FREITAS, Layana Cristina Moura de. Oralidade em redações escolares: proposta de intervenção para os erros de ortografia. 2016. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-03T14:42:56Z No. of bitstreams: 1 2016_dis_lcmfreitas.pdf: 4180630 bytes, checksum: fd8d78dddfc2e33a0cde52729f1a0514 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-07T15:30:43Z (GMT) No. of bitstreams: 1 2016_dis_lcmfreitas.pdf: 4180630 bytes, checksum: fd8d78dddfc2e33a0cde52729f1a0514 (MD5) / Made available in DSpace on 2017-03-07T15:30:43Z (GMT). No. of bitstreams: 1 2016_dis_lcmfreitas.pdf: 4180630 bytes, checksum: fd8d78dddfc2e33a0cde52729f1a0514 (MD5) Previous issue date: 2016 / The National Curriculum Parameters for Portuguese Language (1997, 1998) alert that the traditional study of orthography in classrooms is fulfilled with the practice of exercises in formula repetition and in the correction of students’ spelling. This methodology, however, has proved little productive, since the compositions of students in the final years of primary school, as well as secondary school, still show many spelling mistakes. The orthography teaching-learning process lacks, therefore, a method that helps the students to recognize the conventions established by the Portuguese system of spelling and to be conscious of their own pronunciation, since, although there are different ways to pronounce words, only one notation was stipulated for the written form. Based on the works of Bisol (2001), Bortoni-Ricardo (2004, 2013), Cagliari (2003), Camara Jr. (2008, 2015), Lamprecht et al (2004, 2012), Lemle (2001), Morais (2005, 2008), Roberto (2016), Silva (2008), Seara et al (2011), Soares (1992) and Spinelli and Ferrand (2009), this research approaches the orality-motivated spelling difficulties faced by 9th grade students in a public school. This is an action research, whose data will be evaluated quantitatively and qualitatively. The objectives of this research are: i) identifying the types and frequency of spelling difficulties present in the writing of 9th grade students; ii) proposing activities for the treatment of the main spelling difficulties present in those students’ writing; and iii) evaluating the effectiveness of the intervention actions used in the treatment of the spelling mistakes that were identified. To that effect, a diagnosis of the most frequent spelling mistakes was carried out through compositions and evaluative questions, and the results showed monophthongization as the most common mistake. Later, a sequence of activities was proposed for the treatment of that mistake, which was followed by an evaluation through the repetition of the diagnosis procedures, now as a post-test. As a result, it was evidenced that the intervention applied, based on the reflection on the Portuguese system of spelling and on the students’ dialect and oral productions, contributed to reduce the incidence of the spelling mistakes that were the target of treatment. / Os Parâmetros Curriculares Nacionais de Língua Portuguesa (1997, 1998) alertam que o estudo tradicional da ortografia, nas salas de aula, concretiza-se como a prática de exercícios de repetição de fórmulas e de correção da grafia dos estudantes. Essa metodologia, porém, tem se mostrado pouco produtiva, uma vez que as redações de alunos das séries finais do Ensino Fundamental, bem como de alunos do Ensino Médio, ainda revelam muitos erros ortográficos. Ao processo de ensino-aprendizagem da ortografia, falta, então, uma dinâmica que leve os alunos a reconhecerem as convenções estabelecidas pelo sistema ortográfico da Língua Portuguesa e a terem consciência de suas próprias pronúncias, visto que, mesmo havendo diferentes modos de falar, apenas uma única notação foi convencionada para a modalidade escrita. Pautando-se nos trabalhos de Bisol (2001), Bortoni-Ricardo (2004, 2013), Cagliari (2003), Camara Jr. (2008, 2015), Lamprecht et al. (2004, 2012), Lemle (2001), Morais (2005, 2008), Roberto (2016), Silva (2008), Seara et al. (2011), Soares (1992) e Spinelli e Ferrand (2009), esta pesquisa se debruça sobre as dificuldades ortográficas motivadas pela oralidade, enfrentadas por estudantes do 9º ano do Ensino Fundamental de uma escola da rede pública de ensino. Trata-se de uma pesquisa-ação, cujos dados serão avaliados quantitativa e qualitativamente, que tem como objetivos: i) identificar os tipos e a frequência das dificuldades ortográficas presentes na escrita de estudantes do 9º Ano do Ensino Fundamental; ii) propor atividades para o tratamento das principais dificuldades ortográficas presentes na escrita desses estudantes; e iii) avaliar a efetividade das ações de intervenção aplicadas para o tratamento dos erros ortográficos identificados. Para tanto, foi realizado um diagnóstico dos erros ortográficos mais frequentes por meio de redação e questões avaliativas, cujo resultado revelou a monotongação como o erro mais comum. Posteriormente, foi proposta uma sequência de atividades para o tratamento desse erro, a qual foi seguida de uma avaliação por meio da repetição dos procedimentos de diagnóstico, agora como pós-testes. Como resultado, constatou-se que a intervenção aplicada, fundamentada na reflexão sobre o sistema ortográfico da Língua Portuguesa e sobre os dialetos e as produções orais dos próprios alunos, contribuiu para reduzir a incidência dos erros de ortografia que foram alvo de tratamento.

