THE (RE) CONSTRUCTION OF THE 'BULLYING' SPEECH OBJECT IN OPINION TEXT: IN FOCUS, DIRECT REFERENTIAL EXPRESSIONS AT TWO PRODUCTION MOMENTS

Abstract

This article presents partial results of a master's thesis the aim of this paper is to investigate in year 9 students’ essays if there were development in the use of referencial direct expressions from the referencial theory. Eight texts produced by four students are taken for analysis, four texts corresponding to Production 1 (initial generation) and four texts to Production 2 (produced by the same students, after working with the theme in class). Comparative analyzes were promoted between the two productions of each student's text to observe whether there are advances in the construction of the referential chain, considering the context of interlocution and the anaphoric resumption processes. This research has a qualitative nature and follows an interpretive bias. It is based on a bibliographic review and focuses on methods and procedures that aim to describe and interpret the phenomenon established in the texts, following theoretical guidelines in the area of Textual Linguistics, especially with regard to the socio-cognitive-interactionist perspective. The studies presented by Mondada and Dubois (2017), Koch (2003, 2009, 2018), Koch and Elias (2017), Cavalcante, Custódio as our basis for our analysis Filho and Brito (2014) and Roncarati (2010), among others that make up the scene of the studies of referencing. As a result, he observed in the texts under analysis the strategic use of the following recovery processes: change of core name, reiteration of core name with recategorization and reiteration of core name without recategorization. In the comparison between the two texts of each student, there was an increase in points of the referent in focus and more informative or evaluative recategorizations, strategies that contributed to bring the text closer to the objectives of the proposed interaction.