Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRRJ |
Texto Completo: | https://tede.ufrrj.br/jspui/handle/jspui/2432 |
Resumo: | This study investigates a specific case of overcorrection in the writing of students in the final years of elementary school: the improper addition of the grapheme <r> in the position of a syllable coda, based on present study as ?erregrafismo?. Records were found in different grammatical classes, such as "you", "boy", "to be", among others. Overcorrection is an excessive search for correction, as the term itself indicates. The phenomenon is produced when the individual interprets as incorrect a correct form of the language, consequently ends up exchanging in another form that considers cultured. This is due to linguistic insecurity, since the rules of the standard have not been internalized yet. Therefore, the present research has as general aim to minimize the cases of hypercorrection of the so-called ?erregrafismo? in the position of a syllabic coda in the writing of students of a class of 9th grade elementary school, through a proposal of pedagogical intervention that assists in due representation orthographic in regular morphological-grammatical relations. In line with this main objective, the following specific objectives have been identified: 1) to identify the contexts in which so-called ?erregrafismo? occurs most frequently; 2) develop adequate strategies to minimize the phenomenon of hypercorrection studied in the proposed research, in the different contexts in which it manifests itself. The hypothesis that guides this work is that questions of phonological and morphological awareness addressed in the intervention proposal formulated for this research, contribute to the proper application of the grapheme <r> in final position of the word, thus minimizing cases of hypercorrection in writing of students of elementary school. The methodology used is anchored to action research according to Thiollent's (2011) thinking. From the analysis of data, it was concluded that some students, due to the lack of syllabic tone perception and word segmentation in syllables, initially had difficulties in performing some proposed exercises. However, in the course of the intervention, it was found that the activities of comparison of words, seeking to perceive the similarities and / or differences between them, allowed the learners to consolidate correspondences between sound units (phonemes) and graphic units (graphemes) Thus, in the learning of morphological-grammatical phonemic-grapheme regularities. Another relevant finding was that activities involving pseudowords showed that although they did not know some invented words, the students used morphological knowledge to write such words, thus showing the importance of morphological awareness in spelling. |
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Roberto, Tania Mikaela Garcia826.254.509-59Roberto, Tania Mikaela GarciaCoelho, F?bio Andr? CardosoRibeiro, Roza Maria Palomanes071.657.457-85http://lattes.cnpq.br/5287392135571046Cesar, Helena Horvat de Farias2018-09-12T18:04:15Z2017-04-27CESAR, Helena Horvat de Farias. Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o. 2017. 135 f. Disserta??o (Mestrado Profissional em Letras) - Instituto de Ci?ncias Humanas e Sociais, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ, 2017.https://tede.ufrrj.br/jspui/handle/jspui/2432This study investigates a specific case of overcorrection in the writing of students in the final years of elementary school: the improper addition of the grapheme <r> in the position of a syllable coda, based on present study as ?erregrafismo?. Records were found in different grammatical classes, such as "you", "boy", "to be", among others. Overcorrection is an excessive search for correction, as the term itself indicates. The phenomenon is produced when the individual interprets as incorrect a correct form of the language, consequently ends up exchanging in another form that considers cultured. This is due to linguistic insecurity, since the rules of the standard have not been internalized yet. Therefore, the present research has as general aim to minimize the cases of hypercorrection of the so-called ?erregrafismo? in the position of a syllabic coda in the writing of students of a class of 9th grade elementary school, through a proposal of pedagogical intervention that assists in due representation orthographic in regular morphological-grammatical relations. In line with this main objective, the following specific objectives have been identified: 1) to identify the contexts in which so-called ?erregrafismo? occurs most frequently; 2) develop adequate strategies to minimize the phenomenon of hypercorrection studied in the proposed research, in the different contexts in which it manifests itself. The hypothesis that guides this work is that questions of phonological and morphological awareness addressed in the intervention proposal formulated for this research, contribute to the proper application of the grapheme <r> in final position of the word, thus minimizing cases of hypercorrection in writing of students of elementary school. The methodology used is anchored to action research according to Thiollent's (2011) thinking. From the analysis of data, it was concluded that some students, due to the lack of syllabic tone perception and word segmentation in syllables, initially had difficulties in performing some proposed exercises. However, in the course of the intervention, it was found that the activities of comparison of words, seeking to perceive the similarities and / or differences between them, allowed the learners to consolidate correspondences