Στην παρούσα εργασία μελετήθηκε το θέμα της φωνηεντικής ιεραρχίας στην Ελληνική και τις διαλέκτους της και ο ρόλος της στην αντιμετώπιση της χασμωδίας. Η χασμωδία δημιουργείται στην ελληνική λόγω της γειτνίασης φωνηέντων και λύνεται μέσω φωνολογικών διαδικασιών όπως η έκθλιψη, η αφαίρεση, η εισαγωγή / επένθεση, η συνίζηση, η τροπή, η φωνηεντική αρμονία, η αφομοίωση κ.ά.Υπάρχουν όπως αναφέρθηκε μέσω και παραδειγμάτων και οι περιπτώσεις διατήρησης της χασμωδίας. Εξετάσαμε την κλίμακα ηχηρότητας η οποία καθορίζει τον ισχυρό ή ασθενή χαρακτήρα του φωνήεντος ανάλογα με τη θέση που κατέχει στην εν λόγω κλίμακα. Το ποιο από τα φωνήεντα θα φύγει εξαρτάται από τη θέση που κατέχει στην κλίμακα ισχύος ή κλίμακα ηχηρότητας. Η εν λόγω κλίμακα καθορίζεται ως η ακόλουθη: a > o > u > e > i ή i > e. Εξετάσαμε επίσης τον τρόπο με τον οποίο η ισχύς αυτή επηρεάζεται από διάφορους παράγοντες όπως η σύνταξη, το είδος του λόγου, ο τόνος, ο βαθμός ανοίγματος των φωνηέντων, η θέση τους στη λέξη, ο τόπος άρθρωσής τους, το λόγιο στοιχείο, ο μορφολογικός ρόλος, η σημασιολογία καθώς και ο παράγοντας σύνθεση, και επομένως είναι αυτοί οι παράγοντες βάσει της έρευνάς μας και πάντα με βάση τα δεδομένα που έχουμε στη διάθεσή μας που φαίνεται ότι καθορίζουν την ισχύ ή όχι της ιεραρχίας και τη διατήρηση ή όχι του φαινομένου της χασμωδίας. Επίσης αναφέρθηκε ότι και στα αρχαία ελληνικά αλλά και σε διαλέκτους της ελληνικής συμβαίνουν διαδικασίες φωνολογικές με σκοπό την αντιμετώπιση της χασμωδίας - ενώ παρατηρούμε ταυτόχρονα ότι αυτό δεν συμβαίνει πάντα με αποτέλεσμα να έχουμε και διατήρηση της χασμωδίας. Αναφέρονται παραδείγματα - όσο αυτό είναι δυνατό μέσα από την έρευνα και τις πηγές - ούτως ώστε μέσα πάντα από τα ίδια τα γλωσσολογικά δεδομένα, μέσα από τα κείμενα, να αποδεικνύεται κατά πόσον ισχύουν οι κανόνες και οι θεωρητικές θέσεις. Ξεκινούμε λοιπόν από τη μια μεριά από τις θεωρητικές θέσεις, τους κανόνες και από την άλλη όμως ταυτόχρονα αντλούμε πληροφορίες για το βαθμό εφαρμογής τους από τα ίδια τα γλωσσικά δεδομένα της ελληνικής και των διαλέκτων και από δεδομένα σε παλαιότερες χρονικές φάσεις αποδεικνύοντας μέσα από αυτό και μέσα από την κανονικότητα των φαινομένων διαχρονικά, τη συνέχεια της γλώσσας μας. / The present study explores the validity of vowel hierarchy in Greek and its dialects, as well as its role in dealing with hiatus. Hiatus emerges in adjacent vowels and it is resolved through phonological processes such as vowel deletion, vowel epenthesis, fusion, substitution, vowel harmony, assimilation etc., though there are instances in which hiatus is retained. The Sonority Scale (SS) is also investigated given that the (SS) determines the strong or weak status of the vowel, which, in turn, is driven by the position of the vowel in the SS. In other words, vowel