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Abstract(s)
Por ser uma região que valoriza demasiadamente a competência multi-lingual, o
cantonês, o mandarim, o inglês e o português desempenham um papel indispensável
em Macau. Entre estas quatro línguas, o chinês (especialmente refere ao cantonês) e o
português são as duas línguas oficiais de Macau.
Este trabalho destina-se a estudar as diferenças e semelhanças das atitudes dos
estudantes em relação à língua portuguesa e à língua inglesa, e analisa principalemnte
ainda mais os fatores que podem causar influências nas atitudes linguísticas dos alunos.
Para atingir os objetivos acima, o trabalho foi conduzido por meio de questionário com
um total de 72 alunos do oitavo e do nono ano de uma escola secundária local.
Os resultados mostraram que na auto-avaliação de questionário, as atitudes integrativas
e instrumentais dos alunos em relação ao português foram mais negativas do que as do
inglês. A variedade dos métodos de ensino, a experiência de aprender português no
ensino médio e a atitude dos familiares são fatores importantes para determniar as
atitudes linguísticas dos alunos. As atitudes dos colegas em volta e o conteúdo do
manual didático também afetam as atitudes linguísticas de alguns alunos.
Embora a experiência de aprender português no ensino secundário tenha um impacto
positivo em metade dos alunos, também teve um impacto negativo em alguns alunos,
refletindo que as aulas de português não podem garantir que os alunos tenham uma
atitude positiva em relação ao português. Isto reflete-se que na promoção da política de
português como disciplina compulsória, os professores devem prestar mais atenção às
atitudes linguísticas dos alunos, mudar as atitudes linguísticas dos alunos através de
diferentes meios, de modo a aumentar a motivação dos alunos para aprender português.
As a region that highly values multi-lingual competence, Cantonese, Mandarin, English and Portuguese play an indispensable role in Macao. Among these four languages, Chinese (with special reference to Cantonese) and Portuguese are the two official languages of Macao. This work intends to study the differences and similarities of students’ attitudes towards Portuguese and English, and mainly analyzes the factors that may influence students’ linguistic attitudes. To achieve the above objectives, this work was conducted through a questionnaire with a total of 72 of eighth and ninth grade students from a local secondary school. The results showed that in the self-assessment of questionnaire, the students’ integrative and instrumental attitudes towards Portuguese were more negative than those towards English. The variety of teaching methods, the experience of learning Portuguese in high school and the attitude of family members are important factors in determining students’ linguistic attitudes. The attitudes of peers and the content of the textbook also affect the linguistic attitudes of some students. Although the experience of learning Portuguese in secondary education had a positive impact on half of the students, it also had a negative impact on some students, reflecting that Portuguese lessons cannot guarantee students have a positive attitude towards Portuguese. This is reflected that in promoting the policy of Portuguese as a compulsory subject, teachers should pay more attention to students’ language attitudes, in order to change students’ language attitudes through different methods, so as to increase students’ motivation to learn Portuguese.
As a region that highly values multi-lingual competence, Cantonese, Mandarin, English and Portuguese play an indispensable role in Macao. Among these four languages, Chinese (with special reference to Cantonese) and Portuguese are the two official languages of Macao. This work intends to study the differences and similarities of students’ attitudes towards Portuguese and English, and mainly analyzes the factors that may influence students’ linguistic attitudes. To achieve the above objectives, this work was conducted through a questionnaire with a total of 72 of eighth and ninth grade students from a local secondary school. The results showed that in the self-assessment of questionnaire, the students’ integrative and instrumental attitudes towards Portuguese were more negative than those towards English. The variety of teaching methods, the experience of learning Portuguese in high school and the attitude of family members are important factors in determining students’ linguistic attitudes. The attitudes of peers and the content of the textbook also affect the linguistic attitudes of some students. Although the experience of learning Portuguese in secondary education had a positive impact on half of the students, it also had a negative impact on some students, reflecting that Portuguese lessons cannot guarantee students have a positive attitude towards Portuguese. This is reflected that in promoting the policy of Portuguese as a compulsory subject, teachers should pay more attention to students’ language attitudes, in order to change students’ language attitudes through different methods, so as to increase students’ motivation to learn Portuguese.
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Keywords
Atitude linguística Português Inglês Linguistic attitude Portuguese English