Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning
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Data de Publicação: | 2015 |
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/7074 |
Resumo: | This paper proposes the concept of frameworks for meaning construction in written texts, related to the dimensions of people’s experiences expressed in lexicalgrammatical text structure: genre, register, field, tenor and modality. It is possible to observe that these frameworks in the analysis of an argumentative essay, which does not correspond to any of the expected frameworks for the type of text required. The same text is presented to 80 High School students, and their comments reveal the level of quality of their metalinguistic knowledge: an understanding of language which is limited to the word level; to the perception of register, but not of other frameworks; to the limitation to linearsuperficial text aspects: to orthography, punctuation etc.; and to the textual perspective as object-language, and not metalanguage. From these facts, we proceed to some claims about the current conditions of teaching and learning of Brazilian students’ mother tongue in Brazil, by taking into consideration the knowledge that they have been constructing about language. |
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Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learningO conhecimento metalinguístico, os enquadramentos da construção dos significados nos textos e o ensino de língua portuguesaDiscursive and text genresMetalinguistic developmentLanguage teaching and learningText productionGêneros discursivos e textuaisDesenvolvimento metalinguísticoEnsino do português como língua maternaProdução textualThis paper proposes the concept of frameworks for meaning construction in written texts, related to the dimensions of people’s experiences expressed in lexicalgrammatical text structure: genre, register, field, tenor and modality. It is possible to observe that these frameworks in the analysis of an argumentative essay, which does not correspond to any of the expected frameworks for the type of text required. The same text is presented to 80 High School students, and their comments reveal the level of quality of their metalinguistic knowledge: an understanding of language which is limited to the word level; to the perception of register, but not of other frameworks; to the limitation to linearsuperficial text aspects: to orthography, punctuation etc.; and to the textual perspective as object-language, and not metalanguage. From these facts, we proceed to some claims about the current conditions of teaching and learning of Brazilian students’ mother tongue in Brazil, by taking into consideration the knowledge that they have been constructing about language.Propõe-se o conceito de enquadramentos da construção dos significados nos textos, referentes às dimensões das experiências comunicativas das pessoas, manifestadas na estrutura léxico-gramatical dos textos: gênero, registro, teor, campo e modalidade. Observamse esses enquadramentos na análise de uma redação dissertativo-argumentativa que não corresponde a nenhuma das expectativas esperadas para a natureza do material solicitado pela proposta de escritura. O mesmo texto é apresentado a 80 alunos do Ensino Médio, e a observação dos seus comentários revela a qualidade dos seus conhecimentos metalinguísticos: a compreensão dos níveis de análise linguística limitada à palavra; a percepção do registro, mas não dos outros enquadramentos; a limitação aos aspectos lineares-superficiais e rudimentares do texto: ortografia, pontuação etc., e a visão do texto na sua dimensão língua-objeto, e não metalinguagem. A análise suscita observações acerca das condições atuais do ensino de língua materna no Brasil em termos dos saberes escolares que os alunos têm construído sobre a linguagem.UNESP2015-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/707410.1590/1981-5794-1504-1ALFA: Revista de Linguística; v. 59 n. 2 (2015)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/7074/5330https://periodicos.fclar.unesp.br/alfa/article/view/7074/5331Copyright (c) 2015 ALFA: Revista de Linguísticainfo:eu-repo/semantics/openAccessGerhardt, Ana Flávia Lopes Magela2015-04-29T11:27:47Zoai:ojs.pkp.sfu.ca:article/7074Revistahttp://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:2015-04-29T11:27:47Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning O conhecimento metalinguístico, os enquadramentos da construção dos significados nos textos e o ensino de língua portuguesa |
title |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
spellingShingle |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning Gerhardt, Ana Flávia Lopes Magela Discursive and text genres Metalinguistic development Language teaching and learning Text production Gêneros discursivos e textuais Desenvolvimento metalinguístico Ensino do português como língua materna Produção textual |
title_short |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
title_full |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
title_fullStr |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
title_full_unstemmed |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
title_sort |
Metacognitive knowledge, frameworks of text meaning construction, and Portuguese teaching-learning |
author |
Gerhardt, Ana Flávia Lopes Magela |
author_facet |
Gerhardt, Ana Flávia Lopes Magela |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gerhardt, Ana Flávia Lopes Magela |
dc.subject.por.fl_str_mv |
Discursive and text genres Metalinguistic development Language teaching and learning Text production Gêneros discursivos e textuais Desenvolvimento metalinguístico Ensino do português como língua materna Produção textual |
topic |
Discursive and text genres Metalinguistic development Language teaching and learning Text production Gêneros discursivos e textuais Desenvolvimento metalinguístico Ensino do português como língua materna Produção textual |
description |
This paper proposes the concept of frameworks for meaning construction in written texts, related to the dimensions of people’s experiences expressed in lexicalgrammatical text structure: genre, register, field, tenor and modality. It is possible to observe that these frameworks in the analysis of an argumentative essay, which does not correspond to any of the expected frameworks for the type of text required. The same text is presented to 80 High School students, and their comments reveal the level of quality of their metalinguistic knowledge: an understanding of language which is limited to the word level; to the perception of register, but not of other frameworks; to the limitation to linearsuperficial text aspects: to orthography, punctuation etc.; and to the textual perspective as object-language, and not metalanguage. From these facts, we proceed to some claims about the current conditions of teaching and learning of Brazilian students’ mother tongue in Brazil, by taking into consideration the knowledge that they have been constructing about language. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-28 |
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/7074 10.1590/1981-5794-1504-1 |
url |
https://periodicos.fclar.unesp.br/alfa/article/view/7074 |
identifier_str_mv |
10.1590/1981-5794-1504-1 |
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/7074/5330 https://periodicos.fclar.unesp.br/alfa/article/view/7074/5331 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 ALFA: Revista de Linguística info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 ALFA: Revista de Linguística |
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. 59 n. 2 (2015) 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_ |
1800214377005056000 |