Grammar and text: verbal inflection in teaching from the discursive perspective
The description of inflection in grammar compendiums and textbooks is often disconnected from the students' reality and from the text itself. Generally, outdated tenses that are unfamiliar to students are addressed as if they were part of the students' everyday language (BASSO; PIRES DE OL...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/488 |
| Acesso em linha: | https://cadernos.abralin.org/index.php/cadernos/article/view/488 |
| Access Level: | acceso abierto |
| Palavra-chave: | Morfologia Texto Ensino Flexão Verbo Morphology Text Teaching Inflection Verb |
| Resumo: | The description of inflection in grammar compendiums and textbooks is often disconnected from the students' reality and from the text itself. Generally, outdated tenses that are unfamiliar to students are addressed as if they were part of the students' everyday language (BASSO; PIRES DE OLIVEIRA, 2012; FRANCHI, 2006). In addition to the exaggerated focus on the analysis of verb tense-mode (MT) and number-person (NP) markers that are unknown to students, there is a lack of emphasis on meaning, no scientific criteria to define this morphological process, and no connection between inflectional strategies and text production/reading (VIVAS et al., 2019; VIVAS; GONÇALVES, 2020). Therefore, this article aims to contribute to reflections on the teaching of inflection, considering not only the morphological status of this process but also its textual/discursive role, in light of assumptions from Text Linguistics (KOCH; ELIAS, 2016). We analyze an editorial from a newspaper and internet memes, relating the inflectional strategies used to the effect of meaning generated by these forms in the texts. Thus, in addition to addressing new uses of inflection, we propose teaching strategies aimed at promoting linguistic analysis connected to the reading and production of meaning, as advocated by official documents on teaching the Portuguese language. |
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