O uso de things, thing, anything, something e everything em corpora de aprendiz

• Autor(a) principal: Pinto, Marcia Veirano
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/14013
• topic: Corpora em sala de aula; Corpus (Linguistica); Lingua inglesa -- estudo e ensino; Lingua inglesa -- Estudo e ensino -- Falantes estrangeiros; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aimed at investigating how learners of English as a Foreign Language use the vague words things, thing, anything, something and everything and at developing a methodology for rational and informed integration of films on DVD to lessons of English as a Foreign Language, with a view to contributing to the better use of such words during face to face interaction. The methodology uses technology available in schools today and seeks to meet the demands of learners for greater exposition to and practice on spoken language in use. The combination of different research areas such as Corpus Linguistics, Pragmatics, and Systemic-Functional Linguistics applied to the use of films as learning material and the Postmethod Pedagogy seemed to be well-suited to the achievement of this aim, once it enabled the identification and analysis of language patterns, as well as the designing of classroom activities with a focus on the pragmatic aspects of these words. The results of the analysis showed that the most common uses of vague words like things, thing, anything, something and everything are usually not present in most textbooks available today and thus there is a need for developing materials that take into account their most typical uses. The study presented here intends to be an original contribution to the existing body of corpus-based research for language teaching and learning, as it describes the patterns of the vague words things, thing, anything, something and everything in learner and native speaker corpora and develops a methodology that aims at helping teachers prepare materials that are suitable to cover the pragmatic uses of such patterns