Linguistic theories and first language education: distinguishing the indirect object from the adverbial adjunct in Portuguese language textbooks

Abstract

The overarching aim of this study is to contribute to the teaching of syntax in Basic Education, within the context of Portuguese as a first language. More specifically, it seeks to examine the criteria employed to differentiate prepositional verbal arguments from adverbial adjuncts in three Portuguese Language textbooks used in secondary education. Accordingly, the research question guiding this investigation is: what is the nature of the criteria adopted in Portuguese Language textbooks at the secondary level to distinguish prepositional verbal arguments from adverbial adjuncts? To address this question, a qualitative analysis of instructional materials was carried out, taking into account the analytical categories “presence of semantic criteria” and “presence of morphosyntactic criteria” (Perini, 1985). The findings indicate that, in the textbooks analyzed, the criteria employed are predominantly semantic, specifically concerning whether or not the adverbial adjunct is obligatory within the sentence.