Variable morphosyntactic phenomena: evaluation and teaching
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Alfa (São José do Rio Preto. Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/alfa/article/view/13773 |
Resumo: | This article aims at analyzing how teachers and Portuguese speakers in general assess variable morphosyntactic structures and what sociolinguistic status each structure receives (stereotype, marker or indicator). The corpus consists of an essay corrected by ten teachers and ten other carioca speakers. The research is mainly based on the assumptions of Variationist Sociolinguistics (WEINREICH, LABOV, HERZOG, 1968; LABOV, 1972) and aims at (i) defining the status of specific morphosyntactic structures; (ii) verifying which structures are more stigmatized and which are not, so that it may be possible to describe what educated individuals take as the standard norm and (iii) establishing the relationship between the evaluation issue and the Portuguese teaching. Based on the analysis results, we believe that, in the scope of standard norm, there is no compatibility between participants´choice and the grammatical norm; in other words, the participants, teachers or not, use particular criteria in their idealization of linguistic standard (standard norm) and not just what is proposed in traditional manuals (grammatical norm). Based on these results, it is proposed that teaching activities should consider educated varieties as a starting point for the establishment of the standard norm in a school context. |
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Alfa (São José do Rio Preto. Online) |
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Variable morphosyntactic phenomena: evaluation and teachingFenômenos morfossintáticos variáveis: avaliação e ensinosociolinguísticavariação morfossintáticanormaavaliaçãoensinosociolinguisticsmorphosyntactic variationnormevaluationteachingThis article aims at analyzing how teachers and Portuguese speakers in general assess variable morphosyntactic structures and what sociolinguistic status each structure receives (stereotype, marker or indicator). The corpus consists of an essay corrected by ten teachers and ten other carioca speakers. The research is mainly based on the assumptions of Variationist Sociolinguistics (WEINREICH, LABOV, HERZOG, 1968; LABOV, 1972) and aims at (i) defining the status of specific morphosyntactic structures; (ii) verifying which structures are more stigmatized and which are not, so that it may be possible to describe what educated individuals take as the standard norm and (iii) establishing the relationship between the evaluation issue and the Portuguese teaching. Based on the analysis results, we believe that, in the scope of standard norm, there is no compatibility between participants´choice and the grammatical norm; in other words, the participants, teachers or not, use particular criteria in their idealization of linguistic standard (standard norm) and not just what is proposed in traditional manuals (grammatical norm). Based on these results, it is proposed that teaching activities should consider educated varieties as a starting point for the establishment of the standard norm in a school context.Este artigo visa a analisar como os professores e os falantes da Língua Portuguesa em geral avaliam estruturas morfossintáticas variáveis e qual estatuto cada uma delas recebe (estereótipo, marcador ou indicador). O corpus é constituído por uma redação corrigida por dez professores e outros dez falantes cariocas. A investigação fundamenta-se, sobretudo, nos pressupostos da Sociolinguística Variacionista (WEINREICH; LABOV; HERZOG, 1968; LABOV, 1972) e objetiva (i) definir o estatuto atribuído a certas estruturas morfossintáticas; (ii) verificar se essas estruturas são ou não estigmatizadas, descrevendo o que os indivíduos cultos tomam como norma-padrão e (iii) estabelecer uma relação entre o problema da avaliação e o ensino de Língua Portuguesa. A partir da análise realizada, verificou-se que, no âmbito do estabelecimento da norma-padrão, não há compatibilidade absoluta entre as escolhas dos participantes e o que se propõe usualmente como norma gramatical; em outras palavras, os participantes, professores ou não, usam, para corrigir a redação, critérios particulares em sua idealização de padrão linguístico (norma-padrão), e não apenas o que se divulga em manuais tradicionais (norma gramatical). Com base em tais resultados, o artigo propõe que, em contexto escolar, sejam consideradas as variedades cultas