Usage and social assessment of Portuguese in Mozambique
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03 |
Resumo: | From sociolinguistic assumptions about issues involving linguistic variations that have direct implications on language teaching and learning, the paper falls on the research line about language and social practices. The objective is to analyse the linguistic attitudes that teachers of Portuguese who hold university degree have towards the norm they and their students use. As far as theoretical support is concerned, the research takes as reference the distinction between the concepts of polite norm and standard norm; the concept of sociolinguistic norm that allows the systematisation of linguistic behaviour, assessment of the linguistic behaviour and convergence of processes of linguistic change. Methodologically, as instrument of data collection, it was used a questionnaire designed on the basis of three categories: uses of Portuguese; acceptance of Portuguese; and assessment of informants’ and their students’ level of competence. The results related to the uses of Portuguese show that there are differences between European and Mozambican Portuguese, but these differences are more expressed at semantic and phonological level than at syntactic and morphosyntactic level. As far as acceptance of Portuguese is concerned, the assessment is positive, in a way that they agree with the need of adapting European Portuguese to the Mozambican context through inclusion, in teaching, of the structures already consolidated in speaking. In relation to linguistic competences, the informants assess their competence as being excellent and their students’ as being weak, reflecting that linguistic competence is only limited to the mastery of grammatical structure but not to a simultaneous development of discursive, sociolinguistic and strategic abilities in language usage.Keywords: linguistic norm, linguistic variation, social assessment. |
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Usage and social assessment of Portuguese in MozambiqueUsos e avaliação social do português em MoçambiqueFrom sociolinguistic assumptions about issues involving linguistic variations that have direct implications on language teaching and learning, the paper falls on the research line about language and social practices. The objective is to analyse the linguistic attitudes that teachers of Portuguese who hold university degree have towards the norm they and their students use. As far as theoretical support is concerned, the research takes as reference the distinction between the concepts of polite norm and standard norm; the concept of sociolinguistic norm that allows the systematisation of linguistic behaviour, assessment of the linguistic behaviour and convergence of processes of linguistic change. Methodologically, as instrument of data collection, it was used a questionnaire designed on the basis of three categories: uses of Portuguese; acceptance of Portuguese; and assessment of informants’ and their students’ level of competence. The results related to the uses of Portuguese show that there are differences between European and Mozambican Portuguese, but these differences are more expressed at semantic and phonological level than at syntactic and morphosyntactic level. As far as acceptance of Portuguese is concerned, the assessment is positive, in a way that they agree with the need of adapting European Portuguese to the Mozambican context through inclusion, in teaching, of the structures already consolidated in speaking. In relation to linguistic competences, the informants assess their competence as being excellent and their students’ as being weak, reflecting that linguistic competence is only limited to the mastery of grammatical structure but not to a simultaneous development of discursive, sociolinguistic and strategic abilities in language usage.Keywords: linguistic norm, linguistic variation, social assessment.A partir de pressupostos sociolinguísticos, sobre questões que envolvem variação linguística com implicações diretas no ensino- -aprendizagem da língua, o artigo enquadra-se na linha de pesquisa sobre linguagem e práticas sociais. O objetivo é analisar as atitudes linguísticas que os professores de português, com o nível superior de escolaridade, fazem/têm em relação à norma que eles e os seus alunos usam. Quanto ao suporte teórico, a pesquisa toma como referência a distinção dos conceitos de norma culta e norma-padrão; o conceito de norma sociolinguística que permite a sistematização não só do comportamento linguístico, mas também da avaliação social desse comportamento e da convergência de processos de mudança linguística. Do ponto de vista metodológico, foi utilizado como instrumento de recolha de dados um questionário elaborado com base em três categorias: usos do português; aceitação do português; avaliação do grau de competência dos informantes e dos seus estudantes. Os resultados sobre os usos do português revelam diferenças entre o português europeu e o moçambicano, mas que estas manifestam-se mais ao nível semântico e fonológico do que ao nível sintático e morfossintático. Quanto à aceitação do português, a avaliação é positiva, pois concordam com a necessidade de adaptação do português europeu ao contexto moçambicano, através da inclusão, no ensino, das estruturas já consolidadas na fala. Em relação à competência linguística, os informantes avaliam a sua competência como sendo excelente e a dos seus alunos muito fraca, deixando transparecer que competência linguística se limita apenas ao domínio de estruturas gramaticais e não ao desenvolvimento simultâneo de capacidades discursiva, sociolinguística e estratégica no uso da língua.Palavras-chave: norma linguística, variação linguística, avaliação social.Unisinos2017-05-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03Calidoscópio; Vol. 15 No. 2 (2017): May/August; 240-253Calidoscópio; v. 15 n. 2 (2017): maio/agosto; 240-2532177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03/6172Mapasse, Ermelinda Lúcia Atanásioinfo:eu-repo/semantics/openAccess2017-10-09T18:30:45Zoai:ojs2.revistas.unisinos.br:article/11345Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2017-10-09T18:30:45Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Usage and social assessment of Portuguese in Mozambique Usos e avaliação social do português em Moçambique |
title |
Usage and social assessment of Portuguese in Mozambique |
spellingShingle |
Usage and social assessment of Portuguese in Mozambique Mapasse, Ermelinda Lúcia Atanásio |
title_short |
Usage and social assessment of Portuguese in Mozambique |
title_full |
Usage and social assessment of Portuguese in Mozambique |
title_fullStr |
Usage and social assessment of Portuguese in Mozambique |
title_full_unstemmed |
Usage and social assessment of Portuguese in Mozambique |
title_sort |
Usage and social assessment of Portuguese in Mozambique |
author |
Mapasse, Ermelinda Lúcia Atanásio |
author_facet |
Mapasse, Ermelinda Lúcia Atanásio |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mapasse, Ermelinda Lúcia Atanásio |
description |
From sociolinguistic assumptions about issues involving linguistic variations that have direct implications on language teaching and learning, the paper falls on the research line about language and social practices. The objective is to analyse the linguistic attitudes that teachers of Portuguese who hold university degree have towards the norm they and their students use. As far as theoretical support is concerned, the research takes as reference the distinction between the concepts of polite norm and standard norm; the concept of sociolinguistic norm that allows the systematisation of linguistic behaviour, assessment of the linguistic behaviour and convergence of processes of linguistic change. Methodologically, as instrument of data collection, it was used a questionnaire designed on the basis of three categories: uses of Portuguese; acceptance of Portuguese; and assessment of informants’ and their students’ level of competence. The results related to the uses of Portuguese show that there are differences between European and Mozambican Portuguese, but these differences are more expressed at semantic and phonological level than at syntactic and morphosyntactic level. As far as acceptance of Portuguese is concerned, the assessment is positive, in a way that they agree with the need of adapting European Portuguese to the Mozambican context through inclusion, in teaching, of the structures already consolidated in speaking. In relation to linguistic competences, the informants assess their competence as being excellent and their students’ as being weak, reflecting that linguistic competence is only limited to the mastery of grammatical structure but not to a simultaneous development of discursive, sociolinguistic and strategic abilities in language usage.Keywords: linguistic norm, linguistic variation, social assessment. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.152.03/6172 |
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 |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 15 No. 2 (2017): May/August; 240-253 Calidoscópio; v. 15 n. 2 (2017): maio/agosto; 240-253 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203886708129792 |