Learning of spelling in mozambican basic education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.21814/diacritica.411 |
Resumo: | Research already available shows difficulties in spelling in a population of different levels of education, from basic to university, and in different varieties of Portuguese (Abaurre 2001; Gonçalves & Vicente 2010; Miranda & Matzenauer 2010; Santos 2013; Veloso 2003; among others). The main objective of this research was to assess the impact of the complexity of the syllabic structure on the learning of orthography in Mozambican children of Basic Education, namely 2nd, 3rd, 4th, and 5th graders. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos 2013; Veloso 2003). The children evaluated are speakers of Portuguese as second language (L2) and their mother tongue (L1) is Changana. The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data allowed to establish the following order of learning of the writing of syllabic formats in the evaluated subjects: CV, V >> CCV >> CVC. This order of learning of the writing of the syllabic formats is in agreement with previous researches on the spelling knowledge in Portuguese L1 (Abaurre 2001; Miranda & Matzenauer 2010). |
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Learning of spelling in mozambican basic educationA aprendizagem da ortografia no Ensino Básico MoçambicanoLearning of spellingSyllabic complexityMozambican childrenBasic EducationAprendizagem da ortografiaComplexidade silábicaCrianças moçambicanasEnsino básicoResearch already available shows difficulties in spelling in a population of different levels of education, from basic to university, and in different varieties of Portuguese (Abaurre 2001; Gonçalves & Vicente 2010; Miranda & Matzenauer 2010; Santos 2013; Veloso 2003; among others). The main objective of this research was to assess the impact of the complexity of the syllabic structure on the learning of orthography in Mozambican children of Basic Education, namely 2nd, 3rd, 4th, and 5th graders. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos 2013; Veloso 2003). The children evaluated are speakers of Portuguese as second language (L2) and their mother tongue (L1) is Changana. The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data allowed to establish the following order of learning of the writing of syllabic formats in the evaluated subjects: CV, V >> CCV >> CVC. This order of learning of the writing of the syllabic formats is in agreement with previous researches on the spelling knowledge in Portuguese L1 (Abaurre 2001; Miranda & Matzenauer 2010).Pesquisas já disponíveis demonstram dificuldades ortográficas em população de variados níveis de ensino, do básico ao universitário, e em diferentes variedades do português (Abaurre 2001; Gonçalves & Vicente 2010; Miranda & Matzenauer 2010; Santos 2013; Veloso 2003; entre outros). O objetivo deste trabalho foi avaliar o impacto da complexidade silábica na aprendizagem da ortografia em crianças moçambicanas do ensino básico (2.ª, 3.ª e 5.ª classes). As crianças avaliadas são falantes do português como línguasegunda (L2) e a sua língua materna (L1) é o Changana. Os dados foram recolhidos com base num ditado de imagens, com o qual as crianças foram solicitadas a escrever o nome de cada uma das imagens incluídas no ditado (cf. Santos 2013; Veloso 2003). As palavras testadas incluíam sílabas de diferentes formatos: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde pasta). A análise dos dados recolhidos permitiu estabelecer a seguinte ordem de aprendizagem da escrita dos formatos silábicos nos sujeitos avaliados: CV, V >> CCV >> CVC. Esta ordem de aprendizagem da escrita dos formatos silábicos está de acordo com pesquisas anteriores sobre o conhecimento ortográfico em português L1 (Abaurre 2001; Miranda & Matzenauer 2010).CEHUM2019-12-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.21814/diacritica.411https://doi.org/10.21814/diacritica.411Diacrítica; Vol. 33 N.º 2 (2019): Linguística Experimental e Variedades do Português; 299-323Diacrítica; Vol. 33 No. 2 (2019): Experimental Linguistics and Portuguese Language Varieties; 299-3232183-91740870-896710.21814/diacritica.33.2reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.uminho.pt/index.php/diacritica/article/view/5066https://revistas.uminho.pt/index.php/diacritica/article/view/5066/5539Direitos de Autor (c) 2023 Francisco Vicenteinfo:eu-repo/semantics/openAccessVicente, Francisco2023-07-28T07:47:59Zoai:journals.uminho.pt:article/5066Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:34:41.740108Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Learning of spelling in mozambican basic education A aprendizagem da ortografia no Ensino Básico Moçambicano |
title |
Learning of spelling in mozambican basic education |
spellingShingle |
Learning of spelling in mozambican basic education Vicente, Francisco Learning of spelling Syllabic complexity Mozambican children Basic Education Aprendizagem da ortografia Complexidade silábica Crianças moçambicanas Ensino básico |
title_short |
Learning of spelling in mozambican basic education |
title_full |
Learning of spelling in mozambican basic education |
title_fullStr |
Learning of spelling in mozambican basic education |
title_full_unstemmed |
Learning of spelling in mozambican basic education |
title_sort |
Learning of spelling in mozambican basic education |
author |
Vicente, Francisco |
author_facet |
Vicente, Francisco |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vicente, Francisco |
dc.subject.por.fl_str_mv |
Learning of spelling Syllabic complexity Mozambican children Basic Education Aprendizagem da ortografia Complexidade silábica Crianças moçambicanas Ensino básico |
topic |
Learning of spelling Syllabic complexity Mozambican children Basic Education Aprendizagem da ortografia Complexidade silábica Crianças moçambicanas Ensino básico |
description |
Research already available shows difficulties in spelling in a population of different levels of education, from basic to university, and in different varieties of Portuguese (Abaurre 2001; Gonçalves & Vicente 2010; Miranda & Matzenauer 2010; Santos 2013; Veloso 2003; among others). The main objective of this research was to assess the impact of the complexity of the syllabic structure on the learning of orthography in Mozambican children of Basic Education, namely 2nd, 3rd, 4th, and 5th graders. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos 2013; Veloso 2003). The children evaluated are speakers of Portuguese as second language (L2) and their mother tongue (L1) is Changana. The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data allowed to establish the following order of learning of the writing of syllabic formats in the evaluated subjects: CV, V >> CCV >> CVC. This order of learning of the writing of the syllabic formats is in agreement with previous researches on the spelling knowledge in Portuguese L1 (Abaurre 2001; Miranda & Matzenauer 2010). |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.21814/diacritica.411 https://doi.org/10.21814/diacritica.411 |
url |
https://doi.org/10.21814/diacritica.411 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uminho.pt/index.php/diacritica/article/view/5066 https://revistas.uminho.pt/index.php/diacritica/article/view/5066/5539 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2023 Francisco Vicente info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2023 Francisco Vicente |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CEHUM |
publisher.none.fl_str_mv |
CEHUM |
dc.source.none.fl_str_mv |
Diacrítica; Vol. 33 N.º 2 (2019): Linguística Experimental e Variedades do Português; 299-323 Diacrítica; Vol. 33 No. 2 (2019): Experimental Linguistics and Portuguese Language Varieties; 299-323 2183-9174 0870-8967 10.21814/diacritica.33.2 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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