Lexical Categories
Mostrando 13-24 de 37 artigos, teses e dissertações.
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13. O PAPEL DAS FRONTEIRAS DE SINTAGMA FONOLÓGICO NA RESTRIÇÃO DO PROCESSAMENTO SINTÁTICO E NA DELIMITAÇÃO DAS CATEGORIAS LEXICAIS
This study investigates the influence of phonological phrase boundaries (Ф) on the identification of lexical categories in Brazilian Portuguese. The start point assumption is that lexical categories are identified based on the syntactic structure (BAKER, 2003). On the other hand, the syntactic structure is mapped by the prosodic structure. Thus, the wo
Publicado em: 2009
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14. Tratamento terminológico em língua inglesa de termos da subárea "matéria-prima e insumos" do campo da indústria moveleira
The aim of this work is to present the results of a research on the field of the bilingual terminology aiming at setting the bases for the elaboration of a glossary for terms of the Furniture Industry, with the purpose of favoring a specialized area in two languages: Portuguese and English. It is about a research of descriptive and systematical character. It
Publicado em: 2009
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15. LÃxico e atividades de categorizaÃÃo no livro didÃtico de lÃngua portuguesa
This work presents a qualitative analysis of issues related to the processing of lexicon in the process of teaching and learning of language in view of sociocognitivist studies of language presented by Mondada &D. Dubois (1995/2003), Mondada (1997), Marcuschi &Koch (1998), Marcuschi (2004, 2007) and Koch (2005c). The research focuses on investigating of the
Publicado em: 2009
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16. A DELIMITAÇÃO DO ADJETIVO COMO CATEGORIA LEXICAL NA AQUISIÇÃO DA LINGUAGEM: UM ESTUDO EXPERIMENTAL NO PORTUGUÊS BRASILEIRO / THE DELIMITATION OF ADJECTIVES AS A LEXICAL CATEGORY IN LANGUAGE ACQUISITION: AN EXPERIMENTAL STUDY IN BRAZILIAN PORTUGUESE
Este trabalho se caracteriza como um estudo experimental, cujo foco é a delimitação da categoria adjetivo por crianças adquirindo o Português Brasileiro (PB) como língua materna. Adota-se uma perspectiva psicolingüística de aquisição da linguagem, aliada a uma concepção minimalista de língua (Chomsky, 1995-2001). Assume-se que a criança é sens
Publicado em: 2009
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17. A reformulação parafrástica na fundamentação teórica de trabalhos de conclusão de curso de Letras
In this work, we study the types of paraphrases used by the students of the Language and Literature Course when they reformulate a source text in the theoretical section of the monographs produced as texts for the conclusion of the course. Our main goal is to know how the process of textual reformulation takes place in the production of the monographic gende
Publicado em: 2009
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18. Cultura escolar e cultura científica: aproximações, distanciamentos e hibridações por meio da análise de argumentos no ensino de biologia e na biologia / School culture and scientific culture: drawing closer, distancing and hybridizations by means of arguments analysis in Biology Education and in Biology
The thesis presented here suggests that school culture regulates the access to objects of scientific culture, as opposed to the idea of enculturation. To pursue that, we begin with a long theoretical discussion in which the concepts of culture, field or sphere, school culture (a pedagogical relationship subject to time, specific places and objects) and scien
Publicado em: 2009
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19. Brasileirismos terminológicos: estado de verbos em ação e processo / Brasileirismos terminológicos: estado de verbos em ação e processo
This dissertation, developed within the theoretical principals of Lexical Studies and Terminology, is a syntactic-semantic account of a new category proposed by Faulstich (2004), terminological brazilianisms. We propose an analysis based on grammatical categories from which we chose the verb as our object of study. The data, compiled from the eletronic versi
Publicado em: 2008
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20. Estatuto sintático-semântico do verbo fazer no português escrito do Brasil. / STATUS Syntactic-Semantic DO IN THE VERB WRITING PORTUGUESE BRAZIL
This study proposes to examine the operation and uses of the verb to do in written texts the Portuguese of Brazil. The model adopted for the analysis is the Lexicon-Grammar (GROSS, 1975, 1981), under which all syntactic and semantic rules of a language can be described from their simple sentences. Theory of valences (Borba, 1996) recognizes the same principl
Publicado em: 2008
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21. STATUS Syntactic-Semantic DO IN THE VERB WRITING PORTUGUESE BRAZIL / Estatuto sintático-semântico do verbo fazer no português escrito do Brasil.
This study proposes to examine the operation and uses of the verb to do in written texts the Portuguese of Brazil. The model adopted for the analysis is the Lexicon-Grammar (GROSS, 1975, 1981), under which all syntactic and semantic rules of a language can be described from their simple sentences. Theory of valences (Borba, 1996) recognizes the same principl
Publicado em: 2008
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22. Estatuto sintático-semântico do verbo fazer no português escrito do Brasil. / STATUS Syntactic-Semantic DO IN THE VERB WRITING PORTUGUESE BRAZIL
This study proposes to examine the operation and uses of the verb to do in written texts the Portuguese of Brazil. The model adopted for the analysis is the Lexicon-Grammar (GROSS, 1975, 1981), under which all syntactic and semantic rules of a language can be described from their simple sentences. Theory of valences (Borba, 1996) recognizes the same principl
Publicado em: 2008
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23. LINGUAGEM E REPRESENTAÇÃO NOS AUTOS DE UM PROCESSO PENAL: COMO OPERADORES DO DIREITO REPRESENTAM ATORES SOCIAIS EM UM SISTEMA DE GÊNEROS
This work tries to answer the following question: how law operators represent social actors in the penal process in a crime against life in the Brazilian context? The main objective consists of analyzing the forms of representation of social actors, based on the description of the transitivity system, in texts produced by the operators in a penal process. To
Publicado em: 2008
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24. Os discursos docentes sobre inclusão de alunas e alunos surdos no ensino regular : identidades e letramentos
Special Education in Brazil has undergone significant transformations given the proposal for social inclusion of persons with special needs. In light of this, we seek to investigate discourses, literacy practices (reading and writing practices) and teacher identities in relation to the inclusion of students with hearing deficiencies in the Regular School Sys
Publicado em: 2008