Forma e função no ensino de gramática: a noção de sintagma como guia da definição de classes formais
This paper discusses how the concept of phrase can be used as a formal unit in grammar teaching, guiding the definition of several notions in the prescriptive grammar. In doing so, we show how the notion of phrase can contribute to the contextualization of linguistic data, creating an opportunity to...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/81637 |
| Acceso en línea: | https://doi.org/10.47456/pl.v12i31.38727 http://hdl.handle.net/1843/81637 https://orcid.org/0000-0001-7633-4494 https://orcid.org/0000-0002-2353-1336 |
| Access Level: | acceso abierto |
| Palabra clave: | Sintagma Classe de palavras Função sintática Ensino de gramática Gramatica comparada e geral - Sintagma nominal Gramatica comparada e geral - Sintaxe Gramatica comparada e geral - Categorias gramaticais Língua portuguesa - Gramática - Estudo e ensino |
| Sumario: | This paper discusses how the concept of phrase can be used as a formal unit in grammar teaching, guiding the definition of several notions in the prescriptive grammar. In doing so, we show how the notion of phrase can contribute to the contextualization of linguistic data, creating an opportunity to the empirical analysis of such data. Departing from definitions about parts of speech and syntactic functions normally found intextbooks, we show that there is applicability for the concept of phrase in the grammar curriculum. Such concept not only make the notions under study clearer, but also creates an opportunity for linguistic reflection related to the concepts under study, besides being a tool for a formal description of such notions. Thus, our proposal is to introduce some descriptive notions in grammar teaching to increase the linguistic repertoire of the students, clarify the boundaries between the functional and formal characteristics of the words and simplify the list of terminology traditionally employed in syntactic analysis. These small changes promote the exploration of internalized knowledge that all speakers have about their language. |
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