A emergência da Interação Fictiva em sala de aula como estratégia de ensino e aprendizagem / The emergence of Fictive Interaction in the classroom as a teaching and learning strategy

IF 0.2 0 LANGUAGE & LINGUISTICS Revista de Estudos da Linguagem Pub Date : 2022-03-30 DOI:10.17851/2237-2083.30.2.496-518
Leila Cruz Magalhães, Luiz Fernando Matos Rocha
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Abstract

This paper investigates specific manifestations of fictivity, such as the cognitive pattern of discrepant representations (TALMY, 2000), in oral language data collected by Cadilhe (2013) from undergraduate medical classes. More specifically, we use the concept of Fictive Interaction (PASCUAL, 2014), according to which language users use the Conversation Frame to structure thought, grammar and discourse, so as to highlight its potential for application as a communicative teaching and learning strategy. As a methodology, we use the blend of corpus-based and corpus-driven approaches to balance theoretical categories and empiricism. As a result, four formal and functional patterns of fictivity were mapped: fictive question-answer, fictive question, fictive deixis, and fictive direct speech. It was found, especially in teaching speech, that fictivity is often used in discursive moments of argumentation and explanation. However, teacher and students demonstrate to know how to operate with non-true scenarios in order to gain access to effective scenarios that involve medical practice. It is also noted that the phenomenon is a moderating device of teaching and learning, as a communicative strategy that appeals to the Conversation Frame to take advantage of what is most pervasive and entrenched in cognitive and interaction subjects, which is the everyday conversation itself.
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课堂虚拟互动作为一种教学策略的出现
本文在Cadilhe(2013)收集的本科医学课堂口语数据中,研究了虚构性的具体表现,如差异表征的认知模式(TALMY, 2000)。更具体地说,我们使用了虚拟互动的概念(PASCUAL, 2014),根据该概念,语言使用者使用会话框架来构建思维、语法和话语,以突出其作为交际教学策略的应用潜力。作为一种方法论,我们使用基于语料库和语料库驱动的混合方法来平衡理论类别和经验主义。结果,我们绘制了四种形式和功能模式:虚拟问答、虚拟提问、虚拟指示语和虚拟直接引语。我们发现,尤其是在教学演讲中,虚构性经常用于论证和解释的话语时刻。然而,教师和学生表现出知道如何操作非真实的场景,以便获得涉及医疗实践的有效场景。研究还指出,这种现象是一种教学和学习的调节手段,作为一种交际策略,它呼吁对话框架利用在认知和互动主体中最普遍和最根深蒂固的东西,即日常对话本身。
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来源期刊
Revista de Estudos da Linguagem
Revista de Estudos da Linguagem LANGUAGE & LINGUISTICS-
CiteScore
0.30
自引率
0.00%
发文量
55
审稿时长
52 weeks
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