como ponto de partida para o estabelecimento da norma-padrão.UNESP2022-03-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/1377310.1590/1981-5794-e13773ALFA: Revista de Linguística; v. 66 (2022)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/13773/12466https://periodicos.fclar.unesp.br/alfa/article/view/13773/12467Copyright (c) 2022 ALFA: Revista de Linguísticahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCampos, Letícia FiondaVieira, Silvia Rodrigues2023-02-17T18:05:59Zoai:ojs.pkp.sfu.ca:article/13773Revistahttp://www.scielo.br/scielo.php?script=sci_serial&pid=1981-5794&lng=pt&nrm=isoPUBhttps://old.scielo.br/oai/scielo-oai.phpalfa@unesp.br1981-57940002-5216opendoar:2023-02-17T18:05:59Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Variable morphosyntactic phenomena: evaluation and teaching Fenômenos morfossintáticos variáveis: avaliação e ensino |
title |
Variable morphosyntactic phenomena: evaluation and teaching |
spellingShingle |
Variable morphosyntactic phenomena: evaluation and teaching Campos, Letícia Fionda sociolinguística variação morfossintática norma avaliação ensino sociolinguistics morphosyntactic variation norm evaluation teaching |
title_short |
Variable morphosyntactic phenomena: evaluation and teaching |
title_full |
Variable morphosyntactic phenomena: evaluation and teaching |
title_fullStr |
Variable morphosyntactic phenomena: evaluation and teaching |
title_full_unstemmed |
Variable morphosyntactic phenomena: evaluation and teaching |
title_sort |
Variable morphosyntactic phenomena: evaluation and teaching |
author |
Campos, Letícia Fionda |
author_facet |
Campos, Letícia Fionda Vieira, Silvia Rodrigues |
author_role |
author |
author2 |
Vieira, Silvia Rodrigues |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Campos, Letícia Fionda Vieira, Silvia Rodrigues |
dc.subject.por.fl_str_mv |
sociolinguística variação morfossintática norma avaliação ensino sociolinguistics morphosyntactic variation norm evaluation teaching |
topic |
sociolinguística variação morfossintática norma avaliação ensino sociolinguistics morphosyntactic variation norm evaluation teaching |
description |
This article aims at analyzing how teachers and Portuguese speakers in general assess variable morphosyntactic structures and what sociolinguistic status each structure receives (stereotype, marker or indicator). The corpus consists of an essay corrected by ten teachers and ten other carioca speakers. The research is mainly based on the assumptions of Variationist Sociolinguistics (WEINREICH, LABOV, HERZOG, 1968; LABOV, 1972) and aims at (i) defining the status of specific morphosyntactic structures; (ii) verifying which structures are more stigmatized and which are not, so that it may be possible to describe what educated individuals take as the standard norm and (iii) establishing the relationship between the evaluation issue and the Portuguese teaching. Based on the analysis results, we believe that, in the scope of standard norm, there is no compatibility between participants´choice and the grammatical norm; in other words, the participants, teachers or not, use particular criteria in their idealization of linguistic standard (standard norm) and not just what is proposed in traditional manuals (grammatical norm). Based on these results, it is proposed that teaching activities should consider educated varieties as a starting point for the establishment of the standard norm in a school context. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-08 |
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.fclar.unesp.br/alfa/article/view/13773 10.1590/1981-5794-e13773 |
url |
https://periodicos.fclar.unesp.br/alfa/article/view/13773 |
identifier_str_mv |
10.1590/1981-5794-e13773 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/alfa/article/view/13773/12466 https://periodicos.fclar.unesp.br/alfa/article/view/13773/12467 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 ALFA: Revista de Linguística https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 ALFA: Revista de Linguística https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
UNESP |
publisher.none.fl_str_mv |
UNESP |
dc.source.none.fl_str_mv |
ALFA: Revista de Linguística; v. 66 (2022) 1981-5794 reponame:Alfa (São José do Rio Preto. Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Alfa (São José do Rio Preto. Online) |
collection |
Alfa (São José do Rio Preto. Online) |
repository.name.fl_str_mv |
Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
alfa@unesp.br |
_version_ |
1800214377961357312 |