Formas verbais defectivas no pb infantil: um estudo de sua aquisição à luz da teoria gerativista
Nenhuma Miniatura disponível
Data
2024-02-16
Autores
Silva, Rosemeire Maria da [UNIFESP]
Orientadores
Magalhães, Telma Moreira Vianna [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Estudos sobre a aquisição da linguagem à luz da teoria gerativista comprovam que a criança
aprende uma língua nativa de forma natural por exposição ao input linguístico da comunidade
em que se encontra inserida. Em fase inicial no processo de aquisição da língua, a criança passa
a conhecer e dominar estruturas sintáticas das mais simples às mais complexas, fazendo uso
proativo de formas verbais mais comuns como as regulares e irregulares (Guasti, 2002; Lorandi,
2010). No entanto, a construção de sentenças com as chamadas formas defectivas pelo falante
do PB, isso porque são poucas ou nunca encontradas nos dados a que ele tem acesso, pressupõe
uma maior complexidade, pois o falante precisa reconhecer as restrições morfológicas,
fonéticas e/ou semânticas presentes nelas e decidir dentre os recursos linguísticos disponíveis
quais utilizar. A partir daí, levanta-se a questão de como as crianças produzem sentenças com
esses verbos, uma vez que, de acordo com a tradição gramatical, apresentam lacunas no
paradigma flexional, como por exemplo na primeira pessoa do singular (1a.sg) do presente do
indicativo e, consequentemente, não são tão frequentes entre os usuários da língua. Para
responder a essa problemática, o objetivo desta pesquisa é analisar a produção das crianças
quando expostas aos verbos defectivos, além de apresentar as escolhas linguísticas feitas por
elas para/na realização dessas formas. O aporte teórico usado nesta pesquisa é o da Teoria
Gerativa (Chomsky, 1981, 1986) com a revisão da literatura sobre o processo de aquisição da
linguagem (Chomsky, 1957, 1965, 1986; Guasti, 2002, 2016; Freitas e Santos, 2017) e da
morfologia verbal pelas crianças falantes do PB infantil (Figueiras, 2003; Guasti, 2002;
Lorandi, 2006; Slabakova, 2016; Wuerges, 2014). Em relação à defectividade verbal, apresenta
o que as gramáticas prescritivas explicam e orientam quanto ao (não) uso dessas formas
(Bechara, 2009; Cintra e Cunha, 2016; Lima, 2011) e como as gramáticas descritivas
compreendem esse fenômeno (Castilho, 2015, 2022; Perini, 2005). Dos estudos linguísticos
(Oliveira, 2017; Scher & Girardi, 2018), discorre sobre as hipóteses levantadas entre as razões
(sociolinguísticas, morfológicas, fonológicas e/ou semânticas) e possíveis implicações na (não)
produção dos falantes adultos, o que resulta no input exposto às crianças. A metodologia
utilizada não é longitudinal, pois o corpus usado foi a coleta, por meio de áudio, da produção
das formas verbais defectivas como colorir, explodir, esculpir, feder e doer por fazerem parte
do contexto escolar e das práticas discursivas delas. As sessões foram realizadas com dois
grupos: um na faixa etária de 3;0 e outro, na faixa de 5;11 anos de uma escola da rede municipal
de São Bernardo do Campo. O resultado da análise do corpus, com base na Teoria de Princípios
e Parâmetros (Chomsky, 1981), confirmou que as crianças, por desconhecerem ou não terem
recebido o input desses verbos, tanto fazem uso das formas perifrásticas (construções com o ir
(Pres,/Fut. do Ind.) + verbo principal (Ger./Inf.), possivelmente por exposição à gramática dos
adultos, como também flexionam as formas defectivas escolhidas ao aplicarem as desinências
número-pessoa e tempo-modo da 1ª e 2ª conjugação dos verbos regulares e irregulares.
