Notre recherche est une contribution socio-constructiviste à la compréhension de l’entrée dans l’écrit en portugais. Spécifiquement, nous nous intéressons au rôle de la syllabe dans ce processus. Traditionnellement, les écrits syllabiques sont entendus comme une tentative mise en œuvre par l’enfant apprenti-scripteur pour mettre en correspondance l’oral et l’écrit. Néanmoins, l’universalité d’une période syllabique de l’écrit a été contestée par des recherches récentes. Il semble que les écrits syllabiques sont dépendants de facteurs contextuels, tels que les caractéristiques de la langue d’apprentissage ou le type d’activités didactiques menées au sein des classes.L’objectif de cette thèse est l’approfondissement de la relation entre les facteurs contextuels et l’écriture syllabique. Pour ce faire, nous avons réalisé cinq études empiriques : dans la première étude, nous analysons les écrits produites par les élèves portugais de jardin d’enfants, tout comme les différentes procédures et mécanismes mobilisés pour y parvenir. Dans la deuxième étude, nous cherchons le type de pratiques didactiques mis en oeuvre autour de la syllabe par les enseignants portugais de jardin d’enfants. Dans l’étude trois, nous nous intéressons à la relation entre le contexte didactique et l’écriture syllabique. Dans l’étude quatre, nous analysons la relation entre le contexte linguistique, notamment la structure syllabique et le nombre de syllabes, et l’écriture syllabique. Finalement, dans la cinquième étude, nous menons une intervention didactique expérimentale pour inciter l’enfant à produire des écrits syllabiques.Les résultats obtenus dans l’ensemble de ces études indiquent que les écrits syllabiques sont fortement dépendants des facteurs contextuels. L’entrée dans l’écrit en portugais doit être considérée comme un processus développemental de nature psycho-socio-génétique, lors duquel la syllabe joue un rôle déterminant. / Our research is a socio-constructiviste contribution to the understanding of spelling acquisition in Portuguese. Specifically, we are interested in the role of the syllable in this process. Traditionally, syllabic spellings have been seen as an attempt put forward by children in order to connect speech and print. Nevertheless, the existence of a universal syllabic period has been contested by recent research. It seems that syllabic spellings are dependent of contextual constrains, such as the proprieties of the language of acquisition or the type of didactic activities conducted at kindergarten classrooms.The goal of this research is to study the relationship between the contextual constrains and syllabic spellings. In order to do it, we have conducted five empirical studies: in the first study, we analyze the spellings produced by Portuguese-preschool-children, and also the different procedures and mechanisms put forward to spell. In the second study, we investigate the type of didactic practices carried out around syllables by Portuguese kindergarten teachers. In the third study, we are interested in the relationship between didactic context and syllabic spellings. In the fourth study, we analyze the relationship between the linguistic context, namely the syllabic structure and the number of syllables, and syllabic spellings. Finally, in the fifth study, we have conducted an experimental didactic intervention intended to encourage children to produce syllabic spellings. The results obtained in all this studies indicate that syllabic spellings are heavily dependent on contextual constrains. Spelling acquisition in Portuguese should be considered as a developmental process with a psycho-social-genetic nature, in which the syllable plays a determinant role.

