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A competência semântica refere-se à capacidade de reconhecer, usar os significados e o léxico. Refere-se ao significado das expressões linguísticas e, em geral, ao conhecimento que os falantes têm do significado das palavras e dos enunciados de uma língua. A atribuição de novos significados não é fácil devido à grande flexibilidade das expressões linguísticas, sobretudo quando se trata de aprendentes de uma língua não materna, no caso concreto de alunos, filhos de pais estrangeiros, que aprendem o português como língua não materna (PLNM).
Pretendeu-se, com o presente trabalho, verificar se existem diferenças no domínio da compreensão oral semântica entre alunos de PLNM (Português Língua Não Materna), filhos de pais estrangeiros, que frequentam o ensino regular e os seus pares de PLM (Português Língua Materna); verificar se há relação significativa entre a compreensão oral semântica dos alunos de PLNM, o número de anos de residência e de anos de frequência de escolaridade em Portugal. A amostra é constituída por 38 alunos: 19 alunos de PLNM e 19 alunos de PLM, entre os 9 e os 14 anos de idade, a frequentarem escolas pertencentes à área da grande Lisboa.
Recorreu-se à aplicação de um questionário de caracterização sociolinguística e a testes de associação semântica de palavras de alta e baixa imaginabilidade e à compreensão oral de verbos e adjetivos.
Verificou-se que foram os alunos de PLM a apresentar médias significativamente superiores nas três provas, o que se traduz numa maior pontuação e menor número de erros semânticos, tendo resultado em diferenças estatisticamente significativas para todas as Provas. Os alunos de PLNM obtiveram mais erros semânticos na Prova A, erros sem relação nas Provas A e B e erros não resposta em ambas as Provas, todavia sem diferenças estatisticamente significativas. Houve relação significativa entre a compreensão oral semântica dos alunos de PLNM e o número de anos de residência em Portugal no total da Prova B e no Total da Prova C. Registou-se interferência estatística da escolaridade dos pais nos erros semânticos cometidos pelos alunos do PLNM
The semantic competence refers to the ability to recognize and use meanings and lexicon. It refers to the meaning of linguistic expressions and overall to the awareness that speakers have of the meaning of words and utterances of a language. The allocation of new meanings is not plain and simple because of the great flexibility of linguistic expressions, especially when it comes to learners of a second language, in this specific case students, children of foreign parents who learn Portuguese As Second Language (PASL). This paper aimed to verify the existence of differences in the levels of semantic listening comprehension within PASL students, children of foreign parents who attend regular education and their Portuguese As Mother Language (PAML) peers; check for significant relationship between listening semantics of students PASL, the number of years of residence and years of education in Portugal. The sample consists of 38 students: 19 PASL students, 19 PAML students, between 9 and 14 years of age, attending schools within Lisbon’s metropolitan area. A socio-linguistic characterization questionnaire was performed, together with semantic association tests of words of high and low imageability and listening comprehension of verbs and adjectives. It was possible to determine that PAML students came to significantly higher scores in the three tests, resulting into higher scores and fewer semantic errors, which resulted in statistically significant differences in all the tests. PASL students obtained more semantic errors in test A, unrelated errors in tests A and B, and no-response errors in both tests, but with no statistically significant differences. There was a significant connection between listening semantics of PASL students and the number of years of residence in Portugal in Tests B and C. A statistical interference of parental education was registered in semantic errors by PASL students.
The semantic competence refers to the ability to recognize and use meanings and lexicon. It refers to the meaning of linguistic expressions and overall to the awareness that speakers have of the meaning of words and utterances of a language. The allocation of new meanings is not plain and simple because of the great flexibility of linguistic expressions, especially when it comes to learners of a second language, in this specific case students, children of foreign parents who learn Portuguese As Second Language (PASL). This paper aimed to verify the existence of differences in the levels of semantic listening comprehension within PASL students, children of foreign parents who attend regular education and their Portuguese As Mother Language (PAML) peers; check for significant relationship between listening semantics of students PASL, the number of years of residence and years of education in Portugal. The sample consists of 38 students: 19 PASL students, 19 PAML students, between 9 and 14 years of age, attending schools within Lisbon’s metropolitan area. A socio-linguistic characterization questionnaire was performed, together with semantic association tests of words of high and low imageability and listening comprehension of verbs and adjectives. It was possible to determine that PAML students came to significantly higher scores in the three tests, resulting into higher scores and fewer semantic errors, which resulted in statistically significant differences in all the tests. PASL students obtained more semantic errors in test A, unrelated errors in tests A and B, and no-response errors in both tests, but with no statistically significant differences. There was a significant connection between listening semantics of PASL students and the number of years of residence in Portugal in Tests B and C. A statistical interference of parental education was registered in semantic errors by PASL students.
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Keywords
Língua materna Língua não materna Compreensão oral semântica Mother language Second language Semantic listening comprehension