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- Um estudo de inferências linguísticasPublication . Sousa, Otília; Vohlgemuth, LaurenceO fenómeno migratório que se verifica no Luxemburgo a partir de finais dos anos sessenta inscreve-se num movimneto muito mais vasto, cujas origens relevam da história de um povo...
- Écrire à l' université: jeux et enjeux didactiquesPublication . Sousa, Otília; Estrela, AntóniaNous présentons, dans cette communication, les resultats d'une étude menée dans le cours d'expression orale et écrite dispensé en premier année à l'Escola Superior de Educação de Lisbonne.
- A construção gerundiva: uma construção problemática?Publication . Sousa, Otília; Estrela, AntóniaO objectivo deste trabalho é reflectir sobre algumas construções problemáticas observadas em textos escritos produzidos por alunos do primeiro ano do curso de Educação Básica, no âmbito da disciplina de Técnicas de Expressão Oral e Escrita. Estes textos (entre duzentas e trezentas palavras) consistem em comentários efectuados com base num excerto que versava sobre o tema da poluição causada por uma lixeira a céu aberto. Foram analisadas as produções de alunos de três turmas, o que perfez um total de oitenta e um textos. Estes alunos possuem uma média de entrada no ensino politécnico superior a 14 valores.
- On the development of textual competence in primary educationPublication . Cardoso, Adriana; Pereira, Susana; Silva, Encarnação; Sousa, OtíliaThe aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students’ textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students’ textual competence. Lastly, after the intervention, we collected students’ texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.
- Imperfeito português e condicional francês: valores modaisPublication . Sousa, OtíliaO trabalho que se segue faz parte de um projecto mais vasto de descrição das categorias tempo e aspecto em português europeu.
- Perífrases aspectuais : estar a / andar a + infinitivoPublication . Sousa, OtíliaA reflexão apresentada inside sobre duas formas perífrásticas do Português europeu que são particularmente pertinentes na construção da categoria aspecto.
- Linguística, filosofia da linguagem e operações cognitivas: a propósito da noção de presentePublication . Sousa, OtíliaO presente trabalho pretende ser uma pequena achega, do ponto de vista linguístico, a uma das noções mais discutidas em filosofia: a noção de presente...
- Da língua em funcionamento ao funcionamento da línguaPublication . Sousa, Otília; Cardoso, AdrianaEnquanto tutoras da disciplina de Intervenção Educativa de cursos de Formação Inicial de Professores temos assistido...
- Tempo, aspecto e modalidade - a propósito de quandoPublication . Sousa, OtíliaO trablho que apresento pretende alargar a descrição sobre o marcador quando p dando conta de alguns problemas deixados em aberto.
- Word learning and text organisation: an intervention casePublication . Sousa, Otília; Dias, AnaIn the present study we focus on the interaction between the acquisition of new words and text organisation. In the acquisition of new words we emphasise the acquisition of paradigmatic relations such as hyponymy, meronymy and semantic sets. We work with a group of girls attending a private school for adolescents in serious difficulties. The subjects are from disadvantaged families. Their writing skills were very poor. When asked to describe a garden, they write a short text of a single paragraph, the lexical items were generic, there were no adjectives, and all of them use mainly existential verbs. The intervention plan assumed that subjects must to be exposed to new words, working out its meaning. In presence of referents subjects were taught new words making explicit the intended relation of the new term to a term already known. In the classroom subjects were asked to write all the words they knew drawing the relationships among them. They talk about the words specifying the relation making explicit pragmatic directions like is a kind of, is a part of or are all x. After that subjects were exposed to the task of choosing perspective. The work presented in this paper accounts for significant differences in the text of the subjects before and after the intervention. While working new words subjects were organising their lexicon and learning to present a whole entity in perspective.