Erros gráficos na transcrição de ditados de aprendizes brasileiros de ele
Portuguese and Spanish are two languages very close to each other as they belong to the family of the Romance languages. However, their differences deserve to be highlighted as they are manifested in the Spanish writing activity, through various types of errors, among them, the spelling ones. In...
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Formato: | Dissertação |
Idioma: | por |
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25483 |
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Resumo: | Portuguese and Spanish are two languages very close to each other as they belong to the family of
the Romance languages. However, their differences deserve to be highlighted as they are
manifested in the Spanish writing activity, through various types of errors, among them, the
spelling ones. In this sense, from the analysis of transcripts of dictations made in SFL (in High
School and Undergraduate) classes, this work aims to (i) analyze the spelling errors resulting from
poor understanding of Spanish phonemes and; (ii) to detect the occurrence of spelling errors
resulting from the phonological transference from Portuguese to Spanish, as well as from the
morphological transference from the one to another; plus the unfamiliarity or he forgetfulness of
the orthographic rules of the new language. The object of research is the spelling of fifteen words
extracted from the text ¿Sabías que los nidos de las abejas se llaman colmenas? and the relation
of the phonemes /β/, /b/, /x/, /λ/, /θ/, /ɾ/, /r/ and /n/ with the graphemes found in these words. The
corpus is composed by 38 dictations transcribed by Brazilian students, among adolescents and
adults. The text brings 103 words in a basic vocabulary and comes from a comic book written in
Spanish. Regarding theory, in this work we have the contribution of the Contrastive Analysis
(LADO, 1957), the Analysis of Errors (CORDER, 1967; ELLIS, 1994) and the analysis of
Interlanguage (SELINKER, 1972); as well as theory regarding Phonetics and Phonology, Spelling
(in Language Teaching) and phonological-orthographic peculiarities between Spanish and
Brazilian Portuguese (MASIP, 2001, 2010, FROST, 1992; QUILIS, 2010); besides the relation
between the phonological and the orthographic systems themselves (CAGLIARI, 2002; LLOP,
1999); among other authors. In terms of methodology, we have the contribution of Variationist
Sociolinguistics (LABOV, 1972, TARALLO, 2007, GUY & ZILLES, 2007) in the quantitative
analysis of the social variables involved in the research (age, sex, school level and type of previous
educational institution). Among some of the results obtained, the analyzes indicated, for example,
(1) that the phoneme-grapheme relation between / β / and the letters <b> e <v> in abejas, árboles,
arriba, trabajan, viven - was in the great majority successful, with a percentage of graphical errors
between 0 and 23%; (2) other phonemes - / x /, / ɾ /, / r /, / λ / and / n / - in these same words,
presented spelling errors and/or in greater quantity and/or a greater variation of misspelled words
as in "abelhas", "aberras", "aberas", "árbores", "ariba", "trabaran", "trabalhoØ", "viben." One of
the relations between phoneme and the expected spelling in Spanish was between / λ / e <ll> in
the word llaman. In a total of eleven variations of misspellings of this word, four are related to the
abovementioned relation - eg lhaman, llhaman, ilhaman, chaman - while the others have spelling
errors in the second syllable, in the relation between / n / and <n >, having <n> the grammatical
function of representing the simple present of the third person in the plural form in Spanish, -
present in the words llaman, trabajan, utilizan, ven and viven - while in Portuguese – in trabalham
[tɾa´baʎãw] – such an ending is represented by the grapheme <m> and phoneme /w/. Regarding
the relationship between the spelling errors and the social data of the research participants, the
results showed that the variable age - divided into three age groups - showed a higher error rate in
the first range (18 to 20 years), with a total of 198 errors out of 359 (198/359), approximately
55.15% errors. The lowest index was located in the age group between 21 and 25 years old, with
an error rate of 72/359 or 20.05%. The gender and level of education variables presented small
differences when compared to the number of errors found in the samples, and were not considered
relevant as extralinguistic factors. However, the school origin variable (whether private or public)
prior to the IFRN caught our attention to the result that 55.43% of the errors were from students
who came from public education, against 44.57% from private education. |
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