Trabalhos de Conclusão de Curso de Graduação
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Navegando Trabalhos de Conclusão de Curso de Graduação por Assunto "Acquisition of writing"
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Item O processo de produção escrita no ensino fundamental I e as marcas de autoria do sujeito-autor(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-07-27) Gonçalves, Milena Pereira; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Cavalcante, Sandra Araújo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo Silva; http://lattes.cnpq.br/7428490483642315ABSTRACT The aim of this final paper is to study the process of acquiring written language in the context of children's literacy, in order to understand how this process takes place, and also to understand how social factors can influence the development of writing in these children who are in the schooling phase, while also observing the marks of authorship and style present in these productions. The research is anchored in the precepts of Applied Linguistics and is based on theoretical references such as Bakhtin and Vygotsky, among others who follow the same line of socio-interactionist research or who, in some way, agree with this thinking, that is, who approach the construction of linguistic knowledge based on social interactions and the child's concrete experience with language. A qualitative approach was used within the precepts of documentary research by analyzing the written productions of 3rd grade elementary school students from a public school, seeking to highlight the marks of authorship and style present in these productions. The results indicate that the acquisition of writing does not occur in a linear fashion, but rather in progressive stages that reflect the child's understanding of how the language system works within different language practices.Item Teste Cloze compreensão de dígrafos com estudantes do 6º ano e da EJA: um estudo comparativo(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-30) Santos, Jéssica Oliveira dos; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Cavalcante, Sandra Araujo Lima; http://lattes.cnpq.br/1201376467996441The present work aims to analyze the process of acquiring written language in 6th grade and Youth and Adult Education students, through a comparative study. Based on theories of language acquisition through the bias of Behaviorist Psychology, Genetic Epistemology and interactionism, as well as language acquisition through Linguistics, with generativism and Connectionism. Furthermore, theories of writing acquisition by Emília Ferreiro and Ana Teberosky (1991) were used. Using the hypothetical-deductive method and descriptive research, the Cloze comprehension test was used; To carry out this technique, aiming to analyze the students' prior knowledge, we used the content corresponding to their school grade, which is consonant digraphs. From the following investigation, it is possible to outline pedagogical and behavioral strategies based on diverse data, taking into account the sociocultural perspective that encompasses the two groups observed, with them being of a completely different age group, a determining factor for data analysis. The results show significant gaps in the writing acquisition process of students attending elementary school II, which reveal challenges, while EJA students, who have a fragmented educational process, obtained satisfactory results in understanding digraphs. Such results can be explained through the essential characteristics of learning, as it entails several development processes internally, which only work when the individual interacts with their living environment, therefore, the comparative study allows us to ascertain the level of perception according to the experiences of each group studied. These perceptions are mental processes, according to Vygotsky's sociocultural theory, forming part of the formation of human thought. Thus, internalization processes influence the formation of scientific concepts developed at school, that is, there is knowledge that individuals learn even before attending school. Finally, it is through different theoretical currents that different conceptions are observed in the process of acquiring written language