loss is governed by its degree of sonority. In most, studies the vowel SS is considered to be the following: a > o > u > e > i ή i > e. Moreover, we examined the extent to which vowel sonority and the SS are circumscribed by other extra-phonological and phonological factors, such as the syntax, the semantics and the morphology of the language, the general linguistic context, the position of the vowels on the vowel space/ triangle, as well as their place of articulation. Additionally, we discuss phonological processes which repair hiatus occuring in Ancient Greek and its dialects and we test the conditions under which this happens. We present interesting data which lead us to adopt specific theoretical approaches regarding the vowel hierarchy. Finally, we evaluate the validity of the vowel hierarchy in the diachrony of Greek.

Enligt PISAs undersökning (Skolverket, 20I3) uppvisar svenska elever idag sämre prestationer i läsförståelse och matematik. Många påverkansfaktorer är omdiskuterade men varken lässvårigheter eller matematiksvårigheter har berörts. I relation till detta upprättas en litteraturstudie med syftet att undersöka huruvida lässvårigheter samverkar med matematiksvårigheter och hur det påverkar matematikprestationer. Resultatet av studien visar att lässvårigheter inte alltid påverkar matematiskprestationer. Somliga elever uppvisar svårigheter medan andra inte gör det, dock synliggörs kombinationen läs- och matematiksvårigheter oftare än svårigheterna var för sig. Slutsatser som dragits är att det behövs mer forskning på området för att undersöka hur det kommer sig att en bråkdel av elever i lässvårigheter inte uppvisar svårigheter i matematik, medan andra elever gör det och varför läs- och matematiksvårigheter uppvisas oftare i en kombinerad form. / According to the PISA research (Skolverket, 2013), Swedish students today show weaker presentations in reading comprehension and mathematics. Many factors have been discussed but neither of reading difficulties or mathematic difficulties has been concerned. According to this, a literature review will be established with the purpose to examine how reading difficulties co-operate with mathematic difficulties and how it may impact on mathematic achievements. The result shows that reading difficulties not always have an impact on mathematic achievements. Some students tend to show weaknesses while others do not; however the combined reading- and mathematic difficulties are shown more often compared to the difficulties on their own. Conclusions that have been made are that more research needs to investigate why only a minority of students with reading difficulties show weaknesses in mathematics, while other do not and why the combined reading- and mathematic difficulties are shown more often.

