Metapragmatic strategies in the teaching of linguistic variation content in videoclasses
In Portuguese Language teaching metacommunicative and metalinguistic utterances are prioritized at describing and evaluating the language in use. Thereby, this paper aims to analyze, from the metapragmatic strategies involved in the didacticization processes, the construction of videoclasse discours...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Federal de Campina Grande (UFCG) |
| Repository: | Revista Letras Raras |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs2.revistas.editora.ufcg.edu.br:article/961 |
| Online Access: | https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/961 |
| Access Level: | Open access |
| Keyword: | Didactization Portuguese Language Teaching Metapragmatic strategies Linguistic ideologies Linguistic variation |
| Summary: | In Portuguese Language teaching metacommunicative and metalinguistic utterances are prioritized at describing and evaluating the language in use. Thereby, this paper aims to analyze, from the metapragmatic strategies involved in the didacticization processes, the construction of videoclasse discourse about linguistic variation shared on channel social network YouTube, open to the general public. In this research, we consider two axes of theoretical foundation, the first one focused on metapragmatic strategies in utterances (SIGNORINI, 2008; POVINELLI, 2016) and the second one on diversity and linguistic ideologic in Portuguese Language teaching (KROSKRITY, 2004; MOITA LOPES, 2013b; BLOMMAERT, 2014). We developed a hybrid qualitative research, as we used document analysis and netnography, since the audiovisual records of the video class are documents and are inserted in virtuality. The analyzed videoclass was released on the channel Português com Letícia, having a large number of views in this online space. The data were separated into two categories of analysis, Objective exposure and Content exposure, from which we realized that metapragmatic strategies go unnoticed by the videoclass producers, noting the development of inattentive approaches to linguistic ideologies that guide the criteria of adequacy of language uses, corroborating the idea of disinterest or ignorance in relation to intentional planning that a teaching material has a duty to offer. |
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