Vírgulas em esquema duplo em textos do nono ano do EFII: aspectos sintáticos e prosódicos
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Data
2021-03-25
Autores
Paiva, Nayra Cristina
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação teve por objetivo descrever e analisar os usos convencionais e não convencionais da vírgula em esquema duplo, quando há o emprego da vírgula tanto na fronteira direita quanto na fronteira esquerda da estrutura sintática mobilizada. Para a realização desta pesquisa, selecionamos textos argumentativos do Banco de Dados de Produções Escritas do Ensino Fundamental II, produzidos por alunos de 13-14 anos. A descrição e análise dos dados foram feitas a partir da identificação da estrutura sintática passível de ser delimitada por vírgulas, com base em gramáticas de referências. Em seguida, foram identificadas as fronteiras prosódicas das estruturas. Para fundamentar esta etapa da pesquisa, nos respaldamos no modelo relation-based da Fonologia Prosódica. Assumimos a premissa de que as fronteiras de constituintes prosódicos são relevantes para caracterizar as presenças e ausências da vírgula em esquema duplo. Duas estruturas sintáticas se mostraram relevantes para os usos e não usos da vírgula em esquema duplo: estruturas deslocadas e encaixadas. A partir da identificação das estruturas sintáticas, identificamos características comuns a esses usos da vírgula em esquema duplo em textos argumentativos. No que se refere às estruturas sintáticas: (i) as deslocadas são as mais recorrentes nos textos dos alunos, mas, também, se revelou a mais problemática, pois há maior ausência das vírgulas do que em encaixadas; (ii) o uso convencional tende a ser 3 vezes mais recorrente em estruturas encaixadas do que em deslocadas; (iii) as estruturas sintáticas deslocadas são as mais significativas para os usos não convencional e ausências não convencional. No que se refere às estruturas prosódicas: (i) a estrutura prosódica, assim como a estrutura sintática, interfere nos usos da vírgula em esquema duplo; (ii) quando há coincidência da fronteira de frase entoacional com as fronteiras prosódicas há mais usos convencionais; (iii) ausência de fronteira de I levou à ausência de vírgulas nas fronteiras sintáticas onde vírgulas estão previstas e (iv) os resultados estatísticos amparam efeito positivo de uso da vírgula quando for relativamente mais longa a extensão da estrutura sintática.
This work aimed to describe and to analyze formal and non-formal, the called “hits” and “mistakes”, uses of commas in double scheme when there is comma both to right boundary to left boundary of the syntactic structure mobilized. To the achievement of this research, we selected argumentative texts, from the Banco de Dados de Produções Escritas do Ensino Fundamental II (hereinafter EFII), produced from students of 13-14 years old. The description and analyses of the data were made from the identification of the syntactic structure susceptible to be delimitated by commas, according to reference grammars. the proposal of this research based on syntactic-phonology interface, grammatical constituents, that establish through the configuration of prosodic constituents. Thereafter, have been identified the prosodic boundaries of these structures. To base this step of the research, we assumed the relation-based model from the Prosodic Phonology. We assume the premise that the boundaries of prosodic constituents are relevant to characterize the presence and the the absence of the commas in double scheme. According to the achieved results, two syntactic structures reveals more relevant for the uses and non-uses of commas in double scheme: dislocated and seated structures. Stem from the identification of the syntactic structure, we identified common charcteristics to these uses of comamas in double scheme in argumentative texts. With respect to the syntactic structure: (i) the dislocated are more frequent in the texts of the students, but, also revealed the more conflictive, since there is more absence of comma than in the seated structures; (ii) the formal use tend to be three more often frequent in seated structures than in dislocated structures; (iii) the dislocated syntactic structures are more relevant to the non formal uses and non formal uses of absence. With respect to the prosodic structure: (i) the prosodic strucuture, as well as the syntactic structure, interfere in the uses of comma in double scheme; (ii) when there is coincidence of the intonational phrase boundary with the prosodic boundaries there are more formal uses; (iii) the absence of boundary of I took to the absence of comma in the syntactic boundaries where commas are expected and (iv) the statistical results sustained positive effect of the uses of commas when are relatively longer he extension of the syntactic structure.
This work aimed to describe and to analyze formal and non-formal, the called “hits” and “mistakes”, uses of commas in double scheme when there is comma both to right boundary to left boundary of the syntactic structure mobilized. To the achievement of this research, we selected argumentative texts, from the Banco de Dados de Produções Escritas do Ensino Fundamental II (hereinafter EFII), produced from students of 13-14 years old. The description and analyses of the data were made from the identification of the syntactic structure susceptible to be delimitated by commas, according to reference grammars. the proposal of this research based on syntactic-phonology interface, grammatical constituents, that establish through the configuration of prosodic constituents. Thereafter, have been identified the prosodic boundaries of these structures. To base this step of the research, we assumed the relation-based model from the Prosodic Phonology. We assume the premise that the boundaries of prosodic constituents are relevant to characterize the presence and the the absence of the commas in double scheme. According to the achieved results, two syntactic structures reveals more relevant for the uses and non-uses of commas in double scheme: dislocated and seated structures. Stem from the identification of the syntactic structure, we identified common charcteristics to these uses of comamas in double scheme in argumentative texts. With respect to the syntactic structure: (i) the dislocated are more frequent in the texts of the students, but, also revealed the more conflictive, since there is more absence of comma than in the seated structures; (ii) the formal use tend to be three more often frequent in seated structures than in dislocated structures; (iii) the dislocated syntactic structures are more relevant to the non formal uses and non formal uses of absence. With respect to the prosodic structure: (i) the prosodic strucuture, as well as the syntactic structure, interfere in the uses of comma in double scheme; (ii) when there is coincidence of the intonational phrase boundary with the prosodic boundaries there are more formal uses; (iii) the absence of boundary of I took to the absence of comma in the syntactic boundaries where commas are expected and (iv) the statistical results sustained positive effect of the uses of commas when are relatively longer he extension of the syntactic structure.
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Palavras-chave
Vírgula, Pontuação, Sintaxe, Prosódia, Língua portuguesa, Comma, Punctuation, Syntax, Prosody, Brazilian portuguese