Resumo: Propusemos neste trabalho uma investigação a respeito da grafia da coda silábica simples por alunos da Educação de Jovens e Adultos (EJA), a partir do registro e do não-registro gráfico de elementos consonantais nessa posição silábica, discutindo, particularmente, a não-convenção ortográfica. Focalizamos aqueles registros que alteram a estrutura da sílaba alvo de nosso estudo: o registro não-convencional da coda consonantal silábica simples, abrangendo casos de troca entre consoantes e entre consoante e vogal. Objetivamos, deste modo, descrever o modo pelo qual os alfabetizandos de um programa de Educação de Jovens e Adultos registram, ou não, em sua escrita a posição de coda de sílabas constituídas de um segmento consonantal (/l/, /N/, /R/, e /S/). Partimos da concepção da sílaba fundamentada na teoria métrica da sílaba (SELKIRK, 1982), como também da análise da sílaba proposta por Bisol (1999). Para realizar a pesquisa, foram utilizados dados de escrita dos alfabetizandos da EJA do Termo II de escolarização, o que corresponde aos terceiro e quarto anos do Ensino Fundamental. Realizamos a coleta da escrita de palavras contendo a estrutura silábica de coda simples preenchida por /l, N, /R/ e /S/, a partir de 5 propostas textuais. Nos resultados, observamos que os alfabetizandos mostram-se "sensibilizados" ao preenchimento da posição da coda silábica de modo a registrá-la em sua escrita de acordo com as convenções ortográficas, em grande parte de seus registros: coda vibrante apresentou maior porcentagem de registro convencional (/R/ = 80,37%), seguida da coda fricativa (/S/ = 77%), da coda nasal (/N/ = 65%) e, por fim, da coda lateral (/l/ = 55%). Em relação aos registros não-convencionais, observamos que os alunos jovens e adultos, na grande maioria... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this work we propose an investigation about the spelling of the simple syllable coda by students from the program Young and Adult Education. We start from the graphic and from the non-graphic register of the consonantal elements in this syllabic position and we discuss particularly the orthographic non-convention. We focus on the registers that modify the structure of the target syllable in our work: the non-conventional register of the simple consonantal syllable coda and we cover exchange cases in consonants and between the consonant and the vowel. Thus we aim to describe the way the students of the Program of Young and Adult Education register, or not, in their writings the position of the syllabic coda constituted by a consonantal segment (/l/, /N/, /R/, and /S/). We start from the conception of the syllable based on the metric theory of the syllable (SELKIRK, 1982), as well the analysis of the syllable proposed by Bisol (1999). To accomplish this research, we used data from the writing of the students of the second term of schooling in the Young and Adult Education, it corresponds to the third and fourth year of the basic education. We collected the writing of words that contained the simple syllabic structure of the coda filled with /l/, /N/, /R/, and /S/ from five textual proposals. In the outcomes, we observed that the students were "sensitized" to the filling of the position of the syllabic coda by registering their writing according to the orthographic convention in most of their registers: vibrant code presented a greater percentage of conventional register (/R/ = 80,37%), followed by the fricative code (/S/ = 77%), nasal coda (/N/ = 65%), and finally, the lateral coda (/l/ = 55%). In regards to the non-conventional registers, we observed that the young and adult students... (Complete abstract click electronic access below) / Orientador: Larissa Cristiana Berti / Coorientador: Luciani Ester Tenani / Banca: Cristiane Carneiro Capristano / Banca: Lourenço Jurado Chacon / Mestre

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-23T13:49:09Z No. of bitstreams: 1 arquivototal.pdf: 1959802 bytes, checksum: 7c4299f2c3d9d2dd07a9cea00ea75cd5 (MD5) / Made available in DSpace on 2015-11-23T13:49:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1959802 bytes, checksum: 7c4299f2c3d9d2dd07a9cea00ea75cd5 (MD5) Previous issue date: 2015-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation has the objective of contributing to the learning improvement of children who are still undergoing their literacy studies. It is known that the early years of school life are the right time to prevent Functional Illiteracy. Children undergoing literacy studies do not learn to read and write by themselves, for they need a