Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach
Autor(a) principal: | |
---|---|
Data de Publicação: | 2006 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3942 |
Resumo: | This investigation is an attempt to show the degree of effectiveness of handling rods associated with ‘noticing’ techniques, when teaching some interrogative structures in English 2 in the context of formal instruction. The focus of the work was on the building of structures with do, did and does in the present and past simple. It is suggested that the hands-on activities with the plastic and colourful blocks enable learners to ‘actually’ see the auxiliaries, raising their awareness, a first step in mapping them out for future use. Samples of a group of adolescent learners’ written production are analysed and their improvement shown. The data include questions with do-constructions contrasted with questions with the modal can, as well as their combination with some wh-question words. This work is also an attempt to place this instance of pedagogical practice within the framework of Cognitive Linguistics where learning a language is a meaningful and collaborative enterprise, and where those involved in it need to learn to tackle the linguistic symbols and to organise them appropriately in chunks. The investigation shows that it is possible to use the principles proposed by the Cognitive Linguistics, which advocates pedagogical practices that helps learners to gradually build and entrench new language chunks in their Interlanguage, to inform and guide a communicative approach to teaching English. |
id |
UEL-3_fbe0d29759a4bb5efd9770a670dcd680 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/3942 |
network_acronym_str |
UEL-3 |
network_name_str |
Signum: Estudos da Linguagem |
repository_id_str |
|
spelling |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approachA percepção das construções com o auxiliar Do nas orações interrogativas em inglês por aprendizes iniciantes: um estudo na abordagem da lingüística cognitivaSalienceLinguistic chunksNoticing (Conscious perception)Saliênciaesquemas lingüísticosnoticing (percepção consciente)This investigation is an attempt to show the degree of effectiveness of handling rods associated with ‘noticing’ techniques, when teaching some interrogative structures in English 2 in the context of formal instruction. The focus of the work was on the building of structures with do, did and does in the present and past simple. It is suggested that the hands-on activities with the plastic and colourful blocks enable learners to ‘actually’ see the auxiliaries, raising their awareness, a first step in mapping them out for future use. Samples of a group of adolescent learners’ written production are analysed and their improvement shown. The data include questions with do-constructions contrasted with questions with the modal can, as well as their combination with some wh-question words. This work is also an attempt to place this instance of pedagogical practice within the framework of Cognitive Linguistics where learning a language is a meaningful and collaborative enterprise, and where those involved in it need to learn to tackle the linguistic symbols and to organise them appropriately in chunks. The investigation shows that it is possible to use the principles proposed by the Cognitive Linguistics, which advocates pedagogical practices that helps learners to gradually build and entrench new language chunks in their Interlanguage, to inform and guide a communicative approach to teaching English. Esta investigação é uma tentativa piloto de se mostrar a possível eficácia, no contexto da instrução formal da aprendizagem de inglês, 1 da manipulação de blocos de plástico coloridos – rods – para se construir orações com o verbo auxiliar do na forma interrogativa dos tempos presente e passado simples. As atividades de hands-on com os rods permite que os auxiliares do, does e did tenham sua existência materializada, sendo efetiva e conscientemente percebidos pelos aprendizes, o que possibilitaria sua reutilização futura. Serão analisados alguns exemplos de diferentes momentos da produção escrita de um grupo de pré-adolescentes, que mostram etapas iniciais da aprendizagem de orações no modo interrogativo com doconstructions contrastadas com orações com o verbo modal can, bem como uma combinação destes com os pronomes interrogativos wh-. É também uma tentativa de situar esta instância da prática pedagógica dentro do paradigma da Lingüística Cognitiva, onde a aprendizagem de uma língua é vista como a construção significativa e colaborativa do conhecimento, ocasião em que o aprendiz deve aprender a manipular os símbolos lingüísticos e organizá-los em esquemas. Pretende-se também mostrar que os postulados deste arcabouço teórico poderão ser usados dentro da abordagem comunicativa do ensino de LE, auxiliando os aprendizes a construir e gradualmente entrincheirar os novos esquemas lingüísticos em sua Interlíngua.UEL2006-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/394210.5433/2237-4876.2006v9n2p123Signum: Estudos da Linguagem; Vol. 9 No. 2 (2006): Volume Atemático; 123-150Signum: Estudos da Linguagem; v. 9 n. 2 (2006): Volume Atemático; 123-1502237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/3942/3151Marques, Ana Lúcia Surerus Pitanguyinfo:eu-repo/semantics/openAccess2022-11-16T18:01:44Zoai:ojs.pkp.sfu.ca:article/3942Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:01:44Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach A percepção das construções com o auxiliar Do nas orações interrogativas em inglês por aprendizes iniciantes: um estudo na abordagem da lingüística cognitiva |
title |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
spellingShingle |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach Marques, Ana Lúcia Surerus Pitanguy Salience Linguistic chunks Noticing (Conscious perception) Saliência esquemas lingüísticos noticing (percepção consciente) |
title_short |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
title_full |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
title_fullStr |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
title_full_unstemmed |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
title_sort |
Perception of do-constructions in interrogatives sentences in English by beginners: an investigation of Cognitive Linguistics approach |
author |
Marques, Ana Lúcia Surerus Pitanguy |
author_facet |
Marques, Ana Lúcia Surerus Pitanguy |
author_role |
author |
dc.contributor.author.fl_str_mv |
Marques, Ana Lúcia Surerus Pitanguy |
dc.subject.por.fl_str_mv |
Salience Linguistic chunks Noticing (Conscious perception) Saliência esquemas lingüísticos noticing (percepção consciente) |
topic |
Salience Linguistic chunks Noticing (Conscious perception) Saliência esquemas lingüísticos noticing (percepção consciente) |
description |
This investigation is an attempt to show the degree of effectiveness of handling rods associated with ‘noticing’ techniques, when teaching some interrogative structures in English 2 in the context of formal instruction. The focus of the work was on the building of structures with do, did and does in the present and past simple. It is suggested that the hands-on activities with the plastic and colourful blocks enable learners to ‘actually’ see the auxiliaries, raising their awareness, a first step in mapping them out for future use. Samples of a group of adolescent learners’ written production are analysed and their improvement shown. The data include questions with do-constructions contrasted with questions with the modal can, as well as their combination with some wh-question words. This work is also an attempt to place this instance of pedagogical practice within the framework of Cognitive Linguistics where learning a language is a meaningful and collaborative enterprise, and where those involved in it need to learn to tackle the linguistic symbols and to organise them appropriately in chunks. The investigation shows that it is possible to use the principles proposed by the Cognitive Linguistics, which advocates pedagogical practices that helps learners to gradually build and entrench new language chunks in their Interlanguage, to inform and guide a communicative approach to teaching English. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-12-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3942 10.5433/2237-4876.2006v9n2p123 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3942 |
identifier_str_mv |
10.5433/2237-4876.2006v9n2p123 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3942/3151 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 9 No. 2 (2006): Volume Atemático; 123-150 Signum: Estudos da Linguagem; v. 9 n. 2 (2006): Volume Atemático; 123-150 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
_version_ |
1799305961567944704 |