A comparison between the uses of be going to and present progressive by Brazilian English teachers: the domain of syntactic-pragmatic interface

• Ano de defesa: 2023
• Autor(a) principal: Santos, Amine de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro; Centro de Educação e Humanidades::Instituto de Letras; Brasil; UERJ; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Tense-aspect system; Bilingualism; Syntactic-pragmatic interface; Sistema tempo-aspecto; Bilinguismo; Interface sintático-pragmática; Língua inglesa – Estudo e ensino; Língua inglesa – Sintaxe; Professores de inglês – Avaliação; Pragmática; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20915

The objective of this research is to investigate the uses of Be going to and present progressive, with future meaning, by Brazilian English teachers, contemplating the domain of syntactic-pragmatic interface. To this end some foundational theory concerning fundamental topics such as the tense, aspect and mood system in English (LEWIS, 1986; REICHENBACH, 1947; HORNSTEIN, 1993; CELCE-MURCIA; LARSEN-FREEMAN, 1999), in addition to crucial issues related to second language acquisition (SLABAKOVA, 2016), such as Sorace’s Interface Hypothesis (2011) and the notions of implicit linguistic competence and explicit metalinguistic knowledge (PARADIS, 2003) are considered. It is shown that the expression of tense is at the interface of syntax and pragmatics, which is considered a locus for optionality and instability, specially concerning L2. Nevertheless, the focus of this research are Brazilian English teachers, who are believed to make a good use of their metalinguistic knowledge, compensating for less automatized access to implicit linguistic competence. That makes a prediction that their performance is probably more grammar-oriented in offline tasks than in online tasks. Experiments, an online and an offline one, were thus applied to Brazilian English teachers, and two control groups: native speakers of English and intermediate level students of English. The results from the tests confirmed our prediction, contributing to a better understanding of the syntax-pragmatic interface and L2 learning