between sound units (phonemes) and graphic units (graphemes) Thus, in the learning of morphological-grammatical phonemic-grapheme regularities. Another relevant finding was that activities involving pseudowords showed that although they did not know some invented words, the students used morphological knowledge to write such words, thus showing the importance of morphological awareness in spelling.Este estudo investiga um caso espec?fico de hipercorre??o na escrita de estudantes dos anos finais do ensino fundamental: o acr?scimo indevido do grafema <r> em posi??o de coda sil?bica, cunhado no presente estudo como erregrafismo. Foram encontrados registros em diferentes classes gramaticais, como, por exemplo, ?voc?r? (voc?), ?meninor? (menino), ?estar? (est?), entre outros. A hipercorre??o ? uma busca excessiva de corre??o, como o termo por si s? indica. O fen?meno ? produzido quando o indiv?duo interpreta como incorreta uma forma correta da l?ngua, consequentemente acaba trocando por uma outra forma que considera culta. Isso ocorre por inseguran?a lingu?stica, uma vez que as regras da norma-padr?o ainda n?o foram interiorizadas. Sendo assim, a presente pesquisa tem como objetivo geral minimizar os casos de hipercorre??o do chamado erregrafismo em posi??o de coda sil?bica na escrita de alunos de uma turma de 9? ano do Ensino Fundamental, por meio de uma proposta de interven??o pedag?gica que auxilie na devida representa??o ortogr?fica em rela??es regulares morfol?gico-gramaticais. Em conson?ncia com esse objetivo principal, t?m-se os seguintes objetivos espec?ficos: 1) identificar os contextos nos quais o chamado erregrafismo ocorre com mais frequ?ncia; 2) desenvolver estrat?gias adequadas ? minimiza??o do fen?meno de hipercorre??o estudado na pesquisa proposta, nos diferentes contextos nos quais ele se manifesta. A hip?tese que norteia este trabalho ? que quest?es de consci?ncias fonol?gica e morfol?gica abordadas na proposta de interven??o formuladas para esta pesquisa contribuem para a devida aplica??o do grafema <r> em posi??o final de voc?bulo, minimizando, dessa forma, casos de hipercorre??o na escrita de estudantes do EF. A metodologia utilizada est? ancorada ? pesquisa-a??o, segundo o pensamento de Thiollent (2011). Da an?lise de dados, concluiu-se que alguns alunos, por apresentarem lacunas na percep??o da tonicidade sil?bica e na segmenta??o da palavra em s?labas, inicialmente tiveram dificuldades em realizar alguns exerc?cios propostos. Entretanto, no decorrer da interven??o, constatou-se que atividades de compara??o de palavras, buscando perceber as semelhan?as e/ou diferen?as entre elas, fizeram com que os aprendizes consolidassem correspond?ncias entre unidades sonoras (fonemas) e unidades gr?ficas (grafemas1), auxiliando, assim na aprendizagem das regularidades fon?mico-graf?micas morfol?gico-gramaticais. Outra constata??o relevante foi que atividades envolvendo pseudopalavras mostraram que apesar de desconhecerem algumas palavras inventadas, os alunos lan?aram m?o de conhecimentos morfol?gicos para escreverem tais voc?bulos, mostrando dessa forma a import?ncia da consci?ncia morfol?gica na ortografia.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-12T18:04:15Z No. of bitstreams: 1 2017 - Helena Horvat de Farias Cesar.pdf: 3471223 bytes, checksum: 6d889a95cc8d6ac041268303f53a56f0 (MD5)Made available in DSpace on 2018-09-12T18:04:15Z (GMT). No. of bitstreams: 1 2017 - Helena Horvat de Farias Cesar.pdf: 3471223 bytes, checksum: 6d889a95cc8d6ac041268303f53a56f0 (MD5) Previous issue date: 2017-04-27CAPESapplication/pdfhttps://tede.ufrrj.br/retrieve/8508/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/15330/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/21632/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/28016/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/34394/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/40782/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/47138/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpghttps://tede.ufrrj.br/retrieve/53560/2017%20-%20Helena%20Horvat%20de%20Farias%20Cesar.pdf.jpgporUniversidade Federal Rural do Rio de JaneiroPrograma de P?s-Gradua??o em LetrasUFRRJBrasilInstituto de Ci?ncias Humanas e SociaisHipercorre??oOrtografiaErregrafismoConsci?ncia fonol?gicaPhonological awarenessGrafema <r>OvercorrectionOrthographyGrapheme <r>LetrasAcr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??oAddition of the grapheme <r> in syllable coda: intervention for hypercorrection casesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRRJinstname:Universidade Federal Rural do Rio de Janeiro (UFRRJ)instacron:UFRRJTHUMBNAIL2017 - Helena Horvat de Farias Cesar.pdf.jpg2017 - Helena Horvat de Farias Cesar.pdf.jpgimage/jpeg2187http://localhost:8080/tede/bitstream/jspui/2432/18/2017+-+Helena+Horvat+de+Farias+Cesar.pdf.jpge4fd000452b13accfe875c247f41bfc9MD518TEXT2017 - Helena Horvat de Farias Cesar.pdf.txt2017 - Helena Horvat de Farias Cesar.pdf.txttext/plain256292http://localhost:8080/tede/bitstream/jspui/2432/17/2017+-+Helena+Horvat+de+Farias+Cesar.pdf.txte8cb775eb15bcb6aa06efad260353778MD517ORIGINAL2017 - Helena Horvat de Farias Cesar.pdf2017 - Helena Horvat de Farias Cesar.pdfapplication/pdf3471223http://localhost:8080/tede/bitstream/jspui/2432/2/2017+-+Helena+Horvat+de+Farias+Cesar.pdf6d889a95cc8d6ac041268303f53a56f0MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
dc.title.alternative.eng.fl_str_mv |
Addition of the grapheme <r> in syllable coda: intervention for hypercorrection cases |
title |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