Concluiu-se, assim, que as crianças apresentam estranhamento e naturalização ao serem
expostas às formas verbais que possuem lacunas no paradigma flexional na 1a.sg do presente
do indicativo. Portanto, espera-se incentivar pesquisas que, de maneira longitudinal, estudem,
não só na etapa da Educação Infantil, mas também durante o percurso na Educação Básica, o
processo de aquisição verbal no ambiente escolar pelas crianças, onde, devido aos seus
diferentes grupos linguísticos, há uma diversidade de input exposto a elas; contribuir com o
papel dos professores/adultos quanto às interferências (correções adultrocêntricas) nas escolhas
linguísticas realizadas por elas; e, por conta das dúvidas sobre o aspecto semântico/temporal de
certas formas defectivas, contribuir com estudos linguísticos que se debruçam sobre o processo
de aquisição aspectual, especificamente dos verbos defectivos.
Studies on language acquisition in the light of generative theory show that children learn a native language naturally through exposure to the linguistic input of the community in which they live. At an early stage in the language acquisition process, children begin to know and master syntactic structures, from the simplest to the most complex, making proactive use of the most common verb forms, such as regular and irregular (Guasti, 2002; Lorandi, 2010). However, the construction of sentences with so-called defectives by speakers of BP, because they are rarely or never found in the data they have access to, presupposes greater complexity, since the speaker needs to recognise the morphological, phonetic and/or semantic restrictions present in them and decide which of the available linguistic resources to use. This raises the question of how children produce sentences with these verbs, given that, according to grammatical tradition, they have gaps in the inflectional paradigm, for example in the first-person singular (1a.sg) of the present indicative and, consequently, are not as frequent among language users. In order to respond to this problem, the aim of this research is to analyse the production of children when exposed to defectives, as well as to present the linguistic choices made by them for/in the realisation of these forms. The theoretical framework used in this research is Generative Theory (Chomsky, 1981, 1986) with a review of the literature on the process of language acquisition (Chomsky, 1957, 1965, 1986; Guasti, 2002, 2016; Freitas and Santos, 2017) and verbal morphology by children who speak infant BP (Figueiras, 2003; Guasti, 2002; Lorandi, 2006; Slabakova, 2016; Wuerges, 2014). In relation to verbal defectiveness, it presents what prescriptive grammars explain and guide regarding the (non-)use of these forms (Bechara, 2009; Cintra and Cunha, 2016; Lima, 2011) and how descriptive grammars understand this phenomenon (Castilho, 2015, 2022; Perini, 2005). From linguistic studies (Oliveira, 2017; Scher & Girardi, 2018), discusses the hypotheses raised among the reasons (sociolinguistic, morphological, phonological and/or semantic) and possible implications in the (non-)production of adult speakers, which results in the input exposed to children. The methodology used is not longitudinal, as the corpus used was audio recordings of the production of defectives such as to color, to explode, to sculpt, to stink and to hurt because they are part of the school context and their discursive practices. The sessions were held with two groups: one in the 3;0 age group and the other in the 5;11 age group from a municipal school in São Bernardo do Campo. The results of the corpus analysis, based on the Theory of Principles and Parameters (Chomsky, 1981), confirmed that the children, because they were unaware of or had not received the input for these verbs, use both periphrastic forms (constructions with ir (Pres,/Fut. do Ind.) + main verb (Ger./Inf.), possibly due to exposure to adult grammar, as well as inflecting the defect forms chosen when applying the number-person and tense-mode endings of the 1st and 2nd conjugations of regular and irregular verbs. The conclusion is that children find it strange and naturalise when they are exposed to verb forms that have gaps in the inflectional paradigm in the 1st sg of the present indicative. Therefore, we hope to encourage longitudinal research to study the process of children's verbal acquisition in the school environment, not only during the Early Childhood Education stage, but also during the course of Basic Education, where, due to their different linguistic groups, there is a diversity of input exposed to them; contribute to the role of teachers/adults with regard to interference (adult-centred corrections) in the linguistic choices made by them; and, due to doubts about the semantic/temporal aspect of certain defectives, contribute to linguistic studies that focus on the process of aspectual acquisition, specifically of defectives verbs.
