Este trabajo analiza la representación gráfica de algunos grupos consonánticos “cultos” del español colonial mexicano en documentos, cartillas y ortografías de los siglos XVI y XVII. A partir de este estudio se ha podido registrar varios tipos de representación gráfica de las consonantes en posición implosiva, muchas de las cuales son similares a las que se registran en el habla popular de esta zona. La presente investigación advierte, por una parte, que el estudio gráfico de documentos novohispanos ofrece pistas sobre la “realización” de los grupos cultos de la época en cuestión. Por otra parte, concluimos que muchos de estos fenómenos que ocurren en los contornos de la sílaba, en concreto en la coda, son bastante parecidos a los analizados en el habla popular de los mexicanos del siglo XXI. / This paper examines the graphic representation of some consonant groups considered educated in the colonial Mexican Spanish in documents, charts and orthographies from XVI and XVII centuries. As of this work, it has been possible the registration of some different types of graphic representations for the consonants in implosive position, they are similar to the ones registered in the popular language of this zone. This research offers two striking points. On one side, it demonstrates that the graphic study of novo-Hispanic documents provides clues about the “realization” of the educated groups from the period under scrutiny. On the other hand, I conclude that many of these phenomena occur in the outlines of the syllable, specifically in the coda, and that they are very similar to those found in the popular speech of Mexicans from the XXI.

L'objectif général de cette thèse est de préciser le niveau de traitement auquel la syllabe intervient au cours de la production écrite de mots, le rôle qu'elle joue, ainsi que la dynamique de mobilisation de cette unité. Dans le premier chapitre expérimental nous explorons les relations entre l'activation des syllabes et les traitements graphomoteurs. L'activation syllabique apparaît dissociée des traitements graphomoteurs (Expériences 1a et 1b), et la dynamique d'activation des syllabes est sous l'influence des contraintes qui pèsent sur ces traitements graphomoteurs uniquement quand les contraintes sont très fortes (Expériences 2a, 2b, 2c). Les relations entre l'activation des syllabes et le traitement orthographique font l'objet du deuxième chapitre expérimental. Nos résultats montrent que les deux processus semblent dissociés (Expérience 3a et contrôle), et que la dynamique d'activation des syllabes apparaît modifiée en fonction des contraintes orthographiques, étudiée ici à travers la fréquence lexicale (Expérience 3b). L'ensemble de nos données tend à confirmer l'idée selon laquelle les syllabes sont des unités mobilisées à l'interface des traitements orthographiques et graphomoteurs, i.e., dans le buffer graphémique. Ces résultats sont discutés dans le cadre d'un modèle en cascade de la production écrite, auquel il semble que nous ajoutons un niveau de traitement spécifique à la syllabe. / This research aims at specifying the processing level at which the syllable is involved during handwriting, the role that it plays, as well as the dynamics of its activation. In the first experimental chapter, we explore about relations between syllable activation and graphomotor processing. Our results show that syllable activation and graphomotor processing appear to be distinct (Experiments 1a and 1b), and that the dynamics of syllable activation vary as function of graphomotor constraints when these constraints are very strong. The relations between syllable activation and spelling are addressed is the second experimental chapter. The results show that both processes are distinct (Experiment 3a and control), and that the dynamics of syllable activation change according to spelling constraints, studied here via lexical frequency (Experiment 3b). Taken together, all these data support the assumption that syllables are activated between spelling and graphomotor processing, i.e., in the graphemic buffer. These results are discussed in a cascade model of handwriting, in which might be integrated a specific level of processing devoted to the syllable.

