A competência leitora em inglês instrucional : uma proposta metodológico-pragmática sob a perspectiva da teoria das interfaces linguísticas

• Ano de defesa: 2014
• Autor(a) principal: Luz, Rita Angélica de Oliveira
• Orientador(a): Perna, Cristina Becker Lopes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Faculdade de Letras
• País: BR
• Palavras-chave em Português: LINGUÍSTICA; PSICOLINGUÍSTICA; INGLÊS - LEITURA; INGLÊS - APRENDIZAGEM; METALINGUAGEM; METALINGUÍSTICA
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/2160

This thesis aims to contribute to the enrichment of the methodological work on the construction of meaning in the process of reading competence, in the context of interfaces established between Cognition and Pragmatics. It is intended to verify the reading processing for comprehension of authentic texts in English as a Foreign Language. An analysis is made from two theoretical frameworks. The first, in a psycholinguistic perspective, that defends the importance of cognitive and metacognitive aspects developed through reading strategies so that it can support the pragmatic analysis of the methodology of Inglês Instrumental . The status of lingua franca of English motivates the demand for reading training courses on LI increasingly growing in most courses in higher institutions to take English Proficiency Exam in the Graduate Programs. The second, in the light of the theory of building interfaces or Metatheory of Interfaces (CAMPOS, 2007) and the functionalist theory since both have advocated the pragmatic competence on the interactive relationship between text, reader and author. In this context, it is believed that the proposal analysis can verify the feasibility of enabling the reader to access in the text and identify the grammatical aspects and levels of morphological, lexical-semantic, syntactic and pragmatic representation. It is also identified with the bibliographic literature some researches on the importance of metalanguage and metalinguistic awareness (GOMBERT, 2003), (KODA, 2007), in the developing process of skills of the strategies for reading competence. The articulation that is promoted in the reading processing with the development of metalinguistic skills (morphological awareness, syntactic awareness and pragmatic awareness ) will occur through the facilitators in the texts on LI to effect the understanding of information and the construction of meaning from knowledge of linguistic structures both in LM and in LI .