O uso de referenciais lexicais e gramaticais na leitura e compreensão de gêneros textuais em língua inglesa.

1. Concurso Público para Professor Efetivo do Ensino Básico,
Técnico e Tecnológico do Instituto Ferderal de Educação, Ciência
e Tecnologia da Paraíba.
The use of lexical and grammatical
references to reading and understanding
textual genres in English.
Teacher Ailton Pinheiro Moreira

2. Reading in Technical Courses

3. Genre Theory
 Genres are socially-constructed practices.
 Context plays an important role in shaping
genres (Holquist, 1986).
 Speech genres are recognizable patterns of
language-in-context (Bakhtin, 1986).
 Speech genres include both oral and written
forms of language.
 We focus on written genres.
 Genres embody collections of specific
features (Hasan, 1989; Paltridge, 1994).

4. Webpage

5. Comic Books

6. Résumé

8. Abstract

9. What is Reading?
“Along with writing and reasoning, reading is one of the
most important activities in which students have to engage.
This is a fact of life” (FAIRBAIRN, G. J. FAIRBAIRN, S.
A., 2001, p. 1).

10. Reading
 Reading is a process undertaken to reduce
uncertainty about meanings a text
conveys.
 The process results from a negotiation of
meaning between the text and its reader.
 The knowledge, expectations, and
strategies a reader uses to uncover textual
meaning all play decisive roles way the
reader negotiates with the text's meaning.

11. Reading
 Reading does not draw on one kind of
cognitive skill, nor does it have a
straightforward outcome—most texts are
understood in different ways by different
readers.
(http://coerll.utexas.edu/methods/modules
/reading/01/)

12. Reading
“...reading means ‘reading and
understanding’. A foreign language learner
who says, ‘I can read the words but I don’t
know what they mean’ is not, therefore,
reading, in this sense. He or she is merely
decoding – translating written symbols into
corresponding sounds” (UR, Penny. A
course in language teaching. Cambridge:
Cambridge University Press, 1996, p. 138)

13. Moira is a professor at the New York State
University. She is American and lives in New York.
She has a big family. Her husband is John. He is a
taxi driver. Moira has 5 kids. Edward, Donald,
Sarah, Rebeca, and Luke. Edward is a university
student. He is 20 years old. His favorite hobby is
studying. Donald is a university student too. He is
18. His favorite hobby is watching movies. He
studies Arts. Sarah is a High School student. She is
15. Her favorite passtime is dancing. Rebeca and
Luke are twins. They are 10 years old. Their
favorite hobby is playing with Crool, their dog. But
they are unhappy today because Crool is not well.
Its paw is hurt. So, it cannot run to play with them.

14. Reading Activity
Moira is a professor at the New York State University.
She is American and lives in New York. She has a big
family. Her husband is John. He is a taxi driver. Moira
has 5 kids. Edward, Donald, Sarah, Rebeca, and Luke.
Edward is a university student. He is 20 years old. His
favorite hobby is studying. Donald is a university
student too. He is 18. His favorite hobby is watching
movies. He studies Arts. Sarah is a High School student.
She is 15. Her favorite passtime is dancing. Rebeca
and Luke are twins. They are 10 years old. Their
favorite hobby is playing with Crool, their dog. But
they are unhappy today because Crool is not well. Its
paw is hurt. So, it cannot run to play with them.

15. Discussion
1. What is the main topic?
2. Who is Moira?
3. Who is John?
4. Who is 20 years old?
5. Who are the twins? What does “twins”
mean?
6. Where does Moira live?
7. Which word from the text has the same
meaning of hobby?

16. Coherence and Cohesion
Coherence means the connection of ideas at the idea
level, and cohesion means the connection of ideas at
the sentence level
(http://www.bothell.washington.edu/wacc/for-students/
eslhandbook/coherence).
Cohesion and coherence aren't too difficult to
explain. Cohesion refers to connectivity in a
text. Coherence refers to how easy it is to
understand the writing
(http://gordonscruton.blogspot.com.br/2011/08/what
-is-cohesion-coherence-cambridge.html).

17. Coherence and Cohesion
"My favourite colour is blue. I like it because it is
calming and it relaxes me. I often go outside in
the summer and lie on the grass and look into
the clear sky when I am stressed. For this reason,
I'd have to say my favourite colour is blue."

18. Cohesion with no Coherence
"My favourite colour is blue. Blue sports
cars go very fast. Driving in this way is
dangerous and can cause many car
crashes. I had a car accident once
and broke my leg. I was very sad because I
had to miss a holiday in Europe because
of the injury."

19. Cohesive, NOT Coherent

20. Lexical References
 Reference;
 Substitution;
 Ellipsis;
 Conjunctions;
 Lexical Cohesion.

21. References:
“Take a look at this.”
Situation – Exophora

22. 1 – Maria is very happy. She is
pregnant!
2 – Because she is pregnant, Maria is
very happy!
Text – Endophora

23. 1 – It is anaphoric because the pronoun she
refers back to the proper noun Maria.
2 – It is cataphoric because the pronoun
she refers forwards to the noun Maria.
“At home, looking through the window, he
stood in silence. David felt lost.
“The horse had run the whole shore. Now, it
was worn out.”

24. Reference
 Situation – Exophora
 Text – Endophora
 Endophora:
Anaphora and Cataphora

25. Substitution
 The woman started to scream. Everybody
did just the same.
 She loved all the blouses you bought her.
But she preferred the red ones.

26. Ellipsis
 She had three nightgoans: she used the
green Ø on Mondays and Tuesdays, the
yellow Ø on Wendsdays and Thursdays,
and the black Ø on Fridays and Saturdays.
 Mark goes jogging everyday. He wakes up
very early, Ø does some stretching
exercises, Ø has some fruit for breakfasft,
Ø brushes his teeth, and Ø leaves home.

27. Conjunctions
 We went home and went straight to bed.
 They are rich but aren’t happy.
 We took the day off because we were
tired.
 We went home early, so we missed the
end of the concert.
 We decided to go home when the two men
next to us started a fight.
 You can make it if you really want it.

28. Lexical Cohesion
 A child came to me. The girl seemed to be
scared.
 The teacher entered the classroom, sat at
the desk in silence. All the students
hushed. She opened her case, picked a
pen, opened the attendance book, took a
deep breath, and started to cry.

29. Bibliographical References
BROWN, Douglas H. Principles of language learning and teaching.
New Jersey: Prentice Hall Regents, 1994.
Foreign Language Teaching Methods. Disponível em <
http://coerll.utexas.edu/methods/modules/reading/01/ > Acesso em 20
de março de 2014, às 20:30.
Have fun teaching – reading worksheets. Disponível em <
http://www.havefunteaching.com/worksheets/reading-worksheets/
predictions-worksheets/ > Acesso em 25 de fevereiro de
2014, às 19:17.
LUIZ, Cecília Parreira. Colégio Cenecista Doutor José Ferreira.
Disponível em: <http://www.joseferreira.com.br/blogs/lingua-inglesa/
2013/marco/cognatos-e-falsos-cognatos/> Acesso em 01 de
março de 2014, às 18:17.

30. RICHARDS, J. C., HULL, J. and PROCTOR, S. New Interchange:
English for International Communication. Cambridge: Cambridge
University Press, 2005.
SWAN, M. A Practical English Usage. Oxford: Oxford University
Press, 1986.
Understanding English. Disponível em <
http://gordonscruton.blogspot.com.br/2011/08/what-is-cohesion-coherence-
cambridge.html > Acesso em 22 de março de 2014, às
17:00.
University of Washington – BOTHEL. Disponível em <
http://www.bothell.washington.edu/wacc/for-students/
eslhandbook/coherence > Acesso em 20 de março de 2014, às
14:20.
UR, Penny. A course in language teaching. Cambridge: Cambridge
University Press, 1996.

31. Thank you!