This work deals with the issue of nativization. That is to say we observe the interference caused by the system of sounds of Portuguese (L1) on the pronunciation, by native speakers of Portuguese, of some terms of English (L2). The words in question were drawn out of the technical lexicon of Informatics. In order to carry on the contrastive study between the two languages, we utilized the Contrastive Analysis (CA) methods and postulates. The description and specific analysis of the transfer of traits of the native system to the pronunciation of the loanwords, mostly to explain the differences between the two phonological inventories, is founded on the presuppositions and concepts of Phonology, basically of a structural point of view, but also by taking in account some findings of the Standard Generative Phonology. When we refer to phenomena related to the syllabic structure, the framework utilized is that of the Metrical Phonology. The results of the study point to the fact that the transfer of traits is due to the differences between the two systems of sounds, both in terms of inventories of phonemes and differences in their syllabic patterns. In the very conclusion of this work, we present some rules that intend formalize the main patterns of nativization from English to Portuguese. / Este trabalho trata da questão da interferência que o sistema fonológico de uma língua nativa causa no desempenho de termos de uma língua estrangeira que foram nativizados. Procura observar, especificamente, a interferência do sistema de sons do Português (L1) no desempenho, por falantes nativos, de termos do Inglês (L2) recortados do vocabulário técnico de informática. Para a realização do estudo contrastivo entre as duas línguas foram utilizados os métodos da Análise Contrastiva (Contrastive Analysis CA), e para a análise dos fatos observados levou-se em conta os pressupostos da fonologia gerativa para explicar as diferenças entre os inventários fonológicos das duas línguas e os pressupostos da fonologia métrica para explicar os fenômenos referentes à sílaba. Os resultados da pesquisa indicam que a interferência se dá pelo fato de os inventários das duas línguas serem diferentes e por elas possuírem diferentes padrões silábicos. Como conclusão, são apresentadas algumas regras que têm a intenção de formalizar os principais modelos de nativização do Inglês para o Português.

Submitted by Bianca de Carvalho Coelho null (biancadeccoelho@hotmail.com) on 2016-04-26T23:50:10Z No. of bitstreams: 1 Dissertação - Versão final - Bianca.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-28T20:51:21Z (GMT) No. of bitstreams: 1 coelho_bc_me_sjrp.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) / Made available in DSpace on 2016-04-28T20:51:21Z (GMT). No. of bitstreams: 1 coelho_bc_me_sjrp.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / OBJETIVOS: o objetivo geral do presente trabalho foi investigar transposições de grafemas de suas posições convencionais na escrita de crianças de 1ª a 4ª série do Ensino Fundamental em relação ao registro de palavras do Português Brasileiro (PB), bem como as possíveis relações desses deslocamentos com aspectos fonético-fonológicos da língua. Seus objetivos específicos foram: (1) verificar os tipos das transposições de acordo com sua ocorrência no interior de uma mesma sílaba dentro da palavra (intrassílabas) e em sílabas diferentes (intersílabas); (2) verificar a estrutura fonológica das sílabas em relação à ocorrência de transposições; (3) verificar a direção das transposições em relação à posição silábica; (4) verificar a classe fonológica do fonema correspondente ao grafema transposto; (5) verificar a relação do acento lexical com a ocorrência das transposições; (6) verificar possíveis relações entre a transposição e a sílaba inicial da palavra; (7) verificar possíveis transformações de natureza das transposições em relação às diferentes séries escolares. MÉTODOS: foram analisadas 2972 produções textuais de crianças que, de 2001 a 2004, frequentavam de 1ª a 4ª séries do Ensino Fundamental I, em escolas públicas da cidade de São José do Rio Preto. Nessas produções foram encontradas 135 ocorrências de transposição, tais ocorrências foram categorizadas de acordo com cada objetivo. RESULTADOS: em relação a cada um dos objetivos específicos da pesquisa, os resultados apontaram para as seguintes tendências: (1) ausência de diferença significativa entre ocorrências intra e intersílaba; (2) predomínio de estruturas silábicas CVC e CV nas transposições; (3) predomínio de grafemas que ocupavam a coda simples nas transposições; (4) predomínio da classe fonológica das consoantes vibrantes nas transposições; (5) ausência de diferença estatística entre transposições envolvidas em sílabas não acentuadas e em sílabas acentuadas; (6) maior presença de transposições em direção a (ou na) primeira sílaba da palavra; e (7) predomínio das transposições nas duas primeiras séries