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Entoação e produção de sentidos no discurso do sujeito parkinsoniano / Intonation and production of senses in the discourse of patients with Parkinson diseaseSônia de Sousa Dantas 03 April 2006 (has links)
O estudo da prosódia, especificamente da entoação, vem adquirindo espaço cada vez mais significativo, no campo de pesquisa da aquisição e desenvolvimento da linguagem. As marcas entoacionais, dentro da abordagem interacional, entrelaçam-se com estudos no campo do discurso, descortinando um amplo campo de pesquisa. O presente estudo objetivou trabalhar nesta abordagem, analisando a relação da entoação com a produção de sentidos no discurso do sujeito portador da Doença de Parkinson. Os dados utilizados na presente pesquisa foram coletados com sujeitos que integram a associação do parkinsoniano, e se dispuseram a participar da pesquisa, a partir de entrevista individual, na qual responderam a algumas perguntas, discorrendo sobre suas dificuldades e projetos de vida. Sabendo-se que os estudos interacionais consideram a entoação como uma das estratégias de que dispõe o falante, para orientar o ouvinte a apreender o significado comunicativo do que é dito, observou-se, através da análise dos dados coletados e transcritos, que o sujeito parkinsoniano, diante de uma sintomatologia clássica, evolutiva e limitante, apresenta alterações, no uso dos padrões entoacionais, utilizando, com maior freqüência, o padrão de neutralidade entoacional e o padrão descendente de entoação. As divisões das cadeias e unidades tonais também se apresentaram com excesso de segmentação, gerando um diálogo monótono e sem colorido vocal, comprometendo, assim, sua intenção comunicativa e, conseqüentemente, a produção de sentidos em seu discurso, afetando o contexto interacional com seu interlocutor. O presente estudo buscou delinear o perfil entoacional dos sujeitos aqui descritos, com o propósito de contribuir para novas abordagens terapêuticas, que sigam esta linha de pesquisa, favorecendo os portadores da Doença de Parkinson, à medida que se investe em sua melhor qualidade interativa de vida / The study of pronunciation, particularly of intonation, is gaining space in the field of language research on language aquisition and development Intonation patterns used in interaction studies are in close relation with studies in the field of discourse, offering a wide field for research. The present study aimed to, analyse the relation of intonation with the production of senses in the discourse of patients with Parkinson disease. The data used was collected from patients that integrate the Association of Parkinsonians, from individual interviews, answering to questions and talking about their difficulties and life projects. Concious that interactional studies consider intonation as one of the strategies of which the speaker makes use to guide the listner to apprehend the comunicative meaning of what is said, it was observed, throughout the analysis of data that the parkinsonian patient, ahead of a classical, evolutional and limitative sintomatology, presents alterations in the use of intonational patterns, by using tha intonational neutral pattern and the intonational descending one. The tone chains and tone units were also very segmented, generating a monotonous dialogue, and without colorful phonetic thus compromising its communicative intention, and as a consequence, the production of senses in speech, affeting the interactional process. The present study outlined the intonation profile of the patients here described, with the intention of contributing for new therapeutical clinical ways, supporting the patients with Parkinsons disease, by providing a better interactive quality of life
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Os ecos da fala na clínica fonoaudiológica / The echoes of the speak in clinic therapyIsabela Barbosa do Rêgo Barros 25 April 2006 (has links)
O autismo intriga os que estão envolvidos com sua problemática, pelo caráter atípico da patologia o qual, dentro da visão clássica de Kanner, destitui o sujeito de qualquer possibilidade de linguagem, condenando-o ao isolamento. A agitação demonstrada por uma criança autista, 6 anos, sexo masculino, assistida no setor de Fonoaudiologia da Associação dos Deficientes de Peixinhos (ADEPE), diante das tentativas em estabelecer um contato e significar sua Ecolalia, levou-nos a interrogar: seria possível enquanto objetivo deste estudo, apresentar a Ecolalia como rudimentos de linguagem tratados na clínica Fonoaudiológica? Especificamente, através da significação do discurso, podemos descrever a Ecolalia como um objeto laço - usado pelo autista para capturar o outro e estabelecer o diálogo, constituindo a linguagem? Assim sendo, essa pesquisa caracterizou-se por ser um estudo de caso, baseado nos atendimentos fonoaudiológicos da criança acima mencionada, ao longo de mais ou menos um ano. Procuramos nos apoiar nas concepções estruturalistas sobre a aquisição de linguagem de Claudia de Lemos (PUC-SP) e nas perspectivas da Psicanálise lacaniana, que destaca a linguagem e a apresenta como fundante do sujeito. Frente aos achados da pesquisa, foi possível constatar o deslize na linguagem da criança autista, caracterizado por alterações nos eixos da linguagem: metafórico e metonímico, que nos fizeram refletir sobre uma possível reestruturação interna da Ecolalia, destituindo-a do caráter de rigidez e descontextualização / The autism intrigue those who get involved with its questions, because of atypical meaning of the pathology which, according Kanner, deny the subject from any way to speech, isolating himself. The euphoria that a 6 years old male autistic child presents, assisted at the Associação dos Deficientes de Peixinhos (ADEPE) by its Speech Therapy Department, before the attempt to set up contact and mean his echolalia, came us a question: is it possible while aim of this study, show the echolalia how rudiments of language aided at Speech Therapy Clinic? Specifically, through meaning of the speech, can we describe the echolalia as an object a lasso used by the autistic person to capture anothers care and establish the dialog, constituting the language? This being the case, this research is a study of case, based on Speech Therapy treatment of foresaid child, along about a year. We found support on conceptions of Structuralism about speech acquirement by Claudia de Lemos (PUC-SP) and on perspectives of Lacans Psychoanalysis, which detach the language and present it as a subjects fundante. Facing the researchs discoveries we confirm the lapse on speech of autistic child, distinguished by changes on speechs axis: metaphorical and metonymical, that makes us reflect about a possible inner reorganization of echolalia, unmaking it character rigid and out of context
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Vocabulary acquisition of English as a foreign language in the Hungarian public sectorOrosz, Andrea Erzsébet January 2014 (has links)
The research in this dissertation is the first attempt in Hungary to reveal language learners' language proficiency in the public education sector through a vocabulary size test as an alternative method. Based on the assessment of vocabulary in learners' coursebooks, the analyses of teacher talk and the answers in learners' informal strategy questionnaire reveal the possible sources through which the learners' can get an access to new vocabulary and also what they do themselves in order to acquire new words in- and outside of the classroom. The results of this research can prove that even the Hungarian language learners' English language knowledge can be at a considerably good level. The starting point for the research was that both language teachers and students have been evaluating the Hungarian learners' English language knowledge as insufficient, despite the relatively many English classes in the public education. This negative assumption has been supported by the data of Eurostat (2009) statistics, which says that the Hungarians are the last ones in Europe concerning their foreign language knowledge. There has also been guessing that the Hungarian learners' English knowledge does not meet the international standards and like this it is falling behind foreign students' English language knowledge. The results show objectively how Hungarian learners' knowledge compares with other learners in other countries from the point of view of English as a foreign language. The current dissertation is hoped to be a substantial contribution to the field of teaching and learning English as a foreign language in Hungary, in particular, and to the field of second language vocabulary acquisition, in general.
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O papel do imperativo e da imperatividade na aquisição do português brasileiro / The role of imperative mode and of the imperativeness acquisition of the brazilian portugueseSilva, Pedro Henrique da 22 February 2018 (has links)
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Previous issue date: 2018-02-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this work, our goal was to describe and analyze the role of the imperative mode and of the
imperativeness in the process of acquisition of the Portuguese language spoken in Brazil. For such,
we used as theoretical basis studies of linguistics, psychology, psychoanalysis and other sciences
that also seek to explain the process of language acquisition. The main authors consulted were De
Lemos (1992, 1995, 1998, 1999, 2001, 2002, 2003, 2006); Goldgrub (2001); Milani (2011; 2016);
Saussure (2002; 2012); Silva and Lima (2014); Chaves (2013), among others. The methodology
employed was that of the bibliographical research, on which we focused our search for speech data
available in dissertations and theses of the Bank of Thesis and Dissertations of CAPES and in the
Brazilian Digital Library of Theses and Dissertations between the years 2010 to 2015. We used the
key word “acquisition of language” for the data search. In the sequence, we reanalyzed the data
describing them in a new perspective, that of the enunciative scene, because the context of speech
production is of fundamental importance for our work. As results, we observed that (1) the
imperative mode and imperativeness have a suggestion-obligation character when used by the adult
in relation to the child, (2) and of the expression of desire and emotion when used by the child in
relation to the adult; (3) both, the imperative mode and the imperativeness contribute to reveal that
