Navegando por Palavras-chave "Semantics"
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- ItemAcesso aberto (Open Access)Enunciação e atividade de linguagem. O substantivo comum: estudo de caso e propostas com vistas à prática de ensino(Universidade Federal de São Paulo (UNIFESP), 2020-09-09) Fujisaka, Larissa Cella Hirai [UNIFESP]; Lopes, Marcia Cristina Romero [UNIFESP]; Universidade Federal de São PauloEnrolled in the field of Enunciation Linguistics, this work aims to analyze the enunciative functioning of the KEY noun in Brazilian Portuguese, and thus contribute to studies focused on the enunciative base linguistic description and the (re) thinking of teaching practices in what it concerns the class of nouns. For this, we propose to retrace, in the linguistic system, regularities of functioning specific to the language activity that, constituting the semantics of the form to be analyzed, support different values in its different uses. The search for such regularities in its developments leads to a reexamination of semantic properties that are commonly attributed to it. From this point of view, the study aims to better understand the potential referencing of the noun, more specifically, how its own semantism allows to understand, on the one hand, the different values it acquires when enunciating, on the other, the ways in which these values are established in relation to the context. This results in a more in-depth examination of the subclassification of the semantic base of concrete-abstract, commonly grounded in traces of vocabulary meaning to be subverted or not in the discursive process. The investigation has as a theoretical-methodological framework the Theory of Predicative and Enunciative Operations, with emphasis on the studies of Franckel (2002), De Vogüé, Franckel and Paillard (2011) and De Vogüé (2013), which deal with issues related to semantic identity and principles of variation in languages from the perspective of the enunciative approach in question.
- ItemAcesso aberto (Open Access)Léxico e enunciação: a conceitualização do substantivo concreto. Questões para o ensino de línguas(Universidade Federal de São Paulo (UNIFESP), 2020-12-07) Francisconi, Leonam Ricardo Alcantara [UNIFESP]; Lopes, Marcia Cristina Romero [UNIFESP]; Universidade Federal de São PauloFunctionalist studies of the last decades, in particular by Camacho, Dall'Aglio Hattnher & Gonçalves (2014), differ from what is recurring found in grammar reference books, by classifying nouns by their potential on being a referring expression. Thus, the referential potential of the noun is what activates its naming and referencing functions. However, in this classification, there is still a sense that it is inherent concerning the lexical unity. In the present study, according to the precepts of the Theory of Predicative and Enunciative Operations, we bring another conception for the sense of linguistic units. This conception is constructed by the main interactions observed in the enunciation. For this purpose, we take the noun ‘faca’, from Brazilian Portuguese lexical as an object of study. It is commonly categorized as a concrete noun, in order to comprehend the regularities that support the unit's referential potential, its functions of naming and referencing, as well as if it is open to possible conceiving it as a representative of this category. It is also intended to verify how the integration of the unit takes place in a sentence sustained by the process of constructing meanings. For such, we are examining, on the one hand, how the semantic specification of the verbal context by the noun occurs, and, on the other hand, how other constitutive elements in the same context may give determinations to the noun. In this particular case, we expect to explain accurately the processes of semantic variation, which is proper to the noun under analysis, in order to conceptualize it for theoretical and applied purposes in the field of language teaching.
- ItemAcesso aberto (Open Access)Relações entre memória episódica imediata e memória operacional em pacientes amnésicos(Universidade Federal de São Paulo (UNIFESP), 2013-01-30) Sousa, Nariana Mattos Figueiredo [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; http://lattes.cnpq.br/3763546320226094; http://lattes.cnpq.br/1846257989078938; Universidade Federal de São Paulo (UNIFESP)Pacientes amnésicos apresentam prejuízo na memória anterógrada, com a preservação de outras funções cognitivas. Estudos recentes têm relacionado o efeito de facilitação semântica na recordação livre de palavras e a memória episódica à medidas de capacidade de memória operacional. O componente integrador e consolidador de informações da memória operacional é conhecido por retentor epísódico, a ela é atribuída a responsabilidade de comunicação entre os sistemas de memória de longo prazo. Entretanto, a relação entre estes sistemas de memória, declarativa episódica e operacional, ainda necessita de maiores esclarecimentos. O presente estudo, portanto, buscou analisar a relação entre o retentor episódico e a memória episódica em pacientes amnésicos. Foeam incluídos 15 pacientes amnésicos de diversas etiologias e 13 controles pareados quanto ao sexo, idade e escolaridade. Estes participantes tinham, no mínimo, 9 anos de escolaridade, entre 18-75 anos de idade, sem nenhum outro diagnóstico neurológico, psiquiátrico ou indicativo de abuso de drogas e/ou outras substâncias. Os pacientes foram encaminhados por apresentarem dificuldades predominantes no domínio mnemônico e demais funções cognitivas. Os participantes foram avaliados também, pelo teste de recordação livre de palavras contidas em listas longas(15 palavras) e curtas (7 e 9 palavras) com ou sem palavras semanticamente relacionadas nas posições intermediárias. Os resultados demonstraram que a capacidade de memória operacional parece contribuir para a formação de memória episódica.
- ItemSomente MetadadadosA semântica em sala de aula: Considerações sobre a metodologia de ensino/aprendizagem referente ao processo de significação do léxico(Universidade Federal de São Paulo (UNIFESP), 2011-12-14) Scarpim, Fabiana de Lourdes [UNIFESP]; Lopes, Márcia Cristina Romero [UNIFESP]; http://lattes.cnpq.br/1851257666639782; http://lattes.cnpq.br/5165583249904588; Universidade Federal de São Paulo (UNIFESP)This study aims to reflect upon the treatment given to the teaching of Portuguese language, more specifically the meaning attributed to expressions and the actual process of creating meaning for lexis, analyzing practices and methodologies of teaching/learning. This subject matter is extremely relevant since it presents hints which ultimately deepen our understanding of language and the way it functions from a more meaningful and reflective perspective. To achieve this, in the first chapter, a bibliographic analysis of well-conceived titles of both a grammatical and a linguistic nature concerning Semantics was outlined, highlighting notions that support their theories regarding the meaning of words, and stressing differences, similarities and possible innovations. In the second chapter, we provide a reflection on the construction of meaning within language, examining observations made during Pedagogical training and analyzing mistakes commonly made in class in the treatment given to the meaning of expressions, as well as limitations stemming from traditional teaching practices. In this way, by breaking with traditional paradigms that historically support teaching practices of lexical-grammatical units, through the theoretical basis provided by linguists such as Franchi (2006), Rezende (2008), Romero (2009) DE Vogué, Franckel&Paillard (2011), we look to offer some ways towards a more reflective approach to language based on linguistic, epilinguistic and metalinguistic experiences.