CONSIDERATIONS ON THE CONCEPTS OF PREMISE AND HYPOTHESIS IN LINGUISTIC SCIENCE

THE ROLE OF W. OCCAM'S CONCEPT OF SUPPOSITION IN THE DEVELOPMENT OF LINGUISTIC THINKING

“FIRE” IN CONSTRUCTION: MEANINGS AND USES FROM A PRAGMATIC PERSPECTIVE

This study investigates the meanings and uses of the word “fire” as perceived by sixth-semester undergraduate students in the Portuguese Language program at the Federal University of Piauí (UFPI), Ministro Petrônio Portella Campus. It aims to analyze the concepts attributed to the word by the students, as well as the utterances they produce, in order to understand how different contexts of use contribute to the construction of meaning. The research is grounded in studies related to Pragmatics and to the notions of meaning, sense, and context, drawing on contributions from authors such as Martelotta (2003), Fiorin (2004), Levinson (2007), Flores (2008), Góes and Cruz (2006), Paveau (2006), Neves (1997), and Moura (1999), among others. The corpus consists of data produced by the participating students through a questionnaire designed to investigate their perceptions of the word “fire” and its different uses. The analysis was conducted based on categories established from the collected data, relating the concepts presented by the participants to the utterances they produced as examples of use. The results indicate that the students recognize different possibilities of interpretation for the word “fire” and are able to produce varied utterances based on the meanings attributed to it, demonstrating the influence of context on the construction of meaning. Thus, the study contributes to reflections on language use and on the importance of analyzing the contexts in which utterances are produced and interpreted in Portuguese language teaching.

Semantic analysis of texts in a non-linguistic university based on Bloom’s taxonomy

Methods of semantic analysis and the appeal to the semantic side of the language based on Bloom’s taxonomy in the Russian language classes at a non-linguistic university in the study and analysis of the text are actual. The role of Bloom’s taxonomy in the step-by-step implementation of the content analysis algorithm and its appeal to it lies in its consistency, i.e., in the mandatory stages of conscious learning, such as knowledge, understanding, application, analysis, and synthesis. The use of this method contributes not only to the processes of memorizing and reproducing facts, but also allows you to establish a connection with the previously received information, generalize, change, interpret and transform it.In this regard, the text is an invaluable source of factual material that provides options for the diverse use of language units at various levels. In Russian language classes, the most effective methods for semantic text analysis are the associative method and the content analysis method. Tasks based on associations arouse students ‘ cognitive interest, and content analysis contributes to better assimilation of texts of different speech styles, including texts on the specialtySemantic analysis of texts based on Bloom’s taxonomy in a non-linguistic university contributes to the development of critical and creative thinking of students by forming the ability to determine the value of an idea based on a critical and objective consideration of arguments

Language, Subject, Enunciation, Discourse: (Re)Reading Michel Pêcheux in Times of Generative Language Tools

ABSTRACT This article aims to reflect on the functioning of generative language tools, based on the theoretical-methodological framework of materialist discourse analysis, founded on the propositions of Michel Pêcheux. Taking as a starting point the (re)reading of Pêcheux’s work, focusing on the notions of language, subject, enunciation and discourse, it proposes questions about the way in which the processes of production of meanings, theoretically understood as phenomena carried out by/in subjects, are affected by the advancement of chatbots, in their capacity for textual production. In a second moment, based on the analysis of linguistic materiality produced by ChatGPT, it points to the way in which the machine, inscribed in the place of “artificial intelligence,” begins to “inherit” discursive positions arising from texts present in its training, so that the meanings produced in their formulations are anchored in a mapping of dispute processes over meanings that instantiate these positions.

The Logic of the Arguer. Representing Natural Argumentative Discourse in Adpositional Argumentation

AMBIGUITY FROM THE PERSPECTIVE OF MENTAL SPACE THEORY AND FRAME SEMANTICS IN WHATSAPP MESSAGES

This paper has as its research problem the fact that although many scholars present different approaches to the concept of ambiguity in their works, among those that were found, few – if any – studies are based on more current theoretical frameworks such as those of Cognitive Linguistics; a fact we consider to be relevant, as research in this field has made significant advances. Within this context, the general objective of this study is to refine the concept of ambiguity by considering, in addition to grammatical aspects, the mental spaces theory (MST). To this end, we investigate how meaning is constructed in WhatsApp messages that contain ambiguous stickers, based on the theories of mental spaces by Fauconnier (1994 and 1997), conceptual blending by Fauconnier and Turner (2002), and frame semantics by Fillmore (1976, 1982, and 1985). The analysis, based on WhatsApp messages, explains how double meanings are constructed, highlighting the specific blending processes involved in building the ambiguous meaning of the messages.