A emergência de um sistema de competidores: um estudo cognitivo-funcional dos processos mentais subjacentes ao desenvolvimento do PBL2 em surdos universitários

Abstract

This study investigates the effects of general-domain cognitive processes on the morphosyntactic representation of Brazilian Portuguese (PB) in deaf students. From the observation of how the items placed in sequence to compose a written production did not correspond, in great number, to the constructional patterns of the PB, our hypothesis about the emergence of a competing system arose and must be explained by theory that takes into account the complexity language. The rationale for this type of research is the perspective that teaching PBL2 to the deaf learners can be effective if the effects of the general and specific cognitive processes that repeatedly operate on the use of languages are known to teachers. The theoretical framework adopted for the development of the research is based on an integration between presuppositions of functionalist linguistics and cognitive linguistics. The two currents conceive that languages are dynamic and complex systems and therefore must be investigated in their relations of use in different contexts, in which general cognitive capacities are triggered (LARSEN-FREEMAN, 1997; TOMASELLO, 1998; 2009; BYBEE, 2016). These fundamentals were essential so that, through the product observation bias, we could present evidence about the operation of the processes involved in the emergence of PB. For this, we observed written productions analyzed in revised studies and in reading activity of two texts in a cloze format that generated a sample with 1144 nominal constructions. We consider that the complexity faced by adult learners, deaf and hearing with different L1, during the L2 development process, seems to be strongly linked to (i) typological differences between languages, (ii) activation of cognitive processes and (iii) methodology education. The results revealed by the analysis pointed to a continuum from weak (in greater concentration) to strong, related to the cognitive processes of categorization, chunking, analogy, enriched memory and transmodal association. We indicate that these processes still need to be strengthened in general, with all kinds of knowledge