Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Álvares, Margarida Rosa
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| Orientador(a): |
Ferreira, Maria Cristina Faria Dalacorte
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| Banca de defesa: |
Ferreira, Maria Cristina Faria Dalacorte,
Preuss, Elena Ortiz,
Sousa Filho, Sinval Martins de,
Oliveira, Hélvio Frank de,
Romero, Tânia Regina de Souza |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
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| Departamento: |
Faculdade de Letras - FL (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5855
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Resumo: |
The thesis herein presents an analysis of the cultural aspects that are part of talk-in-interaction through Ethnomethodology/Conversation Analysis (EM/CA). This study is aimed at analyzing talk-in-interaction within an institutional environment (DEL CORONA, 2009). Through readings, it was observed that there is still field yet to be explored related to it and, in general, concerning speaking in Spanish. The analysis focuses on aspects, which are part of talk-in-interaction, that is, of speaking itself, such as turn-takings, organization, repairs and revoicing (CONCEIÇÃO and GARCEZ, 2005). Additionally, the analysis focuses on talk-in-interaction such as the construction of intersubjectivity and reflexivity (BULLA , 2007; GARCEZ , 2008). Based on that, the interactional process was observed in a Spanish language classroom of a public university (Goiás, Brazil). The research included data that was generated in this Spanish classroom context in an undergraduate degree classroom in Languages: Spanish with a group of thirteen participants. The data analysis is based mainly in two classes which were fully transcribed according to Jefferson´s Model (LODER , 2008). Besides, information gathered in interviews, fieldnotes and questionnaires were also considered to enable the triangulation of data. The presentation of the analysis follows two broad categories: the cultural aspects of talk-in-interaction as well as the cultural aspects in talk-in-interaction. In relation to turn-taking (turn-taking itself, turn-construction/turn-holding, turn-allocation/relinquishing), the results point to an understanding that, when interacting in the target language, the participants tend to maintain their mother tongue structure preferring that their turn is given rather than taken. On the issue of repairs, it is seen that other-initiated other-repair are preferred and this is because the interaction takes place in an institutional context. Regarding the revoicing, evidence shows that providing a revoicing setting does not always guarantee that the interaction occurs fluidly because the tendency of the teacher was to keep the turn longer. That probably happened as she understood that it is the teacher's role to fill in the silences with her own turns, especially when there is no volunteering by any other participants. However, the results show that the revoiced classroom allows critical training and the promotion of autonomy. The results also show that there was a change concerning turn-taking in the second class which was better balanced. Intersubjectivity (or shared understanding) and reflexivity (or the ability to reflect on what is being shared) are observed throughout the analysis by structuring the turn-takings and repair achievements. These ones are in the service of maintaining the intersubjectivity and, consequently, the reflexivity on the cultural aspects. |
