Referenciação eretextualização no ensino deportuguês como língua adicional em contexto universitário polonês
Referencing and Retextualization in the Teaching of Portuguese as an Additional Language in a Polish University Context

Summary/Abstract: Complex activities are involved in the production of texts, oral or written. In additional language teaching and learning in a university context, students must know and master the language in its different registers, particularly in the standard norm of the language being learned. This study aims to analyze how referencing and retextualization, essential textual-discursive processes in the construction of text and meanings, take place in textual productions by Polish students. The study has a theoretical-analytical qualitative basis provided by interactive and sociocognitive textual linguistics studies. Thus, it is anchored in the studies of referencingby authors such as Mondada and Dubois (2003), Cavalcante [et al.], (2014), Koch (2021), and others who advocate a constructivist perspective on reference. Regarding retextualization, our research draws form Marcuschi (2010) and others.

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