Desenvolvimento da competência colocacional baseado em corpora de aprendizes do ensino fundamental I
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Data
2018-05-30
Autores
Oliveira, Elaine Cristina Ferreira de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como embasamento teórico-metodológico a Linguística de Corpus (SINCLAIR, 1991; MEYER, 2004; MCENERY; XIAO; TONO, 2006) e investigações sobre corpora de aprendizes (TRIBBLE, 1990; GRANGER, 1998; GRANGER; HUNG; PETCHTYSON, 2002; ORENHA-OTTAIANO, 2012, 2016). Relaciona-se ao Grupo de Pesquisa denominado “Fraseologia e colocações a partir de corpora” (FRASCORP), devidamente catalogado no Diretório de Grupos de Pesquisa do CNPq, além de integrar uma das propostas do projeto guarda-chuva “A compilação de materiais didáticos e glossários especializados baseados em corpora e sua contribuição para uma Pedagogia do Léxico e da Tradução”, desenvolvido na UNESP de São José do Rio Preto, pela Profa. Dra. Adriane Orenha-Ottaiano. O trabalho traz as investigações sobre dois Corpora de Redações de Aprendizes do Ensino Fundamental (CRAEF 1 e CRAEF 2). O CRAEF 1 é composto por 123 redações escritas por 30 estudantes do terceiro ano do Ciclo Básico (terceiro ano do Ensino Fundamental), de uma escola pública do centro da cidade de Votuporanga, no noroeste paulista. O CRAEF 2 é composto por 101 redações escritas por 29 estudantes do terceiro ano do Ciclo Básico de uma escola pública da periferia da mesma cidade. Para realizar a análise fraseológica, utilizamos o software WordSmith Tools (SCOTT, 2012), versão 6.0, a fim de verificar os itens de maior representatividade (Keywords) nos referidos corpora de aprendizes. Analisamos o léxico-fraseológico, mais especificamente as colocações, de cada sala mencionada, bem como as particularidades da escrita dos aprendizes de ambas as escolas em foco. Portanto, o presente estudo visa a apresentar uma das aplicações da Linguística de Corpus voltada ao ensino de colocações no Português do Brasil, nas séries iniciais, e, a partir dos resultados propiciados pelas análises com o uso de corpora, desenvolver materiais autênticos de ensino da variante brasileira do português.
The present research is based on the theoretical-methodological framework of Corpus Linguistics (SINCLAIR, 1991; MEYER, 2004; MCENERY; XIAO; TONO, 2006) and on research in learner corpora (TRIBBLE, 1990; GRANGER, 1998; GRANGER; HUNG; PETCH-TYSON, 2002; ORENHA-OTTAIANO, 2012, 2016). It is linked to the Research Group "Corpus-based Phraseology and Collocations” (FRASCORP), duly registered in the Directory of Research Groups of CNPq, besides constituting one of the propositions of the umbrella project "The compilation of didactic materials and specialized glossaries based on corpora and its contribution to a Teaching of the Lexicon and of Translation", developed at UNESP/São José do Rio Preto by Prof. Dr. Adriane Orenha-Ottaiano. This work involves research on two Primary Education Learner Essay Corpora (CRAEF 1 and CRAEF 2). The CRAEF 1 is composed of 123 essays written by 30 students in the third year of the Basic (Elementary) Education of a school placed in downtown Votuporanga, a town in the northwest region of the state of São Paulo. The CRAEF 2 is composed of 101 essays written by 29 students in the third year of the Basic Education of a school placed in the suburb of the same town. To carry out the phraseological analysis, we used the software WordSmith Tools (SCOTT, 2012), version 6.0, in order to verify the most representative items (Keywords) in the aforementioned learner corpora. We analyzed the phraseological units, more specifically the collocations, found on the texts written by each group mentioned, as well as the particularities in the writing of the learners of both schools. Therefore, the present study aims at presenting one of the applications of Corpus Linguistics concerning the teaching of collocations in Brazilian Portuguese, in the initial stages, and, stemming from the results achieved by the analysis using corpora, develop authentic teaching materials for Brazilian Portuguese.
The present research is based on the theoretical-methodological framework of Corpus Linguistics (SINCLAIR, 1991; MEYER, 2004; MCENERY; XIAO; TONO, 2006) and on research in learner corpora (TRIBBLE, 1990; GRANGER, 1998; GRANGER; HUNG; PETCH-TYSON, 2002; ORENHA-OTTAIANO, 2012, 2016). It is linked to the Research Group "Corpus-based Phraseology and Collocations” (FRASCORP), duly registered in the Directory of Research Groups of CNPq, besides constituting one of the propositions of the umbrella project "The compilation of didactic materials and specialized glossaries based on corpora and its contribution to a Teaching of the Lexicon and of Translation", developed at UNESP/São José do Rio Preto by Prof. Dr. Adriane Orenha-Ottaiano. This work involves research on two Primary Education Learner Essay Corpora (CRAEF 1 and CRAEF 2). The CRAEF 1 is composed of 123 essays written by 30 students in the third year of the Basic (Elementary) Education of a school placed in downtown Votuporanga, a town in the northwest region of the state of São Paulo. The CRAEF 2 is composed of 101 essays written by 29 students in the third year of the Basic Education of a school placed in the suburb of the same town. To carry out the phraseological analysis, we used the software WordSmith Tools (SCOTT, 2012), version 6.0, in order to verify the most representative items (Keywords) in the aforementioned learner corpora. We analyzed the phraseological units, more specifically the collocations, found on the texts written by each group mentioned, as well as the particularities in the writing of the learners of both schools. Therefore, the present study aims at presenting one of the applications of Corpus Linguistics concerning the teaching of collocations in Brazilian Portuguese, in the initial stages, and, stemming from the results achieved by the analysis using corpora, develop authentic teaching materials for Brazilian Portuguese.
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Palavras-chave
Colocações, Corpora de aprendizes, Competência colocacional, Português do Brasil, Collocations, Learner corpora, Collocational competence, Brazilian portuguese