Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da ABRALIN (Online) |
Texto Completo: | https://revista.abralin.org/index.php/abralin/article/view/1755 |
Resumo: | The large migrations, which took place in the past and have continued up to the present time, characterize Brazil as a multilingual country, which demands investment on formal instruction in Portuguese as a Foreign Language. In this context, questions related to formulating educational politics, preparing experts to teach Portuguese as a Foreign Language, elaborating and applying linguistic proficiency tests and contributing to make easier the access of foreigners to formal instruction in the Portuguese language are important to consider. In the present article, we address issues related to Portuguese as a Foreign Language and aspects of the Oral Part evaluation of the Portuguese Language exam applied in the Brazilian context, Celpe-Bras. Furthermore, we describe some of the difficulties related to perception and production of Brazilian Portuguese sounds by native speakers of other languages. Our objective is to point out the contributions that a phonetically-based perspective, which considers the straight link established between the perception of sound distinctions and the formation of new categories in L2, may bring to the development and assessment of the oral proficiency in Portuguese as a Foreign Language in face to the impact a strong foreign accent may have on intelligibility, comprehensibility and attitudinal assessment of the speaker. In regard to the oral proficiency assessment, we defend the necessity of formulating phonetically-based criteria which guide the evaluators to consider what a pronunciation with characteristics that impair interaction is. |
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Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issuesProficiência oral em Português Brasileiro: cenário, contextos de avaliação e de instrução e questionamentosPortuguês como Língua EstrangeiraA avaliação da proficiência em Português BrasileiroPronúnciaTreinamento fonéticoTestes de proficiência em línguasPortuguese as a Foreign LanguageBrazilian Portuguese Proficiency Assessment TestPronunciationPhonetic trainingLanguage proficiency testsThe large migrations, which took place in the past and have continued up to the present time, characterize Brazil as a multilingual country, which demands investment on formal instruction in Portuguese as a Foreign Language. In this context, questions related to formulating educational politics, preparing experts to teach Portuguese as a Foreign Language, elaborating and applying linguistic proficiency tests and contributing to make easier the access of foreigners to formal instruction in the Portuguese language are important to consider. In the present article, we address issues related to Portuguese as a Foreign Language and aspects of the Oral Part evaluation of the Portuguese Language exam applied in the Brazilian context, Celpe-Bras. Furthermore, we describe some of the difficulties related to perception and production of Brazilian Portuguese sounds by native speakers of other languages. Our objective is to point out the contributions that a phonetically-based perspective, which considers the straight link established between the perception of sound distinctions and the formation of new categories in L2, may bring to the development and assessment of the oral proficiency in Portuguese as a Foreign Language in face to the impact a strong foreign accent may have on intelligibility, comprehensibility and attitudinal assessment of the speaker. In regard to the oral proficiency assessment, we defend the necessity of formulating phonetically-based criteria which guide the evaluators to consider what a pronunciation with characteristics that impair interaction is.Os movimentos migratórios de grandes proporções, que ocorreram no passado e continuam ocorrendo no presente, tornam o Brasil um país multilíngue com demanda para o investimento em instrução formal em Português como Língua Estrangeira. Neste cenário, importa considerar questões relacionadas à formulação de políticas educacionais, à formação de profissionais aptos para o ensino de Português como Língua Estrangeira, à elaboração e aplicação de exames de proficiência linguística e à facilitação de acesso de estrangeiros à instrução formal em língua portuguesa. No presente artigo, abordamos questões relacionadas ao ensino de Português como Língua Estrangeira e aspectos da avaliação da Parte Oral do exame de proficiência em língua portuguesa aplicado no contexto brasileiro, o Celpe-Bras. Também descrevemos algumas das dificuldades relativas à percepção e à produção de sons do Português Brasileiro por falantes de outras línguas maternas. Nosso objetivo é apontar as contribuições que uma perspectiva foneticamente embasada, que considera o vínculo direto que se estabelece entre a percepção das distinções entre sons e a formação de categorias novas em L2, pode trazer para o desenvolvimento e a avaliação da proficiência oral em Português como Língua Estrangeira diante do impacto que um forte sotaque estrangeiro pode causar na inteligibilidade, na compreensibilidade e na avaliação atitudinal do falante. Em relação à avaliação da proficiência oral, defendemos a necessidade de formulação de critérios foneticamente embasados que balizem os avaliadores a considerar o que é uma pronúncia com características que prejudicam a