ESMAD - DAI - Comunicações em eventos científicos
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Browsing ESMAD - DAI - Comunicações em eventos científicos by Author "Choupina, Celda"
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- All different but not all opposite: contributions to lexical relationships teaching in primary schoolPublication . Baptista, Adriana; Choupina, Celda; Costa, José António; Querido, Joana; Oliveira, InêsThe lexicon allows the expression of particular cosmovisions, which is why there are a wide range of lexical relationships, involving different linguistic particularities (Coseriu, 1991; Teixeira , 2005). We find, however, in teaching context, that these variations are often replaced by dichotomous and decontextualized proposals of lexical organization, presented, for instance, in textbooks and other supporting materials (Baptista et al., 2017). Thus, our paper is structured in two parts. First, we will try to account for the diversity of lexical relations (Choupina, Costa & Baptista, 2013), considering phonological, morphological, syntactic, semantic, pragmatic-discursive, cognitive and historical criteria (Lehmann & Martin-Berthet, 2008). Secondly, we present an experimental study that aims at verifying if primary school pupils intuitively organize their mental lexicon in a dichotomous way. This study has as its starting point three illustrated stories with words that may establish relations of opposition among themselves. This study was carried out in four second grade portuguese classes, when formal teaching of lexical relationships begins. Although this content approach starts with antonyms and synonyms (according to Portuguese primary school curriculum), we can see that the students presented different responses, possibly reflecting a cognitive organization of the mental lexicon that escapes the dichotomy of certain oppositions taught in a decontextualized way. We find lexical items grouped according to the same morphological basis, the same seme, the same class of words or specific experiential criteria. We then believe that, if children intuitive knowledge on words is not confined to oppositional structures and rigid perspectives, it is important to promote lexical relationships heterogeneity awareness through contextualized and scientifically sustained didactic paths, considering lexicon uses as a full exercise of pro-active citizenship.
- Entre as relações morfossintáticas de género formal no Português Europeu e a expressão linguística da categoria sexo no InglêsPublication . Choupina, Celda; Baptista, AdrianaTe linguistic gender and the way to express the sex of living beings are correlated information in several world languages depending on the gender systems and on language families (Corbett 1991; 2013b). We will perform a contrastive morphosyntactic analysis between the European Portuguese (EP) gender category, showing its syntactic obligation, and the biological sex category, linguistically expressed in English. EP is a language where the linguistic gender system is decisive in syntactic agreement, both in the noun phrase and in the sentence. Following previous work, we will assume, according to the theoretical feld of Distributed Morphology, that the linguistic gender trait is distinct from the semantic sex information of the referents (Choupina e.a. 2014) and from the thematic class to which the names belong (cf. male, male gender / female gender) (see Choupina e.a. 2015). All nouns in EP have a gender value (inherent or syntactically assigned), regardless of the formal class to which the noun belongs. Gender should not be studied in infectional morphology, since it is not systematic and regular, contrary to category number. We will discuss the relationship between derivational morphology and syntax with regards to the topic of linguistic gender value attribution. By contrast, English does not have a formal category of linguistic gender, as it is a language that observes the semantic criterion and not the formal one (Corbett 1991). Tus, in English, there is a distinction between nouns designating sexual beings and nouns designating non-sexed beings, whereby the former category still distinguishes human beings from animal beings, usually expressed through personal pronouns / possessive adjectives (he / his, she / her and it / its) or heteronymous radicals (man / woman). In summary, in English what can be considered as natural or semantic genre (Curzan 2003) has nothing to do with the linguistic or formal genre, and does not show morphosyntactic consequences in the agreement of the words in SN or in Phrases as in EP.
- A implicação da metalinguagem linguística na difusão de conteúdos gramaticais e na construção do conhecimento em alunos e agentes educativosPublication . Choupina, Celda; Baptista, Adriana; Costa, José AntónioOs documentos oficiais, reguladores do ensino do Português, e a Terminologia Linguística para os ensinos básico e secundário, em Portugal, enformam as práticas educativas e a abordagem dos conteúdos em manuais escolares e em auxiliares didáticos. No âmbito do género gramatical, a metalinguagem linguística utilizada naqueles documentos e replicada nas práticas educativas tem perpetuado, erradamente, o entendimento do género gramatical como uma categoria correlacionada com sexo e integrada no âmbito da morfologia flexional, passível de formação de contrastes nos nomes a partir do mesmo radical. Neste artigo, faremos uma descrição do fenómeno linguístico, realçando a não correlação entre marca de classe nominal e valor de género. Considerando o género uma categoria funcional obrigatória para a concordância do nome com as restantes palavras na frase, cujo valor será opcionalmente definido na Sintaxe Lexical ou na Sintaxe Funcional (Choupina et al., 2015), adotaremos os princípios da Morfologia Distribuída (Halle & Marantz, 1993). Mostraremos ainda a implicação da metalinguagem linguística utilizada para descrever o género na difusão do conteúdo gramatical e na construção do conhecimento em alunos e agentes educativos.