do primeiro ciclo escolar. CONCLUSÃO: as tendências mostradas pelos resultados permitem afirmar que as transposições ortográficas não ocorrem ao acaso, mas, sim, motivadas por fatores linguísticos. Permitem, também, afirmar que, além de a escola ter um forte papel na aquisição da escrita, a inserção das crianças em práticas de letramento que se voltam com mais detalhe para a ortografia é um fator que opera positivamente a favor dessa diminuição. / OBJECTIVES: The general objective of this paper was to investigate the transpositions of grapheme in their conventional positions in children´s writing from the 1st to the 4th grade of Elementary School in relation to the Brazilian Portuguese words registration (BP) as well as the possible relationship of these shifts with phonetic-phonological aspects of the language. Its specific objectives were: (1) verify the types of transpositions according to their occurrence within the same syllable in the word (intrassyllables) and in different syllables (intersyllables); (2) verify the phonological structure of syllables in the occurrence of transpositions; (3) verify the direction of transpositions regarding the syllabic position; (4) verify the phonological class of the corresponding phoneme to the transposed grapheme; (5) verify the relationship of lexical stress with the occurrence of transpositions; (6) verify possible relations between the transposition and the initial syllable of the word; (7) verify possible transformations of different school grades transpositions. METHODS: We analyzed 2972 children´s textual productions, from 2001 to 2004, who attended from the 1st to the 4th grades of Elementary School, in public schools in the city of São José do Rio Preto. In these productions were found 135 transposition events, such occurrences were categorized according to each objective. RESULTS: In relation to each one of the research specific objectives, the results showed the following trends: (1) no significant difference between intrassyllable and intersyllable occurrences; (2) predominance of syllabic structure CVC and CV in transpositions; (3) predominance of grapheme occupying the simple coda in transpositions; (4) predominance of phonological class of vibrant consonants in transpositions; (5) no statistical difference between transpositions involved in unstressed syllables and stressed syllables; (6) greater presence of transpositions toward (or in) the first syllable of the word; and (7) predominance of transpositions in the first two years of the first school year. CONCLUSION: the trends shown by the results allow us to affirm that the spelling transpositions do not occur randomly, but rather motivated by linguistic factors. They also allow us to declare that, in addition to the school having a strong role in the acquisition of writing, the inclusion of children in literacy practices more detailed to the spelling, is a factor that works positively in favor of this decreasing.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-06T11:26:55Z No. of bitstreams: 1 emersonlopescruz.pdf: 4593129 bytes, checksum: 951b095b83f2d5e1f9ef2c741f72ceca (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-06T12:16:12Z (GMT) No. of bitstreams: 1 emersonlopescruz.pdf: 4593129 bytes, checksum: 951b095b83f2d5e1f9ef2c741f72ceca (MD5) / Made available in DSpace on 2017-06-06T12:16:12Z (GMT). No. of bitstreams: 1 emersonlopescruz.pdf: 4593129 bytes, checksum: 951b095b83f2d5e1f9ef2c741f72ceca (MD5) Previous issue date: 2008 / Esta dissertação busca: (1) entender as motivações para os erros fonético-fonológicos produzidos por alunos brasileiros universitários aprendizes do Inglês, principalmente no que se refere à dificuldade desses alunos em produzir palavras que contêm agrupamentos consonantais (consonant clusters), e (2) contribuir para uma análise linguística e pedagógica, buscando mostrar a necessidade de mudança de paradigmas no ensino de Inglês com base em transformações histórico-político-sociais, causadas pela expansão da língua inglesa como fenômeno mundial, para que haja uma revisão dos parâmetros e consequente reformulação dos currículos utilizados atualmente no ensino do Inglês, inclusive e principalmente no Brasil. Para a execução da presente investigação, utilizamos pesquisa de orientação etnográfica e estudo comparativo entre o Português e o Inglês. Concluímos, em linhas gerais, que os brasileiros, não-nativos falantes do Inglês como L2, tendem a pronunciar palavras que contenham agrupamentos (clusters) ou sequências consonantais desfazendo-os, principalmente através do uso de um elemento epentético de valor [+ silábico], em geral a vogal [i], em face das diferenças fonético-fonológicas existentes entre o Português e o Inglês. / This thesis aims at: (1) seeking to understand the motivations for the phonetic-phonological errors produced by Brazilian university students, English learners, mainly in what concerns the difficulty of those students in producing words which contain consonant clusters; and (2) contributing a pedagogical and linguistic analysis, trying to show the need for paradigm shifting in the teaching of English on the basis of recent historical, political, and social changes, caused by the spreading of the English language as a world phenomenon, so that there can be a revision of the parameters and consequent restructuring of the curricula presently adopted in English language teaching, mainly in Brazil. For the execution of this work, we made use of ethnographically-oriented research and carried out a comparative study of Portuguese and English. In general lines, we conclude that, as non-native speakers of English, Brazilians are likely to pronounce words which contain consonant clusters by splitting them, mainly through the use of an epenthetic [+ syllabic] element, in general the vowel [i], because of the existing phonetic-phonological differences between Portuguese and English.

No description available.

<p>  </p> <p>There is a plethora of information surrounding the stages of infant vocal development, and canonical babble’s predictive power concerning future language outcomes. However, there is less information regarding how the acoustic features of early babble differ between canonical and non-canonical syllable types over the course of development. Furthermore, previous studies rely on small sample sizes which limit their findings’ generalizability. This project examined the pitch range, mean pitch, and syllabic nuclei duration of monosyllabic canonical and non-canonical infant vocalizations over the course of development. </p> <p>Audio files of monosyllabic utterances were obtained from 29 infants at low risk for developing a speech or language disorder, aged 10-26 months. The infants were divided into three age bands: 10-12 months (M=11.74, N=10, 5=F), 13-22 months (M=16.08, N=9, 6=F), and 23-26 months (M=24.67, N=9, 2=F). We listened to each utterance and marked syllable nucleus boundaries prior to running scripts to measure acoustic cues. Between 6 and 15 utterances were selected from each participant. The number of canonical utterances was matched to the number of noncanonical utterances (e.g., if 13 canonical utterances were selected for a specific participant, 13 non-canonical utterances were also selected). We then ran a Praat script which yielded the mean pitch, pitch range, and duration of the syllabic nucleus for each audio file. </p> <p>We found that there was a significant effect of syllable type on duration, as canonical syllables were shorter in duration than non-canonical syllables (F (1, 618.34) = 10.64, <em>p </em>= .001), and on mean pitch, as canonical syllables were lower in mean pitch than non-canonical syllables (F (1, 618.57) = 7.18, <em>p</em> = .008). We did not find an effect of syllable type on pitch range, age on mean pitch or duration, or any interaction effects between syllable type and age. However, we did find an effect of age on pitch range, because infants in the oldest age bracket (23-26 months) were more likely to have a wider pitch range than younger infants (F (2, 44.77) = 5.05, <em>p</em> = .011). </p> <p>This provides preliminary evidence that there are pitch and duration distinctions between canonical and non-canonical syllable types and suggests that as infants age they are more likely to use greater pitch variation within their vocalizations. However, as our study only examined monosyllabic utterances, further research is necessary in order to thoroughly investigate pitch and duration distinctions present in canonical and non-canonical syllables. </p>

key words: Czech English, foreign accent, word stress, word accent, stressed syllable, duration, f0, acoustic cues. This study investigates the acoustic properties of word stress in Czech English. The notion of foreign accent is introduced and its drawbacks are presented. Further on the various influences on the perceived degree, or strength, of foreign accent are discussed. Faulty realization of word stress is identified as one of the factors that contribute to unintelligibility of non-native speech (Benrabah, 1997; Hahn, 2004; Cutler, 1984). In Chapter 2 we compare the results of studies that used speakers of a variety of languages and form a basic theory on the acquisition of acoustic cues to word stress. We are mostly interested in f0 and duration. This theory, based on the feature hypothesis (McAllister et al., 2002 in Lee, Guion & Harada, 2006), states that languages that have a similar stress system to that of English (Dutch, Arabic) use their native cues to signal word stress, while non-contrastive languages (Vietnamese, Czech) prefer cue/s that are phonologically active on segmental level in their native language. Speakers of Vietnamese, a tone language, were found to prefer f0 over duration (Nguyen, 2003), so for Czech, a language that uses phonological vowel duration, it is expected that...

L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention.L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention. / The aim of this thesis is to study the role of syllable at early learning of writing for kindergarten pupils by the means of an invented spelling task. First of all, in fields of activities such as reading, writing and oral examination, it is a matter of examining the didactic practices of kindergarten teachers thanks to a questionnaire carrying the most employed units used in the discovery of languages (letter/sound, syllable and word). The results show that the most employed unit in reading and writing activities is the word, whereas the unit of the oral examination is the syllable. On the basis of this report, we sought to know the impact of an oral work based on the syllable, upon pupils’ written productions. All obtained data is in favor of the assumption according to which, the pupils take into account elements of the oral examination (letter, sound, and syllable) to code oral statements in their writings. Moreover, results show the use of six treatments, which underlie the early learning of writing, and show that it is not a single process, and that many parameters can lead the pupil to treat an oral statement in various ways. Eventually, we conducted a study of experimental didactic work based on the oral syllable, aiming to observe the effects of a regular training for oral syllable upon the written productions of the pupils. The results do not make it possible to validate the assumption according to which, the syllable would be the pivot unit of the entrance in writing at kindergarten, but nevertheless show certain effects of the intervention.

Com base teórico-metodológica da Dialetologia Pluridimensional (RADTKE e THUN, 1996; THUN, 2000, 2005 etc.), esta tese de doutorado apresenta sobretudo um atlas linguístico pluridimensional do português paulista (conhecido como \"dialeto caipira\") nos níveis semântico-lexical e fonético-fonológico e faz contribuições metodológicas de diferentes naturezas. Trata-se de contribuições à metodologia de coleta de dados empíricos, à metodologia de organização de corpora, e à metodologia de elaboração de atlas linguísticos pluridimensionais. No campo analítico, uma das contribuições deste estudo refere-se às contrapartes (a)fonéticas do arquifonema /R/ em quatro situações de coda silábica: (i) externa de desinência infinitiva (DI) seguida por pausa; (ii) externa em sílaba tônica (que não de DI) seguida por pausa; (iii) interna em sílaba tônica; e (iv) interna em sílaba átona. Quanto à situação (i), a seguinte hipótese em específico foi testada: os jovens entre 18 e 36 anos de idade do Médio Tietê (esp. aqueles com alta escolaridade, AE) estão produzindo a variante [ &#635; ] (a aproximante retroflexa, conhecida como \"erre caipira\") para o /R/ na situação (i) sob uma frequência relativa inferior àquela a ser observada entre os mais velhos a partir de 55 anos de idade (esp. aqueles com baixa escolaridade, BE). Como resultado, a fala dos jovens revelou-se na verdade mais albergadora da variante [ &#635; ] do que a fala dos mais velhos. A frequência relativa do fone referido em perspectiva com suas covariantes foi de 57% entre os jovens com AE e 62% entre os jovens com BE (contra 45% entre os mais velhos com AE e 30% entre os mais velhos com BE). Os dados são de 80 voluntários moradores em alguns dos municípios mais antigos do interior paulista: Santana de Parnaíba, Pirapora do Bom Jesus, Araçariguama, São Roque, Sorocaba, Itu, Porto Feliz, Tietê, Capivari e Piracicaba. A coleta dos dados realizou-se com a aplicação dos instrumentos metodológicos do Atlas Linguístico do Brasil (ALiB, 2014) com modificações, gerando um conjunto de corpora, constituído por corpora semântico-lexicais, corpora fonético-fonológicos, um corpus metalinguístico-etnográfico e corpora extralinguísticos. Como base de dados, esse conjunto de corpora permitiu a elaboração do atlas linguístico de maneira a contemplar, além da dimensão diatópica inerente a esse empreendimento cartográfico e geolinguístico, ainda as dimensões diastrática, diagenérica e diageracional. No campo teórico-metodológico, uma das contribuições mais importantes deste trabalho reside no desenvolvimento de uma série de procedimentos ao inquérito semântico-lexical a qual denominamos \'técnica de entrevista orientada à contundência responsiva/anuente\', diretamente baseada na \'técnica de entrevista de três tempos\', por sua vez concebida pelo Dr. Thun (ADDU, 2000). Esta pesquisa só foi possível graças ao apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo FAPESP (procs. 2015/14038-5 e 2011/51787-5), do Serviço Alemão de Intercâmbio Acadêmico DAAD (prog. 57214225) e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior CAPES (proc. 0128-16-3 / 99999.000128/2016-03). / Following the theoretical and methodological background of the Pluridimensional Dialectology (RADTKE & THUN, 1996; THUN, 2000, 2005, among others), this doctoral thesis presents mainly a pluridimensional linguistic atlas of the Portuguese spoken in the Brazilian state of São Paulo, also known as \"Caipira\" dialect. The linguistic levels approached are both semantic-lexical and phonetic-phonological. This study also makes methodological contributions to data collection process, to corpora structuring, and to development of pluridimensional atlases. Regarding the analyses, the archiphoneme /R/\'s phonetic counterparts were investigated in four different syllable codas: (i) final of infinitive ending (IE) followed by a break; (ii) final in stressed syllable (but not of IE) followed by a break; (iii) medial in stressed syllable; and (iv) medial in unstressed syllable. Concerning case (i), a specific hypothesis was tested out, namely: young individuals aged 18 to 36 from the Médio Tietê region (esp. those with high education, HE) articulate the variant [ &#635; ] (voiced retroflex approximant, also known as \"Caipira-R\") for the /R/ in case (i) under a relative frequency that is lower than the one to be observed among elders from 55 years of age (esp. those with low education, LE). Surprisingly, it turned out that younger ones speak [ &#635; ] more than older ones do. The relative frequency of [ &#635; ] put in perspective with its covariants was 57% among HE young individuals and 62% among LE ones (against 45% among HE elders and 30% among LE ones). Data from 80 local speakers were collected in some of the São Paulo State\'s oldest inland cities: Santana de Parnaíba, Pirapora do Bom Jesus, Araçariguama, São Roque, Sorocaba, Itu, Porto Feliz, Tietê, Capivari, and Piracicaba. For the data collection, methodological instruments made by \"Atlas Linguístico do Brasil\" (ALiB, 2014) were applied after modifications. Thus, a set of corpora was produced: semanticlexical ones, phonetic-phonological ones, a metalinguistic-ethnographic one, and extralinguistic ones. They constitute the database for the elaboration of the atlas, which encompasses in addition to the diatopic dimension inherent in this cartographic and geolinguistic undertaking diastratic, diagender-specific, and diagenerational dimensions. From a both theoretical and methodological perspective, another contribution of this work lies in the development of a series of procedures whose main goal is to obtain the informants\' certitude about answers in the semantic-lexical interview that is derived from the three-step technique created by Dr. Thun (ADDU, 2000). This research was only possible thanks to \"Fundação de Amparo à Pesquisa do Estado de São Paulo\" FAPESP (process numbers 2015/14038-5 and 2011/51787-5), German Academic Exchange Service DAAD (funding program number 57214225), and \"Coordenação de Aperfeiçoamento de Pessoal de Nível Superior\" CAPES (process number 0128-16-3 / 99999.000128/2016- 03).