The impact of verbalizing linguistic terms on the quality of textual production in the classroom

Abstract

This study investigates the verbalization of linguistic terms in textual production in the classroom, focusing on fourth-grade students in a collaborative writing context. The analysis is based on Benvenistean Enunciative Linguistics and Text Genetics, with support from Cognitive Psychology, which helps to understand the processes involved in writing and the impact of interactions on textual negotiation. The objective is to understand how teachers' verbalizations influence textual construction and how students reflect on the use and mention of linguistic terms. The methodological approach analyzes the metalinguistic activity associated with the verbalization of these terms, as observed in the school manuscript produced by the pairs, aiming for a more in-depth qualitative analysis of the metalinguistic comments. The corpus is part of the School Manuscript Laboratory database at the Federal University of Alagoas, collected in 2017 with the “Interwriting–Aveiro” project, using the Ramos System. The analyses indicate that the school manuscript reflects the teacher’s verbalizations throughout the textual production, demonstrating their influence on the development of students writing.