Orientador: Gladis Massini-Cagliari / Banca: Vera Pacheco / Banca: Flaviane R. F. Svartman / Banca: Antonio S. Abreu / Banca: Renata M. F. Marchezan / Resumo: Esta tese tem como principal objetivo identificar as adaptações fonético-fonológicas realizadas por falantes brasileiros ao pronunciarem antropônimos estrangeiros, sobretudo os provenientes da língua inglesa. Argumenta-se que a temática discutida vincula-se diretamente com a definição de "identidade fonológica" do português. O estudo abrange questões de ordem linguística e extralinguística, o que permite dois olhares sobre o tema. O primeiro, de caráter sócio-histórico, retoma reflexões anteriores a respeito dos antropônimos e sua relevância para diferentes povos e culturas desde a antiguidade. Abordam-se, por este viés, aspectos de cunho discursivo que permeiam o processo de designação de pessoas. A segunda perspectiva, de caráter linguístico-estrutural, constitui o cerne desta investigação científica, que se desenvolve, essencialmente, à luz dos modelos fonológicos nãolineares. Nessa direção, por meio de análise contrastiva, destacam-se semelhanças e diferenças entre os sistemas fonológicos da língua-fonte, o inglês americano (IA), e da língua-alvo, o português do Brasil (PB). O corpus do trabalho é constituído por prenomes advindos do inglês, bem como por aqueles cuja grafia remete a essa língua. A seleção dos prenomes foi realizada a partir de listas de frequência de escolas públicas da cidade de São Luís-MA. Foram realizadas gravações com falantes nativos do IA e falantes nativos do PB, com o propósito de identificar os principais processos fonológicos desencadeados por esses informantes ao produzirem prenomes tipicamente derivados da língua inglesa. Por meio de entrevistas, investigam-se questões de ordem subjetiva, como fatos que motivaram a escolha do nome, satisfação do usuário com o nome e admiração pela língua inglesa. Após as transcrições dos dados, foram mapeadas as principais adaptações... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The primary purpose of this thesis is to outline phonetic and phonological adaptations made by Brazilian speakers while pronouncing foreign anthroponyms, especially those derived from English. The topic discussed is straightly linked to the determination of a phonological identity of Portuguese. The study focuses on linguistic and extralinguistic aspects, which allow two different views on the subject. The first, based on social-historical grounds, retakes previous reflections on anthroponyms and their relevance to different people and cultures since ancient times. Under this perspective, the survey deals with discursive issues related to the act of naming people. The second view, based on structural linguistic grounds, is the main focus of the study, which is essentially conducted in the light of non-linear phonological models. By means of phonological contrastive analysis, similarities and differences are highlighted concerning the source language, American English (AE) and the target language, Brazilian Portuguese (BP). The corpus comprises anthroponyms typical of the English language as well as proper names whose spelling refer to this idiom. The names selection was based on attendance sheets from State Schools in the city of São Luís, MA. Recordings were carried out with both native English and Portuguese speakers, aiming at mapping the main phonological processes employed by these subjects when producing the foreign anthroponyms. Subjective matters were investigated through interviews that point out motivational reasons parents had for choosing foreign athroponyms; users satisfaction with their own name, as well as their appreciation for the English language. Following data transcriptions, the research presents the main observed adaptations motivated by speakers' native phonological system, such as: a) addition of the epenthetic vowel [i], resulting... