Aprendizagem fonológica e alofônica em L2 : percepção e produção das vogais médias do português por falantes nativos do espanhol

• Autor(a) principal: Silva, Susiele Machry da
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/2134
• topic: LINGUÍSTICA; AQUISIÇÃO DA SEGUNDA LÍNGUA; FONOLOGIA; PORTUGUÊS - ENSINO; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This study investigated the learning process of Portuguese as a Second Language by adult immigrants who are native-speakers of Spanish. The investigation, based on the phonetic and phonological distinctions in the stressed and unstressed vowel system between the languages, aimed at analyzing perception and production of phonological contrast in mid vowels /e/ - /ε/ and /o/ - /o/ in stressed syllables, as well as perception and production of variation processes which take place in the pretonic unstressed vowel system. Mid vowels /e/ e /o/ are produced, respectively, as [i] and [u], through Vowel Harmony and through Apparently Unmotivated Raising. The corpus is composed by a sample of thirty-two (32) American Spanish native-speakers, aged between 18 and 59, who migrated to Brazil after they were 18 and currently live in Porto Alegre or the metropolitan region. These informants took part in two perception tests concerning stressed vowels - discrimination and identification - and two tests on pretonic allophones identification - identification of vowel variation in words and identification of words variably produced in spontaneous speech. The same informants took part in three stressed and pretonic vowels production tests, word and sentence reading, image naming and description of contextualized images. The analysis of perception and production of stressed mid-vowels, developed on the light of the Speech Learning Model (SLM) (FLEGE, 1995) and the Perceptual Assimilation Model for Language Learners (PAM-L2) (BEST; TYLER, 2007), allowed us to verify that informants tend to show difficulties differentiating phonological contrast between /e/ - /e/ and between /o/ - /o/ in Portuguese, with a tendency to assimilate /e/ and /o/ to pre existing categories in the native language, /e/ and /o/, respectively. With respect to pretonic variation processes, the analysis, based on Sociolinguístic (LABOV, 1972) and Sociophonetic assumptions (THOMAS, 2011, FOULKES et al., 2010; DRAGER, 2010), permitted to observe that speakers are able to perceptually indentify allophonic variation in Portuguese, but show a low index of Apparently Unmotivated Vowel Rising and rising due to Vowel Harmony. In both processes, perception and production of stressed phonological contrast and allophonic perception and production, the influence of Word Frequency in the target language (Portuguese), Frequency of Use and frequency of exposure to Portuguese were evidenced. Thus, counting on Used Based Model (BYBEE, 2001, 2002) and Exemplar Theory (JOHNSON, 1997; PIERREHUMBERT, 2001, 2002), we concluded that learning process of L2 by adult learners is affected by linguistic and non-linguistic experiences stored by the learner in their native language and in L2