Navegando por Assunto "Grammar teaching"

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O ensino da gramática por entrada de sentido: caracterização de seres/eventos em português
(Universidade Federal do Pará, 2020-12-11) CAVALCANTE, Márcia do Socorro Botelho; ABDON, Iaci de Nazaré Silva; lattes.cnpq.br/2212976917586395
This work is part of the Languages and Literacy area of the Professional Master of Arts (PROLETRAS) at the Federal University of Pará, and has as its theme a theoretical-practical study on the characterization of beings and events in Portuguese through the entry of meaning. It is problematized that the majority of students in the school research context shows insecurity in how to identify characteristics of beings and events expressed in a text, considering that, in addition to adjectives, other linguistic forms are related to the category of meaning in question. In this job. Based on the phenomenon raised, in the light of the theoretical-analytical assumptions of Semiolinguistics, based on studies by Travaglia (2011) and Charaudeau (2015), in addition to contributions by scholars such as Bakhtin (1992 [1929], Geraldi (2003 [1997] , 2012 [1984]), Zanini (1999), Neves (2018), North & Santaella (2017), has as its general objective to develop a Educational Product on the teaching of grammar by input of meaning, from the methodological focus of Lopes-Rossi (2002; 2008), and contributions by Menegassi (2010; 2018) and Ohuschi (2018; 2019) and Ritter (2010), to be developed in classes of the 9th grade of elementary school. ) to investigate the prior knowledge of the research subject students regarding the characterization process; (ii) to examine the contribution of grammars about the characterization study (adjective), which may serve as a parameter for the present work; (iii) relate the theoretical conception constructed by the Grammar of Senses with school practice in the teaching of grammar in Portuguese. As a methodological option, a participatory research was carried out, of a predominantly descriptive-qualitative nature in the treatment of the data collected, by which it was sought to have evidence of the knowledge of the research subjects regarding the characterization process and the forms available in the Portuguese language. The instruments used for diagnostic research consisted of observation techniques and records for the constitution of a corpus from which it was confirmed that, although the students demonstrate competence to characterize, they do not have sufficient mastery that there is a diversity of ways of language to express categories of meaning, which justifies investing in the teaching of grammar with input by the senses. With the results in hand, the Educational Product Text, Grammar and Sense Production was formulated, whose proposed activities are distributed by didactic modules - reading, linguistic analysis, textual production and public disclosure - and whose final product is , the written production of a collection of personal reports, preferably, to be done by students of the 9th grade.
Acesso aberto (Open Access)
O Ponto e a vírgula nas produções escritas e na orientação da leitura de alunos do Fundamental Maior
(Universidade Federal do Pará, 2019-08-19) AZEVEDO, Josiane Dias de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This research examines, with the support of oral and written activities, the main problems on comprehension and usage of comma and full stop punctuation marks with students from Grade 7 of a public school in the city of Abaetetuba - Pará. For this purpose, it was analysed the relevance of sociolinguistics factors in these activities. Having examined the students‟s text problems, it was created an educational intervention proposal at pedagogical level to support professionals with punctuation marks teaching, as well as to motivate students to reflect on it. Theoretical framework comprises: Kail (2013) and the language acquisition; Fayol (2014) and the writing acquisition process; Marcuschi (2008), whose approach lies on oral expression and its relation with literacy and social practices; and Antunes (2003), who refers to the importance of studying punctuation marks by reflecting about it and bounding it to spoken language. In order to accomplish this research work, which methodology is descriptive and qualitative, it was analysed fable, experience reports, and opinion essays, together with a cognitive test and an oral activity, both according to Educational Sociolinguistics principles. Through the analysis and the current literature on this issue, it was possible to notice that in the genre fable the students did not have difficulties in the usage of speech marks (colon and quotation marks). However, comma and full stop were not employed or misapplied. It happened throughout all worked genres, showing a peak in the experience reports, but having such a lower incidence in the opinion essays. It was possible to observe that boys presented more problems with not only the comma and the full stop use than the girls did, but also to understand how these changes might interfere in the texts. These difficulties are considered to be due to punctuation has been still taught in a prescriptive and out of context approach, that is to say, not connected to reading and writing activities. Therefore, this work provides insights on learning punctuation marks with the text as a teaching unit, likewise developing oral and written activities through different contexts, enabling students to realize how important punctuation is for the meaning construction, and how it remains textual coherence. Hence, it is such an essential tool for the production and comprehension of texts.