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:32:13Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-30Bitstream added on 2014-06-13T19:42:38Z : No. of bitstreams: 1 souza_smls_dr_arafcl.pdf: 2613619 bytes, checksum: 83a0861850573336a552ef8ada2ef87b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese tem como principal objetivo identificar as adaptações fonético-fonológicas realizadas por falantes brasileiros ao pronunciarem antropônimos estrangeiros, sobretudo os provenientes da língua inglesa. Argumenta-se que a temática discutida vincula-se diretamente com a definição de “identidade fonológica” do português. O estudo abrange questões de ordem linguística e extralinguística, o que permite dois olhares sobre o tema. O primeiro, de caráter sócio-histórico, retoma reflexões anteriores a respeito dos antropônimos e sua relevância para diferentes povos e culturas desde a antiguidade. Abordam-se, por este viés, aspectos de cunho discursivo que permeiam o processo de designação de pessoas. A segunda perspectiva, de caráter linguístico-estrutural, constitui o cerne desta investigação científica, que se desenvolve, essencialmente, à luz dos modelos fonológicos nãolineares. Nessa direção, por meio de análise contrastiva, destacam-se semelhanças e diferenças entre os sistemas fonológicos da língua-fonte, o inglês americano (IA), e da língua-alvo, o português do Brasil (PB). O corpus do trabalho é constituído por prenomes advindos do inglês, bem como por aqueles cuja grafia remete a essa língua. A seleção dos prenomes foi realizada a partir de listas de frequência de escolas públicas da cidade de São Luís-MA. Foram realizadas gravações com falantes nativos do IA e falantes nativos do PB, com o propósito de identificar os principais processos fonológicos desencadeados por esses informantes ao produzirem prenomes tipicamente derivados da língua inglesa. Por meio de entrevistas, investigam-se questões de ordem subjetiva, como fatos que motivaram a escolha do nome, satisfação do usuário com o nome e admiração pela língua inglesa. Após as transcrições dos dados, foram mapeadas as principais adaptações... / The primary purpose of this thesis is to outline phonetic and phonological adaptations made by Brazilian speakers while pronouncing foreign anthroponyms, especially those derived from English. The topic discussed is straightly linked to the determination of a phonological identity of Portuguese. The study focuses on linguistic and extralinguistic aspects, which allow two different views on the subject. The first, based on social-historical grounds, retakes previous reflections on anthroponyms and their relevance to different people and cultures since ancient times. Under this perspective, the survey deals with discursive issues related to the act of naming people. The second view, based on structural linguistic grounds, is the main focus of the study, which is essentially conducted in the light of non-linear phonological models. By means of phonological contrastive analysis, similarities and differences are highlighted concerning the source language, American English (AE) and the target language, Brazilian Portuguese (BP). The corpus comprises anthroponyms typical of the English language as well as proper names whose spelling refer to this idiom. The names selection was based on attendance sheets from State Schools in the city of São Luís, MA. Recordings were carried out with both native English and Portuguese speakers, aiming at mapping the main phonological processes employed by these subjects when producing the foreign anthroponyms. Subjective matters were investigated through interviews that point out motivational reasons parents had for choosing foreign athroponyms; users satisfaction with their own name, as well as their appreciation for the English language. Following data transcriptions, the research presents the main observed adaptations motivated by speakers’ native phonological system, such as: a) addition of the epenthetic vowel [i], resulting... (Complete abstract click electronic access below)

