Análise metalexicográfica do tratamento dos phrasal verbs em dicionários escolares e glossários de manuais didáticos

Abstract

The present study aims to analyze the treatment given to the 8 most frequent phrasal verbs in English in dictionaries and teaching manuals found in some public schools in the city of Dourados-MS. “Phrasal verbs” are formed by verbs + particles (generally prepositions) whose meaning differs from the original meaning of the verb, constituting a problematic aspect for the meaning. We justify the research by seeking to offer data that can better diagnose the supply of phrasal verbs in these materials, as it is a challenging topic for learning a foreign language -English, as they have a specific semantic value. A research methodology consists of analyzing a sample of phrasal verbs found and digitized from dictionary entries present in the schools researched, as well as teaching manuals for high school. We have the following research questions: “Are the 8 most frequent phrasal verbs present in bilingual school dictionaries in the public schools selected for the research? “Do phrasal verbs appear in vocabulary teaching sessions and glossaries present in dyadic manuals for high school (LI) found in the schools selected for the research?” We hypothesize that the categories of phrasal verbs need to be on the pages of dictionaries and manuals that provide the teaching support that students need, as we know that the particular nature of these verbs forms new expressions that need to be learned in context or through their meanings obtained from dictionaries. bilingual, or even, to meet the specific needs of students for the study of these linguistic-phraseological categories. We start from the premise that competence in the use and application of phrasal verbs is a necessary condition for communicative fluency in the English language and, therefore, it is expected that teaching manuals and dictionaries in the school environment can address these categories. For the theoretical framework, we use the assumptions of etalexicography in its interface with Phraseology (Welker, 2004; Dirven, 2001, Monteiro-Plantin, 2012, among others). As a result of this research, it can contribute to inform future improvements in the lexicographic and teaching materials offered in schools.