As consignas do exame CELPE-BRAS - Parte escrita
Celpe-Bras is the proficiency test adopted in Brazil to assess the knowledge of foreigners outside and inside the country regarding their knowledge of the Brazilian variant Portuguese language. The aforementioned test, which nowadays is an instrument of reference to the language policies of Portugue...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/64362 |
| Acesso em linha: | http://www.repositorio.ufc.br/handle/riufc/64362 |
| Access Level: | acceso abierto |
| Palavra-chave: | Português língua adicional Celpe-Bras Parte Escrita Consignas Leitura e produção textual |
| Resumo: | Celpe-Bras is the proficiency test adopted in Brazil to assess the knowledge of foreigners outside and inside the country regarding their knowledge of the Brazilian variant Portuguese language. The aforementioned test, which nowadays is an instrument of reference to the language policies of Portuguese, assesses the performance of examinees, in terms of writing skills, by tasks of textual comprehension and production, as part of a process called integrated-skills assessment with focus on the communicative approach (SHOHAMY, 2007). This work is affiliated with the studies of Applied Linguistics, and aims to analyze the referred Tasks by using the theoretical studies about the command, which consists in the tasks instructions aimed at teaching both native and foreign language. The command has two simultaneous functions: communicative function focused on instruction (RIESTRA, 2004, 2008) and a theoretical-cognitive function that articulates semiotization, actions and mental operations (DOLZ; GAGNON; DECANDIO, 2010; ZAKHARTCHOUK, 2016). Based on the assumptions of this theory, for this study we will verify 47 textual production slogans represented by Tasks III contained in the question books applied from 1998 to 2019. We analyzed in a macro and micro way the referred slogans on these three categorical criteria: a) the lexical choices that constitute the command, more specifically the instruction verbs used in the tasks; b) the elements of the production context in the task information; c) the possible changes in the textual plane of the slogans, regarding the elements of a semantic, syntactic and paralinguistic order (BRONCKART, 1999). This research is methodologically characterized by the qualitative approach, document analysis, it has an inductive method and about the objectives, it is explanatory. At the end of the research discussions, we observed that the slogans presented significant changes in their information regarding the lexical elements of instruction, the clarity of the production contexts such as the semantic and paralinguistic elements, especially in the interval between 1998 and 2002 and in 2004; 2010; 2019. |
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