Effects of explicit instruction in the acquisition of intonation in Spanish/L2
Autor(a) principal: | |
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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/1984-8420.2018v19n2p214 |
Resumo: | Intonation is a complex and important element for communication. Nevertheless, this aspect tends to be overlooked or approached in an implicit way, in the context of second language acquisition (SLA). Having this in mind and considering the low number of researches on acquisition of suprasegmental features in second language (L2), this study aims at analyzing effects of explicit instruction on acquisition of declarative and total interrogative utterances in Spanish/L2. Furthermore, we expect to verify if students perform higher in total interrogative and declarative utterances. To that end, we conducted a semi-experimental study, with Brazilian learners of Spanish, at an intermediate-advanced level. The 19 participants were divided into four groups, based on two factors: i) condition (experimental or control); and ii) context (graduation course or independent language course). For data generation, we used the following instruments: i) questionnaire, which enabled the design of the profile of students; and ii) pre and post linguistic tests, which encompassed tasks of comprehension and production (controlled, semi-controlled and free) of target-utterances. Conducted statistical analyses did not indicated significant effects of explicit instruction, although the intervention seemed to help in the minimization of similarity effects, in cases of declarative utterances, and in the production of total interrogative ones. In addition, total interrogative utterances appear to be harder than declarative ones for Brazilian learners. |
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Working Papers em Lingüística (Online) |
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Effects of explicit instruction in the acquisition of intonation in Spanish/L2Efeitos de instrução explícita na aquisição da entoação em espanhol/L2Intonation is a complex and important element for communication. Nevertheless, this aspect tends to be overlooked or approached in an implicit way, in the context of second language acquisition (SLA). Having this in mind and considering the low number of researches on acquisition of suprasegmental features in second language (L2), this study aims at analyzing effects of explicit instruction on acquisition of declarative and total interrogative utterances in Spanish/L2. Furthermore, we expect to verify if students perform higher in total interrogative and declarative utterances. To that end, we conducted a semi-experimental study, with Brazilian learners of Spanish, at an intermediate-advanced level. The 19 participants were divided into four groups, based on two factors: i) condition (experimental or control); and ii) context (graduation course or independent language course). For data generation, we used the following instruments: i) questionnaire, which enabled the design of the profile of students; and ii) pre and post linguistic tests, which encompassed tasks of comprehension and production (controlled, semi-controlled and free) of target-utterances. Conducted statistical analyses did not indicated significant effects of explicit instruction, although the intervention seemed to help in the minimization of similarity effects, in cases of declarative utterances, and in the production of total interrogative ones. In addition, total interrogative utterances appear to be harder than declarative ones for Brazilian learners.A entoação é um elemento complexo e importante para a comunicação, entretanto, trata-se de um aspecto que tende a ser ignorado ou abordado de forma implícita, no contexto de aquisição de L2 (ASL) (AKERBERG, 2011; MORENO, 2002; DIAS, 2015). Em vista disso, e considerando o baixo número de investigações sobre a aquisição de elementos suprassegmentais em segunda língua (L2), esta pesquisa tem como objetivo analisar os efeitos da instrução explícita na aquisição de enunciados declarativos e interrogativos totais em espanhol/L2. Além disso, espera-se verificar se os estudantes apresentam maior desempenho em enunciados declarativos ou interrogativos totais. Para isso, realizou-se um estudo semiexperimental, com aprendizes brasileiros de língua espanhola, em nível intermediário-avançado. A pesquisa contou com 19 participantes que foram divididos em quatro grupos, com base em dois fatores: i) condição (experimental ou controle); e ii) contexto (graduação ou curso livre de idiomas). Para a geração de dados foram usados os seguintes instrumentos: i) questionário, que possibilitou o delineamento do perfil dos participantes; e ii) pré- e pós-testes linguísticos, que abrangeram tarefas de compreensão e produção (controlada, semi-controlada e livre) dos enunciados-alvo. As análises estatísticas não apontaram efeitos significativos da instrução explícita, embora a intervenção pareça ter auxiliado na minimização de efeitos de similaridade, no caso dos declarativos, e na produção dos interrogativos totais. Notou-se também que os enunciados interrogativos totais parecem ser mais difíceis que os declarativos, para os aprendizes brasileiros.Programa de Pós-Graduação em Linguística da UFSC2018-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"Semi-Experimentalapplication/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2018v19n2p21410.5007/1984-8420.2018v19n2p214Working Papers em Linguística; v. 19 n. 2 (2018): Fala, Voz e Expressividade; 214-2381984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2018v19n2p214/38543Copyright (c) 2019 Rhanya Rafaella Rodrigues, Elena Ortiz Preussinfo:eu-repo/semantics/openAccessRodrigues, Rhanya RafaellaPreuss, Elena Ortiz2019-05-23T08:51:07Zoai:periodicos.ufsc.br:article/55855Revistahttp://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:2019-05-23T08:51:07Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 Efeitos de instrução explícita na aquisição da entoação em espanhol/L2 |
title |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
spellingShingle |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 Rodrigues, Rhanya Rafaella |
title_short |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
title_full |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
title_fullStr |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
title_full_unstemmed |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
title_sort |
Effects of explicit instruction in the acquisition of intonation in Spanish/L2 |
author |
Rodrigues, Rhanya Rafaella |
author_facet |
Rodrigues, Rhanya Rafaella Preuss, Elena Ortiz |
author_role |
author |
author2 |
Preuss, Elena Ortiz |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Rodrigues, Rhanya Rafaella Preuss, Elena Ortiz |
description |
Intonation is a complex and important element for communication. Nevertheless, this aspect tends to be overlooked or approached in an implicit way, in the context of second language acquisition (SLA). Having this in mind and considering the low number of researches on acquisition of suprasegmental features in second language (L2), this study aims at analyzing effects of explicit instruction on acquisition of declarative and total interrogative utterances in Spanish/L2. Furthermore, we expect to verify if students perform higher in total interrogative and declarative utterances. To that end, we conducted a semi-experimental study, with Brazilian learners of Spanish, at an intermediate-advanced level. The 19 participants were divided into four groups, based on two factors: i) condition (experimental or control); and ii) context (graduation course or independent language course). For data generation, we used the following instruments: i) questionnaire, which enabled the design of the profile of students; and ii) pre and post linguistic tests, which encompassed tasks of comprehension and production (controlled, semi-controlled and free) of target-utterances. Conducted statistical analyses did not indicated significant effects of explicit instruction, although the intervention seemed to help in the minimization of similarity effects, in cases of declarative utterances, and in the production of total interrogative ones. In addition, total interrogative utterances appear to be harder than declarative ones for Brazilian learners. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado por pares" Semi-Experimental |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2018v19n2p214 10.5007/1984-8420.2018v19n2p214 |
url |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2018v19n2p214 |
identifier_str_mv |
10.5007/1984-8420.2018v19n2p214 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2018v19n2p214/38543 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Rhanya Rafaella Rodrigues, Elena Ortiz Preuss info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Rhanya Rafaella Rodrigues, Elena Ortiz Preuss |
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. 19 n. 2 (2018): Fala, Voz e Expressividade; 214-238 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|| |
_version_ |
1797174773566930944 |