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Advisor(s)
Abstract(s)
A competência fonológica, para além de representar uma componente
fundamental na proficiência linguística, apresenta-se como um domínio essencial na
aprendizagem da leitura e da escrita, pelo que o seu desenvolvimento desse ser uma
prioridade em alunos de português língua não materna (PLNM).
O principal objetivo do presente trabalho é comparar a competência fonológica
destes alunos com a de alunos de português língua materna (PLM), na perspetiva de
identificar as áreas linguísticas merecedoras de maior atenção no processo educacional
de crianças PLNM, de modo a prevenir o possível insucesso escolar. Pretendeu-se,
também, identificar se fatores como, o número de anos de exposição à língua portuguesa,
o número de anos de frequência de escolaridade em Portugal e o grau de escolaridade dos
pais, estão relacionados com possíveis diferenças encontradas entre os dois grupos. Com
este propósito em mente, esta investigação inseriu-se numa mais vasta, em que a
competência sintática e a competência semântica se encontraram, similarmente, sob
investigação.
Foram constituídos dois grupos: um de 19 alunos de português europeu língua não
materna (PLNM) e outro com 19 alunos de português europeu língua materna (PLM),
emparelhados por idade, género e, sempre que possível, sala de aula. As 38 crianças,
residentes na área de Lisboa, frequentam o 4º, 5º ou o 6º ano de escolaridade do ensino
regular português. Para a avaliação da competência fonológica foram aplicadas duas
provas da PALPA-P: decisão lexical auditiva, imaginabilidade e frequência e julgamento
de rima.
Apesar de se ter verificado que os alunos de PLM apresentavam resultados
superiores nas provas de competência fonológica, estes não estavam relacionados com os
fatores em estudo: número de anos de exposição à língua portuguesa, número de anos de
frequência de escolaridade em Portugal e grau de escolaridade dos pais.
Phonological competence, besides representing a fundamental component in language proficiency, is also a key area in the learning process of reading and writing. Therefor its development should be a priority for Portuguese second language (PL2) students. PL2 students’ phonological competence is the object of study of this work. Its main goal is to understand whether the phonological competence of those students differs from the phonological competence of Portuguese native speakers students. This paper also aims to identify the language areas deserving further attention in children’s educational process whose mother tongue is not Portuguese, so as to prevent possible school failure. Additionally, the objective was to identify whether factors such as the number of years to Portuguese language exposure, the number of years to Portuguese school attendance and parent’s education, are related to eventual differences between the two groups. This research is part of a wider one in which the syntactic and semantic skills of these groups are similarly being investigated. A sample of 38 children attending the 4th, 5th or 6th year of Portuguese regular education were distributed in two groups paired according to age, gender and class: one composed by 19 PL2 pupils and another by 19 Portuguese native pupils. Phonological competence was accessed using the following PALPA-P tests: the lexical hearing decision, imageability and frequency task and the rhyme judgment task. Although Portuguese native students have higher levels of phonological competence than non-native ones such differences do not appear to be related either to the number of years of Portuguese language exposure or the number of years to Portuguese school attendance, or even, parent’s education.
Phonological competence, besides representing a fundamental component in language proficiency, is also a key area in the learning process of reading and writing. Therefor its development should be a priority for Portuguese second language (PL2) students. PL2 students’ phonological competence is the object of study of this work. Its main goal is to understand whether the phonological competence of those students differs from the phonological competence of Portuguese native speakers students. This paper also aims to identify the language areas deserving further attention in children’s educational process whose mother tongue is not Portuguese, so as to prevent possible school failure. Additionally, the objective was to identify whether factors such as the number of years to Portuguese language exposure, the number of years to Portuguese school attendance and parent’s education, are related to eventual differences between the two groups. This research is part of a wider one in which the syntactic and semantic skills of these groups are similarly being investigated. A sample of 38 children attending the 4th, 5th or 6th year of Portuguese regular education were distributed in two groups paired according to age, gender and class: one composed by 19 PL2 pupils and another by 19 Portuguese native pupils. Phonological competence was accessed using the following PALPA-P tests: the lexical hearing decision, imageability and frequency task and the rhyme judgment task. Although Portuguese native students have higher levels of phonological competence than non-native ones such differences do not appear to be related either to the number of years of Portuguese language exposure or the number of years to Portuguese school attendance, or even, parent’s education.
Description
Keywords
Diversidade linguística Aquisição/aprendizagem de língua não materna Português língua não materna Competência fonológica Linguistic diversity