Leitura e Redação em Lingua Inglesa - Aula_05

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LEITURA E REDAÇÃO EM LINGUA INGLESA 
The differences between text genre and text type 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
Conteúdo Programático desta aula 
- know the differences between text genres and text 
types 
- organize a narrative 
- integrate connectives and adverbs to 
 narrative writings 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
Introduction: 
Hi, students. 
In this class, you are going to learn a little more about genres and 
text types. Marchuschi (2003) points out that genres are materialized 
in the language and are visible in their habitats, thus, each genre has 
a support and its identification demands care. Let s take a look at 
the example below: 
 “José, I love you, call me as soon as possible. I ll be waiting 
for you on the phone number 55 78 34 21. Rosa”. 
If we leave this text on José s table, we can say that is a note. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• If we leave this text on José´s table, we can say that is a note. 
• If the text above arrives at an answering machine, it is a message. 
• If the text comes by the mail, written in a specific form, it is a 
telegram. 
• If the text is seen on a billboard in the street, it is a love 
declaration. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• What is important to notice is that the content never changes, but 
the genre can be identified accordingly to its support. 
• You will be able to find about, in this lesson, that genres 
constitute an open listing and that genres and text types can 
complement each other in your textual production. 
• We are going to deal with narratives in the sense that when we 
narrate something we are telling a story. Another important aspect 
will be the integration of connectives and adverbs to help the 
narrative be more cohesive. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• Activity (Vídeo Nehte-UFPE) 
• Let´s listen to the video “ A Retórica (Digital) das Redes Sociais “ 
and choose the option which best suits the statements: 
• Registering attendance 
1- Choose the best option for the statements: 
A-Technologies develops human knowledge in a 
good way 
B-technological way 
C-social way 
D-bad way 
E-destructive way 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• 2- The Internet represents the technology realized from 
A- one person to another 
B- one person to the others 
C- everybody to everybody 
D- only one person 
E-nobody 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
3- On the 21st century, teaching can be improved and reach people 
who live far away from universities and schools by 
A- the use of new books 
B- the use of new technologies 
C- the use of radios 
D- the use of special pencils 
E- the use of diagrams 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• The concepts of receptive and productive vocabulary 
• In this class, it is very important to understand the differences 
between receptive and productive vocabulary. 
• One of the broadest definitions we can apply to the knowledge of 
vocabulary is that you learn a word when you know its meaning. 
This definition, however, is too broad and too general. We feel we 
need more details, more specific definitions about vocabulary 
learning. You need to know, for example, when we speak about 
vocabulary, we refer either to the oral form ( the one we use to 
speak and listen) and the written form ( the one we use to write 
and read). Within these two forms the vocabulary can be receptive 
( in the listening and reading) and productive ( in speaking and 
writing). Another important information about vocabulary 
knowledge is that, in general terms, the receptive vocabulary is 
larger than the productive one in any language. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
In the text below, written by Maria Auxiliadora Bezerra, you will 
have a brief summary of concepts linked to receptive and 
productive vocabulary that although meant to Portuguese classes 
are very valuable to any Language classes: 
Textual production requires, among another items, a 
vocabulary selection which is adequate to the explored 
subject, to the typology of the text, and to its degree of 
formality. For the proficient writer, this may not cause any 
difficulty. However to the learner it might become a great 
problem, mainly because of the treatment that is usually given 
to the text on Portuguese classes of basic teaching. Ignoring 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
the psychosociolinguistic nature of the text interferes in the 
student learning. In this way, the student begins to write based 
on oral language patterns (which belongs to the students 
background). The problems in the diversified uses of lexical 
units seem to reveal a non-construction of cognitive patterns 
related to textual forms and linguistic uses, associated to the 
non-use of learning strategies, helping the progress of the 
receptive vocabulary to the productive vocabulary. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• Tradução 
• A produção textual requer, entre outros itens, uma seleção lexical 
adequada ao assunto abordado, ao gênero de texto e a seu grau de 
formalidade. Para o escritor proficiente, essa adequação pode não 
causar dificuldades, no entanto para o aprendiz ela pode se 
apresentar como desafiadora, sobretudo devido ao tratamento 
que, em geral, é dado ao texto nas aulas de português do ensino 
básico. A desconsideração da natureza psicossociolinguística do 
texto interfere na aprendizagem do aluno, que termina por 
escrever textos quase sempre com base nos moldes do oral 
• coloquial (que conhece bem). As dificuldades no uso diversificado 
de unidades lexicais parecem demonstrar uma não construção de 
esquemas cognitivos relacionados a tipos e gêneros textuais e 
registros lingüísticos, além do não-uso de estratégias de 
aprendizagem, favorecendo a passagem 
• de vocabulário receptivo para o produtivo. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• To understand new vocabulary in reading is totally possible even if 
we do not know the exact meaning of some of the words in a 
text.. We can use the inference strategy to grasp the general or 
approximate meaning of the word or employ other necessary 
strategies already studied in lesson 4. 
