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Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm

Published in Reports (Volume 2, Issue 1)
Received: 10 January 2022     Accepted: 28 January 2022     Published: 25 February 2022
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Abstract

This research has as its theme a morphosyntactic approach in the conduction of adversative connectors in texts written by students of the 12th grade, of the Economic and Legal Sciences Course, at São José de Cluny in Malanje, Angola. The main objective is: (i) to describe the morphological and syntactic approach in conducting adversative connectors in texts written by students; (ii) Analyze the theoretical foundations that support the relations of meaning of the morphosyntactic approach in the regency of adversative connectors in texts written by 12th grade students; (iii) Propose teaching and learning strategies for the regency of adversative connectors in the classes to be taught to the students in question and, then, observe if the use of these connectors are appropriate for the moment in which they are being used in the sentence, that is, if correspond to the students' communicative intentions. Therefore, to collect and perform an interpretative analysis of the data, we used comparative, observational, statistical methods, and techniques such as direct observation, pedagogical test, questionnaires applied to students and interviews applied to teachers. The results of this research point to the following conclusions: the adversative connectors present different syntactic positions. The mas does not have the same mobility as other connectors, that is, the mas is used only at the beginning of the adversative clause, while the however, however, nevertheless, however and however are positioned both at the beginning of the adversative and after the subject. or after the predicate. It was also found that there is a failure with regard to the production of argumentative texts, as it seems to us that teachers have not promoted the scope that connectors have in oral/written discourses, the lack of predominance of implicit and explicit teaching of grammar makes so that teachers do not awaken the great impact of the production of argumentative texts.

Published in Reports (Volume 2, Issue 1)
DOI 10.11648/j.reports.20220201.12
Page(s) 7-16
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Approach, Morphology, Syntax, Conduct, Connectors

References
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[2] HOUAISS ELECTRONIC DICTIONARY, of the Portuguese Language: Version 2. Oa/April 2007, Copyright 2001.2007. António Houaiss Institute, produced and distributed by Editora Objectiva Ltda.
[3] Tavares and Camacho (2014). Dictionary of the Portuguese Language: Plátano Editora.
[4] Moura, José de Almeida. (2006). Current Portuguese Grammar. Lisbon: Texts Editors.
[5] Cunha, C. and Cintra, L. (2014). New grammar of contemporary Portuguese. Lisbon: João Sá da Costa.
[6] Casanova, Isabel (2012). Portuguese for the World (Book of Grammatical Activities). Plantano Publisher.
[7] Costa, João (2010). Modern Grammar of the Portuguese Language. School Publisher. Coseriu, E. (1956). Determination and surroundings. In: Coseriu, E. (1967). Teoriadellenguaje and Linguisticagenerale. Madrid: Gredos.
[8] Costa, J. (2008). Adverbs in European Portuguese. Lisbon: Calibri.
[9] Varela, L. (2000). Towards a semantics of concessive and adversative constructions in Portuguese. Master's dissertation in Linguistics presented to the Faculty of Arts of the University of Lisbon.
[10] Tomás, O. C. C. (2003). Contrastive discursive markers: contribution to a semantic-pragmatic analysis in European Portuguese. Master's dissertation in General Linguistics presented to the Faculty of Arts of the University of Coimbra.
[11] Ducrot, O. (1980). Leséchelle argumentatives. Paris Minuit.
[12] Koch, Ingedore VIllaça & Elias, Vanda Maria (2013). Reading and Understanding the Meanings of the Text, 3rd Ed, 8th reprint São Paulo: Context.
[13] Quivuna, Manuel (2014). Lexicology Applied to the Teaching of the Lexicon in Portuguese Non-Mother Language. Edições Colibri, Fernando Mão de Ferro; 2014.
[14] Nascimento, M. H. M. eta lli (2008). Gramática da língua portuguesa. 6ª ed. Lisboa: Caminho. DUCROT, O. (1980). Leséchelle argumentatives. Paris Minuit.
[15] Mudiambo, Quibongue. (2010). Special Methodology for Teaching the Portuguese Language. Uige. Train Portuguese Today Teachers in Our Community.
[16] Lopes, M; Pinto, M; Acevedo, (2014). Practical Grammar of Portuguese. Lisbon
[17] Quivuna, Manuel. (2008). Introduction to Linguistic Studies. Uíge. Pedagogical Manual – Didactic.
[18] Lima, Rocha (1986). The articulatory syntax of speech. Lisbon Texts Editors.
[19] Azevedo, Fernando Jose Fraga. (2010). Portuguese Language Methodology. University Collection – Teaching Methodology 1. Luanda. Angola. Plural Editors.
[20] Pascuall, Ulysses. (2011). Grammar of the Portuguese Language. New Edition.
[21] Vilela, M. and Koch, I. G. V. (2001). Grammar of the Portuguese language. Coimbra: Almedina.
[22] Duarte, I. (2003). Linguistic aspects of textual organization. In: Mateus, M. H. M. et al (2003). Grammar of the Portuguese language. 6th ed. Lisbon: Way. DUCROT, O. (1980). Leséchelle argumentatives. Paris Minuit.
[23] Mudiambo, Quibongue. Linguistic Studies on Lexicology and Learning Lexicography (Applied) to Portuguese Language Teaching. Lisbon: Edições Colibri, Fernando Mão de Ferro; 2014.
[24] Katala, Celestino; Pedro, João. D. Didactic Approach to s Real Teaching of Portuguese Second Language in Angola. International Journal os Science and Society. Vol. 9, 5, pp. 209-215. Doi: 10.11648/ijsts.20210905.11.
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    João Pedro, Celestino Katala, Eugênio Salessu. (2022). Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm. Reports, 2(1), 7-16. https://doi.org/10.11648/j.reports.20220201.12

