">A pesquisa sobre erros ortográficos registrados na escrita de candidatos aos Exames Supletivos/RS 2005/2006 teve por objetivo subsidiar as ações pedagógicas que norteiam o trabalho docente no que se refere a ortografia. Levantaram-se erros ortográficos de produções escritas de candidatos oriundos da rede pública e particular de ensino. Conforme as categorias de erros sociolingüísticos de Bortoni-Ricardo (2005), analisaram-se e classificaram-se esses erros em quatro categorias. Fez-se também um estudo de características socioculturais de dois grupos com defasagem idade-série, possíveis candidatos a Exames Supletivos, um da rede pública e outro da rede particular. Verificou-se que o elevado número de erros ortográficos se deve ao pouco insumo de leitura e escrita. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-21T16:48:26Z No. of bitstreams: 1 Dissertacao Carla Ines de Camargo Subtil.pdf: 12196739 bytes, checksum: 8bd096d2fb686d3485e93d5ebb427231 (MD5) / Made available in DSpace on 2014-05-21T16:48:26Z (GMT). No. of bitstreams: 1 Dissertacao Carla Ines de Camargo Subtil.pdf: 12196739 bytes, checksum: 8bd096d2fb686d3485e93d5ebb427231 (MD5) / The research on orthographic mistakes registered in textsof candidates to the 2005/ 2006 Supplemental Tests/ RS- Brazil, had the objective of subsidize the pedagogic actions that orientate the educational work referring to orthography. Data were collected from texts written by students of both private and state schools. The mistakes were analyzed and classified according to the categories proposed by Bortoni-Ricardo (2005). Also, it was made a study of social and cultural characteristics of two groups of students, possible candidates to Supplemental Tests. It was verified that the high number of orthographic mistakes is due to few reading exercises and few writing activities.

">A pesquisa sobre erros ortográficos registrados na escrita de candidatos aos Exames Supletivos/RS 2005/2006 teve por objetivo subsidiar as ações pedagógicas que norteiam o trabalho docente no que se refere a ortografia. Levantaram-se erros ortográficos de produções escritas de candidatos oriundos da rede pública e particular de ensino. Conforme as categorias de erros sociolingüísticos de Bortoni-Ricardo (2005), analisaram-se e classificaram-se esses erros em quatro categorias. Fez-se também um estudo de características socioculturais de dois grupos com defasagem idade-série, possíveis candidatos a Exames Supletivos, um da rede pública e outro da rede particular. Verificou-se que o elevado número de erros ortográficos se deve ao pouco insumo de leitura e escrita. / The research on orthographic mistakes registered in textsof candidates to the 2005/ 2006 Supplemental Tests/ RS- Brazil, had the objective of subsidize the pedagogic actions that orientate the educational work referring to orthography. Data were collected from texts written by students of both private and state schools. The mistakes were analyzed and classified according to the categories proposed by Bortoni-Ricardo (2005). Also, it was made a study of social and cultural characteristics of two groups of students, possible candidates to Supplemental Tests. It was verified that the high number of orthographic mistakes is due to few reading exercises and few writing activities.

Author's name: Petra Kahounová School: Charles University, Prague, Faculty of Arts Institute of Linguistics and Finno-Ugric Studies Náměstí Jana Palacha 2, 116 38 Praha 1 Program: Finnish language Title: Problems of consonant gradation in Finnish as a second language Consultant: Mgr. Lenka Fárová, Ph.D. Number of pages: 65 + 11 pages of attachments Number of attachments: 5 Year: 2012 Keywords: gradation of consonants in Finnish, corpus, analysis of mistakes, direct gradation, reverse gradation, student's language The aim of this thesis is to explore and describe mistakes made in the consonant gradation in interlanguage by students of Finnish language. Finnish has a complicated system of inflection in comparison with indoeuropean languages, so it is necessary to know the rules to create the right form of the word. The mistakes were found in czech and polish students' texts and I tried to identify in which types of gradation they are most frequent. Particular mistakes were sorted into groups according to types of consonant clusters. I compared what mistakes czech and polish students make, which mistakes are the most frequent and if there are some any similarities between these two nations. I focused on explanation of wrong word forms.