The work presented below is a contrastive analysis of Spanish, Russian, and Czech verbal systems, with an emphasis on past tenses and their usage. The study begins by analyzing the concept of aspectuality, which will be proven to be essential in order to understand how tenses are used in Slavic languages, particularly in Russian and Czech. Following this introduction, the above-mentioned verbal systems are described, with special attention given to past tenses. Subsequently, the work presents two independent practical studies, which try to determine the main difficulties for Russian and Czech students when using past tenses in Spanish. In order to achieve this goal, the study has been carried out among students with different levels and backgrounds. Finally, the data collected in this study is used to design a didactic proposal, which aims to cover the main difficulties for these students regarding the use of past tenses in Spanish.

Submitted by Artur Geraldo Pais null (arturpop2001@gmail.com) on 2017-01-08T17:40:23Z No. of bitstreams: 1 PAIS_AG_PROFLETRAS_ME_UNESP_ASSIS.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-01-11T13:37:30Z (GMT) No. of bitstreams: 1 pais_ag_me_assis.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) / Made available in DSpace on 2017-01-11T13:37:30Z (GMT). No. of bitstreams: 1 pais_ag_me_assis.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) Previous issue date: 2016-11-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Os recentes materiais didáticos destinados à aprendizagem de Língua Portuguesa no Ensino Fundamental II têm procurado desenvolver um trabalho de gramática direcionado aos mais diversos gêneros textuais. No que diz respeito ao ensino dos verbos, particularmente as formas de pretérito do modo indicativo, gêneros como relato de experiência, notícia de jornal, crônica, biografia, entre outros, contemplam o conteúdo das formas de passado no português brasileiro. Entretanto, percebe-se que ainda persiste um mero ensino das características morfológicas desse tempo verbal. Noções de aspecto, modalidade e uso são deixadas em segundo plano, ou simplesmente ignoradas. O Currículo do Estado de São Paulo propõe, com base nos Parâmetros Curriculares Nacionais, que o ensino gramatical seja voltado para o texto em seus mais variados gêneros, e que tenha respaldo na língua em situações de uso real. Por outro lado, os materiais de apoio do Currículo (Caderno do Aluno e Caderno do Professor) não concentram o ensino da gramática a essas situações de uso e acabam seguindo o mesmo padrão adotado pelos livros didáticos, nos quais sequer existem menções a valores aspectuais e modais dos verbos. O objetivo deste trabalho é apresentar os resultados acerca da investigação e análise da abordagem dada às concepções de ensino de língua e aos estudos gramaticais nos materiais de apoio do Currículo do Estado de São Paulo e em alguns livros didáticos de Língua Portuguesa de 6º e 7º anos do Ensino Fundamental, com um recorte dado aos verbos e, particularmente, às formas flexionadas nos tempos do pretérito do modo indicativo no português do Brasil. Considerando os conceitos de tempo e de aspecto verbal e as diferentes perspectivas de abordagem dos tempos de pretérito do modo indicativo na Língua Portuguesa, esta pesquisa, de caráter qualitativo, consiste na análise dos documentos oficiais e dos materiais didáticos utilizados na Educação Básica, e apresenta, como proposta de intervenção, um Caderno Complementar de Atividades para o professor aplicar junto aos alunos do Ensino Fundamental II, com exercícios que contemplem o passado dos verbos em português, dentro de uma perspectiva semântica e funcional, em diferentes gêneros textuais. A presente pesquisa também apresenta uma análise da elaboração do Caderno Complementar e da aplicação das primeiras atividades com alunos do 7º ano de uma escola pública da cidade de Assis, SP. / The newest schoolbooks for the learning of Portuguese language in Elementary Education try to develop a grammar teaching according to various text genres. When the subject is the teaching of verbs, particularly the forms of the past tenses in the indicative mood, text genres like experience report, newspaper report, chronicle, biography, and many others, include the contents of the forms of the verbs in the past in Brazilian Portuguese. However, it is very clear that there is still a mere teaching of the morphological characteristics of this tense. The verbal aspect, the modal verbs and the functions of verbs are not the main topic in the studies, or they are simply ignored. The Currículo do Estado de São Paulo – an official document that indicates the contents to be taught in public schools in São Paulo State – proposes, based on the PCN (Brazilian National Curriculum Parameters), that the grammar teaching must be focused on the text in its several genres, and has to consider the language in real use situations. On the other hand, the Currículo support materials (student’s and teacher’s notebooks) do not consider these situations in the grammar teaching, and the approach follows the same pattern adopted by the textbooks, in which there is not any mention about aspect values or modal verbs. The aim of this work is to present the results on the research and analysis of the approach of the language teaching concepts in the support materials of the Currículo do Estado de São Paulo and in some textbooks of the 6th and the 7th years in elementary school, with the focus on the grammatical studies about the verbs and, particularly, their inflected forms in the past tenses in the indicative mood, in Brazilian Portuguese. Considering the concepts of tense and verbal aspect, and the different perspectives of approach to the past tenses in the indicative mood in Portuguese, this qualitative research analyzes the official documents and the teaching materials used in Elementary Education, and presents, as a proposal of intervention, a Complementary Activities Notebook for the teacher’s work with the elementary school students, with exercises that include the verbs in the past in Portuguese, in a semantic and functional perspective, in different genres. This research also analyzes the development of that Complementary Notebook and the results of implementing its first activities with students in a 7th year at a public school in Assis, São Paulo State.