the infant, speaking subject, does not use the language merely to communicate, but mainly uses it
to act on the adult in order to get what she/he wants, (4) while the adult uses the language in order
to regulate and control the desires of the child through orders and commands. / Neste trabalho objetivamos descrever e analisar o papel do modo imperativo e da imperatividade
no processo de aquisição da língua portuguesa falada no Brasil. Para tanto, usamos como base
teórica estudos da linguística, da psicologia, da psicanálise e de outras ciências que também
buscam explicar o processo de aquisição da língua. Os principais autores que consultamos foram
De Lemos (1992; 1995; 1998; 1999; 2001; 2002; 2003; 2006); Goldgrub (2001); Milani (2011;
2016); Saussure (2002; 2012); Silva e Lima (2014); Chaves (2013), entre outros. A metodologia
empregada foi a da pesquisa bibliográfica, na qual centramos nossa busca por dados de fala
disponíveis em dissertações e teses do Banco de Teses e Dissertações da CAPES e na Biblioteca
Digital Brasileira de Teses e Dissertações entre os anos de 2010 a 2015. Usamos a palavra chave
‘aquisição de linguagem’ para a busca dos dados. Na sequência, reanalizamos os dados
descrevendo-os sob uma nova óptica, a da cena enunciativa, porque o contexto de produção de fala
é de fundamental importância para nosso trabalho. Como resultados, observamos que (1) o modo
imperativo e a imperatividade possuem um caráter de sugestão-obrigação quando é usado pelo
adulto em relação à criança, (2) e de expressão do desejo e emoção quando usado pela criança em
relação ao adulto; (3) Tanto o imperativo quanto a imperatividade contribuem para revelar que a
criança, sujeito falante, não usa a língua apenas para se comunicar, mas, principalmente, para agir
sobre o adulto no intuito de obter o que deseja, (4) enquanto o adulto usa a língua na intenção de
regular e controlar os desejos da criança por meio de ordens e comandos.
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A fala da criança e seus efeitos no adulto interlocutor / Child speech and its effects on interlocutor adultLima, Gisele, 1983- 14 August 2018 (has links)
Orientador: Rosa Attie Figueira / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T23:01:17Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009 / Resumo: Nos diversos estudos realizados em Aquisição da Linguagem, tendo em mãos horas de gravação da criança no convívio com o adulto, os pesquisadores quase sempre se voltaram para a fala da criança como dado privilegiado para pesquisa. Mas quem fala com essa criança? O adulto é o seu interlocutor. Assim, neste trabalho, não deixando de lado a fala da criança, dedicamo-nos a observar, prioritariamente, a fala do adulto ao dialogar com ela, buscando entender o que da fala do infans, que difere da do adulto, toca-o de forma particular e que efeitos essa fala pode produzir no adulto. A análise dos dados nos mostra que a mesma imprevisibilidade a que está sujeita a fala da criança, de onde podem surgir os enunciados mais insólitos, também está sujeita a fala adulta, no diálogo com essa criança, diferentemente do que acreditam autores como Ochs e Schieffelin (1997) quando afirmam haver três atitudes do adulto diante do erro. Ao olharmos o diálogo mãe-criança, observamos que o adulto é colocado, por assim dizer, a mercê da fala da criança, esta, como diz Pereira de Castro (1998), interroga o adulto na sua posição e o lança a diferentes lugares. Ao mesmo tempo em que a fala divergente do infans pode levar o adulto a se colocar na posição de quem tem um saber que a criança não tem - e, por isso, ensina, molda, corrige - pode, por vezes, lançá-lo no baby talk, que, ao contrário da correção, é uma forma de aproximação, de reconhecimento e cumplicidade com aquele ser a se constituir. É nesse sentido que falamos em efeitos da fala da criança sobre o adulto, trata-se de como a fala do infans toca o adulto de formas tão diversas. Neste trabalho, correção e não-correção têm a ver com interpretação, no sentido que Pereira de Castro dá ao termo. A correção emerge do "estranhamento" que determinada produção causa no adulto, da "escuta" de uma diferença, ao passo que a não-correção evidencia o "reconhecimento" de uma fala como possível, como pertencente à sua língua. / Abstract: In the variety of studies about Language Acquisition, based on a long period of recording of the child interacting with the adult, the researchers have focused on the child speech as the main resource for the research. But who talks to the child? The adult is their interlocutor. Thus, in this study, we observed not only the child speech, but also the adult dialogue while talking to them, in order to try to understand the "infans" speech effects on the adult speech, because the first one is different from the second. Based on the results, we could see the adult speech is as difficult to pretend as the child speech, because the most uncommon sentences can appear from both speeches, during the conversation between them, different from what Ochs e Schieffelin (1997) believe when they affirm there are three attitudes of the adult towards the error. While looking at the dialogue between mother and child, we could see that is the child who directs the adult talk during the conversation. According to Pereira Castro (1998), the child interrogates the adult and