Hypercorrections in writing as evidence of the child phonological grammar
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Working Papers em Lingüística (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p153 |
Resumo: | This paper examines the influence of the phonological grammar in the acquisition of written Brazilian Portuguese. Our focus is to identify children’s hypercorrections based on three phonological phenomena: vowel harmony, vowel raising and post-vocalic l-vocalization. The work is based on the following prediction: at the moment the child is confronted with the written language and realizes that leters do not always correspond to phonemes, in addition to correcting his/her initial orthographic errors, he/she is also expected to overgeneralize his/her corrections to unnecessary written forms. This study also seeks to find empirical evidence that shows how active a child’s phonological grammar is in the acquisition of writing since it is expected that these hypercorretions are governed by phonological restrictions of the language. In order to address these issues, we analyzed initial writing data from a database organized by the Aspa Project of the Federal University of Minas Gerais, E-labore (Electronic Laboratory of Orality and Writing) (CRISTÓFARO-SILVA et al., 2009). The results show that there are, indeed, hypercorretions related to phonological processes in the acquisition of written Brazilian Portuguese and that these are mainly governed by phonological restrictions of the language. |
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Hypercorrections in writing as evidence of the child phonological grammarHipercorreções na escrita como evidência da gramática fonológica da criançaThis paper examines the influence of the phonological grammar in the acquisition of written Brazilian Portuguese. Our focus is to identify children’s hypercorrections based on three phonological phenomena: vowel harmony, vowel raising and post-vocalic l-vocalization. The work is based on the following prediction: at the moment the child is confronted with the written language and realizes that leters do not always correspond to phonemes, in addition to correcting his/her initial orthographic errors, he/she is also expected to overgeneralize his/her corrections to unnecessary written forms. This study also seeks to find empirical evidence that shows how active a child’s phonological grammar is in the acquisition of writing since it is expected that these hypercorretions are governed by phonological restrictions of the language. In order to address these issues, we analyzed initial writing data from a database organized by the Aspa Project of the Federal University of Minas Gerais, E-labore (Electronic Laboratory of Orality and Writing) (CRISTÓFARO-SILVA et al., 2009). The results show that there are, indeed, hypercorretions related to phonological processes in the acquisition of written Brazilian Portuguese and that these are mainly governed by phonological restrictions of the language.O trabalho apresenta uma análise da escrita inicial, buscando identificar evidências da influência de processos fonológicos do português brasileiro no processo de aquisição do código escrito. O foco do trabalho é identificar, na escrita das crianças, indícios de hipercorreção baseada em três fenômenos fonológicos presentes na fala: a harmonia vocálica, o alçamento vocálico e a semivocalização da líquida lateral em posição pós-vocálica. O trabalho parte da seguinte questão: será que no momento em que a criança se depara com o código escrito e percebe que as letras nem sempre apresentam uma relação direta com a forma como são pronunciadas (ou seja, um ‘i’ falado nem sempre será um ‘i’ na escrita), além de corrigir seus erros ortográficos iniciais, elas passam a hipercorrigir suas produções escritas? Além disso, o trabalho busca evidências empíricas de como a gramática fonológica da criança atua na aquisição da escrita ao se esperar que as hipercorreções sejam regidas por restrições da fonologia da língua. A fim de abordarmos essas questões, analisamos dados de escrita inicial de um banco de dados organizado pelo Projeto Aspa da Universidade Federal de Minas Gerais, o E-labore (Laboratório Eletrônico de Oralidade e Escrita) (CRISTÓFARO-SILVA et al., 2009). Os resultados nos mostram que há, sim, hipercorreções relacionadas aos processos fonológicos da língua na aquisição do código escrito e que estas são majoritariamente regidas por restrições fonológicas do português brasileiro.Programa de Pós-Graduação em Linguística da UFSC2018-01-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa empíricaapplication/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p15310.5007/1984-8420.2017v18n2p153Working Papers em Linguística; v. 18 n. 2 (2017): Gramática & Escola; 153-1701984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p153/35825Copyright (c) 2018 Graziela Pigatto Bohn, Mariana Lima Souzainfo:eu-repo/semantics/openAccessBohn, Graziela PigattoSouza, Mariana Lima2018-01-13T16:37:02Zoai:periodicos.ufsc.br:article/51719Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2018-01-13T16:37:02Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Hypercorrections in writing as evidence of the child phonological grammar Hipercorreções na escrita como evidência da gramática fonológica da criança |
title |
Hypercorrections in writing as evidence of the child phonological grammar |
spellingShingle |
Hypercorrections in writing as evidence of the child phonological grammar Bohn, Graziela Pigatto |
title_short |
Hypercorrections in writing as evidence of the child phonological grammar |
title_full |
Hypercorrections in writing as evidence of the child phonological grammar |
title_fullStr |
Hypercorrections in writing as evidence of the child phonological grammar |
title_full_unstemmed |
Hypercorrections in writing as evidence of the child phonological grammar |
title_sort |
Hypercorrections in writing as evidence of the child phonological grammar |
author |
Bohn, Graziela Pigatto |
author_facet |
Bohn, Graziela Pigatto Souza, Mariana Lima |
author_role |
author |
author2 |
Souza, Mariana Lima |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bohn, Graziela Pigatto Souza, Mariana Lima |
description |
This paper examines the influence of the phonological grammar in the acquisition of written Brazilian Portuguese. Our focus is to identify children’s hypercorrections based on three phonological phenomena: vowel harmony, vowel raising and post-vocalic l-vocalization. The work is based on the following prediction: at the moment the child is confronted with the written language and realizes that leters do not always correspond to phonemes, in addition to correcting his/her initial orthographic errors, he/she is also expected to overgeneralize his/her corrections to unnecessary written forms. This study also seeks to find empirical evidence that shows how active a child’s phonological grammar is in the acquisition of writing since it is expected that these hypercorretions are governed by phonological restrictions of the language. In order to address these issues, we analyzed initial writing data from a database organized by the Aspa Project of the Federal University of Minas Gerais, E-labore (Electronic Laboratory of Orality and Writing) (CRISTÓFARO-SILVA et al., 2009). The results show that there are, indeed, hypercorretions related to phonological processes in the acquisition of written Brazilian Portuguese and that these are mainly governed by phonological restrictions of the language. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa empírica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p153 10.5007/1984-8420.2017v18n2p153 |
url |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p153 |
identifier_str_mv |
10.5007/1984-8420.2017v18n2p153 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2017v18n2p153/35825 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Graziela Pigatto Bohn, Mariana Lima Souza info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Graziela Pigatto Bohn, Mariana Lima Souza |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
dc.source.none.fl_str_mv |
Working Papers em Linguística; v. 18 n. 2 (2017): Gramática & Escola; 153-170 1984-8420 reponame:Working Papers em Lingüística (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Working Papers em Lingüística (Online) |
collection |
Working Papers em Lingüística (Online) |
repository.name.fl_str_mv |
Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
izete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br|| |
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1797174773496676352 |