• You have to agree that knowing a word goes beyond the idea of 
only knowing the word and its meanings. Let´s go back to the issue 
of what knowing a word means. It is important to know how to 
recognize a word while we are reading a text. For example, the 
word matter belongs to the English lexicon while the word 
sprechen does not. This is an important step. Another step is to 
know that the word matter means assunto, questão, ou importar, 
etc,. But just knowing the meanings taken from the dictionary 
does not guarantee the comprehension of the word in the varied 
contexts it may appear. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
– Words with multiple meanings 
• Words with muliple meanings also poses a problem for 
readers. They demand that readers be conscious that 
there are many possibilitiesof meanings and choose 
the write meaning for a certain context. These words 
are area, random,face,comfort, among others. 
– Meaning transfer 
• Meaning transfer happens when we use a word that 
originally does not belong to a specific area . When I use 
the expression ‘galloping inflation’ , it means that inflation is 
increasing. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• This is an example of a metaphor. Let´s read about Metaphor 
Cognitive Theory: 
• Nos últimos anos, porém, com o advento da Linguística Cognitiva, 
a investigação desses dois processos figurativos (metáfora e 
metonímia) sofreu uma verdadeira revolução. Essa revolução foi 
inaugurada com a publicação da obra Metaphors We Live By (1980) 
de George Lakoff e Michael Johnson. Nessa obra, os autores 
propõem uma inovadora teoria sobre a metáfora que, nos últimos 
anos, vem ganhando espaço no cenário da Linguística Cognitiva. 
• A teoria proposta por Lakoff & Johnson ficou conhecida como a 
TEORIA COGNITIVA DA METÁFORA, que postula que metáforas e 
metonímias não são apenas figuras de linguagem, como afirmavam 
os estudos tradicionais sobre os fenômenos linguísticos; ao contrá- 
• rio, estão além da linguagem e da literatura. Essa teoria concebe a 
metáfora e a metonímia como autênticos mecanismos cognitivos. 
Nesse sentido, elas pertencem ao pensamento, ou melhor, 
pertencem à cognição humana. 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• Essa nova abordagem sobre os processos metafórico e metonímico 
permitiu à Linguística Cognitiva postular que o pensamento 
humano é corporificado, metafórico e majoritariamente 
inconsciente. O nosso pensamento é corporificado, pois 
estruturamos o nosso conhecimento sobre as coisas do mundo 
partindo de nossa própria experiência corporal. Nosso pensamento 
é metafórico, uma vez que organizamos o nosso conhecimento 
sobre domínios mais abstratos através de nosso entendimento 
sobre domínios mais concretos. O nosso pensamento é 
inconsciente, porque não nos damos conta de todas as operações 
cognitivas acionadas para processar a construção de um dado 
sentido em um determinado contexto. As projeções metafóricas, 
as projeções metonímicas e as analogias empregadas na construção 
de sentidos são realizadas inconscientemente pela mente humana, 
determinando o caráter inconsciente de nosso pensamento 
• ( Fernandes & Guedes ) 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
 
THE DIFFERENCES BETWEEN TEXT GENRE AND TEXT TYPE 
LEITURA E REDAÇÃO EM LINGUA INGLESA 
• Difficult or unknown vocabulary 
• When we think of vocabulary which it is difficult, we should also 
think that in our native language we do not have a precise 
knowledge of a 100% of the vocabulary we find in an academic 
text. Every text has lexical items which represent a certain 
number of unknown words which can be difficult or not. 
• Here are some lexical items which generally bring some difficulty 
to the readers: 
– Idiomatic Expressions 
• They are lexical items composed by many words which 
have a specific meaning when kept together. 
• Example: When my sister tells her stories she drives me 
crazy! 
• (Quando minha irmã conta suas histórias ela me deixa maluca!) 
• Tradução 
• Se tentarmos traduzir a frase com sentido usual das palavras, ela 
perderá todo o sentido e teríamos uma tradução como esta: “ 
Quando minha irmã conta suas histórias ela dirige meu louco!