The descriptive assessment of a student seen from the enunciation perspective

• Main Authors: Bárbara Luzia Covatti Malcorra, Vera Helena Dentee de Mello
• Format: Article
• Language: Portuguese
• Published: Universidade do Vale do Rio dos Sinos (UNISINOS) 2017-06-01
• Series: Calidoscópio
• Online Access: http://revistas.unisinos.br/index.php/calidoscopio/article/view/11369

<p>Based on Benveniste’s theory of enunciation, this article analyzes the effects of meaning resulting from the syntagmatic linearization performed by the speaker in elementary school descriptive assessments. We focused specifically on the subject arising from teachers’ speeches and on the “you” established by the speaker at the time of enunciation. Our corpus is composed of a student’s descriptive assessment collected at an elementary school in the city of Novo Hamburgo, Brazil. We analyzed (a) the individual act in which the speaker and the listener are implicated; (b) the situation where the act of enunciation takes place, which constitutes the reference built in speech; and (c) the instruments for carrying out this act, that is, the specific indexes and accessory procedures. Results suggest that the syntagmatic linearizations performed by the teacher-speaker allow for the listener to seize the reference built in speech, particularly the unique and singular character of enunciation.</p><p><strong>Keywords: </strong>enunciation, syntagmatic linearization-semantization, descriptive assessment.</p>