Construções transitivas com verbos dicendi em língua inglesa: processos de significação

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Barbosa, Fabio Lucio Gomes
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal da Paraí­ba
BR
Linguística e ensino
Programa de Pós Graduação em Linguística
UFPB
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6476
Resumo: This work aims at understanding the relationship between the process of meaning and context, via verbal transitivity. Our general hypothesis is that the participants would have an easier understanding of the structures in which the arguments placed after the verbs had met its transitivity. And, with the largest number of language items allowed by the structure, transitivity would act as a facilitator of communication interaction. For this work, we have anchored on the theory of conventional imagery, in special on the notion of Trajector and Landmark proposed by Langacker (2008). Based on experimental psycholinguistic methodology, we have had as dependent variables time and rate of accuracy and the transitivity as an independent variable with three conditions: not prepositioned arguments, prepositioned arguments and simultaneously prepositioned and not prepositioned arguments. This experiment was conducted with young informants from sixteen (16) to eighteen (18) years old, Brazilians natives. After the application of the experiments, the data were treated in three programs, the Qualtrics, and two statistical packages, R and ACTION. Regarding the results, we concluded that there is a relationship between the context and the process of signification. The presence in opposition to the absence of the preposition seems to have acted as facilitator of the understanding.