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Metáfora gramatical em textos de aprendentes chineses de PLE
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Abstract(s)
Esta dissertação pretende investigar o modo como Metáfora Gramatical (MG) está
presente nos textos dos aprendentes de PLE.
Tendo como referência os textos matriciais (Halliday, 1985/ 1994/ 2004; Martin, 1991;
Thompson, 2014) e investigação anterior aplicada ao contexto de aprendizagem de PLE
(Avelar, 2008; Sun Yuqi, 2015), o trabalho procura verificar se existe uma correlação
positiva entre a densidade da MG nos textos e o nível de proficiência dos aprendentes
(níveis B1 e B2 do QECR). Também pretendemos, comparando práticas de escrita dos
mesmos géneros discursivos por alunos chineses e outros públicos, no que à MG diz
respeito, entender se a interiorização da MG constitui um desafio idêntico ou diferente
nestes públicos.
Utilizamos o Corpus de Português Língua Estrangeira/Língua Segunda COPLE2 como
fonte de análise, tendo-nos centrado em quatro tipos de texto: opinião, reconto, carta e
informação. As demonstrações realizadas e os dados obtidos permitem ficar a conhecer
melhor a MG enquanto recurso da língua e enquanto categoria privilegiada para fornecer
informação com interesse didático.
This thesis aims to investigate how Grammatical Metaphor (GM) influences the writing of students of Portuguese as a Foreign Language (PFL). This study is based on several academic texts proposed by Halliday (1985/ 1994/ 2004) Martin (1991) and Thompson (2014), as well as on researches related to the study of Portuguese as a Foreign Language/Second Language (Avelar, 2008; Sun Yuqi, 2015). It tries to verify the existence of a positive correlation between the frequency of GM and the proficiency (levels B1 e B2 CEFR). Comparing texts of equivalent genre of Chinese students and of others, we also attempt to comprehend if GM generates identical or different challenges in these groups. We use Corpus of Portuguese as Foreign Language/Second Language COPLE2 as the resource of analysis, focusing on four main types of text: opinion, recount, letter and information. The demonstrations and results in this study allow us to better understand GM, not only as a resource of language, but also as an important category that offers information of interest to teaching domain.
This thesis aims to investigate how Grammatical Metaphor (GM) influences the writing of students of Portuguese as a Foreign Language (PFL). This study is based on several academic texts proposed by Halliday (1985/ 1994/ 2004) Martin (1991) and Thompson (2014), as well as on researches related to the study of Portuguese as a Foreign Language/Second Language (Avelar, 2008; Sun Yuqi, 2015). It tries to verify the existence of a positive correlation between the frequency of GM and the proficiency (levels B1 e B2 CEFR). Comparing texts of equivalent genre of Chinese students and of others, we also attempt to comprehend if GM generates identical or different challenges in these groups. We use Corpus of Portuguese as Foreign Language/Second Language COPLE2 as the resource of analysis, focusing on four main types of text: opinion, recount, letter and information. The demonstrations and results in this study allow us to better understand GM, not only as a resource of language, but also as an important category that offers information of interest to teaching domain.
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Keywords
Língua portuguesa - Estudo e ensino - Falantes do chinês Metáfora Teses de mestrado - 2019