As estratégias de realização do sujeito nulo em dados de aquisição e aprendizagem

Abstract

The present work aims to analyzes the subject’s fulfillment strategies in Brazilian Portuguese (BP) learning and acquisition’s data and compare the results found in the analyzed data. Many researches review to us that null subject constructions still existing in the Brazilian Portuguese (BP) but in a selective way (GALVES, 2000; KATO, 2014) and this has been a great debate’s target. Is needed to highlight that speakers of BP produce less null subjects than European Portuguese (EP) speakers and, when the speakers of BP perform the erasure of the subjects, they perform it in restrict contexts (MAGALHÕES, 2000; 2006). In this sense, several analyses have been proposed in an attempt to explain well the observed restrictions. The present research is inserted in the part of the Generative Theory, in the model known as Principles and Parameters (CHOMSKY, 1986 and following). According to this model the human being is innately gifted of rich and structured linguistic knowledge that guide them in the process of acquisition of a language. In this conception of language acquisition, the speaker only needs to be inserted in a linguistic environment and have not passed the called “critical period” (cf. CHOMSKY, 1986) so the speaker could acquire a grammar. The learning process occurs inversely because it is a conscious process that occurs though formal school education. The goal of this research, therefore, is to verify how the full null subject vs appears in the child’s grammar who is in the phase of acquisition of the BP and compare this knowledge with that of the child dominates after years of learning the Portuguese grammar in the school. In an attempt to verify if, with learning Portuguese in the school, the speaker will have for the writing structures with null subjects that are not verified in the natural grammar of BP. For the fulfillment of this research we transcribed and codified the data of two children, one having the Maceió’s dialect and another with the Vitória da Conquista, with ages between 2;0.0 and 3;5.0 years, to verify the hypothesis about the linguistics changes in the BP regarding specifically the production of grammatic subjects. And informative data in the phase of learning in the elementary 2 (final years) and informants of college degree of the Maceió dialect.