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Conhecimento lexical de crianças bilingues falantes de português europeu e português brasileiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.05 MB | Adobe PDF |
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Abstract(s)
Este estudo tem como objetivo principal caracterizar o conhecimento
lexical de crianças bilingues falantes de português europeu e de português
brasileiro, num processo de nomeação por confrontação visual. Participaram
no estudo 11 crianças com idades compreendidas entre os seis e os dez anos,
falantes bilingues de PE e PB, a frequentar o 1º Ciclo do Ensino Básico.
É um estudo do tipo transversal, descritivo e comparativo, que teve
por base para a avaliação o subteste Vocabulário do instrumento de
linguagem infantil ABFW (Andrade, Befi-Lopes, Fernandes & Wertzner,
2011), subteste que consiste na verificação de nove campos concetuais –
vestuário, animais, alimentos, meios de transporte, móveis e utensílios,
profissões, locais, formas e cores, brinquedos e instrumentos musicais. As
respostas das crianças foram analisadas qualitativa e quantitativamente.
Como o teste é destinado à população brasileira, fez-se um controlo
com adultos falantes nativos de português europeu para verificar quais os
vocábulos que têm diferentes rótulos nas duas línguas. Verificou-se que as
crianças bilingues preferem nomear uma palavra de PB em PE. Com base nas
respostas das crianças, considera-se que de acordo com as dimensões do
bilinguismo, as criaças deste estudo enquadram-se no bilinguismo subtrativo,
infantil e endógeno.
The goal of this study is to characterise the lexical knowledge of bilingual children, who speak European Portuguese and Brazilian Portuguese, in a process of nomination by visual confrontation. Eleven bilingual (EP and BP) children, ages ranging from six to 11 years old, and attending 1st Cycle of Basic Education, participated in the study. This transversal, experimental, descriptive and comparative study had its data collected through the vocabulary subtest of ABFW (Andrade, Befi-Lopes, Fernandes & Wertzner, 2011),applied to speakers of Brazilian Portuguese, consisting of nine vocabulary fields – clothing, animals, food, means of transport, furniture and household utensils, professions, places, shapes and colours, toys and musical instruments. Data were analysed both qualitative and quantitatively. Owing to the fact that the test (ABFW) is destinated to Brazilian population it was also performed in adults who spoke European Portuguese to verify which words had different labels in both languages. Results show that the bilingual children tend to nominate using EP words. The conclusion is that the children studied can be assumed as subtrative, early endogenous bilinguals.
The goal of this study is to characterise the lexical knowledge of bilingual children, who speak European Portuguese and Brazilian Portuguese, in a process of nomination by visual confrontation. Eleven bilingual (EP and BP) children, ages ranging from six to 11 years old, and attending 1st Cycle of Basic Education, participated in the study. This transversal, experimental, descriptive and comparative study had its data collected through the vocabulary subtest of ABFW (Andrade, Befi-Lopes, Fernandes & Wertzner, 2011),applied to speakers of Brazilian Portuguese, consisting of nine vocabulary fields – clothing, animals, food, means of transport, furniture and household utensils, professions, places, shapes and colours, toys and musical instruments. Data were analysed both qualitative and quantitatively. Owing to the fact that the test (ABFW) is destinated to Brazilian population it was also performed in adults who spoke European Portuguese to verify which words had different labels in both languages. Results show that the bilingual children tend to nominate using EP words. The conclusion is that the children studied can be assumed as subtrative, early endogenous bilinguals.
Description
Dis s e rta ção de Me s trado em
Des envolvimento e Perturba çõe s da
Linguagem na Criança
Áre a de Espe cia liza ção em Te rapia da
Fa la e Pe rturba çõe s da Linguagem
Keywords
Conhecimento lexical Crianças bilingues Português europeu Português brasileiro Ensino básico Nomeação Confrontação visual Vocabulário Lexical knowledge Bilingual children European Portuguese Brazilian Portuguese Basic Education Nomination Visual confrontation Vocabulary
Citation
Publisher
Instituto Politécnico de Setúbal. Escola Superior de Saúde