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2022-11-30T23:40:49Z2022-11-30T23:40:49Z2017-12-1771617219422362592http://hdl.handle.net/1843/47609https://orcid.org/0000-0002-9536-3642https://orcid.org/0000-0001-5569-8512Este trabalho enfoca o princípio funcional/cognitivo da distribuição temática-informacional no texto, baseado nas noções de Tema/Rema e Dado/Novo (HALLIDAY; MATTHIESSEN, 2004, 2014; McCARTHY, 1991), bem como aborda determinados aspectos da interlíngua de aprendizes italianos (PERNA, 2016) em comparação com aprendizes brasileiros (TENUTA, 2001; TENUTA; OLIVEIRA, 2015) de inglês como L2. Foram observados os conhecimentos explícito e implícito desses grupos de aprendizes relativos aos referidos princípios e o desempenho desses mesmos grupos em termos de alguns aspectos sintático/discursivos da língua inglesa, a saber, elementos coesivos, obrigatoriedade do sujeito sintático, sujeitos não agentivos, utilização de nominalizações, todos caracterizadores de sua interlíngua (RUTHERFORD, 1987). Os resultados mostraram que os três grupos participantes apresentaram comportamento semelhante relativamente às questões investigadas. Houve, no geral, pouca identificação de elementos ou processos linguísticos relacionados a uma produção textual/discursiva apropriada, o que revela implicações pedagógicas relevantes para a abordagem da língua alvo.This work focuses on the cognitive/functional principle of the thematic-informational distribution in the text, based on the notions of Theme/Rheme and Given/New (HALLIDAY; MATTHIESSEN, 2004, 2014; McCARTHY, 1991), as well as approaches certain aspects of the interlanguage of Italian learners (PERNA, 2016) in comparison with Brazilian learners (TENUTA, 2001; TENUTA; OLIVEIRA, 2015) of English as L2. We observed explicit and implicit knowledge of these groups of learners related to the referred principles and the performance of these same groups in terms of certain syntactic/discursive aspects of the English language, namely, cohesive elements, required syntactic subject, non-agentive subjects, use of nominalizations, all characterizers of their interlanguage (RUTHERFORD, 1987). The results showed that the three participant groups presented similar behavior relative to the investigated issues. In general, there was little identification of the linguistic elements or processes related to an appropriate textual/discursive production, which reveals relevant pedagogical implications to a target language approach.porUniversidade Federal de Minas GeraisUFMGBrasilFALE - FACULDADE DE LETRASPERcursos LinguísticosInterlíngua (Aprendizagem de línguas)Tema/RemaDado/NovoInterlínguaDiscursoA estrutura temático-informacional e aspectos da interlíngua de aprendizes de inglês como L2: estudo comparativoThematic-informational structure and interlanguage aspects of learners of English as L2: a comparative studyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://periodicos.ufes.br/percursos/article/view/17740Adriana Maria TenutaAmalia Esmeralda de Araujo Pernaapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/47609/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALA estrutura temática-informacional e aspectos da interlíngua de aprendizes de inglês como L2 estudo comparativo.pdfA estrutura temática-informacional e aspectos da interlíngua de aprendizes de inglês como L2 estudo comparativo.pdfapplication/pdf272699https://repositorio.ufmg.br/bitstream/1843/47609/2/A%20estrutura%20tem%c3%a1tica-informacional%20e%20aspectos%20da%20interl%c3%adngua%20de%20aprendizes%20de%20ingl%c3%aas%20como%20L2%20estudo%20comparativo.pdffe75e50d12ab32150376dfce766273a5MD521843/476092022-11-30 20:40:49.988oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-11-30T23:40:49Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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