takes her to different places. The divergent speech of "infans" can make the adult to act as someone who owns knowledge that the child does not, and, due to that, the adult teaches and corrects. However, the adult can also use the baby talk as a way of approximation, recognizing and complicity with the child. It is based on that we focus our study on the effects of child talk in the adult speech and how this takes place in so different manners. In this study, correction and non-correction are related to interpretation, as what Pereira de Castro defines the word. The correction happens when a child's talk causes "strangeness" in the adult, when the child says something that sounds "unfamiliar" for the adult, while the no-correction shows acknowledgement that the speech is possible, and belongs to the language. / Mestrado / Mestre em Linguística
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Lexical signatures in the assessment of L2 writingKenworthy, Roger C. January 2011 (has links)
No description available.
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Exploring the facilitating effect of diminutives on the acquisition of Serbian noun morphologySeva, Nada January 2006 (has links)
Studies of Russian, Polish, and Lithuanian language learners converge on the finding that morphological features of nouns are first generalized to word clusters of high morpho-phonological similarities such as diminutives, that grammatical categorisation is are more easily applied to novel words that fall into these clusters. The present thesis explores whether the facilitating effect of diminutives on the acquisition of complex noun morphology can be extended to Serbian, a south Slavic language, morphologically similar to Russian and Polish. Specifically, the thesis explores the role of parameters responsible for the obtained diminutive advantage: high frequency of a particular cluster of words in child-directed speech (CDS) and morpho-phonological homogeneity within this cluster. A corpus analysis of the distribution of diminutives in Serbian CDS indicated a rather unexpected difference in frequency relative to Russian and Polish CDS, despite the high similarity of the diminutive derivation across these three Slavic languages. Out of the total number of nouns in Serbian CDS only 7% were diminutives, compared to 20-30% in Polish and 45% in Russian. Two experimental studies explored whether the low frequency of diminutives in Serbian CDS attenuates the diminutive advantage in morphology learning compared to Russian and Polish. In the first two experiments, Serbian children exhibited a strong diminutive advantage for both gender agreement and case marking in the same range as Russian children, indicating that morpho-phonological homogeneity within the cluster of diminutives may play as important a role as their frequency for grammatical categorisation of novel nouns. A third study investigated in more detail the effects of morpho-phonological homogeneity on the emergence of the diminutive advantage using a gender-agreement task with novel nouns in simplex and pseudo-diminutive form over four sessions with Serbian children. The results showed a pseudo-diminutive advantage for gender agreement by Session 2, suggesting that the categorisation of nouns into grammatical categories is based on morpho-phonological homogeneity of the word cluster, emerges relatively fast, and can occur despite the much lower frequency of diminutives in Serbian CDS. Finally, a series of neural network simulations designed to capture the pattern of results from the third experimental study was used to examine to what extent a simple associative learning mechanism, relying on morpho-phonological similarity of the noun endings, can explain the findings. The performance of three models, a whole-word feed-forward network, a Simple Recurrent Network (SRN) and a last-syllable feed-forward network, was compared to the experimental data. The superior fit of the SRN suggests that gender learning is based on a very fast sequential build-up of representations of the entire word, allowing the system to exploit the predictive power of word stems to anticipate regularised endings. Overall, the findings of this thesis contribute to our general understanding of mechanisms responsible for the acquisition of complex inflectional noun morphology in two ways. First, by extending experimental studies and neural network simulations to Serbian, the results underline the universality of the idea that noun morphology is learned and processed through a single-route associative mechanism based on the frequency and morpho-phonological structure of nouns. More specifically, the results from experimental studies and neural network simulations demonstrate that for diminutives, the low-level grammatical categorisation is based mainly on the morpho-phonological similarity of word endings, and can emerge after just a few exposures. And second, the neural network simulations suggest that during the process of categorisation of nouns into gender categories, learners rely not only on predictable information from the noun endings, but also on phonological regularities in the stems of nouns. Taken together, these findings contribute also to a better understanding of the facilitating role of CDS in morphology acquisition.
