Estudo das correlações entre a função pragmática da linguagem e a produção textual escrita

• Ano de defesa: 2009
• Autor(a) principal: Paolucci, Juliana Faleiros [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Handwriting; Language tests; Language; Writing; Employee performance appraisal; Escrita manual; Testes de linguagem; Linguagem; Redação; Avaliação de desempenho profissional
• Link de acesso: https://repositorio.unifesp.br/handle/11600/9546

Objective: To characterize the performance of students from public and private school using a test of pragmatic function and writing tasks, according to their grade and educational system and investigate the potential correlations between the pragmatic function of language and the production of narrative text. Method: 160 students (96 girls) from 4th to 7th grades of elementary school (ranging between 8 and 12 years old), were screened and evaluated for writing tasks (dictation and textual production) and pragmatic language - Test of Pragmatic Language. Results: In a general analysis comparisons provided an evidence of statistically significant difference, with better results displayed by private school in orthographic performance, but there was no statistically significant difference in the total number of linguistic variables (nouns, verbs, verbs in the past, adverbial phrases, adjectives, time markers and number of words) used in the textual production, except for the time marker "when", more frequent in the productions of 5ths and 7ths grades. The occurrence of complete and incomplete sentences was similar in both educational systems. The 4th grade made more incompletes sentences. There were a greater number of events cited by the private schools. Schools performance improved significantly with grade progression. The private school showed more events. The performance became better with grade progression. The public school showed a fewer number of micro and general macrostructures. Essential macrostructures became more frequent with grade progression. There was no significant difference between the educational system or grade regarding the pragmatic function of language. The total number of orthographic errors under dictation and the number of events correlated negatively. Also the use of the temporal marker “after” and the quotient values of the Test of Pragmatic Language. Better the scores of pragmatic language test parameters, bigger the number of microstructures. Conclusions: Students from the private schools had a better performance regarding orthographic writing and the production of micro and macrostructures of the text. The grade progression influenced the writing tasks’ performance (orthographic, text production and number of essential macrostructures). Forth grade showed more incomplete productions. The identification of macrostructure became better with grade progression. Regarding the pragmatic function of language, the students did not presented differences in the performance of the tasks that evaluated it, no matter their grade or educational system. The statistical analyses indicated the presence of correlation between orthographic writing and the quality of textual production in the aspects of quantity of events and elements of microstructure cited.