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Abstract(s)
A pesquisa tem mostrado que intervenções didáticas que visam promover a consciência linguística dos alunos (fonológica, morfológica, sintática, lexical, textual, discursiva) são necessárias para que haja uma evolução de um conhecimento intuitivo para um conhecimento metalinguístico, fundamental para escrever com proficiência palavras que, por terminarem em morfemas homófonos, requerem conhecimento gramatical.
O estudo tem dois objetivos: 1) analisar se uma intervenção que combine a aprendizagem de regras fonológicas, morfológicas e sintáticas tem impacto na discriminação escrita de palavras que terminam em morfemas homófonos (“-se” e “sse”, como por exemplo em “fala-se” e “falasse”); 2) verificar se essa intervenção ajuda os alunos a melhorar as justificações que dão para a escolha de diferentes estratégias de escrita.
Participaram no estudo trinta e seis crianças, de duas turmas de quarto ano de escolaridade, de uma escola pública, do distrito de Lisboa, Portugal. Foram alocadas, enquanto grupos, em duas condições experimentais, de intervenção e de controlo. Antes de o estudo começar, cada criança foi testada individualmente para a sua consciência fonológica e consciência morfossintática. Uma tarefa para medir a discriminação escrita, desenhada expressamente para o estudo, foi também aplicada a todas as crianças nos pré e pós-testes. Após o pré-teste, as crianças do grupo de intervenção realizaram três laboratórios gramaticais que lhes permitiram descobrir e saber como usar regras ou fonológicas, ou morfológicas ou sintáticas que tornam a escrita das palavras que terminam naqueles morfemas completamente previsível. As crianças do grupo de controlo não realizaram essas aprendizagens.
Uma análise de co-variância (ANCOVA) mostrou que havia um efeito significativo da intervenção no pós-teste, mesmo depois de se terem controlado diferenças de idade, consciência fonológica, consciência morfossintática e discriminação escrita no pré-teste. Havia, igualmente, uma melhoria substancial nas justificações dadas para as decisões de que padrão de escrita usar. Um pós-teste diferido, realizado um mês depois do pós-teste, mostrou que os resultados obtidos pelas crianças do grupo de intervenção ainda se mantinham.
Podemos concluir que, em presença de decisões de escrita que requerem discriminação explícita, os alunos tiram significativo proveito de intervenções didáticas que lhes proporcionam a construção de instrumentos metalinguísticos para pensarem acerca das estratégias de escrita adequadas àqueles contextos.
Abstract Research has shown that classroom interventions designed to enhance linguistic awareness (phonological, morphological, syntactic, lexical, textual, discursive) are necessary to allowing students’ intuitive knowledge to become explicit knowledge, required to spell grammar rule-based words that end in homophone morphemes. This study has two aims. First, to analyse whether an explicit phonological, morphological and syntactic intervention has an impact on spelling words that end in homophone morphemes (“-se” and “sse”, as in “fala-se” and “falasse”). Second, whether such intervention improves students ability to think about which appropriate strategies to select. Thirty six children, attending the fourth grade of a state run primary school in the greater Lisbon area, Portugal, were allocated as groups to intervention and control conditions. Each child was individually tested for their phonological and morpho-syntactic awareness. A spelling task, especially designed for the study, assessed pre-, post-, and delayed post-test abilities to discriminate the spelling of words ending in those homophone morphemes as well as their choice of spelling strategies. Children in the intervention group were instructed through three “grammar-labs” where they learned how to use either phonological, morphological or syntactic rules that turn those spellings fully predictable. Children in the control group did not receive such instruction. Co-variation analyses (ANCOVA) showed a significant improvement in post-test spelling discrimination, even after controlling for differences in age, phonological awareness, morpho-syntactic awareness and pre-test spelling discrimination. On the other hand, a substantial improvement in explicit appropriate justifications for their spelling decisions was also observed. A delayed post-test, performed one month after the post-test spelling measure, showed that progress of children in the intervention group was still maintained. We concluded that, when faced with spelling decisions that require informed discrimination, students significantly profit from an explicit didactic intervention that provides them with metalinguistic tools for thinking about spelling strategies.
Abstract Research has shown that classroom interventions designed to enhance linguistic awareness (phonological, morphological, syntactic, lexical, textual, discursive) are necessary to allowing students’ intuitive knowledge to become explicit knowledge, required to spell grammar rule-based words that end in homophone morphemes. This study has two aims. First, to analyse whether an explicit phonological, morphological and syntactic intervention has an impact on spelling words that end in homophone morphemes (“-se” and “sse”, as in “fala-se” and “falasse”). Second, whether such intervention improves students ability to think about which appropriate strategies to select. Thirty six children, attending the fourth grade of a state run primary school in the greater Lisbon area, Portugal, were allocated as groups to intervention and control conditions. Each child was individually tested for their phonological and morpho-syntactic awareness. A spelling task, especially designed for the study, assessed pre-, post-, and delayed post-test abilities to discriminate the spelling of words ending in those homophone morphemes as well as their choice of spelling strategies. Children in the intervention group were instructed through three “grammar-labs” where they learned how to use either phonological, morphological or syntactic rules that turn those spellings fully predictable. Children in the control group did not receive such instruction. Co-variation analyses (ANCOVA) showed a significant improvement in post-test spelling discrimination, even after controlling for differences in age, phonological awareness, morpho-syntactic awareness and pre-test spelling discrimination. On the other hand, a substantial improvement in explicit appropriate justifications for their spelling decisions was also observed. A delayed post-test, performed one month after the post-test spelling measure, showed that progress of children in the intervention group was still maintained. We concluded that, when faced with spelling decisions that require informed discrimination, students significantly profit from an explicit didactic intervention that provides them with metalinguistic tools for thinking about spelling strategies.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa
Keywords
Ortografia Conhecimento metalinguístico Laboratórios gramaticais Orthography Metalinguistic knowledge Grammar laboratories
Citation
Gonçalves, M. I. M. (2019). O impacto do ensino de estratégias fonológicas, morfológicas e sintáticas na escrita dos morfemas “-se” e “sse” (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10121