Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-17T17:43:00Z No. of bitstreams: 1 ManuelaViana.pdf: 2426723 bytes, checksum: 8d061fd93ee18a67fdaaf8669c1cdf9a (MD5) / Made available in DSpace on 2017-05-17T17:43:00Z (GMT). No. of bitstreams: 1 ManuelaViana.pdf: 2426723 bytes, checksum: 8d061fd93ee18a67fdaaf8669c1cdf9a (MD5) Previous issue date: 2017-04-24 / The paper shows the analysis writing result in Portuguese as Second Language, performed by the deaf in Brazilian sign language as First Language in networks. The aim was to analyse the verb usage in Portuguese phrasal writing structure as the deaf Second Language in networks. Take as a guideline: How do the Deaf who have Brazilian sign language as First Language employ the verb in Portuguese writing in networks? To answer this question, we go first to theorists whose work deal with Brazilian sign language, Portuguese, Portuguese writing, Portuguese as Second Language, verb, networks, writings and deafness, highlighting authors as Almeida (2007), Bagno (2011), Felipe (2013), Peixoto (2004), Quadros (2004, 2006), Recuero (2011), Zeni (2010), among others who discuss about the theme. In the second place, we gathered together a group in the net WhatsApp of about 20 deaf users of Brazilian sign language as First Language. That group took part in ―daily chats‖ about ordinary subjects in the network WhatsApp. Those ―chats‖ written in Portuguese were picked up from the above mentioned network and established the research corpus that was analysed under the Phenomenology standard experienced in two moments: graphic idea analysis and nomothetics analysis (abstract and unrelated ideas. From those processes arose five different rates of analysis: Verb in the Infinitive, Auxiliar Followed by main Verb, Verb with Oral sign, Unfit Verb and Unfit Usage and Inflection Verb. The analysed results showed: the network WhatsApp is considered a tool to help the acquisition of Portuguese as Second language, the deaf acquire Portuguese language as Second Language when they use the web, having in their writing a suitable verb inflection to understand the sentence and in their writings in spoken Portuguese as oral signifying. Starting from the understanding\interpretation that the inflection and finding attitude brought us, we suggest new studies in order to make closer the relation between. Brazilian sign language as First Language and Portuguese as Second Language so that the deaf can establish an interactive linking more proficient in the society that has Portuguese as First Language. / O trabalho apresenta a análise da produção escrita em Língua Portuguesa como L2 desenvolvida por surdos usuários da Língua Brasileira de Sinais- LIBRAS como L1, nas redes sociais. O objetivo foi analisar o emprego do verbo na estrutura frasal do português escrito como segunda língua dos surdos usuários das redes sociais. Partimos da seguinte questão norteadora: De que modo os surdos que têm a LIBRAS como sua primeira língua empregam o verbo no português escrito nas redes sociais? Para responder à questão norteadora, recorremos, primeiramente, aos teóricos cujos trabalhos versavam sobre LIBRAS, língua portuguesa, português escrito, português como segunda língua, verbo, redes sociais, escrita e surdez, destacando-se autores como: Almeida (2007), Bagno (2011); Felipe (2013), Peixoto (2004), Quadros (2004, 2006), Recuero (2011), Zeni (2010), dentre outros teóricos que discutem o tema em destaque. Num segundo momento, realizamos a criação de um grupo na rede social WhatsApp composto por 20 (vinte) surdos usuários de LIBRAS como L1. Os componentes do grupo participavam de ―conversas diárias‖ sobre temas do cotidiano na rede social WhatsApp. Essas ―conversas‖, escritas em português, foram capturadas da referida rede social e constituíram o corpus da pesquisa, o qual foi analisado à luz da Fenomenologia, vivenciando dois momentos: o da análise ideográfica e o da análise nomotética. Nesse processo, emergiram das ―conversas‖ dos componentes do grupo 5 (cinco) categorias de análise: verbo no infinitivo, verbo auxiliar acompanhado de principal, verbo com marca de oralidade, verbo com emprego inadequado e verbo com flexão adequada. Os dados analisados revelam os seguintes resultados: a rede social WhatsApp é uma ferramenta a ser considerada para auxiliar na aquisição do português como L2; os surdos se apropriam do português como L2, quando usam a rede social da web, adquirindo na escrita uma flexão verbal adequada para a compreensão da sentença e se valendo, em seus escritos, até de registros próprios do português falado, como as marcas de oralidade. A partir da compreensão/interpretação que a atitude de reflexão e de desvelamento nos proporcionou, sugerimos novos estudos, no sentido de estreitar os laços entre a LIBRAS como L1 e o português como L2, para que o surdo possa estabelecer uma relação interativa mais proficiente na sociedade que tem o português como L1.

