A aquisição imperfeita: uma análise da produção de erros do present perfect pelo aluno adulto
Data
2023-03-21
Autores
Nunes, Giovanna Cordeiro [UNIFESP]
Orientadores
Marcelino, Marcello [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta dissertação objetiva analisar os erros de produção do tempo verbal present perfect
por brasileiros em idade adulta cuja L1 é o português aprendido no Brasil. Como demonstrado
por Slabakova (2016), uma vez que a morfologia flexional da L2 é adquirida pelo estudante, o
acesso aos conceitos gramatical, semântico e pragmático não é um problema, já que os
morfemas funcionais foram adquiridos e contribuem para o processamento sintático,
eliminando barreiras entre forma e conceito. Como visto em Gohn (1981) e Sousa (2011) - para
citar apenas alguns exemplos -, o processo de aprendizagem do present perfect resulta em
entendimento e uso insatisfatórios deste tempo verbal. Investigar-se-á a possibilidade de haver
um padrão de erros nessas produções espontâneas dos alunos. As produções vêm de dados orais
colhidos pela pesquisadora, por meio da gravação e transcrição de suas aulas. Cabe a este
trabalho estudar, à luz da Teoria Gerativa, uma possível relação entre os erros produzidos em
aula pelos estudantes de L2 e a forma como o present perfect foi adquirido, evidenciando as
devidas diferenças e similaridades no que tange à marcação do aspecto verbal na L1 português
brasileiro e na L2 inglês. Após análise, submissão e aprovação da pesquisa pelo comitê de ética
e também de terem sido feitos i) coleta de dados de aula particular; ii) transcrição simples das
aulas para formação de corpus próprio; iii) análise e descrição dos dados com equívocos na
produção de present perfect; iv) interpretação dos dados à luz da Teoria Gerativa, foi possível
constatar que há prevalência do par aspectual perfectivo/acabado nas sentenças do português
brasileiro que, ao serem traduzidas para o inglês, poderiam ser manifestadas pela estrutura have
+ particípio; há evidência também de que a dificuldade aquisicional pode derivar na numerosa
quantidade de traços a serem reordenados (constituindo remarcação microparamétrica) na
Interlíngua do falante de L1 para que este possa dominar o present perfect.
This thesis aims to analyze the production errors of the present perfect tense made by adult Brazilians whose first language (L1) is Portuguese learned in Brazil. As demonstrated by Slabakova (2016), once the inflectional morphology of the second language (L2) is acquired by the student, access to grammatical, semantic, and pragmatic concepts is not a problem, as functional morphemes have been acquired and contribute to syntactic processing, eliminating barriers between form and concept. As seen in Gohn (1981) and Sousa (2011) - to cite just a few examples -, the process of learning the present perfect results in unsatisfactory understanding and use of this verbal tense. The possibility of a pattern of errors in these spontaneous productions of students will be investigated. The productions come from oral data collected by the researcher, through the recording and transcription of her classes. This work aims to study, in the light of the Generative Theory, a possible relationship between the errors produced in class by L2 students and the way the present perfect was acquired, highlighting the appropriate differences and similarities regarding the marking of verbal aspect in Brazilian Portuguese and English L2. After analysis, submission and approval of the research by the ethics committee and also having concluded i) collection of data from private classes; ii) simple transcription of classes to form a corpus; iii) analysis and description of data with errors in the production of present perfect; iv) interpretation of the data based on the Generative Theory, it was possible to verify that there is a prevalence of the perfective/finished aspectual pair in Brazilian Portuguese sentences that, when translated into English, could be manifested by the structure have + participle; there is also evidence that the acquisitional difficulty can derive from the great number of features to be reordered (constituting microparametric remapping) in the Interlanguage of the L1 speaker so that he can master the present perfect.
This thesis aims to analyze the production errors of the present perfect tense made by adult Brazilians whose first language (L1) is Portuguese learned in Brazil. As demonstrated by Slabakova (2016), once the inflectional morphology of the second language (L2) is acquired by the student, access to grammatical, semantic, and pragmatic concepts is not a problem, as functional morphemes have been acquired and contribute to syntactic processing, eliminating barriers between form and concept. As seen in Gohn (1981) and Sousa (2011) - to cite just a few examples -, the process of learning the present perfect results in unsatisfactory understanding and use of this verbal tense. The possibility of a pattern of errors in these spontaneous productions of students will be investigated. The productions come from oral data collected by the researcher, through the recording and transcription of her classes. This work aims to study, in the light of the Generative Theory, a possible relationship between the errors produced in class by L2 students and the way the present perfect was acquired, highlighting the appropriate differences and similarities regarding the marking of verbal aspect in Brazilian Portuguese and English L2. After analysis, submission and approval of the research by the ethics committee and also having concluded i) collection of data from private classes; ii) simple transcription of classes to form a corpus; iii) analysis and description of data with errors in the production of present perfect; iv) interpretation of the data based on the Generative Theory, it was possible to verify that there is a prevalence of the perfective/finished aspectual pair in Brazilian Portuguese sentences that, when translated into English, could be manifested by the structure have + participle; there is also evidence that the acquisitional difficulty can derive from the great number of features to be reordered (constituting microparametric remapping) in the Interlanguage of the L1 speaker so that he can master the present perfect.