Necessidades léxicas de universitários brasileiros aprendizes de espanhol : levantamento, descrição e análise

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

This thesis is a result of a linguistic description and analysis research, theoretically connected to Contrastive Linguistics. The purpose of the research was to survey, describe and analyze the lexical-semantic deviations in the oral interlanguage of Brazilian undergraduates who study Spanish, with the purpose of making evident the resources used by these learners in order to meet their lexical needs. Durão?s work (1998a) was considered as a starting point. It carried out the interlanguage analysis based on the written production of Brazilian undergraduates who were Spanish learners. Taking into consideration the lexical-semantic deviations analyzed in this study as well as the theoretical-methodological bias used by the researcher, our purpose in this work was to answer the following research question: if the same situation happens in written texts and in oral productions concerning the incorrect uses of false friends, the linguistic transfer and the border cases serving as a resource for meeting the lexical needs of Brazilian learners of Spanish. As for that, we worked on the principle that the learning of the Spanish language lexicon by Brazilian students is processed in a particular way, differently from the learning of students of Spanish who speak other native languages, since the proximity of the pair of languages Portuguese-Spanish linguistic structure enables a predominance of the use of the lexical items transfer strategy over other learning strategies. Four hypotheses were presented concerning the analyzed data: 1) do the resources comply with the structural properties intrinsic to both languages involved in the learning process (in this case, the Portuguese as a native language and the Spanish as the language that is the object of this study)?; 2) are there specific resources for the development of the interlanguage that are used by language learners, such as the linguistic transfer, the super-generalization, the hypercorrection and the intra-linguistic errors?; 3) is the use of certain resources by learners, related to the social-cultural characteristics inherent in Brazilian students of Spanish, such as the tendency to use the ?portunhol? and the willingness to use the language without the fear of making mistakes, as if they intuitively knew the Spanish language?; 4) are the resources used by language learners characteristic of the knowledge stages which they are inserted in, concerning their oral interlanguage, being not considered, therefore, random? For the testing of these hypotheses, we defined the profile of the informants who provided us with samples of oral interlanguage by means of methodological procedures of Sociolinguistic outline collection; however, the data were analyzed according strictly to the theoretical paradigm of the Contrastive Linguistics and the principles of the Errors Analysis model. Based on transcripts of conversations that started an ample corpus of oral interlanguage, we surveyed, described and analyzed the lexical-semantic deviations related to monoverbal lexical units (false friends) and pluriverbal lexical units (idioms and collocations). As a result, we came to a significant number of lexical-semantic deviations, in monoverbal lexical units as well as in pluriverbal lexical units. These lexical-semantic deviations are mostly explained in the light of the lexical transfer process, which, according to what was predicted, is the most used resource by Brazilian learners of Spanish in their oral interlanguage.

ASSUNTO(S)

língua espanhola - estudo e ensino linguística contrastiva língua espanhola - lexicologia interlíngua (aprendizagem de línguas) spanish language lexicology interlingua (language learning) spanish language study and teaching contrastive linguistics

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