Descrever, ouvir e didatizar a entoação de perguntas e ordens no espanhol do México, Caribe e de Castilha para aprendizes brasileiros
The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 -learner's awareness of the transfering their mother tongue (LM) into the tar...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | English |
| Published: |
Universidade Estadual de Campinas
2021
|
| Subjects: | |
| Online Access: | https://econtents.sbu.unicamp.br/inpec/index.php/joss/article/view/15073 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 -learner's awareness of the transfering their mother tongue (LM) into the target foreign language (LEA); 2 -description of the intonational contour; 3-perception; 4-mimetic repetition; 5-oral production based on carefull listening. According to PINTO (2009), the ELE learner transfers the intonational pattern of the LM when he or she in him/her LEA. However, these women authors proposed and applied the methodology of describing and teaching intonation, with graduate students of Letras-Portuguese/Spanish, from UFRRJ. The corpus is composed of 18 utterances in Spanish as a foreign language, 9 in Brazilian Portuguese as LM, 9 in Spanish as LM, totaling 36 statements. For such data collection, the informants received CD's composed of yes/no questions, confirmatory and declarative imperatives in the dialect chosen by each student: the Castilian, the Caribbean and the Mexican. Recordings were made at two specific moments: before and after exposure to our methodology. After analyzed and compared the utterances phonetics (F0) and phonologically (tonal accent), with the aid of PRAAT software and following the Auto-segmental Metric (AM) model. We observed that learners, before being submitted to our methodological proposal, transfer characteristic of Brazilian Portuguese contours into the production of Spanish as a foreign language for all listed varieties. However, when learners are submitted to our methodological proposal, they mostly implement the expected outlines according to the chosen varieties. |
|---|---|
| ISSN: | 2236-9740 |
