O estudo desenvolvido neste trabalho centraliza-se no EMPREGO DE MODOS E TEMPOS VERBAIS em textos escritos na variedade padrão. Propõe-se, após análise de redações argumentativas de alunos das fases finais do Ensino Médio e verificação de frases malformadas nesses textos, a sistematizar o EMPREGO DOS MODOS VERBAIS, e a CONCORDÂNCIA DE TEMPOS, como forma de construção frástica, por meio da explicitação de regras semântico-sintáticas que orientam tal emprego. É finalidade desta dissertação, ainda, apontar o emprego do Indicativo e do Subjuntivo, bem como o da consecutio temporum, como um relevante conteúdo gramatical para o desenvolvimento da competência discursiva em redações argumentativas, em concordância com o que se espera dos estudantes nessa fase terminal do Ensino. Nesse sentido, ao final do trabalho, sugerem-se atividades didáticas como subsídio para ajudar o professor a evitar erros dessa natureza no desempenho escrito de seus alunos. / The present study focuses on the USE OF VERBAL MOODS AND TENSES in pattern written texts. Its proposal is, after the analysis of argumentative essays written by students on the last grades of High School (Ensino Médio) and the examination of wrongly constructed phrases in those texts, to systematize and orientate THE USE OF VERBAL MOODS AND THE AGREEMENT OF TENSES as a way of constructing phrases, making semantic-synthetic rules explicit. Its also an aim of this dissertation to point out the use of the Indicative and of the Subjunctive, as well as that of the consecutio temporum, as a relevant grammatical topic for the development of essay writing competence in argumentative essays, in accordance with what is expected from students at this final stage of Schooling. In order to achieve these aims, at the end of this study, didactic activities are proposed so as to help the teacher to avoid mistakes of that kind in his students written performance.

O estudo desenvolvido neste trabalho centraliza-se no EMPREGO DE MODOS E TEMPOS VERBAIS em textos escritos na variedade padrão. Propõe-se, após análise de redações argumentativas de alunos das fases finais do Ensino Médio e verificação de frases malformadas nesses textos, a sistematizar o EMPREGO DOS MODOS VERBAIS, e a CONCORDÂNCIA DE TEMPOS, como forma de construção frástica, por meio da explicitação de regras semântico-sintáticas que orientam tal emprego. É finalidade desta dissertação, ainda, apontar o emprego do Indicativo e do Subjuntivo, bem como o da consecutio temporum, como um relevante conteúdo gramatical para o desenvolvimento da competência discursiva em redações argumentativas, em concordância com o que se espera dos estudantes nessa fase terminal do Ensino. Nesse sentido, ao final do trabalho, sugerem-se atividades didáticas como subsídio para ajudar o professor a evitar erros dessa natureza no desempenho escrito de seus alunos. / The present study focuses on the USE OF VERBAL MOODS AND TENSES in pattern written texts. Its proposal is, after the analysis of argumentative essays written by students on the last grades of High School (Ensino Médio) and the examination of wrongly constructed phrases in those texts, to systematize and orientate THE USE OF VERBAL MOODS AND THE AGREEMENT OF TENSES as a way of constructing phrases, making semantic-synthetic rules explicit. Its also an aim of this dissertation to point out the use of the Indicative and of the Subjunctive, as well as that of the consecutio temporum, as a relevant grammatical topic for the development of essay writing competence in argumentative essays, in accordance with what is expected from students at this final stage of Schooling. In order to achieve these aims, at the end of this study, didactic activities are proposed so as to help the teacher to avoid mistakes of that kind in his students written performance.

Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. <br>Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.<br>First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).<br>Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.<br>Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.<br><br>

This essay aims to examine texts written by students in upper secondary school year 10 to see which conjunctions and linking words students at that level use, the normalized frequency as well as how they are used. For the investigation, a corpus, the Swedish Learner English Corpus (SLEC), was searched using AntConc, a corpus analysis toolkit for concordancing and text analysis. The investigated and compared groups are vocational and academic students, girls and boys, all studying the English 5 course, and no one speaking English as their native language. The hypotheses were that academic students, due to higher motivation, would use a higher normalized frequency of internal conjunctive relations which create text cohesion compared to the vocational students, and also that girls would use a higher normalized frequency of the same type of conjunctive relations than boys due to better results in general. The results were as predicted that the students enrolled in the academic programs do use a higher frequency of conjunctive relations of the internal kind than students in the vocational programs, apart from the temporal category, and that the girls use a higher frequency of conjunctive relations of the internal kind, than the boys within all functions except the temporal.