Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-11-01T13:00:31Z No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T13:23:34Z (GMT) No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5) / Made available in DSpace on 2016-12-15T13:23:34Z (GMT). No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5) Previous issue date: 2007-09-14 / Nesse texto, mostraremos a importância da Lingüística Histórica para a formação do professor de língua portuguesa. Veremos que os fenômenos lingüísticos são muitas vezes explicáveis à luz das ferramentas oferecidas por esse segmento da Lingüística. Traçaremos um breve resumo do percurso da Filologia Românica até o início do século XX. Explicaremos como ocorre a flexão de número dos nomes em Português, confrontando o que é explicado nos livros didáticos, nas Gramáticas Tradicionais e na literatura lingüística com o que tem a oferecer de contribuição a Lingüística Diacrônica. Utilizaremos exemplos, além da flexão de número, em que a diacronia oferece explicações plenas e satisfatórias. A motivação para esta dissertação parte da observação da pouca importância que tem sido dada aos estudos de diacronia da Língua Portuguesa nos cursos de graduação em Letras. Defendemos que o conhecimento dessas ferramentas pode ajudar muito no ensino da Gramática Tradicional, de maneira a torná-la realmente reflexiva, como tanto queremos os lingüistas. A Gramática Tradicional não deve deixar de ser estudada, mas seu ensino deve ser reinventado. Deixar de estudá-la, hoje, no contexto em que nos inserimos, seria um grande crime para com os nossos alunos, pois muitos concursos que garantem um emprego público, portanto estável, cobram em seus exames de seleção questões relacionadas ao conhecimento normativo dessa Gramática. Os vestibulares de fato não o fazem, mas os objetivos de nossos alunos não se limitam apenas a tais exames, pois muitos não podem esperar quatro anos (no mínimo) para buscar um emprego e enxergam nos concursos para empregos públicos sua única chance de crescimento e desenvolvimento profissional e financeiro, e – por conseqüência – social. Defendemos a valorização da Lingüística Histórica por esta ter sido deixada à margem, não por achá-la mais importante que as outras “Lingüísticas”, pois acreditamos que a reinvenção do ensino da Gramática Tradicional depende de um trabalho conjunto de todas as áreas dos estudos em lingüística. Até por que, se há um fenômeno na humanidade que é um continuum, este fenômeno, naturalmente, é a língua. / In this text, we will show the importance of the Historical Linguistics for Portuguese teachers’ formation. We will see that the linguistics phenomena are explained according to the tools offered by the Linguistics segment. We will trace a summary of the Romance Philology to the beginning of the 20th century. We will explain how plural of nouns are explained in Portuguese, confronting to what is explained in textbooks, in Traditional Grammars and in the linguistics literature to what it can be offered to the Diachronic Linguistics. We will use examples, besides the plurals, in which the diachronic offers full and satisfactory explanations. The motivation for this dissertation is related to the very little importance that has been given to the Portuguese language studies of diachronic in Liberal Arts graduation. We support that the knowledge of those tools can help the teaching of the Traditional Grammar, turning it into more reflexive. That is the way the linguists want. The Traditional Grammar studies should not be put aside, but its teaching should be reinvented. To abstrain from studying it today, in the context that we introduced, it would be terrible to our students, because many public exams that guarantee a job, a stable one, require subjects related to the normative knowledge of that Grammar. In fact the national exams don't do that, but our students' objectives are not just limited to such exams, because many of them cannot wait for four years (at least) to look for a job. Many students consider the public exams the only way to have a professional growth and a financial development, and - consequently - social. We support the valorization of the Historical Linguistics because it was put aside, not for finding it more important than the other " Linguistics ", but for believing that the rediscovery of the Traditional Grammar teaching depends on a united work of all areas in the linguistics studies.

(in English): In many studies there was demonstrated that word's imageability - the ability of a word to produce a mental image of it's referent - affects the processing of its inflection (e.g. Prado - Ullman, 2009), its acquisition (e.g. McDonough et al., 2011) and the acquisition of grammatical morphemes (Smolík, in press). This thesis builds on the Smolík's paper, and its goal is to test whether the imageability of a word's stem influences the acquisition of its inflections in Czech children. Word imageability ratings and ratings of other variables that were assumed to affect the process of the acquisition of word inflections, were collected, then questionnaires were distributed to parents to examine how the forms of chosen words are acquired by children. The focus was on the acquisition of nominative plural of nouns, present tense in second person and past tense of verbs. The results show that the imageability significantly predicts the age of acquisition of the nominative in singular and all observed forms of verbs. The absence of the imegability effect on the acquisition of nominative in plural may be due to the overall high imageability and thus reduced variability of ratings in nouns in our dataset. Two possible explanations of the imageability effect on the acqusition of morphological...