Sammanfattning Den här uppsatsen undersöker verbanvändningen i skriftlig produktion hos en grupp avancerade svenska som andraspråkselever. Studien granskar såväl kvantitativa som kvalitativa aspekter i elevernas verbordförråd. Uppsatsens syfte är att kartlägga L2-elevernas verbvokabulär med avseende på frekvens, variation, fördelning över semantiska fält samt semantisk och konstruktionsmässig korrekthet. L2-gruppens resultat kontrasteras mot en kontrollgrupp bestående av L1-elever. Undersökningsmaterialet består av 20 argumenterande uppsatser skrivna av komvuxelever med svenska som andraspråk samt 20 argumenterande uppsatser skrivna av komvuxelever med svenska som förstaspråk. Samtliga verb har extraherats, räknats och, i de fall det varit tillämpbart, satts in i ett av de 13 semantiska fält som undersökts i uppsatsen. De olika typer av inkorrekt verbanvändning som påträffats i materialet har kategoriserats utifrån feltyp. De typer av fel som varit av intresse i denna studie är konstruktionsfel i prefixverb, reflexivverb, partikelverb samt fel i verb + substantiv- kollokationer. Förutom konstruktionsfel undersöker uppsatsen även primärt semantiska fel, dvs. fel som i första hand har att göra med verbets semantiska betydelse. Undersökningsresultatet visar att verbfrekvensen hos L2-talarna är lägre i jämförelse med L1-gruppen. Orsaken därtill är att L1-uppsatserna i snitt är längre än L2-uppsatserna och därmed innehåller många fler verb. Det verkar inte föreligga någon anmärkningsvärd skillnad i verbvariationen om man ser till verben i sin helhet. Vissa semantiska fält är dock mer utbyggda och mer varierade i L1-gruppen.         Verbfrekvenstabellerna visar att andelen partikelverb är hälften så stor i L2-gruppen jämfört med L1-gruppen. Listan över de 20 vanligaste verben visar att andraspråkseleverna, vid en jämförelse med L1-eleverna, underanvänder verben få och ska och överanvänder säga, vilja och finnas. Eftersom inga fler indikationer på överanvändning av kärnverb ges i materialet måste just detta interimspråkdrag ses som en mycket begränsad företeelse hos de avancerade L2-eleverna.         De allra vanligaste feltyperna hos såväl L1- som L2-talare är av primärt semantisk karaktär. Bland dessa fel är, i L2-gruppen, fel kopplade till det semantiska fältets betydelsesidoordning vanligast. Det innebär att studien pekar mot att det som ställer till mest problem för andraspråkseleverna, när det gäller verblexikonet, är sådant som har att göra med semantisk precisering och nyansering, dvs. att välja rätt synonym. / Abstract This essay deals with lexical competence in written language production among advanced learners of Swedish as a second language. The study focuses on the use of verbs with regard to both quantitative and qualitative aspects. The aim of this essay is to examine the L2-learners verb vocabulary, paying attention to frequency, variation, distribution in semantic fields as well as semantic and constructional correctness. The results of the investigations are compared to the results of a control group consisting of L1-speakers.         The material in the present investigation consists of 40 argumentative essays written by 20 adult students with Swedish as their second language and 20 adult students with Swedish as their first language. All students were enrolled in an adult education program, attending the courses Swedish as a second language B and Swedish B at senior high school level.         All verbs have been extracted, counted and, where applicable, inserted into the 13 semantic fields which are examined in this study. Errors in connection with the use of verb have been categorized according to two major error types, i.e. constructional errors (errors connected to prefixed verbs, reflexive verbs, particle verbs, and errors in verb + noun combinations) and primarily semantic errors.         The investigation demonstrates that the verb frequency is lower in the L2-group compared to the L1-group. The higher verb frequency in the L1-group is probably due to the, on average, longer essays in that particular group.            The verb frequency tables show that use of particle verbs is twice as high in the L1-essays compared to the L2-essays. The tables of the 20 most common verbs demonstrate that L2-students, compared to the L1-students, tend to underuse certain verbs and overuse others. Three verbs that are particularly overused by the L2-students, are säga, vilja and finnas, while the verbs få and ska underused to a great extent by the same group. The tree overused verbs are nuclear verbs in their specific semantic fields (VERBAL COMMUNICATION, WISH and EXISTENCE). Apart from the overuse of these nuclear verbs the investigation material does not give further indications of overuse of nuclear verbs. This shows that overuse of nuclear verbs as an interlanguage feature is not particularly prominent in the advanced L2-learners.              There does not seem to be any notable difference in verb variation when looking at the verbs in their entirety. However, certain semantic fields are more extended and more varied in the L1-group.         In the essays written by the L1-students there are very few occurrences of constructional errors. The most frequent error type, in both student groups, is of a semantic nature. The L2-material shows that the most common semantic error is related to the horizontal structure (and not the vertical structure) of the semantic fields. This means that L2-students find it hard to differ between synonyms in the same semantic field at the same hierarchical level. The current study thus indicates that, as far as the verb vocabulary goes, the L2-students main difficulty is semantic specification, i.e. choosing the right synonym. Among the combinatory errors, the errors connected to verb + noun combinations have the highest frequency.