Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Gragoatá |
Texto Completo: | https://periodicos.uff.br/gragoata/article/view/57476 |
Resumo: | This article investigates instances of Fictive Interaction (FI) in direct speech as examples of arguments and explanations, in the context of teaching and learning Portuguese as a foreign language. Authors from Cognitive Linguistics are adopted: Talmy (2000), to deal with fictivity; Fillmore (1982), on the notion of frame; Langacker (2008), attentional frame; Fauconnier (1994, 1997), on projection of mental spaces; Sanders and Redeker (1996), perspective; Pascual (2002, 2006, 2014), FI as a way of organizing thought, grammar and discourse; Rocha (2020, 2022), fictive dimension of direct speech in relation to the factive one. As for the methodology, data from two classes in a higher-level class of Portuguese as a Foreign Language are analyzed. A methodological approach based on corpus (corpus-based) and guided by corpus (corpus-driven) is assumed (MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001), allowing data to have greater protagonism, considering a category already established. The qualitative analysis reveals occurrences of Exemplification in Fictive Direct Speech aiming to promote in the speech conceptualizations of adverse condition, state of contemplation, state of disorientation, sudden recognition or insight and didactic explanation. The findings demonstrate that the phenomenon is productive in the classroom context, occurring in teacher and student speech with communicative purposes focused on argumentation and explanation. In addition, they reveal that the occurrences have a performative, linguistic and prosodically marked character, making the manifestation more vivid, as an invitation to the interlocutors to project themselves in space-time coordinates distinct from the current communicative scene, aiming at convincing and clarity in the teaching-learning process. |
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Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign languageInteração Fictiva como exemplificação em discurso direto: ensino-aprendizagem de português como língua estrangeiraLinguística CognitivaFictividadeDiscurso Direto FictivoPortuguês como Língua EstrangeiraThis article investigates instances of Fictive Interaction (FI) in direct speech as examples of arguments and explanations, in the context of teaching and learning Portuguese as a foreign language. Authors from Cognitive Linguistics are adopted: Talmy (2000), to deal with fictivity; Fillmore (1982), on the notion of frame; Langacker (2008), attentional frame; Fauconnier (1994, 1997), on projection of mental spaces; Sanders and Redeker (1996), perspective; Pascual (2002, 2006, 2014), FI as a way of organizing thought, grammar and discourse; Rocha (2020, 2022), fictive dimension of direct speech in relation to the factive one. As for the methodology, data from two classes in a higher-level class of Portuguese as a Foreign Language are analyzed. A methodological approach based on corpus (corpus-based) and guided by corpus (corpus-driven) is assumed (MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001), allowing data to have greater protagonism, considering a category already established. The qualitative analysis reveals occurrences of Exemplification in Fictive Direct Speech aiming to promote in the speech conceptualizations of adverse condition, state of contemplation, state of disorientation, sudden recognition or insight and didactic explanation. The findings demonstrate that the phenomenon is productive in the classroom context, occurring in teacher and student speech with communicative purposes focused on argumentation and explanation. In addition, they reveal that the occurrences have a performative, linguistic and prosodically marked character, making the manifestation more vivid, as an invitation to the interlocutors to project themselves in space-time coordinates distinct from the current communicative scene, aiming at convincing and clarity in the teaching-learning process.Este artigo investiga instâncias de Interação Fictiva (IF) em discurso direto como exemplificações de argumentos e explicações, no ensino-aprendizagem de Português como língua estrangeira. Adotam-se autores da Linguística Cognitiva: Talmy (2000), para se tratar da fictividade; Fillmore (1982), da noção de frame; Langacker (2008), de frame atencional; Fauconnier (1994, 1997), de projeção de espaços mentais; Sanders e Redeker (1996), de perspectiva; Pascual (2002, 2006, 2014), da IF como forma de organizar pensamento, gramática e discurso; Rocha (2020, 2022), da dimensão fictiva do discurso direto em relação à factiva. Quanto à metodologia, analisam-se dados de duas aulas em uma turma de nível superior da disciplina de Português como Língua Estrangeira. Assume-se uma abordagem metodológica baseada em corpus (corpus-based) e guiada por corpus (corpus-driven) (MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001), possibilitando que os dados tenham maior protagonismo, considerando-se uma categoria já estabelecida. A análise qualitativa revela ocorrências de Exemplificação em Discurso Direto Fictivo visando a promover no discurso conceptualizações de condição adversa, estado de contemplação, estado de desorientação, reconhecimento repentino ou insight e explicação didática. Os achados demonstram que o fenômeno é produtivo em contexto de sala de aula, ocorrendo na fala docente e discente com propósitos comunicativos voltados para a argumentação e para a explicação. Além disso, revelam que as ocorrências apresentam um caráter performático, linguística e prosodicamente