A estrutura temático-informacional e aspectos da interlíngua de aprendizes de inglês como L2: estudo comparativo

Abstract

This work focuses on the cognitive/functional principle of the thematic-informational distribution in the text, based on the notions of Theme/Rheme and Given/New (HALLIDAY; MATTHIESSEN, 2004, 2014; McCARTHY, 1991), as well as approaches certain aspects of the interlanguage of Italian learners (PERNA, 2016) in comparison with Brazilian learners (TENUTA, 2001; TENUTA; OLIVEIRA, 2015) of English as L2. We observed explicit and implicit knowledge of these groups of learners related to the referred principles and the performance of these same groups in terms of certain syntactic/discursive aspects of the English language, namely, cohesive elements, required syntactic subject, non-agentive subjects, use of nominalizations, all characterizers of their interlanguage (RUTHERFORD, 1987). The results showed that the three participant groups presented similar behavior relative to the investigated issues. In general, there was little identification of the linguistic elements or processes related to an appropriate textual/discursive production, which reveals relevant pedagogical implications to a target language approach.