systematic and intense teaching-learning context along with the presence of a mediator who can provide them the necessary conditions to acquire such skills in the correct time; during their literacy studies. This dissertations proposes the execution of systematic activities aiming the development of the alphabetic writing in children of the 2nd year of elementary school who are still in the Pre-Syllabic level of writing. The activities performed were based in the studies of Lemle (1999) and Scliar-Cabral (2013), aiming the analysis of the improvement among the participating children by punctuating the improvements and difficulties along the process. To do so, writing tests were performed to analyze the improvement of the students, which could be divided into: (a) Initial Evaluation (Initial Diagnosis), to detect the subjects’ writing levels; (b) Execution of Practical Activities: initially aimed to literacy preparation, approaching the five problems described by Lemle (1999), followed by activities proposed by Scliar-Cabral (2013) and (c) a re-evaluation of the students’ writing levels (Final Diagnosis). The analysis of these activities application showed that they contributed to an improvement in the participants’ writing skills. Final Diagnosis pointed out that; out of 7 children who started in the Pre-Syllabic level, 2 advanced to the Alphabetic level, 2 to the Syllabic-Alphabetic level and 3 to the Syllabic level. These results show that when students are lead, through practical activities, to reflect over the Alphabetic Writing System, they improved their knowledge regarding this system e started to formulate hypothesis in the record of their writing. It is estimated that the objectives proposed for this research were achieved, for every participant presented some degree of improvement in their writing and started to create syllabic hypothesis over this system, the latter are responsible for the first tries of establishing relationships between the sonorous context and written language, period considered vital for the process of comprehension of the alphabetic writing. / A presente dissertação tem o objetivo de contribuir para melhoria da situação de aprendizagem entre crianças em fase de alfabetização. Entende-se que é nos anos iniciais da vida escolar que se pode começar a prevenção para o analfabetismo funcional. As crianças, em fase de alfabetização, não aprendem a ler e escrever sozinhas, pois necessitam de um contexto de ensino-aprendizagem sistemático e intensivo com a presença de um mediador que lhe dê as condições necessárias para essa aquisição acontecer no tempo certo, ou seja, na fase de alfabetização. Este trabalho propõe realizar atividades sistemáticas para o desenvolvimento da escrita alfabética com crianças do 2º ano do ensino fundamental que ainda se encontram no nível Pré-silábico de escrita. As atividades realizadas tiveram como aporte teórico Lemle (1999) e Scliar-Cabral (2013), objetivando a análise da evolução entre as crianças participantes, pontuando as evoluções e dificuldades frente ao processo. Para tanto, o presente trabalho tem o intuito de realizar testes de escrita a fim de acompanhar a evolução dos alunos e contou com os seguintes momentos-chave: (a) avaliação inicial (Diagnóstico inicial), para detectar os níveis de escrita dos sujeitos; (b) execução de atividades práticas: inicialmente, voltadas para preparação da alfabetização, abordando os cinco problemas descritos por Lemle (1999) e atividades propostas por Scliar-Cabral (2013) e (c) uma reavaliação dos níveis de escrita dos estudantes (Pós-testes). As análises da aplicação dessas atividades apontaram que as mesmas contribuíram para o desenvolvimento da escrita dos participantes. Segundo os diagnósticos finais, das 7 crianças que iniciaram em nível Pré-silábico, 2 avançaram para o nível Alfabético, 2 para o nível Silábico-alfabético e 3 para o Silábico. Esses resultados mostram que quando os alunos são levados, através de atividades práticas, a refletirem sobre o Sistema de Escrita Alfabética, apresentam uma evolução no entendimento desse sistema e passam a formular hipóteses no registro de sua escrita. Estima-se que os objetivos propostos pela pesquisa foram alcançados, tendo em vista que todos os participantes apresentaram desenvolvimento na sua escrita e chegaram a realizar hipóteses silábicas sobre esse sistema, sendo essas hipóteses responsáveis pelas primeiras tentativas de se estabelecer relações entre o contexto sonoro e a linguagem escrita, período considerado vital para o processo evolutivo de compreensão da escrita alfabética.

O reconhecimento de palavras isoladas é uma habilidade básica e preliminar ao desenvolvimento da leitura fluente. No leitor hábil esse processo encontra-se automatizado. Parte das dificuldades de leitura está relacionada ao desenvolvimento inadequado das habilidades de decodificação (reconhecimento de palavras) que pode ter origem em dificuldades específicas do aprendiz, mas também nas metodologias e materiais utilizados no ensino da leitura e escrita. Assim, o propósito deste estudo foi analisar os efeitos de uma técnica de coloração silábica sobre o desempenho em leitura de palavras e pseudopalavras de alunos em processo de alfabetização. O método utilizado consistiu em um estudo experimental com delineamento cruzado (crossover). Uma amostra de 77 crianças do segundo ano de uma escola estadual de ensino fundamental foi submetida ao Teste TCLPP para identificação do nível inicial de leitura dos participantes. Em seguida, estes foram distribuídos, de forma balanceada - em função do nível de leitura - em dois grupos (G1 e G2) e submetidos ao teste de leitura de palavras e pseudopalavras (LPI) com e sem uso da técnica de coloração silábica. O G1 (n=37) leu inicialmente as palavras com as sílabas coloridas, alternadas em vermelho e azul. Após um período de washout, o mesmo grupo leu as palavras em preto e branco. O Grupo 2 (n=40) foi submetido à apresentação do material na ordem inversa. Procedeu-se a análise de variância ANOVA 2 X 2 para as comparações entre e intra-grupos, considerando os valores médios de acertos de palavras e tempo de leitura, mediante estatística descritiva e inferencial para crossover. Verificou-se a eficácia da técnica de coloração silábica sobre o desempenho em leitura dos participantes como um todo (amostra total), com diferenças estatisticamente significantes entre os grupos; o efeito de período (maiores escores na 2ª leitura da LPI) interferiu significativamente na eficácia do tratamento, tanto no escore total como em todas as categorias de palavras: regulares, irregulares e pseudopalavras. Considerando o nível de leitura dos participantes, as análises comparativas indicaram maior eficácia da técnica para os leitores com maiores dificuldades. Os resultados do tempo de leitura apresentaram maiores efeitos de período para os bons leitores, indicando a influência da repetição do teste (tempos menores para a 2ª leitura). Para os leitores regulares, o efeito da interação (tratamento vs período) apresentou-se mais significativo do que o efeito de período. O nível de proficiência dos leitores também interferiu no tempo de leitura com os melhores leitores apresentando tempo de leitura significativamente mais baixo. O uso da técnica de coloração silábica impulsionou o mecanismo de recodificação fonológica facilitando o desempenho na leitura de palavras e pseudopalavras em crianças em processo de alfabetização. Esse efeito foi maior no desempenho dos participantes com habilidades de leitura menos desenvolvidas. O efeito da repetição do teste contribuiu para o armazenamento ortográfico das palavras na memória. Conclui-se que o uso do destaque silábico pode ser uma estratégia eficaz na elaboração de material didático para o ensino da leitura, particularmente para o desenvolvimento das habilidades de reconhecimento de palavras em crianças no início da alfabetização e daquelas com dificuldades específicas de leitura / The recognition of isolated words is a basic and preliminary skill in the development of fluent reading. In the skilled readers this process is automated. Part of the reading difficulties is related to the inadequate development of the decoding skills (word recognition) that can originate in specific learning difficulties, but also in the methodologies and materials used in teaching reading and writing. Thus, the purpose of this study was to analyze the effects of a syllabic coloring technique on the performance of reading words and pseudowords of students in the literacy process. The method used consisted of an experimental study with crossover design. A sample of 77 children from the second degree of a state elementary school was submitted to the TCLPP Test to identify the initial reading level of each participant. Then, they were distributed in two groups (G1 and G2), in a balanced way according to the level of reading, and submitted to the test of reading of words and pseudowords (LPI) with and without the use of the syllabic coloring technique. The G1 (n = 37) initially read the words with the colored syllables, alternating in red and blue. After an interval around of 13 days, the same group read the words in black and white. Group 2 (n = 40) was submitted to the presentation of the material in the reverse order. ANOVA 2 X 2 analysis was performed for comparisons between- and within-subjects factors considering the mean values of word hits and reading time, using descriptive and inferential statistics for crossover. The efficacy of the syllabic staining technique on the reading performance of the participants as a whole (total sample) was verified, with statistically significant differences between the groups; the effect of period (higher scores in the second reading of LPI) significantly interfered in treatment efficacy both in the score of total hits and in all categories of words: regular, irregular and pseudowords. Considering the level of reading of the participants, the comparative analyzes indicated a greater efficacy of the technique for the readers with greater difficulties. The reading time results presented higher period effects for the good readers, indicating the influence of the repetition of the test (smaller times for the second reading). For the regular readers, the interaction effect (treatment vs period) was more significant than the period effect. The proficiency level of the readers also interfered in the reading time with the best readers presenting significantly lower reading time. The use of the syllabic coloring technique boosted the phonological recoding mechanism facilitating the performance in reading of words and pseudowords in children in the literacy process. This effect was greater in the performance of participants with less developed reading skills. The effect of the repetition of the test contributed to the orthographic storage of words in memory. In conclusion, the use of syllabic highlighting can be an effective strategy in the elaboration of didactic material for teaching reading, particularly for the development of word recognition abilities in children at the beginning of literacy and those with specific reading disabilities

Made available in DSpace on 2014-06-11T19:22:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-12-19Bitstream added on 2014-06-13T19:48:35Z : No. of bitstreams: 1 passos_l_me_sjrp.pdf: 510699 bytes, checksum: cfff8619100d88b47b1ded1c9dae9457 (MD5) / Propusemos neste trabalho uma investigação a respeito da grafia da coda silábica simples por alunos da Educação de Jovens e Adultos (EJA), a partir do registro e do não-registro gráfico de elementos consonantais nessa posição silábica, discutindo, particularmente, a não-convenção ortográfica. Focalizamos aqueles registros que alteram a estrutura da sílaba alvo de nosso estudo: o registro não-convencional da coda consonantal silábica simples, abrangendo casos de troca entre consoantes e entre consoante e vogal. Objetivamos, deste modo, descrever o modo pelo qual os alfabetizandos de um programa de Educação de Jovens e Adultos registram, ou não, em sua escrita a posição de coda de sílabas constituídas de um segmento consonantal (/l/, /N/, /R/, e /S/). Partimos da concepção da sílaba fundamentada na teoria métrica da sílaba (SELKIRK, 1982), como também da análise da sílaba proposta por Bisol (1999). Para realizar a pesquisa, foram utilizados dados de escrita dos alfabetizandos da EJA do Termo II de escolarização, o que corresponde aos terceiro e quarto anos do Ensino Fundamental. Realizamos a coleta da escrita de palavras contendo a estrutura silábica de coda simples preenchida por /l, N, /R/ e /S/, a partir de 5 propostas textuais. Nos resultados, observamos que os alfabetizandos mostram-se “sensibilizados” ao preenchimento da posição da coda silábica de modo a registrá-la em sua escrita de acordo com as convenções ortográficas, em grande parte de seus registros: coda vibrante apresentou maior porcentagem de registro convencional (/R/ = 80,37%), seguida da coda fricativa (/S/ = 77%), da coda nasal (/N/ = 65%) e, por fim, da coda lateral (/l/ = 55%). Em relação aos registros não-convencionais, observamos que os alunos jovens e adultos, na grande maioria... / In this work we propose an investigation about the spelling of the simple syllable coda by students from the program Young and Adult Education. We start from the graphic and from the non-graphic register of the consonantal elements in this syllabic position and we discuss particularly the orthographic non-convention. We focus on the registers that modify the structure of the target syllable in our work: the non-conventional register of the simple consonantal syllable coda and we cover exchange cases in consonants and between the consonant and the vowel. Thus we aim to describe the way the students of the Program of Young and Adult Education register, or not, in their writings the position of the syllabic coda constituted by a consonantal segment (/l/, /N/, /R/, and /S/). We start from the conception of the syllable based on the metric theory of the syllable (SELKIRK, 1982), as well the analysis of the syllable proposed by Bisol (1999). To accomplish this research, we used data from the writing of the students of the second term of schooling in the Young and Adult Education, it corresponds to the third and fourth year of the basic education. We collected the writing of words that contained the simple syllabic structure of the coda filled with /l/, /N/, /R/, and /S/ from five textual proposals. In the outcomes, we observed that the students were “sensitized” to the filling of the position of the syllabic coda by registering their writing according to the orthographic convention in most of their registers: vibrant code presented a greater percentage of conventional register (/R/ = 80,37%), followed by the fricative code (/S/ = 77%), nasal coda (/N/ = 65%), and finally, the lateral coda (/l/ = 55%). In regards to the non-conventional registers, we observed that the young and adult students... (Complete abstract click electronic access below)

The purpose of the study was to observe and document the manner through which eight students from two separate Grade 2 classes combined both syllabic (musical) and prosodic (word) rhythmic composing strategies during an eight week composing unit. Through the triangulation of data collected in the form of a research journal, student compositions, videotapes of composing behaviour, and transcriptions of group student interviews, integrated and music dominated group composing processes emerged, as well as four dominant trends of composing behaviour. First, a dialectical relationship between phrasal development and conception of meter was observed to exist depending upon student choice of composing strategy. Second, the influence of leadership roles was observed to play a dominant role in the determination of group composing process. Third, students exhibited differing modes of rhythmic perception during the assembly and performance stages of composition. Fourth and finally, an ambiguity regarding future preferred composing strategy was noted by students. Implications for education include the integration of cross-curricular (music and language) composing units. Further study of the influence of cooperative learning and student perception of meter within the domain of composition is recommended as children were capable of generating linguistic and musical learning opportunities “from the inside-out.”

The purpose of the study was to observe and document the manner through which eight students from two separate Grade 2 classes combined both syllabic (musical) and prosodic (word) rhythmic composing strategies during an eight week composing unit. Through the triangulation of data collected in the form of a research journal, student compositions, videotapes of composing behaviour, and transcriptions of group student interviews, integrated and music dominated group composing processes emerged, as well as four dominant trends of composing behaviour. First, a dialectical relationship between phrasal development and conception of meter was observed to exist depending upon student choice of composing strategy. Second, the influence of leadership roles was observed to play a dominant role in the determination of group composing process. Third, students exhibited differing modes of rhythmic perception during the assembly and performance stages of composition. Fourth and finally, an ambiguity regarding future preferred composing strategy was noted by students. Implications for education include the integration of cross-curricular (music and language) composing units. Further study of the influence of cooperative learning and student perception of meter within the domain of composition is recommended as children were capable of generating linguistic and musical learning opportunities “from the inside-out.”

La présente thèse, d’une manière générale relève des Etudes arabes. Elle est située, au sein de ces dernières, au croisement de deux disciplines relevant des sciences du langage : la traductologie et la lexicographie bilingue. Cette dernière est elle-même liée à la traduction, et de l’autre aux problématiques du sens, et notamment dans la langue de départ. C’est l’écheveau des relations complexes entre traductologie et lexicographie que nous allons chercher à dénouer dans le présent travail, consacré en propre à la traduction de l’arabe vers le français et à l’analyse des réseaux de sens au sein de la langue de départ qu’est ici l’arabe. Le problème que nous cherchons à traiter dans cette thèse est celui des dictionnaires bilingues arabes-français. Pour cela nous avons réfléchi à la nécessité que la langue de départ, soit confrontée à elle-même, selon ce que Jakobson (1963) a appelé « traduction intralinguale». Nous avons donc tenté d’étudier les données lexicales de la langue dans la langue arabe elle-même en nous appuyant sur les informations que contiennent les dictionnaires monolingues que nous avons choisis pour notre recherche. Il est bien connu que le dictionnaire bilingue est en ce qui concerne l’arabe postérieur au dictionnaire monolingue. L’arabe, en tant que langue à forte tradition normative, a d’abord connu des dictionnaires monolingues. La lexicographie arabe se caractérise aussi par la richesse et la variété de sa production médiévale entre les 8e et l8e siècles. Toutefois si l’on dispose de beaucoup de dictionnaires monolingues, la lexicographie arabe bilingue demeure en comparaison moins explorée. La première partie de ce travail a pour but d’utiliser la perspective traductologique d’une part, et lexicographique de l’autre. Elle a pour objet d’introduire en la situant dans un cadre théorique général, la démarche lexicographique bilingue, allant de l’analyse sémantique du dictionnaire monolingue à l’élaboration du dictionnaire bilingue. La deuxième partie porte sur une étude de la lexicographie arabe monolingue pour déterminer son rapport avec la lexicographie arabe bilingue. La troisième et dernière partie porte sur les dictionnaires bilingues reconsidérés dans le cas des dictionnaires arabes. Ces dictionnaires sont en effet amenés par nécessité à tenir compte de deux grandes caractéristiques du vocabulaire de cette langue, qui est structuré en fonction de deux grands domaines de familles sémantiques « entrecroisées » : Les racines formelles et leurs sous-racines, et les sens grammaticaux associés aux patrons morpho syllabiques. / The thesis in general is relevant to Arabic studies. It is related to an intersection of two disciplines of the science of language: translation studies and bilingual lexicography. The last mentioned is linked to the translation itself also the meaning issue, more particular, the original text. It represents the crossing point of complex relations between science of translation and lexicography, this issue that we’ll try to solve in the actual work, it will be more about the translation of the Arabic language to the French language and the analyzing of semantic relations of the original text which is the Arabic language in this case. The problem of the bilingual dictionaries Arabic-French is the problem that we’ll look into during all the work of the thesis. That is why we gave a lot of thinking about the necessity of the original language to be confronted by itself according to what Jacobson (1963) has called “intralingual translation”. So we tried to study the lexical data of the language, by analyzing the data of the Arabic language itself while counting on the information given by the monolingual dictionaries that we have chosen. It is known that the bilingual dictionary related to Arabic language has appeared a while after the monolingual dictionary. The Arabic lexicography also known by its richness and its medieval production diversity between the 8th and the 18th centuries. Plus, the Arabic lexicography was not used as it should be and there was not a lot of studies of the subject. The goal of the first part is to use the translation perspective in a hand, and the lexicography from another hand, the object is to introduce the theoretical part in general, the bilingual lexicographical approach, from the semantic analysis of monolingual dictionary in developing the bilingual dictionary. The second part focuses on a study of the monolingual lexicography Arabic to determine its relationship with the bilingual Arabic lexicography. The third and final part focuses on bilingual dictionaries reconsidered in the case of Arabic dictionaries. These dictionaries are indeed led by the necessity to consider two major characteristics of the vocabulary of the language, which is structured around two major areas of semantic families "crossed": Formal roots and their by-roots and grammatical senses associated with morphological syllabic patterns

O reconhecimento de palavras isoladas é uma habilidade básica e preliminar ao desenvolvimento da leitura fluente. No leitor hábil esse processo encontra-se automatizado. Parte das dificuldades de leitura está relacionada ao desenvolvimento inadequado das habilidades de decodificação (reconhecimento de palavras) que pode ter origem em dificuldades específicas do aprendiz, mas também nas metodologias e materiais utilizados no ensino da leitura e escrita. Assim, o propósito deste estudo foi analisar os efeitos de uma técnica de coloração silábica sobre o desempenho em leitura de palavras e pseudopalavras de alunos em processo de alfabetização. O método utilizado consistiu em um estudo experimental com delineamento cruzado (crossover). Uma amostra de 77 crianças do segundo ano de uma escola estadual de ensino fundamental foi submetida ao Teste TCLPP para identificação do nível inicial de leitura dos participantes. Em seguida, estes foram distribuídos, de forma balanceada - em função do nível de leitura - em dois grupos (G1 e G2) e submetidos ao teste de leitura de palavras e pseudopalavras (LPI) com e sem uso da técnica de coloração silábica. O G1 (n=37) leu inicialmente as palavras com as sílabas coloridas, alternadas em vermelho e azul. Após um período de washout, o mesmo grupo leu as palavras em preto e branco. O Grupo 2 (n=40) foi submetido à apresentação do material na ordem inversa. Procedeu-se a análise de variância ANOVA 2 X 2 para as comparações entre e intra-grupos, considerando os valores médios de acertos de palavras e tempo de leitura, mediante estatística descritiva e inferencial para crossover. Verificou-se a eficácia da técnica de coloração silábica sobre o desempenho em leitura dos participantes como um todo (amostra total), com diferenças estatisticamente significantes entre os grupos; o efeito de período (maiores escores na 2ª leitura da LPI) interferiu significativamente na eficácia do tratamento, tanto no escore total como em todas as categorias de palavras: regulares, irregulares e pseudopalavras. Considerando o nível de leitura dos participantes, as análises comparativas indicaram maior eficácia da técnica para os leitores com maiores dificuldades. Os resultados do tempo de leitura apresentaram maiores efeitos de período para os bons leitores, indicando a influência da repetição do teste (tempos menores para a 2ª leitura). Para os leitores regulares, o efeito da interação (tratamento vs período) apresentou-se mais significativo do que o efeito de período. O nível de proficiência dos leitores também interferiu no tempo de leitura com os melhores leitores apresentando tempo de leitura significativamente mais baixo. O uso da técnica de coloração silábica impulsionou o mecanismo de recodificação fonológica facilitando o desempenho na leitura de palavras e pseudopalavras em crianças em processo de alfabetização. Esse efeito foi maior no desempenho dos participantes com habilidades de leitura menos desenvolvidas. O efeito da repetição do teste contribuiu para o armazenamento ortográfico das palavras na memória. Conclui-se que o uso do destaque silábico pode ser uma estratégia eficaz na elaboração de material didático para o ensino da leitura, particularmente para o desenvolvimento das habilidades de reconhecimento de