PATHS TOWARDS A FUNCTIONAL TEACHING OF GRAMMAR ORIENTED TO TEXTUALITY: PERSONAL PRONOUNS AND ADJECTIVES IN INTERSUBJECTIVE PERSPECTIVE*

ABSTRACT Portuguese language teaching at school is pervaded by a contradictory process established by the fact of understanding, along with the National Curriculum Parameters (NCP), that the text is the basic unit of language education, but adopting a perspective of grammar teaching which ignores, to a greater or lesser extent, the discourse-semantics stratum. Thus, we aim, first, to discuss this contradiction, from a systemic-functional perspective of language (HALLIDAY, 2004), proposing to conceive texts as social, communicative and interactional events, and language as a meaning potential, in order to present, afterwards, an initial path to a model of functional grammar teaching oriented towards textuality. Such a model aims to explicitly capacitate students to use lexicogrammar resources in terms of the discursive and semantic effects enabled by their instantiation during the production and interpretation of distinct texts from a wide range of genres. Therefore, this proposal is associated with a standpoint that conceives the teaching of grammar as a means to achieve language awareness (FAIRCLOUGH, 1997). To exemplify the application of the model, we will analyze an institutional propaganda from McDonald’s, published in magazines, in newspapers, in the internet and in the own restaurant, during the months of February and March 2013, and, afterwards, we will present some guidelines for the pedagogical approach to the intersubjective use of personal pronouns and adjectives in education environments.

摘要 学校葡萄牙语教学普遍存在一组矛盾的教学实践：其认知层面契合《国家课程参数》（National Curriculum Parameters, NCP）中“文本是语言教育基本单元”的核心主张，但实际采用的语法教学视角却或多或少忽视了话语-语义层面。为此，本研究首先以系统功能语言学视角（systemic-functional perspective of language，韩礼德，2004）为理论框架，剖析这一矛盾；研究主张将文本视作兼具社会性、交际性与互动性的事件，将语言视为意义潜势，并据此提出面向文本性的功能语法教学模式的初步构建路径。该模式旨在让学生切实掌握词汇语法（lexicogrammar）资源的运用逻辑，使其能够依托不同体裁文本在生成与解读过程中，通过词汇语法的具象化实现精准的话语与语义表达效果。据此，本研究的核心主张契合将语法教学视作提升语言意识（language awareness，费尔克劳，1997）之途径的学术立场。为示例该模式的实际应用，本研究将分析2013年2-3月间刊载于杂志、报纸、网络及麦当劳（McDonald’s）自营门店的品牌宣传物料；随后将提出面向教育场景的主体间性视角下人称代词与形容词使用的教学指导原则。