesquisador e a responsável pela produção de ideias e raciocínios ao manipular os dados). Durante a observação minuciosa do nosso experimento, chegamos à conclusão de que o humor é apreendido intelectualmente quando os esquemas e frames são confrontados

Interpretando a linguagem figurada: um estudo das crônicas de Martha Medeiros

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Tipologia e uso da voz média em Apolodoro: estudo semântico baseado em corpus

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Expressões idiomáticas do inglês de origem projetiva (metáfora e metonímia): um estudo na interface com o português

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Verossimilhança das metáforas roseanas em Sagarana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os recursos de presença nos livros de auto-ajuda

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise de cartas de leitor de revista de divulgação científica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)