BLENDING E COESÃO LEXICAL: a construção da referência no processo de ensino-aprendizagem de inglês
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Data
2019-12-09
Autores
Pimentel, Cariane do Nascimento [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese trata dos estudos sobre os processos e/ou operações que pressupõem a produção de significados pela mente humana, com base na Teoria da Integração Conceptual - Blending, proposta, inicialmente, por Fauconnier (1984, 1994, 1996 e 1997) e reformulada em alguns pontos em Fauconnier e Turner (2002) que apontam a gama de conexões e construções viabilizadas pelo blending. Tratamos também dos estudos sobre o poder dos elementos de coesão lexical na construção de sentido em um texto, da Linguística Textual, e sua importância para o estudo de língua, iniciando por algumas concepções de coesão, com base em Halliday & Hasan (1976) e em seguida com base em Koch (1997; 2003; 2016). É importante ressaltar que consideramos o processo de ensino e aprendizagem de língua inglesa como aspecto valioso para essa pesquisa. Por essa razão, buscamos fazer uma interface do blending (da Linguística Cognitiva) com a construção da referência por coesão lexical (da Linguística Textual) e assim, modelar uma aplicação didática de ensino de leitura e produção textual e aprendizagem de vocabulário em inglês, sem estar apartada dos instrumentos que regem o ensino de inglês nas escolas e buscando adequá-la, de forma reflexiva, às demandas que a globalização do mundo contemporâneo apresenta. O foco da aplicação foi o desenvolvimento da capacidade de usar elementos de coesão lexical para construir referências e sentidos, articulados e integrados por domínios locais, formados na mente, e baseados nos componentes linguísticos presentes na trama do texto, com estreita relação entre língua e cultura, para que o ensino de inglês não se resuma a regras e estruturas gramaticais fadadas ao desuso e esquecimento. Por meio dessa aplicação didática, foram construídos dados, que por sua vez, serviram como corpus autênticos de análise e verificação da construção de referência do blending perpassando pela coesão lexical, configurando-se como um importante norteador argumentativo, culminando em produções escritas em inglês realmente significativas para os alunos, que de posse do idioma, mostraram construções e reconstruções de referências, manifestando conhecimentos, opiniões, crenças, sentimentos, concepções e anseios, dirigindo o leitor em sua tarefa de interpretar, imaginar e compreender sentidos.
This thesis deals with the studies about the process and/ or operations that presuppose the meaning production by the human mind, based on the Theory of Conceptual Integration – Blending, proposed, initially, by Fauconnier (1984, 1994, 1996,1997) and reformulated in some points in Fauconnier and Turner (2002) that point the several connections and constructions enabled by the blending. We also dealt with the studies about the power of the elements of lexical cohesion in the construction of sense in a text, by the Textual Linguistics, and its importance to language study, beginning with some conceptions of cohesion, based on Halliday and Hasan (1976) and then based on Koch (1997; 2003; 2016). It is important to emphasize that we consider the teaching and learning process as a valuable aspect. For this reason, we aimed to do an interface of blending (by the Cognitive Linguistics) with the construction of the reference by lexical cohesion (by the Textual Linguistics) and so, modeling a didactic application of reading and textual production teaching and English vocabulary learning, without being separated of the instruments that rule the English teaching at schools and aiming to adjust it, reflexively, to the demands that the globalization in contemporaneous world present. The focus of this application was the development of the capacity of using elements of lexical cohesion to construct references and senses, articulated and integrated by local domains, formed in the mind, and based on linguistics components present in the plot of the text, with close relationship between language and culture, so that the English teaching is not summarized to rules and grammatical structures doomed to disuse and forgetfulness. Through this didactic application, were constructed dates, that in turn, served as authentic corpus of analysis and verification of the construction of the reference of blending running through the lexical cohesion, characterizing itself as an important argumentative guide, culminating in English written productions really meaningful to the students, who in possession of the language, showed references constructions and reconstructions, expressing knowledge, opinions, beliefs, feelings, conceptions and yearnings, guiding the reader in his task to interpret, imagine and understand senses
This thesis deals with the studies about the process and/ or operations that presuppose the meaning production by the human mind, based on the Theory of Conceptual Integration – Blending, proposed, initially, by Fauconnier (1984, 1994, 1996,1997) and reformulated in some points in Fauconnier and Turner (2002) that point the several connections and constructions enabled by the blending. We also dealt with the studies about the power of the elements of lexical cohesion in the construction of sense in a text, by the Textual Linguistics, and its importance to language study, beginning with some conceptions of cohesion, based on Halliday and Hasan (1976) and then based on Koch (1997; 2003; 2016). It is important to emphasize that we consider the teaching and learning process as a valuable aspect. For this reason, we aimed to do an interface of blending (by the Cognitive Linguistics) with the construction of the reference by lexical cohesion (by the Textual Linguistics) and so, modeling a didactic application of reading and textual production teaching and English vocabulary learning, without being separated of the instruments that rule the English teaching at schools and aiming to adjust it, reflexively, to the demands that the globalization in contemporaneous world present. The focus of this application was the development of the capacity of using elements of lexical cohesion to construct references and senses, articulated and integrated by local domains, formed in the mind, and based on linguistics components present in the plot of the text, with close relationship between language and culture, so that the English teaching is not summarized to rules and grammatical structures doomed to disuse and forgetfulness. Through this didactic application, were constructed dates, that in turn, served as authentic corpus of analysis and verification of the construction of the reference of blending running through the lexical cohesion, characterizing itself as an important argumentative guide, culminating in English written productions really meaningful to the students, who in possession of the language, showed references constructions and reconstructions, expressing knowledge, opinions, beliefs, feelings, conceptions and yearnings, guiding the reader in his task to interpret, imagine and understand senses
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Palavras-chave
Blending, Coesão lexical, Ensino-aprendizagem de inglês, Referenciação, Construção de Sentidos, Lexical Cohesion, English Teaching-learning, Referring, Sense Construction