The present thesis is devided into two basic parts. The first part is theoretical. The theoretical part deals with cathegory of tense generally and the situation of past tenses in three mutually connected languages, i.e. in Latin, contemporary Italian and the 14th centrury Italian as found in grammar books. The second part is practical. The practical part is an analysis of Boccaccio`s Decameron, including the complex relation between passato prossimo and passato remoto.

Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą] / The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text]

The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text] / Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą]

The master's thesis examines the meaning of the past tenses used by Albert Camus in his novels The Stranger and The Fall and the possibility of their transfer to Czech. The present thesis takes a theoretical and empirical approach. The theoretical part provides an overview of the French past tenses and their meanings and deals with their functions within the narrative text. It also attempts to express the specific use of French past tenses in Camus's works analysed. The thesis does not omit describe the possibilities that the Czech language has to express the past. The empirical part is devoted to the analysis of the existing Czech translations of the novels The Stranger and The Fall with an emphasis on capturing the meanings of the past tenses defined in the theoretical part. Using the Czech translations, it seeks ways of creating equivalent effects in Czech and compares the translators' approaches. Key words: the role of the past tenses in the narrative text, passé composé, passé simple, imparfait, plus-que-parfait, Albert Camus, The Stranger, The Fall

Cette thèse porte sur l'apprentissage des temps verbaux du passé composé, de l'imparfait et du plus-que-parfait en français langue étrangère (L2) par des étudiants de première langue (L1) japonaise à l'université au Japon. Dans ce contexte, nous avons expérimenté une approche d'inspiration vygotskienne pour l'enseignement de ces temps, appelée « approche par concepts », où les concepts en jeu (temps physique, aspect, phase du procès) sont présentés initialement pour favoriser un emploi plus conscient, et rendre les apprenants capables d'utiliser les temps selon à la fois leur intention communicative et la norme. On rend compte de deux versions mises en œuvre en 2012 sur 21 semaines et en 2013 sur 12 semaines. Mais l'analyse des résultats nous a conduit à réorienter notre problématique pour prendre en compte le rôle de la L1 dans la conceptualisation. Cela nécessitait de décrire le processus d'énonciation tel qu'il se déroule en temps réel, en L1 et en L2. On a ainsi proposé une nouvelle hypothèse, selon laquelle les concepts médiatisés en L1 sont investis au moment de l'énonciation par l'apprenant pour constituer le niveau conceptuel du verbe au centre de la scène de l'énoncé en L2. En outre, cet investissement correspondrait au développement vers les structures conceptuelles de la L2. Suivant la méthode microgénétique, une trentaine d'extraits issus de verbalisations et de tâches de résolution de problèmes en binômes et individuelles (en pensée à voix haute) sont analysés. Les résultats montrent que pour justifier le choix du temps verbal en L2, les apprenants s'engagent dans une activité métalinguistique spécifique sur des formes de la L1 impliquées dans les renditions verbales. L'interprétation proposée est que c'est un moyen pour eux de focaliser leur attention sur des concepts du japonais jugés adéquats pour constituer le niveau conceptuel du verbe de l'énoncé en français. À la fin de la thèse, des pistes sont proposées pour élaborer une approche par concepts pour les niveaux initiaux dans ce contexte, en tenant compte de cette stratégie d'apprentissage mais aussi en la cadrant. / This thesis deals with the learning of the compound past (passé composé), imperfect (imparfait) and pluperfect (plus-que-parfait) in French as a foreign language (L2) by Japanese first language (L1) students at a university in Japan. In this context, a vygotskyan approach, known as “concept-based approach”, was experimented with for the teaching of these tenses. The concepts that are involved (time, aspect, tense phase) were initially introduced to promote a more conscious use, and enable learners to employ the tenses according to the intended communicative goal as well as L2 norms. Two implementations with second year students in 2012 and 2013, carried out over 21 weeks and 12 weeks respectively, are reported on. An analysis of the outcomes of these implementations in turn led to a shift in focus of the research problem to also account for the role of the L1 in the process of conceptualization. As a result, this required describing the process of oral enunciation, as it unfolds in real time, in the L1 and L2. A new hypothesis is then proposed that, at the moment of speaking, L1 mediated concepts are used by learners to constitute the conceptual level of the verb at the center of the L2 utterance. Furthermore, we suggest that the use of L1 corresponds to the development towards L2 conceptual structures. About thirty extracts from verbalizations, and peer and individual (think aloud) problem-solving tasks were analyzed, using a microgenetic method. The results show that learners engage in a specific metalinguistic activity on L1 forms involved in verbal construals. An interpretation is then proposed that by doing so, it enables learners to focus on the concepts of the Japanese language they consider adequate to form the conceptual level of the verb predicated in the utterance in French. Finally, suggestions are made to improve a concept-based approach for initial levels in this context, by taking into account this learning strategy and providing a frame for it.