Studies on language acquisition in the light of generative theory show that children learn a native language naturally through exposure to the linguistic input of the community in which they live. At an early stage in the language acquisition process, children begin to know and master syntactic structures, from the simplest to the most complex, making proactive use of the most common verb forms, such as regular and irregular (Guasti, 2002; Lorandi, 2010). However, the construction of sentences with so-called defectives by speakers of BP, because they are rarely or never found in the data they have access to, presupposes greater complexity, since the speaker needs to recognise the morphological, phonetic and/or semantic restrictions present in them and decide which of the available linguistic resources to use. This raises the question of how children produce sentences with these verbs, given that, according to grammatical tradition, they have gaps in the inflectional paradigm, for example in the first-person singular (1a.sg) of the present indicative and, consequently, are not as frequent among language users. In order to respond to this problem, the aim of this research is to analyse the production of children when exposed to defectives, as well as to present the linguistic choices made by them for/in the realisation of these forms. The theoretical framework used in this research is Generative Theory (Chomsky, 1981, 1986) with a review of the literature on the process of language acquisition (Chomsky, 1957, 1965, 1986; Guasti, 2002, 2016; Freitas and Santos, 2017) and verbal morphology by children who speak infant BP (Figueiras, 2003; Guasti, 2002; Lorandi, 2006; Slabakova, 2016; Wuerges, 2014). In relation to verbal defectiveness, it presents what prescriptive grammars explain and guide regarding the (non-)use of these forms (Bechara, 2009; Cintra and Cunha, 2016; Lima, 2011) and how descriptive grammars understand this phenomenon (Castilho, 2015, 2022; Perini, 2005). From linguistic studies (Oliveira, 2017; Scher & Girardi, 2018), discusses the hypotheses raised among the reasons (sociolinguistic, morphological, phonological and/or semantic) and possible implications in the (non-)production of adult speakers, which results in the input exposed to children. The methodology used is not longitudinal, as the corpus used was audio recordings of the production of defectives such as to color, to explode, to sculpt, to stink and to hurt because they are part of the school context and their discursive practices. The sessions were held with two groups: one in the 3;0 age group and the other in the 5;11 age group from a municipal school in São Bernardo do Campo. The results of the corpus analysis, based on the Theory of Principles and Parameters (Chomsky, 1981), confirmed that the children, because they were unaware of or had not received the input for these verbs, use both periphrastic forms (constructions with ir (Pres,/Fut. do Ind.) + main verb (Ger./Inf.), possibly due to exposure to adult grammar, as well as inflecting the defect forms chosen when applying the number-person and tense-mode endings of the 1st and 2nd conjugations of regular and irregular verbs. The conclusion is that children find it strange and naturalise when they are exposed to verb forms that have gaps in the inflectional paradigm in the 1st sg of the present indicative. Therefore, we hope to encourage longitudinal research to study the process of children's verbal acquisition in the school environment, not only during the Early Childhood Education stage, but also during the course of Basic Education, where, due to their different linguistic groups, there is a diversity of input exposed to them; contribute to the role of teachers/adults with regard to interference (adult-centred corrections) in the linguistic choices made by them; and, due to doubts about the semantic/temporal aspect of certain defectives, contribute to linguistic studies that focus on the process of aspectual acquisition, specifically of defectives verbs.
Descrição
Citação
Silva, Rosemeire Maria da. Formas Verbais Defectivas no PB Infantil: Um estudo da sua aquisição à luz da teoria gerativista – Dissertação (Mestrado em Linguística). – Guarulhos: Universidade Federal de Guarulhos. Escola de Filosofia, Letras e Ciências Humanas, 2024, 120 f.