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    ACS Style

    João Pedro; Celestino Katala; Eugênio Salessu. Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm. Reports. 2022, 2(1), 7-16. doi: 10.11648/j.reports.20220201.12

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    AMA Style

    João Pedro, Celestino Katala, Eugênio Salessu. Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm. Reports. 2022;2(1):7-16. doi: 10.11648/j.reports.20220201.12

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  • @article{10.11648/j.reports.20220201.12,
      author = {João Pedro and Celestino Katala and Eugênio Salessu},
      title = {Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm},
      journal = {Reports},
      volume = {2},
      number = {1},
      pages = {7-16},
      doi = {10.11648/j.reports.20220201.12},
      url = {https://doi.org/10.11648/j.reports.20220201.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.reports.20220201.12},
      abstract = {This research has as its theme a morphosyntactic approach in the conduction of adversative connectors in texts written by students of the 12th grade, of the Economic and Legal Sciences Course, at São José de Cluny in Malanje, Angola. The main objective is: (i) to describe the morphological and syntactic approach in conducting adversative connectors in texts written by students; (ii) Analyze the theoretical foundations that support the relations of meaning of the morphosyntactic approach in the regency of adversative connectors in texts written by 12th grade students; (iii) Propose teaching and learning strategies for the regency of adversative connectors in the classes to be taught to the students in question and, then, observe if the use of these connectors are appropriate for the moment in which they are being used in the sentence, that is, if correspond to the students' communicative intentions. Therefore, to collect and perform an interpretative analysis of the data, we used comparative, observational, statistical methods, and techniques such as direct observation, pedagogical test, questionnaires applied to students and interviews applied to teachers. The results of this research point to the following conclusions: the adversative connectors present different syntactic positions. The mas does not have the same mobility as other connectors, that is, the mas is used only at the beginning of the adversative clause, while the however, however, nevertheless, however and however are positioned both at the beginning of the adversative and after the subject. or after the predicate. It was also found that there is a failure with regard to the production of argumentative texts, as it seems to us that teachers have not promoted the scope that connectors have in oral/written discourses, the lack of predominance of implicit and explicit teaching of grammar makes so that teachers do not awaken the great impact of the production of argumentative texts.},
     year = {2022}
    }
    

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    T1  - Morphosyntactic Approach in Conducting Adversative Connectors in Texts Produced by Students of the 12th Grade: Analysis of the Portuguese of Angola Norm
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    AB  - This research has as its theme a morphosyntactic approach in the conduction of adversative connectors in texts written by students of the 12th grade, of the Economic and Legal Sciences Course, at São José de Cluny in Malanje, Angola. The main objective is: (i) to describe the morphological and syntactic approach in conducting adversative connectors in texts written by students; (ii) Analyze the theoretical foundations that support the relations of meaning of the morphosyntactic approach in the regency of adversative connectors in texts written by 12th grade students; (iii) Propose teaching and learning strategies for the regency of adversative connectors in the classes to be taught to the students in question and, then, observe if the use of these connectors are appropriate for the moment in which they are being used in the sentence, that is, if correspond to the students' communicative intentions. Therefore, to collect and perform an interpretative analysis of the data, we used comparative, observational, statistical methods, and techniques such as direct observation, pedagogical test, questionnaires applied to students and interviews applied to teachers. The results of this research point to the following conclusions: the adversative connectors present different syntactic positions. The mas does not have the same mobility as other connectors, that is, the mas is used only at the beginning of the adversative clause, while the however, however, nevertheless, however and however are positioned both at the beginning of the adversative and after the subject. or after the predicate. It was also found that there is a failure with regard to the production of argumentative texts, as it seems to us that teachers have not promoted the scope that connectors have in oral/written discourses, the lack of predominance of implicit and explicit teaching of grammar makes so that teachers do not awaken the great impact of the production of argumentative texts.
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Author Information
  • Department of Modern Languages, Faculty of Humanities, Luanda, Angola

  • Department of Chemistry, Faculty of Engineering at Universidade Agostinho Neto, Luanda, Angola

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