spellingShingle |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o Cesar, Helena Horvat de Farias Hipercorre??o Ortografia Erregrafismo Consci?ncia fonol?gica Phonological awareness Grafema <r> Overcorrection Orthography Grapheme <r> Letras |
title_short |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
title_full |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
title_fullStr |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
title_full_unstemmed |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
title_sort |
Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o |
author |
Cesar, Helena Horvat de Farias |
author_facet |
Cesar, Helena Horvat de Farias |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roberto, Tania Mikaela Garcia |
dc.contributor.advisor1ID.fl_str_mv |
826.254.509-59 |
dc.contributor.referee1.fl_str_mv |
Roberto, Tania Mikaela Garcia |
dc.contributor.referee2.fl_str_mv |
Coelho, F?bio Andr? Cardoso |
dc.contributor.referee3.fl_str_mv |
Ribeiro, Roza Maria Palomanes |
dc.contributor.authorID.fl_str_mv |
071.657.457-85 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5287392135571046 |
dc.contributor.author.fl_str_mv |
Cesar, Helena Horvat de Farias |
contributor_str_mv |
Roberto, Tania Mikaela Garcia Roberto, Tania Mikaela Garcia Coelho, F?bio Andr? Cardoso Ribeiro, Roza Maria Palomanes |
dc.subject.por.fl_str_mv |
Hipercorre??o Ortografia Erregrafismo Consci?ncia fonol?gica Phonological awareness Grafema <r> |
topic |
Hipercorre??o Ortografia Erregrafismo Consci?ncia fonol?gica Phonological awareness Grafema <r> Overcorrection Orthography Grapheme <r> Letras |
dc.subject.eng.fl_str_mv |
Overcorrection Orthography Grapheme <r> |
dc.subject.cnpq.fl_str_mv |
Letras |
description |
This study investigates a specific case of overcorrection in the writing of students in the final years of elementary school: the improper addition of the grapheme <r> in the position of a syllable coda, based on present study as ?erregrafismo?. Records were found in different grammatical classes, such as "you", "boy", "to be", among others. Overcorrection is an excessive search for correction, as the term itself indicates. The phenomenon is produced when the individual interprets as incorrect a correct form of the language, consequently ends up exchanging in another form that considers cultured. This is due to linguistic insecurity, since the rules of the standard have not been internalized yet. Therefore, the present research has as general aim to minimize the cases of hypercorrection of the so-called ?erregrafismo? in the position of a syllabic coda in the writing of students of a class of 9th grade elementary school, through a proposal of pedagogical intervention that assists in due representation orthographic in regular morphological-grammatical relations. In line with this main objective, the following specific objectives have been identified: 1) to identify the contexts in which so-called ?erregrafismo? occurs most frequently; 2) develop adequate strategies to minimize the phenomenon of hypercorrection studied in the proposed research, in the different contexts in which it manifests itself. The hypothesis that guides this work is that questions of phonological and morphological awareness addressed in the intervention proposal formulated for this research, contribute to the proper application of the grapheme <r> in final position of the word, thus minimizing cases of hypercorrection in writing of students of elementary school. The methodology used is anchored to action research according to Thiollent's (2011) thinking. From the analysis of data, it was concluded that some students, due to the lack of syllabic tone perception and word segmentation in syllables, initially had difficulties in performing some proposed exercises. However, in the course of the intervention, it was found that the activities of comparison of words, seeking to perceive the similarities and / or differences between them, allowed the learners to consolidate correspondences between sound units (phonemes) and graphic units (graphemes) Thus, in the learning of morphological-grammatical phonemic-grapheme regularities. Another relevant finding was that activities involving pseudowords showed that although they did not know some invented words, the students used morphological knowledge to write such words, thus showing the importance of morphological awareness in spelling. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-04-27 |
dc.date.accessioned.fl_str_mv |
2018-09-12T18:04:15Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CESAR, Helena Horvat de Farias. Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o. 2017. 135 f. Disserta??o (Mestrado Profissional em Letras) - Instituto de Ci?ncias Humanas e Sociais, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/2432 |
identifier_str_mv |
CESAR, Helena Horvat de Farias. Acr?scimo do grafema <r> em coda sil?bica: interven??o para casos de hipercorre??o. 2017. 135 f. Disserta??o (Mestrado Profissional em Letras) - Instituto de Ci?ncias Humanas e Sociais, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ, 2017. |
url |
https://tede.ufrrj.br/jspui/handle/jspui/2432 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de P?s-Gradua??o em Letras |
dc.publisher.initials.fl_str_mv |
UFRRJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Ci?ncias Humanas e Sociais |
publisher.none.fl_str_mv |
Universidade Federal Rural do Rio de Janeiro |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações da UFRRJ |
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Biblioteca Digital de Teses e Dissertações da UFRRJ - Universidade Federal Rural do Rio de Janeiro (UFRRJ) |
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