O domínio lexical no desenvolvimento da competência comunicativa do aluno de português como língua estrangeira: um estudo dos textos de apoio da prova escrita do exame Celpe - Bras

• Ano de defesa: 2021
• Autor(a) principal: Araújo, Laíza da Costa Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Ensino de PLE; Semântica lexical; Relações lexicais; Celpe-bras; Teaching PFL; Lexical semantics; Lexical relations; Celpebras; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/22224

The lexicon is one of the basic components that distinguish languages from one another, comprising words, which, in turn, comprise the essence of communication, which is meaning, without which it is impossible to construct meanings and understand a simple sentence. In this sense, as a contribution to research that emphasizes the importance of the lexicon in the classroom and the most effective practices for effective communication in the language, this work addresses the importance of lexical domain in the development of communicative competence of PFL speakers, from the analysis of support texts for the written test of the Celpe bras exam. The general objective is to investigate the way in which lexical relations are explored and the competences that the text requires from the candidate with regard to textual comprehension and the adequacy of the senses to the language in use. From this, we adopted the following specific objectives: a) observe the occurrence ofthe semantic-lexical relations of the language in the supporting texts of the Celpe-bras exam, from the first year of application until the year 2019; b) Analyze the lexical relations used as a linguistic resource to ensure the intended meaning of the text and guide the speaker's understanding; c) reflect on the different meaning effects generated from the lexical relations present in the text, highlighting what is expected from the PFL learner in view of the constructions that influence the understanding and production of meanings in the language through the text. Concerning the studies that guide the analysis, we discuss: a) the methodological approaches in teaching and acquiring foreign languages, supported mainly by Corder (1967), Almeida Filho and Cunha (2007), Leffa (2002), highlighting the communicative approach introduced by Hymes (1970), Canale and Swain (1980) and followed by other authors; b) Semantic-lexical aspects, mainly aligned with the studies Lyons (1979), Cançado (2008), Abrahão (2018) and Illari (2011). The analysis corpus is composed of support texts for tasks III and IV of the Celpe-bras exam, from the 1998 to 2019 editions, totaling 83 texts, of which the occurrences of the most significant lexical relations in the textual whole will be quantified. Since our objective is not only to quantify the occurrences of lexical relations, but also to propose a qualitative analysis, a selection of 8 texts was made, in which we deepened the analysis. In the data analysis, we verified that the texts of the initial editions of the exam present a greater number of occurrences of lexical relations, highlighting the ambiguity, justified in the analysis by the metaphorical and polysemic essence of the language. Concerning the other relations, we identified that they are distributed throughout the text and also play an important role in the construction of meanings. The discussions raised and the results obtained in this research contribute to the formation of the PLE teacher, in the sense of directing the student to understand that words are molded and adapted according to the relationships they establish with others and the situations in which they present themselves, surpassing the meaning contained in the dictionaries.