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Competência metafonológica e sistema não consonântico no português europeu:descrição, implicações e aplicações para o ensino do português como língua materna
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Esta dissertação aborda a competência metafonológica sobre aspetos do sistema não consonântico do português europeu em alunos dos ensinos básico e secundário. Foram definidos três objetivos: (i) avaliar a competência referida em quatro etapas escolares; (ii) observar a influência de propriedades dos segmentos não consonânticos no desempenho metafonológico; (iii) elaborar propostas didáticas para promover a competência referida nos ensinos básico e secundário. Para alcançar os objetivos (i) e (ii), foram realizados dois estudos empíricos em que se avaliou o desempenho, em tarefas metafonológicas, de informantes de quatro anos escolares: 5º ano (10 informantes no estudo-piloto + 36 no estudo principal); 7º (10 + 34 informantes); 10º (10 + 34 informantes); 1º ano do ensino superior (10 + 36 informantes). Foram aplicadas tarefas de avaliação de consciência segmental (deteção de intruso, substituição, segmentação de palavra e isolamento de segmentos), de consciência de processos fonológicos (desativação de processos fonológicos) e de conhecimento explícito sobre processos fonológicos (explicitação das causas de contraste segmental). O núcleo da sílaba inicial dos estímulos foi manipulado quanto às variáveis altura de vogal, ponto de articulação de vogal e processo fonológico. Todos os grupos escolares revelaram um desempenho insatisfatório (pontuações: global <80%; em algumas tarefas <50%). Registou-se uma tendência para melhorias ligeiras na consciência de segmentos e de processos a partir do 10º ano. Apenas a variável processo fonológico mostrou um impacto claramente dissociado da interferência do conhecimento ortográfico (pior desempenho nos núcleos resultantes de processos fonológicos que envolvem alterações de acento ou do formato silábico). Os resultados indiciaram o uso de uma estratégia ortográfica na resolução de tarefas metafonológicas e permitiram identificar algumas implicações didáticas dos mesmos. A consecução do objetivo (iii) teve em conta as implicações didáticas dos estudos, bem como propostas da linguística educacional sobre objetivos e metodologias para a promoção do conhecimento metalinguístico.
This dissertation addresses the metaphonological competence on aspects of European Portuguese non-consonantal system in primary and secondary school students. Three goals were set: (i) to assess the above-mentioned competence in four school levels, (ii) to observe the influence of the properties of non-consonantal segments on metaphonological performance, (iii) to design didactic activities to promote the abovementioned competence during primary and secondary schooling. To achieve goals (i) and (ii), two empirical studies were conducted in which we assessed the performance in metaphonological tasks by subjects of four school years: 5th grade (10 subjects in pilot study + 36 in main study), 7th grade (10 + 34 subjects), 10th grade (10 + 34 subjects), 1st year of university (10 + 36 subjects). We used tasks to assess segmental awareness (oddity detection, substitution, word segmentation and isolation of segments), awareness of phonological processes (deactivation of phonological processes) and explicit knowledge of phonological processes (explanation of the causes of segmental contrast). We manipulated the variables vowel height, vowel place of articulation and phonological process in the initial syllable nucleus of the stimuli. Neither group showed an entirely satisfactory performance (scores: global <80%, in some tasks <50%). There was a tendency for slight improvements in the level of awareness of segments and processes from the 10th grade onwards. Only the variable phonological process showed an impact that could be clearly separated from the interference of orthographic knowledge (lower performance in the nuclei resulting from phonological processes that involve changes in stress or syllable type). The results suggested the use of an orthographic strategy in solving metaphonological tasks and led to the identification of some didactic implications. The achievement of the goal (iii) took into account the studies’ didactic implications, as well as proposals of educational linguistics on goals and methodologies for promoting metalinguistic knowledge.
This dissertation addresses the metaphonological competence on aspects of European Portuguese non-consonantal system in primary and secondary school students. Three goals were set: (i) to assess the above-mentioned competence in four school levels, (ii) to observe the influence of the properties of non-consonantal segments on metaphonological performance, (iii) to design didactic activities to promote the abovementioned competence during primary and secondary schooling. To achieve goals (i) and (ii), two empirical studies were conducted in which we assessed the performance in metaphonological tasks by subjects of four school years: 5th grade (10 subjects in pilot study + 36 in main study), 7th grade (10 + 34 subjects), 10th grade (10 + 34 subjects), 1st year of university (10 + 36 subjects). We used tasks to assess segmental awareness (oddity detection, substitution, word segmentation and isolation of segments), awareness of phonological processes (deactivation of phonological processes) and explicit knowledge of phonological processes (explanation of the causes of segmental contrast). We manipulated the variables vowel height, vowel place of articulation and phonological process in the initial syllable nucleus of the stimuli. Neither group showed an entirely satisfactory performance (scores: global <80%, in some tasks <50%). There was a tendency for slight improvements in the level of awareness of segments and processes from the 10th grade onwards. Only the variable phonological process showed an impact that could be clearly separated from the interference of orthographic knowledge (lower performance in the nuclei resulting from phonological processes that involve changes in stress or syllable type). The results suggested the use of an orthographic strategy in solving metaphonological tasks and led to the identification of some didactic implications. The achievement of the goal (iii) took into account the studies’ didactic implications, as well as proposals of educational linguistics on goals and methodologies for promoting metalinguistic knowledge.
Descrição
Tese de doutoramento, Linguística (Linguística Educacional), Universidade de Lisboa, Faculdade de Letras, 2012
Palavras-chave
Teses de doutoramento - 2012