Percepção de vogais inglesas na segunda língua por alunos de português: o efeito do tipo de estímulo

Autores

DOI:

https://doi.org/10.5007/2175-8026.2020v73n3p205

Palavras-chave:

Percepção de Fala de L2, Vogais Inglesas, Aprendizes de Português, Tipo de Estímulo

Resumo

O presente estudo investigou a percepção da vogal L2 do inglês e o efeito do tipo de estímulo na identificação de segmentos vocálicos que apresentam dificuldades para alunos de português. Ele também examinou o efeito de fatores do assunto, como idade de aquisição, duração da instrução formal, uso da linguagem e tamanho do vocabulário, no desempenho perceptivo dos alunos de L2. Vinte e nove adultos adultos aprendizes de inglês foram testados em seis vogais inglesas (/ iː ɪ ɛ æ ɜː ʌ /) com duas tarefas, diferindo no tipo de estímulo, ou seja, no estado lexical das tentativas (palavras reais e pseudo palavras) em que as vogais alvo foram apresentadas auditivamente. Os estímulos de teste consistiram em 72 tentativas com palavras CVC reais e 72 tentativas com palavras pseudo CVC, produzidas naturalmente por dois falantes do inglês britânico do sul padrão (SSBE). O tamanho do vocabulário L2 dos participantes foi medido com dois testes de tamanho de vocabulário receptivo e os dados de fundo da linguagem, viz. idade de aprendizagem, tempo de instrução formal e uso de L2 foram coletados com um questionário. Os resultados confirmaram as dificuldades dos aprendizes de português em categorizar com precisão as vogais-alvo, principalmente na identificação dos sons-alvo da vogal inseridos em pseudo palavras, o que sugere que as categorias fonológicas de L2 podem ser estabelecidas após as formas lexicais. Além disso, foi encontrada uma correlação significativa entre o uso da linguagem L2 e a percepção precisa de quatro das vogais-alvo, o que indica que quanto mais os alunos usam a língua-alvo, mais precisa é a percepção da vogal L2 em inglês.

Biografia do Autor

Anabela Alves dos Santos Rato, University of Toronto

Department of Spanish and Portuguese, UofT, Assistant Professor

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Publicado

2020-10-22