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The differential effects of teacher code-switching on the vocabulary acquisition of adult and young EFL learners : a study in the Korean contextLee, Jang Ho January 2010 (has links)
In Second Language Acquisition (SLA)literature there has been a considerable theoretical debate over the issue of teachers’ use of the students’ first language, a phenomenon sometimes referred to as ‘code-switching’. Yet to date there has been little study of the effect of teachers’ use of code-switching (CS) on the second language learning itself. Therefore the aim of this research was to study the effect of teachers’ CS on the learning of English word meanings by two age groups – 19- and 12-year–old EFL students in Korea. To this end, this study implemented a quasi-experimental design but conducive to ecological validity, drawing on intact EFL classrooms of two kinds: one with monolingual English teachers (English-only condition) and the other with bilingual teachers who speak mainly English but occasionally switch to Korean to explain unknown English words (CS condition). Under these two different instructional types, the participants – 286 adult and 443 young learners – were encouraged to learn previously unknown English words, drawn from reading texts, through their teachers’ explanations. The study also employed a participant questionnaire and follow-up interviews, so as to shed light on the issue of teacher CS from the learners’ perspective. The results reveal that, for both age groups, the teachers’ CS by and large yielded better learning results, in terms of vocabulary gains, than English-only instruction. However, an inspection of the effect sizes further shows that young learners, compared with adult ones, might benefit from the CS environment to an even greater degree in the learning of vocabulary. The findings from the questionnaire and interviews further suggest that this differential effect of teachers’ CS might be due to the young learners’ overwhelming preference for teachers’ CS in learning English. These differences both in results and learner perceptions are explained as resulting from proficiency levels on the one hand and levels of learning experience on the other. Having discovered these differential effects of teachers’ CS on the two age groups, the findings of the present thesis call for a reconsideration of pedagogical decisions regarding L2-only instruction, in particular for young L2 learners.
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Marcadores conversacionais como elementos constitutivos da interação em sala de aula (Elocuções Formais – Projeto NURC-SP)Souza, Emiliane Gil Nunes de 01 June 2017 (has links)
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Previous issue date: 2017-06-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The language spoken is the first contact to which we have access in language acquisition. Snorted and speech through it in we as subjects in the conversational interactions. Understanding the mechanisms of language spoken in boosted to develop the theme of this research. Anchored by the theory of conversation Analysis, we analyze in this work, a most peculiar element to speak, being most often used in informal talks: conversational markers. We recognize that these markers can be found in more formal contexts, including in matters of particular manner: the classroom. It is well known that, in this event, there is a communicational formality in the manner of speaking of the interactantes it involved: teacher and students. Considering factors such as: the class model predominantly expository; the time of possession shifts established the professor and the asymmetric relationship between the interlocutors, it is noted that the conversational markers play various functions that assist in the global Constitution that conversational interaction. Urged us to investigate the functioning of these markers and the way they help in the Organization of speech of professor in the classroom. The results obtained show that the use of markers, this kind of interaction, it is inevitable and essential, due to constant need for adjustments in the Organization of speech of professor, during the explanation of the topic in class. We believe that this work may help teachers/researchers, not only by theoretical approach in which underpin us to the study of the spoken language, but above all to serve as a source for further research / A língua falada é o primeiro contato a que temos acesso na aquisição da linguagem. Apropriamo-nos da fala e, por meio dela, nos constituímos como sujeitos nas interações conversacionais. O desejo de compreender os mecanismos da língua falada nos impulsionou a desenvolver o tema desta pesquisa. Ancoradas pela teoria da Análise da Conversação, analisamos, neste trabalho, elementos muito peculiares à fala, usados, na maioria das vezes, nas conversações informais: os marcadores conversacionais. Reconhecemos que esses marcadores podem ser encontrados em contextos mais formais, dos quais um nos interessa em particular: a sala de aula. É