Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Allegro, Fernanda Rangel Pestana
 |
| Orientador(a): |
Madureira, Sandra |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13661
|
Resumo: |
The teaching of Portuguese as a foreign language has grown and become more specialized over the last decades. Nowadays, with the growing interest in learning the Portuguese language, there is a need for creating teaching materials which promote this process. The purpose of this thesis is to analyze approaches to the teaching of pronunciation in Portuguese textbooks. We argue that in order to teach pronunciation to foreign language learners, speaking the target language does not suffice. The teacher should also possess great knowledge about the phonetic features of the sound segments and the prosodic elements of L2 as well as L1 and an understanding of speech production and perception as well as Acoustics. The hypothesis under investigation is that even the most recent publications have failed to incorporate activities which reflect results in studies on speech production and perception in the context of foreign language learning. This study is based on FLEGE's Speech Learning Model (SLM), which, departing from postulates and hypotheses, promotes a reflection on how the foreign language sounds are perceived and produced. We argue that, by reflecting on the results of experimental studies on foreign language speech perception and production, the instructor can build the necessary foundations to transform the manner pronunciation is dealt with in teaching materials, particularly in Portuguese textbooks. Our corpus comprises 5 textbooks from both Brazilian and Argentinean publishers. We discovered that most of the pronunciation practice exercises consisted of lists of words containing certain sounds for reading or repeating after the teacher. Activities for segment recognition were found in only one of the textbooks analyzed, though none of them included discrimination exercises or contributed to raising learner's awareness of new acoustic cues to segment differentiation in L2. Besides, these activities failed to incorporate speech technology resources, which have a positive effect on the learning process. By means of the knowledge generated through experimental work on speech perception and production and the SLM theoretical foundations, we present possible paths to the teaching of pronunciation to foreign speakers |
