Uma palavra só não faz comunicação:estudando colocações léxicas sob a prespectiva do ensino da língua materna.

• Ano de defesa: 2020
• Autor(a) principal: Maria Aparecida Damasceno Netto de Matos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Teoria sentido-texto; Competência lexical; Colocações; Funções lexicais; Língua portuguesa – Estudo e ensino; Língua portuguesa – Brasil; Lexicologia; Língua materna – Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/34346

This study investigates the behavior of 55 (fifty five) placements in Brazilian Portuguese. The work is based on the Lexical Approach, by Lewis (1993, 1997), that considers the lexicon the central component of the linguistic system; in Mel'čuk (2001), which establishes, through the “Text-Sense Theory (MTT)”, the lexical functions as tools for the description and systematization of semantic relations specifically in structuring the placements; and in Corpas Pastor (1996) with his extensive study of the phraseological units. In this thesis, our objective is to present a reflection on the work with the lexical placements in Portuguese classroom, taking advantage of Lewis's Lexical Approach (op. cit.), in the teaching of one‟s native language. For that, a corpus of analysis was organized, composed of 570 (five hundred and seventy) frequently used placements of the news magazines: IstoÉ, Veja and Época, of 2015 and 2016, present in journalistic texts (news, chronicles, reports, interviews) of the news magazines). For the investigation of the probability of occurrence of words, sequences, categories etc, a collection of information was done through WordSmith Tools software. The analysis of the data allowed us to identify characteristics of the lexical placements (CLs), such as : (i) the extension of elements ( in the corpus lexical placements have 2 to 5 elements); (ii) the characteristics of terms that played a basic role in the 55 placements examined (most of the bases of the CLs were substantives); (iii) CLs on metaphorical and verb-support placements there was a satisfactory number (17) placements, in 55 (CLs); (iv) the types of lexical functions (FLs)among others 9 Magn, 8 Oper1 e 9 Figur), and finally, regarding the complexity of FL (greater use of simple standards). After this analysis, in an application to lexicon teaching, exercises were proposed for the classroom as a communication and gap filling tool, with regard to the development of student's lexical competence.