A variação entre textos argumentativos e o material didático de inglês: aplicações da análise multidimensional e do Corpus Internacional de Aprendizes de Inglês (ICLE)

Detalhes bibliográficos
Ano de defesa: 2013
Autor(a) principal: Lúcio, Denise Delegá lattes
Orientador(a): Sardinha, Antonio Paulo Berber
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
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:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/13640
Resumo: This thesis aims to check the way how argumentative texts produced by English learners vary and, by means of this knowledge, suggest procedures for developing activities for English teaching material. The research resorts to the theoretical framework of Corpus Linguistics, Learner Corpus Linguistics, and Multidimensional Analysis. Our study corpora were the International Corpus of Learner English (ICLE), the Brazilian International Corpus of Learner English (BrICLE), and the Louvain Corpus of Native English Essays (LOCNESS). In the first phase of this research, we checked the way how variation in learner s essays was distributed along the dimensions of English variation proposed by Biber (1988). In the second phase, we identified the specific variation dimensions in leaner s essays, something which resulted in 4 dimensions of variation: dimension 1 literate writing versus narrativelike and oral-like writing; dimension 2 description-driven writing versus action-driven writing; dimension 3 writing focused on thought and report; and dimension 4 qualifying writing. In the third phase, we addressed the linguistic characteristics observed in the dimension literate writing versus narrative-like and oral-like writing to find contents for the teaching activities about variation in texts. In addition to the suggested activities, we present the procedures needed to use results from researches like this for producing language teaching materials