sabido que, nesse evento comunicacional, a fala dos interactantes envolvidos (professor e alunos) exibe uma formalidade. Considerando-se fatores como: o modelo de aula predominantemente expositivo, o tempo de posse de turno instituído ao professor e a relação assimétrica entre os interlocutores, constatamos que os marcadores conversacionais desempenham diversas funções que auxiliam na constituição global dessa interação conversacional. Sendo assim, sentimo-nos instigadas a investigar o funcionamento desses marcadores e a maneira como eles contribuem na organização da fala do professor em sala de aula. Os resultados obtidos demonstram que o uso dos marcadores, nesse tipo de interação, é inevitável e fundamental, devido à constante necessidade de ajustes na organização da fala do professor durante a explicação do tema na aula. Acreditamos que este trabalho poderá auxiliar professores/pesquisadores, não só pela abordagem teórica em que nos embasamos para o estudo da língua falada, mas, sobretudo, por servir como fonte de consulta para outras pesquisas
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Vai, caramba! ... Desliga isso!!!: estratégias pragmáticas da linguagem infantil para a reconquista do espaço de atenção conjunta numa perspectiva cognitivo-funcional / Go, damn it! ... Turn it off!!!: pragmatic strategies in children\'s language for reconquering the joint attention environment in a functional-cognitive perspectiveSassi, Karina Viana Ciocchi 22 June 2017 (has links)
Nesta dissertação, foram investigadas as estratégias pragmáticas que crianças empregam para recuperar a atenção da mãe numa cena de interação denominada EAC (Espaço de Atenção Conjunta). Por meio de vídeos doados por mães em momentos de interação lúdica com seus filhos em ambiente doméstico, identificamos e categorizamos algumas estratégias evidenciadas por conhecimentos pragmáticos e culturais na linguagem infantil de crianças de 2 a 6 anos. Concluímos que, além da atuação de aspectos físicos (por exemplo, do aparelho fonador), de aspectos processuais (por exemplo, os contextos interativos) e aspectos psíquicos (por exemplo, a vontade), são fatores socioculturais que, em paralelo, atuam para que a criança alcance a atenção da mãe, condição precípua para que restabeleça o EAC. Identificamos que as estratégias pragmáticas variariam em grau de complexidade a depender da maturidade das crianças. As crianças de mais tenra idade e de menor maturidade tendem a mobilizar mais o corpo como ferramenta manipulatória, e as mais maduras tendem a evidenciar seu background cultural, além das estratégias remanescentes da protolíngua (conceito inspirado em Damásio para remeter aos estágios mais incipientes de interação durante o processo de aquisição de linguagem). Constatamos, durante as análises, que as ideias de gradação e de complexidade legitimam-se como traços definidores de atitudes pragmáticas, adotadas por crianças, hoje concebidas como parte de um grande grupo heterogêneo chamado primeira infância, mas que podem ser realocadas em dois grupos etários: de 2 a 4 anos; e de 5 a 6 anos. Esse rearranjo reflete a descoberta de que as estratégias para retomada de EAC distinguem-se nesses dois grupos, fazendo cair por terra a referência generalizante primeira infância. / In this dissertation, we investigated the pragmatic strategies that children use to recover their mother\'s attention, in an interaction scene called JAE (Joint Attention Environment) EAC, in Portuguese. Using videos donated by mothers, in moments of playful interaction with their children, in a domestic environment, we identify and categorize some strategies evidenced by pragmatic and cultural knowledge in the language of children from 2 to 6 years. We conclude that, in addition to the physical aspects (e.g.: speech articulators), processual aspects (e.g.: interactive contexts) and psychic aspects (e.g.: willingness), there are sociocultural factors that, in parallel, act for a child to reach the attention of the mother, an essential condition for restoring the JAE. We also identified that the pragmatic strategies vary in degree of complexity, depending on the maturity of the children. Children from an early age and less mature tend to mobilize more the body, as a manipulative tool, and the ones more mature tend to evidence their cultural background, in addition to the remaining strategies of the protolanguage (a concept inspired by Damásios works to refer to the most incipient stages of interaction throughout the language acquisition process). During analysis, we noticed that the ideas of gradation and complexity are legitimized as defining traits of pragmatic attitudes adopted by children, which have been conceived as part of a larger heterogeneous group called \"early childhood\". We understand that those defining traits can be reallocated in two age groups: from 2 to 4 years; and from 5 to 6 years. These rearrangements reflect the findings that approaches for retaking JAE differ in these two groups, bringing down this \"early childhood\" generalizing reference.
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