Relação argumentativa entre títulos e textos de provas de proficiência de leitura em inglês

• Autor(a) principal: Alves, Aline Fantinel
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://10.0.217.128:8080/jspui/handle/tede/884
• topic: Semântica; Língua inglesa - Crítica e interpretação; Lingüística; Semantics; English language - Criticism and interpretation; Linguistics; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

The Theory of Argumentation Within Language, through the Theory of Semantic Blocks and, more recently, the Enhanced Theory of Polyphony, can offer a new direction to the reading and therefore to the title of the text as a reading and textual production strategy, as it assigns welldefined roles to both the speaker/ author and the speaker/ reader, and especially to reinforce the idea that the meaning of the text is inscribed within the language and expressed in the speech, being, therefore, argumentative, and essentially inside out of it. This way, this study aims to analyze the argumentative-polyphonic relationship between the five titles and the texts taken from the reading proficiency tests in English, by means of the argumentative chains xpressed in them. To do so, we point out that, according to this point of view, the title, satisfactorily classified as a reading strategy, contains the main argumentation of the text, which means it encapsulates all the argumentative chain. Finally, this study found that the TAL can help in the reading process in both native and foreign language, especially as regards the semantic blocks made and the semantic argumentative aspects selected, in order to serve as a guide to both theoretically secure reading, analysis of the titles of the texts and to make them up