interação.Associação Brasileira de Linguística2020-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoapplication/pdftext/xmlhttps://revista.abralin.org/index.php/abralin/article/view/175510.25189/rabralin.v19i3.1755Revista da ABRALIN; V. 19, N. 3 (2020); 775-798Revista da ABRALIN; V. 19, N. 3 (2020); 775-7980102-715810.25189/rabralin.v19i3reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revista.abralin.org/index.php/abralin/article/view/1755/1963https://revista.abralin.org/index.php/abralin/article/view/1755/2082Copyright (c) 2020 Anna Smirnova Henriques, Thaiza Barros, Sandra Madureirainfo:eu-repo/semantics/openAccessSmirnova Henriques, AnnaBarros, ThaizaMadureira, Sandra2021-03-12T13:09:21Zoai:ojs.revista.ojs.abralin.org:article/1755Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-03-12T13:09:21Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues Proficiência oral em Português Brasileiro: cenário, contextos de avaliação e de instrução e questionamentos |
title |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
spellingShingle |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues Smirnova Henriques, Anna Português como Língua Estrangeira A avaliação da proficiência em Português Brasileiro Pronúncia Treinamento fonético Testes de proficiência em línguas Portuguese as a Foreign Language Brazilian Portuguese Proficiency Assessment Test Pronunciation Phonetic training Language proficiency tests |
title_short |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
title_full |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
title_fullStr |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
title_full_unstemmed |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
title_sort |
Oral proficiency in Brazilian Portuguese: scenario, assessment and instruction contexts and issues |
author |
Smirnova Henriques, Anna |
author_facet |
Smirnova Henriques, Anna Barros, Thaiza Madureira, Sandra |
author_role |
author |
author2 |
Barros, Thaiza Madureira, Sandra |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Smirnova Henriques, Anna Barros, Thaiza Madureira, Sandra |
dc.subject.por.fl_str_mv |
Português como Língua Estrangeira A avaliação da proficiência em Português Brasileiro Pronúncia Treinamento fonético Testes de proficiência em línguas Portuguese as a Foreign Language Brazilian Portuguese Proficiency Assessment Test Pronunciation Phonetic training Language proficiency tests |
topic |
Português como Língua Estrangeira A avaliação da proficiência em Português Brasileiro Pronúncia Treinamento fonético Testes de proficiência em línguas Portuguese as a Foreign Language Brazilian Portuguese Proficiency Assessment Test Pronunciation Phonetic training Language proficiency tests |
description |
The large migrations, which took place in the past and have continued up to the present time, characterize Brazil as a multilingual country, which demands investment on formal instruction in Portuguese as a Foreign Language. In this context, questions related to formulating educational politics, preparing experts to teach Portuguese as a Foreign Language, elaborating and applying linguistic proficiency tests and contributing to make easier the access of foreigners to formal instruction in the Portuguese language are important to consider. In the present article, we address issues related to Portuguese as a Foreign Language and aspects of the Oral Part evaluation of the Portuguese Language exam applied in the Brazilian context, Celpe-Bras. Furthermore, we describe some of the difficulties related to perception and production of Brazilian Portuguese sounds by native speakers of other languages. Our objective is to point out the contributions that a phonetically-based perspective, which considers the straight link established between the perception of sound distinctions and the formation of new categories in L2, may bring to the development and assessment of the oral proficiency in Portuguese as a Foreign Language in face to the impact a strong foreign accent may have on intelligibility, comprehensibility and attitudinal assessment of the speaker. In regard to the oral proficiency assessment, we defend the necessity of formulating phonetically-based criteria which guide the evaluators to consider what a pronunciation with characteristics that impair interaction is. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1755 10.25189/rabralin.v19i3.1755 |
url |
https://revista.abralin.org/index.php/abralin/article/view/1755 |
identifier_str_mv |
10.25189/rabralin.v19i3.1755 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1755/1963 https://revista.abralin.org/index.php/abralin/article/view/1755/2082 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Anna Smirnova Henriques, Thaiza Barros, Sandra Madureira info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Anna Smirnova Henriques, Thaiza Barros, Sandra Madureira |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
dc.source.none.fl_str_mv |
Revista da ABRALIN; V. 19, N. 3 (2020); 775-798 Revista da ABRALIN; V. 19, N. 3 (2020); 775-798 0102-7158 10.25189/rabralin.v19i3 reponame:Revista da ABRALIN (Online) instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Revista da ABRALIN (Online) |
collection |
Revista da ABRALIN (Online) |
repository.name.fl_str_mv |
Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
rkofreitag@uol.com.br || ra@abralin.org |
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1798329771368644608 |