palavras em crianças no início da alfabetização e daquelas com dificuldades específicas de leitura / The recognition of isolated words is a basic and preliminary skill in the development of fluent reading. In the skilled readers this process is automated. Part of the reading difficulties is related to the inadequate development of the decoding skills (word recognition) that can originate in specific learning difficulties, but also in the methodologies and materials used in teaching reading and writing. Thus, the purpose of this study was to analyze the effects of a syllabic coloring technique on the performance of reading words and pseudowords of students in the literacy process. The method used consisted of an experimental study with crossover design. A sample of 77 children from the second degree of a state elementary school was submitted to the TCLPP Test to identify the initial reading level of each participant. Then, they were distributed in two groups (G1 and G2), in a balanced way according to the level of reading, and submitted to the test of reading of words and pseudowords (LPI) with and without the use of the syllabic coloring technique. The G1 (n = 37) initially read the words with the colored syllables, alternating in red and blue. After an interval around of 13 days, the same group read the words in black and white. Group 2 (n = 40) was submitted to the presentation of the material in the reverse order. ANOVA 2 X 2 analysis was performed for comparisons between- and within-subjects factors considering the mean values of word hits and reading time, using descriptive and inferential statistics for crossover. The efficacy of the syllabic staining technique on the reading performance of the participants as a whole (total sample) was verified, with statistically significant differences between the groups; the effect of period (higher scores in the second reading of LPI) significantly interfered in treatment efficacy both in the score of total hits and in all categories of words: regular, irregular and pseudowords. Considering the level of reading of the participants, the comparative analyzes indicated a greater efficacy of the technique for the readers with greater difficulties. The reading time results presented higher period effects for the good readers, indicating the influence of the repetition of the test (smaller times for the second reading). For the regular readers, the interaction effect (treatment vs period) was more significant than the period effect. The proficiency level of the readers also interfered in the reading time with the best readers presenting significantly lower reading time. The use of the syllabic coloring technique boosted the phonological recoding mechanism facilitating the performance in reading of words and pseudowords in children in the literacy process. This effect was greater in the performance of participants with less developed reading skills. The effect of the repetition of the test contributed to the orthographic storage of words in memory. In conclusion, the use of syllabic highlighting can be an effective strategy in the elaboration of didactic material for teaching reading, particularly for the development of word recognition abilities in children at the beginning of literacy and those with specific reading disabilities

Proclitics and enclitics are not explored very well in lithuanian poetry. Linguists which studied lithuanian (unpoetical) discource states that it is not possible to determine precisely which words can be considered as clitics. The main goal of this work is to analyse which words in poetry are usually adjoined. The material of this research consists of A. Maldonis syllabic-accentual versification verses. On the basis of this versification regular stressed and unstressed syllables recurrence it is determined which word are stressed or are not stressed. On these results statistic analysis has been made. This research is not purely unprejudiced by the reason that in loudly declaimed poetry different accentuation laws can be shown. By this reason another research was made: dictaphone was used to record the same poet loudly declaimed poetry. Aurally (on the basis of 12 listeners answers) it was determined which words are stressed or are not stressed. On these results statistical analysis has been made. Syllabic-accentual versification laws shows that mostly adjoined are monosyllabic prepositions (98%), conjunctions (98%), particles (91%), adverbials (86%). Less highly adjoined are pronouns (56%) and verbs (33%). Between disyllabic parts of speech mostly adjoined are prepositions (100%) and particles (78%). In A. Maldonis loudly declaimed poetry mostly adjoined are prepositions (100%), conjunctions (99%), particles (85%), adverbials (79%). Less highly adjoined are pronouns (50%)... [to full text]