Uma sequência didática de base construcional para o ensino da negação em francês

Abstract

This research proposes a didactic sequence with a functionalist theoretical basis, using principles of The Functional Linguistics Centered in the Use (LFCU) theory combined with the principles of the Construction Grammar (CxGr) to teach the expression of the negation in the French language, in the context of a course of French as a foreign language (FLE). In this work we adopt the notion of language as an instrument of interaction, especially in relation to its cognitive-functional aspects. These theoretical foundations are specially recruited from the works of Goldberg (2006), Bybee (2016), Casseb-Galvão (2017), Barros (2016). The notion of didactic sequence adopted in the proposal is based on Dolz, Noverraz and Schneuwly (2004), Duarte (2015), Casseb-Galvão; Duarte (2018); Oliveira (2017). Initially, the term LFCU appeared as the free translation of Usage-based Model, used by Langacker (1987) in order to refer to theoretical models that privilege to the extreme the use of the language. Today, this term contemplates the work of authors such as Tomasello, Hopper, Traugott, Bybee and others who seek to use the assumptions of Functionalism (especially American) and Cognitivism in language studies. Construction Grammar emerges as a part of this domain: it is a theoretical-methodological approach that considers the language in use and recognizes the existence of a close relationship between language structures and the use updated by the speakers in real contexts of communication . In this perspective, language emerges from use and is organized into constructions, linguistic units constituted by the pairing of form and meaning. The expression of negation is considered in the didactic sequence proposed in this dissertation, therefore, a constructional scheme that reveals through its various texts its prototypical and more pragmatic uses.