| spelling |
Aderlande Pereira Ferrazhttp://lattes.cnpq.br/8686710255738565Maria Cândida Trindade Costa SeabraDaniela Mara Lima Oliveira GuimarãesMíriam Cristiany Garcia RosaEliana Diashttp://lattes.cnpq.br/4359632268570981Maria Aparecida Damasceno Netto de Matos2020-11-05T13:33:56Z2020-11-05T13:33:56Z2020-02-17http://hdl.handle.net/1843/34346Este estudo investiga o comportamento de 55 (cinquenta e cinco) colocações no Português do Brasil. O trabalho baseia-se na Abordagem Lexical, de Lewis (1993, 1997), o qual considera o léxico o componente central do sistema linguístico; em Mel‟čuk (2001), que estabelece, através da “Teoria Sentido-Texto (MTT)”, as funções lexicais como ferramentas para a descrição e sistematização das relações semânticas, especificamente na estruturação das colocações; e em Corpas Pastor (1996), com seu amplo estudo sobre as unidades fraseológicas. Nesta tese, nosso objetivo consiste em apresentar uma reflexão sobre o trabalho com as colocações léxicas em sala de aula de português, aproveitando, no ensino de língua materna, a Abordagem Lexical, de Lewis. Para tanto, foi constituído um corpus de análise, composto de 570 (quinhentos e setenta) colocações de uso frequente, presentes em textos jornalísticos (notícias, crônicas, reportagens, entrevistas, etc) das revistas noticiosas IstoÉ, Veja e Época, de 2015 e 2016. Para o levantamento das probabilidades de ocorrência de palavras, sequências, categorias etc, uma coleta de informações foi feita por meio do software WordSmith Tools. A análise dos dados permitiu que identificássemos as características das colocações léxicas (CLs), tais como: (i) a extensão de elementos (no corpus, as colocações léxicas têm de 2 a 5 elementos); (ii) as características dos termos que exerciam papel de base nas 55 colocações examinadas (a maioria das bases das CLs constituiu-se de substantivos); (iii) as CLs com colocações metafóricas e verbo-suporte (houve um número satisfatório delas, sendo 17 em 55 CLs); (iv) as Funções Léxicas (FLs) (encontramos, entre outros tipos, 8 Oper1, 9 Figur e 9 Magn); por fim, a complexidade da FL (maior uso de standards simples). Depois dessa análise, pensando numa aplicação ao ensino do léxico, foram propostos exercícios para a sala de aula como instrumento de comunicação e subsídio ao preenchimento de lacunas, no que se refere ao desenvolvimento da competência lexical do aluno.This study investigates the behavior of 55 (fifty five) placements in Brazilian Portuguese. The work is based on the Lexical Approach, by Lewis (1993, 1997), that considers the lexicon the central component of the linguistic system; in Mel'čuk (2001), which establishes, through the “Text-Sense Theory (MTT)”, the lexical functions as tools for the description and systematization of semantic relations specifically in structuring the placements; and in Corpas Pastor (1996) with his extensive study of the phraseological units. In this thesis, our objective is to present a reflection on the work with the lexical placements in Portuguese classroom, taking advantage of Lewis's Lexical Approach (op. cit.), in the teaching of one‟s native language. For that, a corpus of analysis was organized, composed of 570 (five hundred and seventy) frequently used placements of the news magazines: IstoÉ, Veja and Época, of 2015 and 2016, present in journalistic texts (news, chronicles, reports, interviews) of the news magazines). For the investigation of the probability of occurrence of words, sequences, categories etc, a collection of information was done through WordSmith Tools software. The analysis of the data allowed us to identify characteristics of the lexical placements (CLs), such as : (i) the extension of elements ( in the corpus lexical placements have 2 to 5 elements); (ii) the characteristics of terms that played a basic role in the 55 placements examined (most of the bases of the CLs were substantives); (iii) CLs on metaphorical and verb-support placements there was a satisfactory number (17) placements, in 55 (CLs); (iv) the types of lexical functions (FLs)among others 9 Magn, 8 Oper1 e 9 Figur), and finally, regarding the complexity of FL (greater use of simple standards). After this analysis, in an application to lexicon teaching, exercises were proposed for the classroom as a communication and gap filling tool, with regard to the development of student's lexical competence.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Estudos LinguísticosUFMGBrasilhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessLíngua portuguesa – Estudo e ensinoLíngua portuguesa – BrasilLexicologiaLíngua materna – Estudo e ensinoTeoria sentido-textoCompetência lexicalColocaçõesFunções lexicaisUma palavra só não faz comunicação:estudando colocações léxicas sob a prespectiva do ensino da língua materna.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALTese Corrigida2 2 13.03.pdfTese Corrigida2 2 13.03.pdfapplication/pdf3415559https://repositorio.ufmg.br/bitstream/1843/34346/1/Tese%20Corrigida2%202%2013.03.pdf8ff7ce7208ed1a3f672279179354ffe9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/34346/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/34346/3/license.txt34badce4be7e31e3adb4575ae96af679MD531843/343462020-11-05 10:33:56.439oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2020-11-05T13:33:56Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
|