Confrontando o livro didático de inglês: os verbos try e like numa perspectiva da Lingüística de Corpus

• Ano de defesa: 2006
• Autor(a) principal: Campos, Daniela Penharvel de Alvarenga
• Orientador(a): Sardinha, Antonio Paulo Berber
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Verbo try; Verbo like; Lingüística de Corpus; Lingua inglesa > Estudo e ensino; Lingua inglesa > Verbos
• Palavras-chave em Inglês: Verb try; Verb like; Inside Out- Upper-Intermediate; Corpus Linguistics
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13879

The main aim of this study was to investigate the phraseology of the verbs try and like in English and confront the information gathered through the analysis of the data with the usage suggested by the course book Inside Out- Upper-Intermediate, adopted by the school I work for. In order to do so, the main theoretical support was provided by Corpus Linguistics, which is the area concerned with the collection and analysis of criteriously selected corpora, by means of computers. Although there are a number of studies based on the use of corpora in teaching, there is not any study concerned with describing what has been described in this one, mainly in respect of the use of the data gathered to the teaching of a foreign language. Therefore, this study aims at closing this gap in literature. Three questions were investigated in order to study the phraseology of the verbs try and like, in order to reach the objective of the study. The corpus used in the study was the BNC (British National Corpus), which is a corpus of native speakers of British English, of different linguistic varieties, that has more than 100 million words. The corpus analysis led us to the observation of differences between the usage suggested by the course book and the usage made by native speakers of English, which was the main aim of this study. The study presented may have contributed to the existing corpus-based research, especially in the area of Corpus Linguistics and the Teaching of English as Foreign Language, as it shows how the use of real data can be an important and essential tool to the teaching of English as a foreign language