In hierdie studie word die fonologie en die morfologie van Lobedu, 'n dialek van die Noordoostelike dialekbundel van Noord-Sotho, beskryf. Historiese gegewens, soos in hoofstuk 1 weergegee, toon aan dat die Balobedu vroeer uitgebreide kontak met die Bavenda gehad het. Die vokale van Lobedu is anders as hulle standaard ewekniee op die vokaalkaart geposisioneer. In hoofstuk 2 word aangetoon dat die vokaalsisteem in sekere opsigte met 'n vyfvokaalsisteem ooreenstem, maar nogtans oor sewe foneme beskik. Tekens van 'n verskuiwing in die rigting van die meer tipiese sewevokaalsisteem is opgemerk. Die konsonante van Lobedu word gekenmerk deur veral vier a-tipiese artikulasies: dentale klanke vervang die standaard laterale sluitklanke, retroflekse sluitklanke vervang alveolere sluitklanke, oorwegend stemhebbende sluitklanke vervang tipiese Noord-Sotho se geejekteerde klanke, en affriksie by die vrylating van retroflekse plosiewe is prominent. In hoofstuk 3 word gekonsentreer op die toonpatrone wat verskillende naamwoorde en werkwoorde kenmerk. lnteressante verskille tussen standaard Noord-Sotho en Lobedu is gedokumenteer, hoewel daar uiteraard ook heelwat ooreenkomste bestaan. In hoofstuk 4 word die oorsprong van foneme diachronies nagespeur, terwyl alle geidentifiseerde klankveranderinge in hoofstuk 5 opgeneem is. 'n Uitstaande kenmerk van Lobedu is dat die kombinasie van labiale konsonante geheel en al anders as in tipiese Noord-Sotho hanteer word. In hoofstukke 6 tot 8 word die woordkategoriee morfologies beskryf en ontleed. Kenmerke van die werkwoord in die verskillende verbale subkategoriee kom ook aan die orde: Daar word na diachroniese feite verwys ten einde die voorkoms van sekere allomorfe te verklaar, terwyl die herkoms van sekere morfeme na Venda en Tsonga teruggevoer word. Hoofstuk 9 bevat 'n gedetailleerde uiteensetting van die struktuur van die verskillende kopulatiewe. In die finale hoofstuk word tot die slotsom gekom dat Lobedu wel as 'n dialek van Noord-Sotho beskou moat word, ten spyte van aansienlike Venda-beinvloeding. Die voorkoms van a-tipiese kenmerke diskwalifiseer Lobedu nie as 'n Noord-Sotho dialek nie; indien wel, moat die status van verskeie ander Noord-Sotho dialekte ook bevraagteken word. Die Balobedu beskou hulleself as Noord-Sotho manse, en die effektiewe kommunikasie tussen die Balobedu en sprekers van Noord-Sotho bewys dat onderlinge verstaanbaarheid 'n werklikheid is / African Languages / D. Litt. et Phil. (Afrikatale)

In hierdie studie word die fonologie en die morfologie van Lobedu, 'n dialek van die Noordoostelike dialekbundel van Noord-Sotho, beskryf. Historiese gegewens, soos in hoofstuk 1 weergegee, toon aan dat die Balobedu vroeer uitgebreide kontak met die Bavenda gehad het. Die vokale van Lobedu is anders as hulle standaard ewekniee op die vokaalkaart geposisioneer. In hoofstuk 2 word aangetoon dat die vokaalsisteem in sekere opsigte met 'n vyfvokaalsisteem ooreenstem, maar nogtans oor sewe foneme beskik. Tekens van 'n verskuiwing in die rigting van die meer tipiese sewevokaalsisteem is opgemerk. Die konsonante van Lobedu word gekenmerk deur veral vier a-tipiese artikulasies: dentale klanke vervang die standaard laterale sluitklanke, retroflekse sluitklanke vervang alveolere sluitklanke, oorwegend stemhebbende sluitklanke vervang tipiese Noord-Sotho se geejekteerde klanke, en affriksie by die vrylating van retroflekse plosiewe is prominent. In hoofstuk 3 word gekonsentreer op die toonpatrone wat verskillende naamwoorde en werkwoorde kenmerk. lnteressante verskille tussen standaard Noord-Sotho en Lobedu is gedokumenteer, hoewel daar uiteraard ook heelwat ooreenkomste bestaan. In hoofstuk 4 word die oorsprong van foneme diachronies nagespeur, terwyl alle geidentifiseerde klankveranderinge in hoofstuk 5 opgeneem is. 'n Uitstaande kenmerk van Lobedu is dat die kombinasie van labiale konsonante geheel en al anders as in tipiese Noord-Sotho hanteer word. In hoofstukke 6 tot 8 word die woordkategoriee morfologies beskryf en ontleed. Kenmerke van die werkwoord in die verskillende verbale subkategoriee kom ook aan die orde: Daar word na diachroniese feite verwys ten einde die voorkoms van sekere allomorfe te verklaar, terwyl die herkoms van sekere morfeme na Venda en Tsonga teruggevoer word. Hoofstuk 9 bevat 'n gedetailleerde uiteensetting van die struktuur van die verskillende kopulatiewe. In die finale hoofstuk word tot die slotsom gekom dat Lobedu wel as 'n dialek van Noord-Sotho beskou moat word, ten spyte van aansienlike Venda-beinvloeding. Die voorkoms van a-tipiese kenmerke diskwalifiseer Lobedu nie as 'n Noord-Sotho dialek nie; indien wel, moat die status van verskeie ander Noord-Sotho dialekte ook bevraagteken word. Die Balobedu beskou hulleself as Noord-Sotho manse, en die effektiewe kommunikasie tussen die Balobedu en sprekers van Noord-Sotho bewys dat onderlinge verstaanbaarheid 'n werklikheid is / African Languages / D. Litt. et Phil. (Afrikatale)