Título: | THE GRAMMATICAL TRADITION AND THE FUNCIONALIST PERSPECTIVE: A STUDY OF THE SUBJECT DEFINITIONS | ||||||||||||||||||||||||||||||||||||
Autor: |
CRISTINA LIMA SIQUEIRA |
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Colaborador(es): |
ENEIDA DO REGO MONTEIRO BOMFIM - Orientador |
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Catalogação: | 05/SET/2003 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=3875&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=3875&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.3875 | ||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||
The study of the subject is of distinct importance for the
pedagogical practice of the Portuguese language teaching.
Many issues have been raised about the inadequacy of the
definitions applied to the examples and exercises in
grammars. In this dissertation, we present a review of
these definitions, stablishing comparisons among the
examples given in traditional grammars, teaching materials
and sentences that appear in the non-pattern use of the
language. Our theoretical framework is based on the
functionalist approach, in which we have chosen the valency
grammar which classifies the grammatical subject as a
complement and the systemic grammar of M.A. K. Halliday
which presents the subject performing papers defined by the
verbs. Based on the issues raised and based on the analysis
of the definitions we are convinced that that model which
the traditional practice has established as the model
for the teaching of syntatic analysis must be re-evaluated,
since we have noticed many serious contradictions between
the theory and the practice.
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