marcado, tornando a manifestação mais vívida, como um convite aos interlocutores a se projetarem em coordenadas espaço-temporais distintas da cena comunicativa corrente, objetivando convencimento e clareza no processo de ensino-aprendizagem.Universidade Federal Fluminense2023-11-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uff.br/gragoata/article/view/5747610.22409/gragoata.v28i62.57476.ptGragoatá; Vol. 28 No. 62 (2023): Interações entre línguas, linguagens, práticas sociais e formas de vida; e57476Gragoatá; v. 28 n. 62 (2023): Interações entre línguas, linguagens, práticas sociais e formas de vida; e574762358-41141413-9073reponame:Gragoatáinstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/gragoata/article/view/57476/35249Copyright (c) 2023 Gragoatáhttps://creativecommons.org/licenses/by/4.0/deed.ptinfo:eu-repo/semantics/openAccessMatos Rocha, Luiz Fernandoda Costa Silva, Jéssica2023-11-14T19:37:18Zoai:ojs.pkp.sfu.ca:article/57476Revistahttps://periodicos.uff.br/gragoataPUBhttps://periodicos.uff.br/gragoata/oai||revistagragoata@gmail.com2358-41141413-9073opendoar:2023-11-14T19:37:18Gragoatá - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language Interação Fictiva como exemplificação em discurso direto: ensino-aprendizagem de português como língua estrangeira |
title |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
spellingShingle |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language Matos Rocha, Luiz Fernando Linguística Cognitiva Fictividade Discurso Direto Fictivo Português como Língua Estrangeira |
title_short |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
title_full |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
title_fullStr |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
title_full_unstemmed |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
title_sort |
Fictive interaction as exemplification in direct speech: teaching and learning of portuguese as a foreign language |
author |
Matos Rocha, Luiz Fernando |
author_facet |
Matos Rocha, Luiz Fernando da Costa Silva, Jéssica |
author_role |
author |
author2 |
da Costa Silva, Jéssica |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Matos Rocha, Luiz Fernando da Costa Silva, Jéssica |
dc.subject.por.fl_str_mv |
Linguística Cognitiva Fictividade Discurso Direto Fictivo Português como Língua Estrangeira |
topic |
Linguística Cognitiva Fictividade Discurso Direto Fictivo Português como Língua Estrangeira |
description |
This article investigates instances of Fictive Interaction (FI) in direct speech as examples of arguments and explanations, in the context of teaching and learning Portuguese as a foreign language. Authors from Cognitive Linguistics are adopted: Talmy (2000), to deal with fictivity; Fillmore (1982), on the notion of frame; Langacker (2008), attentional frame; Fauconnier (1994, 1997), on projection of mental spaces; Sanders and Redeker (1996), perspective; Pascual (2002, 2006, 2014), FI as a way of organizing thought, grammar and discourse; Rocha (2020, 2022), fictive dimension of direct speech in relation to the factive one. As for the methodology, data from two classes in a higher-level class of Portuguese as a Foreign Language are analyzed. A methodological approach based on corpus (corpus-based) and guided by corpus (corpus-driven) is assumed (MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001), allowing data to have greater protagonism, considering a category already established. The qualitative analysis reveals occurrences of Exemplification in Fictive Direct Speech aiming to promote in the speech conceptualizations of adverse condition, state of contemplation, state of disorientation, sudden recognition or insight and didactic explanation. The findings demonstrate that the phenomenon is productive in the classroom context, occurring in teacher and student speech with communicative purposes focused on argumentation and explanation. In addition, they reveal that the occurrences have a performative, linguistic and prosodically marked character, making the manifestation more vivid, as an invitation to the interlocutors to project themselves in space-time coordinates distinct from the current communicative scene, aiming at convincing and clarity in the teaching-learning process. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uff.br/gragoata/article/view/57476 10.22409/gragoata.v28i62.57476.pt |
url |
https://periodicos.uff.br/gragoata/article/view/57476 |
identifier_str_mv |
10.22409/gragoata.v28i62.57476.pt |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uff.br/gragoata/article/view/57476/35249 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Gragoatá https://creativecommons.org/licenses/by/4.0/deed.pt info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Gragoatá https://creativecommons.org/licenses/by/4.0/deed.pt |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Fluminense |
publisher.none.fl_str_mv |
Universidade Federal Fluminense |
dc.source.none.fl_str_mv |
Gragoatá; Vol. 28 No. 62 (2023): Interações entre línguas, linguagens, práticas sociais e formas de vida; e57476 Gragoatá; v. 28 n. 62 (2023): Interações entre línguas, linguagens, práticas sociais e formas de vida; e57476 2358-4114 1413-9073 reponame:Gragoatá instname:Universidade Federal Fluminense (UFF) instacron:UFF |
instname_str |
Universidade Federal Fluminense (UFF) |
instacron_str |
UFF |
institution |
UFF |
reponame_str |
Gragoatá |
collection |
Gragoatá |
repository.name.fl_str_mv |
Gragoatá - Universidade Federal Fluminense (UFF) |
repository.mail.fl_str_mv |
||revistagragoata@gmail.com |
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1799705503741247488 |