Variação lexical no gênero "carta argumentativa"

Abstract

Conversational markers are signs that tie text as a structure of interpersonal interaction and ensure the continued development of dialogue, often operating as discursive deists that punctuate the conversational text. They are mostly devoid of semantic content and syntactic role, and irrelevant in the interpretation of the topic; However, are essential and recurrent in the construction of oral discourse. However, this resource that is usually used in orality has become a constant in the textual productions, written, developed by students of the ninth grade of a public school in Puxinanã / PB. For this reason, the present research has the general objective to investigate the lexical use practices of these students in argumentative texts in relation to the use of conversational markers. And in the specific plan, our objective is to elaborate didactic strategies to ameliorate the use of these linguistic resources in texts that require the formal use of the language, like the argumentative letter. In order to guide this action research we consider the following hypothesis: in a public school, in the municipality of Puxinanã-PB, conversational markers are used in texts at random because students do not realize that such records are inadequate for the practice of formal texts. In order to materialize this study we use the methodology of the didactic sequence of Dolz and Schneuwly (2004) and use the following procedures: initial reflection on the genre "argumentative letter"; An initial production proposal; Identification of the types of conversational markers used in students' texts; Intervention proposal through three modules to ease the use of these records; Final production proposal and analysis of results. As a theoretical support to guide this research we take into account the studies of the Portuguese Language NCP (1997), the conceptions about the use of the language of Urbano (1999), Bortoni-Ricardo (2004), Marcuschi (2007), among others. Analysis of this practice observed that the student makes use of conversational markers in a sharp way in his text, sometimes influenced by the media and in others randomly, which was minimized after the execution of this didactic sequence.