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Avaliação do conhecimento de empréstimos lexicais do inglês no português
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O objetivo desta dissertação foi o de avaliar o conhecimento que os falantes nativos de português europeu e português brasileiro possuem sobre os empréstimos lexicais do inglês que usam no dia a dia. O termo empréstimo vem sendo debatido há décadas, com alguns autores (Haugen, 1950; Durkin, 2014) ressaltando o quão problemático é o termo “empréstimo”, uma vez que pressupõe que devolveremos a palavra emprestada após o uso, o que não é o caso. A pesquisa partiu do seguinte questionamento: até que ponto os falantes de português europeu e português brasileiro compreendem o significado das palavras que tomam de empréstimo? A perspectiva teórico-metodológica adotada foi de natureza experimental e quantitativa por meio de dois testes: um de conhecimento lexical; e outro de conhecimento com medição de tempo de reação. Em relação às variáveis da pesquisa, além das duas variedades do português em questão, elencamos cinco: escolaridade; idade; conhecimento de inglês; conhecimento de outras línguas; e sexo. Os participantes analisaram palavras pertencentes a um corpus que consistia em 35 empréstimos do inglês comuns ao português brasileiro e europeu. O corpus foi fruto de revisões bibliográficas sobre empréstimo linguístico e acesso a bases de dados da língua portuguesa. A hipótese principal levantada de que os falantes de português empregam os empréstimos no dia a dia, mas nem sempre sabem o significado dos mesmos, foi confirmada. Os principais resultados foram: variáveis como escolaridade, conhecimento de inglês e outras línguas foram estatisticamente significativas no conhecimento dos empréstimos; e variáveis como nacionalidade, sexo não foram estatisticamente significativas; e idade foi significativa em alguns casos. Curiosamente, os participantes falantes de português europeu raramente deixaram respostas em branco. Em alguns casos houve diferenças entre o significado original e o significado que os empréstimos adquirem na língua de chegada. Os empréstimos fast-food e jeans foram os mais conhecidos, enquanto browser foi o menos conhecido. Quanto ao teste de conhecimento com medição de tempo de reação, os participantes falantes de português europeu, indivíduos com 18 a 30 anos, homens, pessoas com 12 anos ou mais de escolaridade, com conhecimento de inglês e outras línguas foram mais rápidos ao responder se conheciam os empréstimos. As considerações finais concluíram que o conhecimento dos empréstimos está intrinsecamente ligado às variáveis extralinguísticas.
The objective of this dissertation was to assess the knowledge of native speakers of European Portuguese and Brazilian Portuguese regarding the lexical borrowings from English that they use in their daily lives. The term borrowing has been debated for decades, with some authors (Haugen, 1950; Durkin, 2014) emphasizing the problematic nature of the term, since it implies that we will return the borrowed word after use, which is not the case. The research began with the following question: to what extent do speakers of European Portuguese and Brazilian Portuguese understand the meaning of the words they borrow? The theoretical-methodological approach adopted was experimental and quantitative, using two tests: one of lexical knowledge; and another of knowledge measuring the reaction time. Regarding the research variables, in addition to the two varieties of Portuguese in question, we listed five: education; age; knowledge of English; knowledge of other languages; and gender. Participants analyzed words from a corpus of 35 English lexical borrowings common to Brazilian and European Portuguese. The corpus was the result of literature reviews on linguistic borrowings and access to Portuguese language databases. The main hypothesis, that Portuguese speakers use lexical borrowings in everyday life but do not always know their meaning, was confirmed. The main results were: variables such as educational level, knowledge of English, and other languages were statistically significant in determining the knowledge of lexical borrowings; and variables such as nationality, gender were not statistically significant; and age was significant in some cases. Interestingly, European Portuguese participants rarely left blank answers. In some cases, there were differences between the original meaning and the meaning the lexical borrowings acquire in the target language. The lexical borrowings ‘fast food’ and ‘jeans’ were the most well-known, while ‘browser’ was the least known. In the reaction time test, European Portuguese participants, or participants who were 18 to 30 years old, or male, or with 12 or more years of education, or with knowledge of English, or other languages were significantly faster at responding. The final considerations concluded that the knowledge of lexical borrowings is intrinsically linked to these extralinguistic variables.
The objective of this dissertation was to assess the knowledge of native speakers of European Portuguese and Brazilian Portuguese regarding the lexical borrowings from English that they use in their daily lives. The term borrowing has been debated for decades, with some authors (Haugen, 1950; Durkin, 2014) emphasizing the problematic nature of the term, since it implies that we will return the borrowed word after use, which is not the case. The research began with the following question: to what extent do speakers of European Portuguese and Brazilian Portuguese understand the meaning of the words they borrow? The theoretical-methodological approach adopted was experimental and quantitative, using two tests: one of lexical knowledge; and another of knowledge measuring the reaction time. Regarding the research variables, in addition to the two varieties of Portuguese in question, we listed five: education; age; knowledge of English; knowledge of other languages; and gender. Participants analyzed words from a corpus of 35 English lexical borrowings common to Brazilian and European Portuguese. The corpus was the result of literature reviews on linguistic borrowings and access to Portuguese language databases. The main hypothesis, that Portuguese speakers use lexical borrowings in everyday life but do not always know their meaning, was confirmed. The main results were: variables such as educational level, knowledge of English, and other languages were statistically significant in determining the knowledge of lexical borrowings; and variables such as nationality, gender were not statistically significant; and age was significant in some cases. Interestingly, European Portuguese participants rarely left blank answers. In some cases, there were differences between the original meaning and the meaning the lexical borrowings acquire in the target language. The lexical borrowings ‘fast food’ and ‘jeans’ were the most well-known, while ‘browser’ was the least known. In the reaction time test, European Portuguese participants, or participants who were 18 to 30 years old, or male, or with 12 or more years of education, or with knowledge of English, or other languages were significantly faster at responding. The final considerations concluded that the knowledge of lexical borrowings is intrinsically linked to these extralinguistic variables.
Descrição
Mestrado em Linguística.