Vian Júnior, OrlandoMendes, Wellington Vieira2017-02-102017-02-102016-08-22MENDES, Wellington Vieira. Mecanismos de junção em textos acadêmicos: uma abordagem sistêmico funcional. 2016. 213f. Tese (Doutorado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/21939The observation of how academic texts are organized provides the understanding of the meaning construction mechanisms in the different strata of the discursive systems. Besides the lexicogrammatical characteristics which configure on the surface of the texts, the contexts recognition in which they are produced also make it possible to understand them as a result of a complex process of meaning construction and articulated in these systems according to Systemic Functional Linguistics (SFL). The theoretical frameworks of this study are the discursive system model suggested by Martin and Rose (2007), the cohesion studies carried out by Halliday and Hasan (1976) and the Systemic-Functional Grammar by Halliday and Matthiessen (2014). The focus and objective of this research is the junction phenomenon with overt markers - here conceived as different lexicogrammatical realizations which, regardless their status or length, act in the confluence of clause complexes. In this specific case, the focus is shifted towards texts written by Letras undergraduate and graduate students. It aims at: (i) Identifying the relations of junction in academic texts written by undergraduate and graduate students; (ii) comparing the usages of relation of junctions within the texts written by undergraduate and graduate students; (iii) provide input to writing practices in the gym from the theoretical basis provided by LSF on textual articulation. To reach these objectives, the research analyzes a corpus of 9,8 million words composed of research articles, monographs, master’s dissertations and doctoral theses in Linguistics. The data were compiled with the support of the tools available for use on WordSmith Tools (SCOTT, 2012), specifically on the quantitative treatment of the samples. By way of results, it is possible to state that junction with overt marker shows a higher recurrence in the undergraduates’ texts, but cooperate, indistinctly, with the undergraduates’ and graduates’ works, for the meaning construction in discourse because they configure relations and activities in the text itself and beyond, as much for the argumentative passages of a given topic or another, as for the usage of resources such as metaphrase, transposition and/or amplification of meanings when these functional components point out towards the experience or ideation and, in other cases, for the sequential organization of the text.Acesso AbertoJunçãoSistema de conjunçãoRelações lógico-semânticasGramática sistêmico-funcionalTexto acadêmicodoctoralThesisCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA