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Abstract(s)
Estudos já disponíveis demonstram dificuldades ortográficas em população de variados níveis de ensino, do básico ao universitário, e em diferentes variedades do Português (cf. Santos, 2013; Veloso, 2003, para Português europeu; Abaurre, 2001; Miranda & Matzenauer, 2010, para o Português do Brasil; Gonçalves & Vicente, 2010, para o Português de Moçambique, entre outros). O presente estudo teve como objectivo descrever os t ipos de erros na escrita de diferentes
formatos silábicos (CV, V, CCV, CVC) por crianças moçambicanas do Ensino Básico ( 2ª, 3ª e 5ª classes), falantes do Português como L2 (língua segunda), cuja L1 (língua materna) é o Changana. Os dados foram recolhidos com base num ditado de imagens, com o qual as crianças foram solicitadas a escrever o nome de cada uma das imagens incluídas no ditado (cf. Santos, 2013; Veloso, 2003). As palavras testadas incluíam sílabas de diferentes formatos: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). A análise dos dados recolhidos permitiu notar que, nos Ataques não ramificados, simples e vazio, os erros são raros. Na escrita do Ataque CR, o apagamento de C2 é o tipo de erro mais frequente. Porém, na escrita do Ataque CL, há um equilíbrio entre o apagamento de C2 e a epêntese de vogal. Na escrita dos três tipos de Codas (S, R e L), o apagamento da Coda é o tipo de erro mais frequente. Estes resultados estão, de uma forma geral, de acordo com a tendência atestada em estudos anteriores sobre a escrita em Português como língua materna (cf. Silva 2015; Veloso 2003). A vogal epentética por excelência na escrita das crianças moçambicanas avaliadas é <i>. No entanto, no Ensino Básico português, a vogal epentética por excelência na grafia de formatos silábicos ramificados é <e> (cf. Lourenço-Gomes, Rodrigues & Alves, 2016; Santos, 2013; Veloso, 2003).
Research already available shows orthographic difficulties in a population of different levels of education, from basic to university, and in different varieties of Portuguese (cf. Abaurre, 2001; Gonçalves & Vicente, 2010; Miranda & Matzenauer, 2010; Santos, 2013; Veloso 2003; among others). The objective of the present study was to describe the types of errors in writing of different syllable formats (CV, V, CCV, CVC) by Mozambican children of Basic Education (2nd, 3rd, and 5th graders), speakers of Portuguese as L2 (second language), whose L1 (mother tongue) is Changana. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos, 2013; Veloso, 2003). The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data showes that in non-branching Onsets (simple and empty) errors are rare. In the spelling of CR clusters, the deletion of C2 was the most frequent error. However, in the spelling of CL clusters, there was a balance between the deletion of C2 and vowel epenthesis. Regarding errors in the types of Codas (S, R and L), Coda deletion was the most frequent error. These results are broadly in line with the trend attested in previous studies on writing in Portuguese as a mother tongue (cf. Silva, 2015; Veloso, 2003). The preferred epenthetic vowel in the writing of Mozambican children evaluated was <i>. However, in Portuguese Basic Education, the preferred epenthetic vowel in the spelling of branching syllable formats is <e> (cf. Lourenço-Gomes, Rodrigues & Alves, 2016; Santos, 2013; Veloso, 2003).
Research already available shows orthographic difficulties in a population of different levels of education, from basic to university, and in different varieties of Portuguese (cf. Abaurre, 2001; Gonçalves & Vicente, 2010; Miranda & Matzenauer, 2010; Santos, 2013; Veloso 2003; among others). The objective of the present study was to describe the types of errors in writing of different syllable formats (CV, V, CCV, CVC) by Mozambican children of Basic Education (2nd, 3rd, and 5th graders), speakers of Portuguese as L2 (second language), whose L1 (mother tongue) is Changana. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos, 2013; Veloso, 2003). The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data showes that in non-branching Onsets (simple and empty) errors are rare. In the spelling of CR clusters, the deletion of C2 was the most frequent error. However, in the spelling of CL clusters, there was a balance between the deletion of C2 and vowel epenthesis. Regarding errors in the types of Codas (S, R and L), Coda deletion was the most frequent error. These results are broadly in line with the trend attested in previous studies on writing in Portuguese as a mother tongue (cf. Silva, 2015; Veloso, 2003). The preferred epenthetic vowel in the writing of Mozambican children evaluated was <i>. However, in Portuguese Basic Education, the preferred epenthetic vowel in the spelling of branching syllable formats is <e> (cf. Lourenço-Gomes, Rodrigues & Alves, 2016; Santos, 2013; Veloso, 2003).
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Keywords
Tipos de erros L2 (Língua segunda) Complexidade silábica L1 (Língua materna) Crianças moçambicanas Ensino básico Types of errors L2 (Second language) Syllabic complexity L1 (Mother tongue) Mozambican children Basic education
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Instituto Superior de Administração e Contabilidade do Porto