Sequence Types and Textual Production Teaching

Currently, Portuguese teaching prioritizes the study of text sequence types and genres. All the didactic material and activity in the classroom are guided by this study. Because the narrative text type is one of the first which the student has contact with, it will be the focus of this work. This article aims to present a didactic sequence along the lines of Dolz, Noverraz, and Schneuwly （2004）, using the fable and tale genres in order to contribute to the development and appropriation, by the students, of the structural and linguistic characteristics of these genres and the type that makes it up. This sequence of activities is fundamental to work with text production, as it greatly contributes to the writing teaching.

叙事语篇难度级差及其参数关联

本文按照复杂度将话题链分为三种类型,不同类型的话题链在成人、儿童语篇中表现不同。单一型在低难度儿童语篇中占绝对优势,而种属型、主次型主要出现在高难度成人叙事语篇中。链中小句延续量值、话题管辖功能、话题辖域也在不同难度等级语篇中具有区分度。小句时间排列维度是低难度语篇的显著特征;小句前后景设置也是评判难度等级的标志。由于话题链、小句排列模式在儿童、成人不同难度等级语篇中有不同的表现,因此成为评判语篇难度级差的重要参数。

脱离式论辩风格:作为表达手段的文本类型

本研究基于语用论辩学理论,通过考察"欧盟环境与气候变化政策报告"这一机构话语中实施具体交际活动类型的话语事件,阐明脱离式论辩风格(van Eemeren 2019)的特征。根据批判性讨论的语用论辩模型,报告中的执行摘要和关键结果被重构为结论阶段。由于受到惯例化和制度化的制约,这一交际实践具有特定的话语模式和结构,语境所强加的惯例化类型使采用脱离式论辩风格成为必然,因此文本类型(Adam 1992)的概念有助于对脱离式论辩风格的特征进行更为细致的描述。在批判性讨论的结论阶段,为保证陈述的客观性和简洁性以及报告总结或者关键结果中的信息密度,不再重申意见分歧,而是通过均衡叙述性、描述性和元话语的文本策略对至关重要的立场进行综合性表达。这就避免了对立场进行明确的否定性评价或陈述,但提出的建议可供决策者采纳或再议。