Operações enunciativas e ensino de línguas: estudo de noções adversativas e concessivas

• Autor(a) principal: Granato, Larissa
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/5707
• topic: Ensino - aprendizagem; Língua portuguesa - gramática; Conjunções; Enunciação; Marcas adversativas e concessivas; Operações enunciativas; Grammar; Conjunctions; Adversative and concessive marks; Enunciative operations; Language teaching/learning process; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This paper focuses on the relations between the adversative and concessive notions that are conveyed by the conjunctions and, also, on the operations that are accomplished in the generation and in the constitutive process of the enunciations where we can find this marks. The research intents to observe how the enunciation construction and organization translate the intersubjective relations. In this way, the parlance is treated as an interaction mean and we aim to analyze its implications on the language teaching/learning process. In order to discuss this matter, we observe how students in different levels produce meaning in theirs texts. To do so, we chose theoretical proposals that we considered essential to enunciative studies, such as Theory of Enunciative Operations by Antoine Culioli, through which we intent to propose speculations around the notion concept. This author s work approaches the articulation between parlance and natural languages and, furthermore, between texts production and grammar, through the representation (the perception the subject has about himself and the world around him how he reads the world), referential (dialogue establishment through discursive materialization discursive-lexical-grammatical marks) and regulation (mediation process between interacting interlocutors) operations, which are presented as responsible for the dialogical process constitution. We emphasize, in this way, the importance to propose an enunciative grammar in the teaching process that can approach these operations. We believe that this perspective change is fundamental not only to researching purposes, but as well to teaching.