A construção de objetos de discurso em produções textuais descritivas na aula de PLA: o caso A Cuca e o pescador
Writing tasks are an important tool for assessing additional language learning. At advanced levels, learners need to identify and use complex linguistic and discursive resources to produce longer texts in a variety of sequences and text genres. This study analyzes referentiality in descriptive text productions of Portuguese learners in a university context at an advanced level. It is an exploratory study of a theoretical-analytical nature, based on the studies of text linguistics with a socio-cognitive and interactionist foundation (Roncarati, 2010; Cavalcante, Custódio Filho & Brito, 2014; Koch, 2021) in conjunction with glotodidactic studies. The analyzed corpus consists of descriptive texts written by Polish students in the third year of the BA in Brazilian Studies – language and literature at the Institute of Iberian and Ibero-American Studies, University of Warsaw. The results indicate different argumentative perspectives in the text construction process, serving a project of saying that is revealed in the text progression; the predominance of anaphoric referencing strategies through co-referentialization and pronominalization; and significant implications for writing in additional language resulting from the enunciative and interactional context created in the classroom.
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