Interação fictiva no ensino/aprendizagem de português como língua estrangeira

Abstract

This dissertation aims to explore instances of Fictivity, specially the Fictive Interactions in the context of teach-learning Portuguese as a foreign language. As theoretical scope we use authors of the Cognitive Language as Talmy (1999, 2000) to focus on the issue of Fictivity, Fillmore (1982) to account for the notion of Conversational Frame, essential in the understanding of the analysis process and Fauconnier (1997) considering to approach the projection between domains, corroborating with the idea according to which subjects project listeners in a scene, using as base a conversational structure. As a more specific theoretical scope, we use Pascual's proposal (2003, 2006, 2014, 2016) according to which Fictive Interactions (FI) acts as a way to organize thought, grammar and discourse. We also used the findings of Rocha (2006, 2011, 2013, 2018) regarding the characteristics in the FI occurrences, and what differs this phenomenon from Canonical Direct Speech. In terms of the methodological approach, we analyzed two classes, recorded and transcribed for this research, with higher education students in a course of Portuguese as a Foreign Language. We chose the combination between the corpus-based and corpus-driven approaches as a strategy for the corpus to be the leading role in the research. The punctual analysis of a qualitative nature revealed the occurrence of the Exemplification in Direct Fictive Speech, aiming mainly to promote in the discourse conceptualizations of ACTIVITY, SENSATION, SUDDEN UNDERSTANDING OR INSIGHT, POSTURE or ATTITUDE, ADMIRATION, SALUTE, REQUEST FOR INFORMATION, INDIGNATION AND EXPLANATION. Besides this pattern we also find the question-answer pattern, acting as an organizer of the speech and the discursive markers that serve the purpose of attentively checking the audience, ensure the discursive flow and anticipate possible doubts of the interlocutors, in this case, the students. The findings corroborate the initial hypotheses, proving that the phenomenon of FI is productive in the classroom context, occurring both in the professor's and the students' speech, aiming at communicative purposes as different conceptualizations, explanations and organizations within the speech. We also observe that the occurrences are accompanied by a strong dramatic character, functioning almost theatrical, making the manifestation through the F