5.3 Bofaste, innflyttere og utflyttere
5.3.1 Kjønn, sivilstand, alder
Não resisti à tentação de completar o círculo com que comecei essa tese. A seção 2.1 voltou ao assunto da alternância estudada no ensino da língua inglesa (ELE). Seção 5.7 associou os resultados com sugestões pedagógicos. Arrisco, então, encerrar o presente trabalho com uma ironia. Ainda não tenho uma resposta à pergunta que o aluno levantou em 2002 sobre o complemento correto de ‘suggest’. Porém, não seria mais por falta de entendimento do sistema dos complementos indefinidos de inglês em toda sua complexidade atual e histórica. Por outro lado, reconheço que o foco na alternância em si entre os dois tipos de complemento indefinido não levará o aluno ao entrincheiramento do uso dos dois que é essencial para sua assimilação das construções. Responderia hoje com a resposta de que o gerúndio é mais comum neste contexto, e o infinitivo é mais comum em outros. Acrescentaria que existe ainda uma outra opção válida por este verbo: o complemento subordinado e definido iniciado com ‘that’ (similar ao de ‘que’ em português) sendo que este último complemento deve ser evitado se o período for muito comprido.
188
Nota-se que a obra de Egan preocupa em explicar exceções ao invés de simplismente ignorar dados conflitantes.
Afirmada pela análise do capítulo anterior, acredito que as gramáticas mais eficazes no ELE, baseam-se em dados de corpus. É interessante que o Longman Student Grammar of
Spoken and Written English não apresenta os dois complementos em termos de uma escolha
entre eles. Cada um é apresentado a parte, em um conjunto de possíveis complementos organizados pelas funções pragmáticas expressas por cada forma. Recomendo a abordagem de tais gramáticas para a elaboração de material didático que explica ou apresenta o objeto da presente pesquisa.
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Anexo 1: