Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Confluência |
Texto Completo: | https://revistaconfluencia.org.br/rc/article/view/534 |
Resumo: | This paper investigated the relationship between the learning process of writing and phonological knowledge of the speakers. Morais et al (1979) and Read et al (1986) observed the performance of individuals in word segmentation tasks and observed that speakers who had contact with alphabetic writing performed better in word segmentation tasks than non-literate speakers or speakers who had been exposed only to ideographic writing system. Cristófaro-Silva and Guimarães (2013) suggest that speaking and writing do imply each other, with the two modalities in constant interaction in the construction of mental representation and, consequently, in the emergence and consolidation of linguistic awareness. In order to investigate the relationship between learning alphabetic writing and the linguistic knowledge of speakers, word segmentation test with a methodology similar to that of Morais et al (1979) were applied to students of Youth and Adult Education (YAE) with different degrees of contact with writing. For the analyzes of the results, we adopted the assumption of Usage-Based Models, according to which the experiences of speakers have an impact on the construction of linguistic knowledge. The responses of the participants were submitted to a multinominal logistic regression model and the results showed a strong correlation between the level of education – taken as a parameter to measure the degree of contact and mastery of writing – and the response to the task of the test. Based on the results, one can argued in favor of the dynamics of linguistic awareness, and it is possible to admit that, just as speech interferes with learning to write, the construction of phonological awareness is affected by learning the alphabetic writing system. Thus, a greater mastery of writing favors not only the ability to segment words, but also the consolidation – and robustness – of linguistic awareness. |
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Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness Fala>Ala: implicações mútuas entre fala e escrita na consolidação da consciência fonológicaprocesso de aprendizagem da escritaconsciência linguísticarepresentação mentalexperiêncialearning process of writinglinguistic awarenessmental representationexperienceThis paper investigated the relationship between the learning process of writing and phonological knowledge of the speakers. Morais et al (1979) and Read et al (1986) observed the performance of individuals in word segmentation tasks and observed that speakers who had contact with alphabetic writing performed better in word segmentation tasks than non-literate speakers or speakers who had been exposed only to ideographic writing system. Cristófaro-Silva and Guimarães (2013) suggest that speaking and writing do imply each other, with the two modalities in constant interaction in the construction of mental representation and, consequently, in the emergence and consolidation of linguistic awareness. In order to investigate the relationship between learning alphabetic writing and the linguistic knowledge of speakers, word segmentation test with a methodology similar to that of Morais et al (1979) were applied to students of Youth and Adult Education (YAE) with different degrees of contact with writing. For the analyzes of the results, we adopted the assumption of Usage-Based Models, according to which the experiences of speakers have an impact on the construction of linguistic knowledge. The responses of the participants were submitted to a multinominal logistic regression model and the results showed a strong correlation between the level of education – taken as a parameter to measure the degree of contact and mastery of writing – and the response to the task of the test. Based on the results, one can argued in favor of the dynamics of linguistic awareness, and it is possible to admit that, just as speech interferes with learning to write, the construction of phonological awareness is affected by learning the alphabetic writing system. Thus, a greater mastery of writing favors not only the ability to segment words, but also the consolidation – and robustness – of linguistic awareness.Este trabalho buscou investigar a relação entre o processo de aprendizagem da escrita e conhecimento fonológico dos falantes. Morais et al (1979) e Read et al (1986) observaram o desempenho de indivíduos em tarefas de segmentação de palavras e observaram que falantes que tiveram contato com a escrita alfabética tiveram melhor desempenho nas tarefas de segmentar sons das palavras do que falantes não-alfabetizados ou que tiveram exposição apenas à escrita ideográfica. Cristófaro-Silva e Guimarães (2013) sugerem que fala e escrita se implicam mutuamente, estando as duas modalidades em constante interação na construção da representação mental e, consequentemente, na emergência e consolidação da consciência linguística. A fim de investigar a relação entre a aprendizagem da escrita alfabética e o conhecimento linguístico dos falantes, um teste de segmentação de palavras com a metodologia semelhante à de Morais et al (1979) foi aplicado a estudantes da Educação de Jovens e Adultos (EJA) com diferentes graus de contato com a escrita. Para análise dos resultados, foram adotados os pressupostos dos Modelos Baseados no Uso, segundo os quais as experiências dos falantes têm impacto na construção do conhecimento linguístico. As respostas dos participantes foram submetidas a um modelo de regressão logística multinominal e os resultados mostraram uma forte correlação entre o grau de escolaridade – tomado como parâmetro para medir o grau de contato e domínio da escrita – e resposta à tarefa do teste. A partir dos resultados obtidos, argumenta-se em favor da dinamicidade da consciência linguística, sendo possível admitir que, assim como a fala interfere na aprendizagem da escrita, a construção da consciência fonológica é afetada pela aprendizagem do sistema de escrita alfabética. Assim, um maior domínio da escrita favorece não só a habilidade de segmentar palavras, como também consolidação – e r obustez – da consciência fonológica. Liceu Literário Português2022-08-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://revistaconfluencia.org.br/rc/article/view/53410.18364/rc.2022n63.534Confluência; 2022: Número 63; 222-251Confluência; 2022: Número 63; 222-251Confluência; 2022: Número 63; 222-251Confluência; 2022: Número 63; 222-251Confluência; 2022: Número 63; 222-2512317-41531415-740310.18364/rc.2022n63reponame:Confluênciainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://revistaconfluencia.org.br/rc/article/view/534/1066Copyright (c) 2022 Marcelo Alexandre Silva Lopes de Melo, Anderson Xavier da Silvahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLopes de Melo, Marcelo Alexandre Silvada Silva, Anderson Xavier2022-08-17T10:57:22Zoai:ojs.emnuvens.com.br:article/534Revistahttps://revistaconfluencia.org.br/rcPUBhttps://revistaconfluencia.org.br/rc/oairevistaconfluencias.psd@id.uff.br||2318-45581678-7145opendoar:2022-08-17T10:57:22Confluência - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness Fala>Ala: implicações mútuas entre fala e escrita na consolidação da consciência fonológica |
title |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
spellingShingle |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness Lopes de Melo, Marcelo Alexandre Silva processo de aprendizagem da escrita consciência linguística representação mental experiência learning process of writing linguistic awareness mental representation experience |
title_short |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
title_full |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
title_fullStr |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
title_full_unstemmed |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
title_sort |
Fala>Ala: mutual implications between speech and writing in the consolidation of phonological awareness |
author |
Lopes de Melo, Marcelo Alexandre Silva |
author_facet |
Lopes de Melo, Marcelo Alexandre Silva da Silva, Anderson Xavier |
author_role |
author |
author2 |
da Silva, Anderson Xavier |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lopes de Melo, Marcelo Alexandre Silva da Silva, Anderson Xavier |
dc.subject.por.fl_str_mv |
processo de aprendizagem da escrita consciência linguística representação mental experiência learning process of writing linguistic awareness mental representation experience |
topic |
processo de aprendizagem da escrita consciência linguística representação mental experiência learning process of writing linguistic awareness mental representation experience |
description |
This paper investigated the relationship between the learning process of writing and phonological knowledge of the speakers. Morais et al (1979) and Read et al (1986) observed the performance of individuals in word segmentation tasks and observed that speakers who had contact with alphabetic writing performed better in word segmentation tasks than non-literate speakers or speakers who had been exposed only to ideographic writing system. Cristófaro-Silva and Guimarães (2013) suggest that speaking and writing do imply each other, with the two modalities in constant interaction in the construction of mental representation and, consequently, in the emergence and consolidation of linguistic awareness. In order to investigate the relationship between learning alphabetic writing and the linguistic knowledge of speakers, word segmentation test with a methodology similar to that of Morais et al (1979) were applied to students of Youth and Adult Education (YAE) with different degrees of contact with writing. For the analyzes of the results, we adopted the assumption of Usage-Based Models, according to which the experiences of speakers have an impact on the construction of linguistic knowledge. The responses of the participants were submitted to a multinominal logistic regression model and the results showed a strong correlation between the level of education – taken as a parameter to measure the degree of contact and mastery of writing – and the response to the task of the test. Based on the results, one can argued in favor of the dynamics of linguistic awareness, and it is possible to admit that, just as speech interferes with learning to write, the construction of phonological awareness is affected by learning the alphabetic writing system. Thus, a greater mastery of writing favors not only the ability to segment words, but also the consolidation – and robustness – of linguistic awareness. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaconfluencia.org.br/rc/article/view/534 10.18364/rc.2022n63.534 |
url |
https://revistaconfluencia.org.br/rc/article/view/534 |
identifier_str_mv |
10.18364/rc.2022n63.534 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaconfluencia.org.br/rc/article/view/534/1066 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Marcelo Alexandre Silva Lopes de Melo, Anderson Xavier da Silva https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Marcelo Alexandre Silva Lopes de Melo, Anderson Xavier da Silva https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Liceu Literário Português |
publisher.none.fl_str_mv |
Liceu Literário Português |
dc.source.none.fl_str_mv |
Confluência; 2022: Número 63; 222-251 Confluência; 2022: Número 63; 222-251 Confluência; 2022: Número 63; 222-251 Confluência; 2022: Número 63; 222-251 Confluência; 2022: Número 63; 222-251 2317-4153 1415-7403 10.18364/rc.2022n63 reponame:Confluência instname:Universidade Federal Fluminense (UFF) instacron:UFF |
instname_str |
Universidade Federal Fluminense (UFF) |
instacron_str |
UFF |
institution |
UFF |
reponame_str |
Confluência |
collection |
Confluência |
repository.name.fl_str_mv |
Confluência - Universidade Federal Fluminense (UFF) |
repository.mail.fl_str_mv |
revistaconfluencias.psd@id.uff.br|| |
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1799705459423182848 |