Por um tratamento argumentativo de palavras heterossemânticas em materiais didáticos de língua espanhola

• Ano de defesa: 2010
• Autor(a) principal: Ribeiro, Elaine
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Estudos Linguísticos e Estudos Literários; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Semântica; Língua espanhola - Redação; Linguagem e línguas; Semantics; Spanish language - Writing; Language and languages; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS
• Link de acesso: https://repositorio.upf.br/handle/123456789/8655

The similarity between the Portuguese Language and the Spanish language may turn the acquisition of the Spanish language as a second language easy or difficult. This happens because there is a great number of words which have similarities in the significant and differences in meaning. In common language this is called "false friends", they are also called false cognates or heterosemantic words. It is noticed that the learner in order to give a meaning to these words and expressions bases himself/herself on the similitaries these words and expressions have with their mother tongue. After that, he/she tries to translate them literally, with the help of a bilingual dictionary. There is an evidence that in most cases this is not possible since there is not always a correlation in meaning between the words and expressions of both languages, and the meanings found in dictionaries hardly fit the context of the words from the text. The aim of this study is to propose an argumentative treatment of heterosemantic linguistics entities based on Ducrot(2005), which presents an argumentative homonymy phenomenon , not informative, which may be realized by those who are interested in the argumentative possibilities of the words. Thus, through this perspective the objective of this study is to offer subsidies based on an argumentative conception of Spanish language learning materials, showing that the words literal meaning do not match the translation of the heterosemantic words and the meaning of the words found in texts and exercises is discursively constituted of semantic blocks, which are expressed through argumentative threads. Finally it is possible to state that the application of the main LA concepts in exercises found in books about heterosemantic words, evidenced the contribution that this theory may offer to both their efficacy and preparation