Universidade Federal do Ceará USA at UFC USING BOARD GAMES TO UNDERSTAND GRAMMAR Clarisse Magno da Silva Orientadora: Profª Drª Fabiola Vasconcelos Lopes.

Apresentação em tema: "Universidade Federal do Ceará USA at UFC USING BOARD GAMES TO UNDERSTAND GRAMMAR Clarisse Magno da Silva Orientadora: Profª Drª Fabiola Vasconcelos Lopes."— Transcrição da apresentação:

1 Universidade Federal do Ceará USA at UFC USING BOARD GAMES TO UNDERSTAND GRAMMAR Clarisse Magno da Silva Orientadora: Profª Drª Fabiola Vasconcelos Lopes GEMD/UFC

2 INTRODUCTION The idea for this work came out while in the discussion group GEMD (grupo de estudos em modalidade deôntica) under Profa. Dr. Fabiola Lopes when reflecting about the genres that could possibly be used at school. Having in mind that some times some genres are not even mentioned in classes and thinking about taking advantage of the instructional genre to class environment we thought about doing a research project on this genre.

3 OBJECTIVES The aim of this work it to know more about the instructional genre, see how it works and show that the grammar built in such instructional genre can be taught through the use of board games helping students in the classroom environment.

4 THEORETICAL BACKGROUND As the basis to our study we relied on some authors. We worked with Raimes (1978), Koch e Favero (1998), and Bronckart (1999) about the textual genres and textual competence. Sheneuwly et al. (2004), helped us to understand more about the genres and types of speech. Marinello, Benetti and Köche (2008), brought us the instructional genre. Neves (2012) and Marcuschi (2008) reinforced our investigation about the production and analysis of genres. And Palmer (1986) helped us to understand the deontic values. (By deontic we mean obligations, permission, prohibition in a general way).

5 METHODOLOGY  Readings about genres;  Readings about the instructional genre;  Selection of texts to be analyzed;  Analysis of the texts; Phase #1: some texts were analyzed in terms of deontic values - if values of obligation, procedure or permission occurred; Phase #2 : mood was analyzed, if imperative, subjunctive or infinitive. And also the manifestation of deontic modality - if subdivided into auxiliar verb, lexical verb, noun or other;  Results.

6 THE TEXTS Characteristics:  Same kind of structure;  Board games;  Board games with online instructions;  In English.

7 TEXT How to Play Hungry Hungry Hippos Instructions 1 Choose a hippo and place five marbles into your marble release area beside your hungry hippo. Each hippo has a name and color. Happy, Henry, Homer and Harry are pink, orange, green and yellow. 2 One player releases one marble by pressing down on the marble release lever. Once the marble is in the board's center, all players try to make their hippos munch it by pressing down on their hippo's tail until someone's hippo captures it. 3 Move in a clockwise direction to the next player, who then releases one marble. All players repeat the process. 4 Continue taking turns releasing one marble at a time until all marbles are gone. Each player then counts her marbles and the player with the most wins the game. 5 Change the way to play for more advanced fun. All players release all of their marbles at the same time and try to munch as many as possible at the same time. After all marbles are gone, count them up, and the one with the most wins.

8 TEXT How to Play Mouse Trap Instructions 1 Choose a player to go first. The first player rolls the die and moves the number of spaces shown on the die. 2 Follow the instructions printed on the space where you land. Types of spaces include Build spaces, Go Back or Move Ahead spaces, Take or Lose Cheese spaces, Dog Bone space, the Loop, Cheese Wheel space, Turn Crank space and Safe space. 3 Build the mouse trap when you land on a Build space. Trap parts must be assembled in numerical order. Follow the building plan included with the game. Every time you add a trap part, pick up one cheese piece from the pile. 4 Land on a Take the Cheese space. Each of these spaces tells you to take a different number of cheese pieces from the pile. If the pile is empty take cheese pieces from your opponent with the most. When you land on a Lose Cheese space, you must put back in the pile however many pieces the space says.

9 Elements we found: Obligation Procedure Permission

10 Set up the board – Obligation Two, three or four may play – Permission Follow the instructions - Procedure Examples - Values

11 Elements we found: Lexical Verb Auxiliar Verb Noun

12 Move foward – Lexical Verb You must always build evenly – Auxiliar Verb It is necessary to understand the rules - Adjective Examples- Manifestation

13 Elements we found: Imperative Infinitive Subjunctive

14 All players release all of their marbles - Subjunctive Follow the instructions – Imperative To get a game started faster... - Infinitive Examples- Mood

15 RESULTS 24,1% 1,4% 72,8% Obligation Permission Procedure Noun Auxiliar Verb Lexical Verb Imperative Infinitive Subjunctive Values Mood Manifestation

16 CONCLUSION We could notice that the use of the imperative form is widely used in the construction of the instructional genre. We think that by understanding how the genre is constructed the teacher may have the chance to take new ways of teaching this genre in the classroom environment and it might happen through the use of board games.

17 REFERENCES BAZERMAN, Charles. Gênero, agência e escrita. Org.Judith Chambliss Hoffnagel, Angela Paiva Dionísio; tradução e adaptação Judith Chambliss Hoffnagel. São Paulo, Cortez, 2006. BRONCKART,J.P. Atividade de linguagem, textos e discursos:por um interacionismo socio- discursivo.Trad. Anna Rachel Machado e Péricles Cunha. EDUC,1999. KOCH, Inguedore G. Villaça. Desvendando os segredos do texto. São Paulo, Cortez, 2003. LOPES, Maria Fabíola V. A modalidade deôntica na aula de inglês ministrada em português. 2009. 263 f. Tese (Doutorado) – Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2009. _____________________. Relação modal no discurso do professor. In: NOGUEIRA. Márcia Teixeira & LOPES, Maria Fabíola V. (Org.) Modo e Modalidade: gramática, discurso e interação. Fortaleza: Edições UFC, 2011. MARCUSCHI, Luiz Antônio. Produção textual e análise de gênero e compreensão. São Paulo, Parábola, 2008. MARINELLO, BENETTI E KÖCHE.O texto instrucional como um gênero textual. The ESPecialist, vol.29, nº especial (61-77), 2008. NEVES, Maria Helena. A gramática passada a limpo: conceitos, análises e parâmetros. São Paulo, Parábola Editorial, 2012. PALMER, F. R. Mood and Modality. London: Cambridge University Press, 1986 RAIMES, Ann. Focus on composition. New York, Oxford University Press, 1978. SCHNEUWLY,B; DOLZ, J. E COLABORADORES.Gêneros orais e escritos na escola. Trad. Roxane Rojo e Glaís Sales Cordeiro. Mercado das letras, 2004. XAVIER, Antônio Carlos.Como se faz um texto. São Paulo, Editora Raspel, 2006.