| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.4 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Vários estudos mostraram que, no que diz respeito à fonética, os falantes nativos de
chinês têm dificuldade em perceber e produzir, sobretudo, quatro grupos de consoantes:
consoantes bilabiais; consoantes velares; consoantes líquidas e consoantes linguodentais
(Flege 1995; Yang 2014; Diana 2016; Qiaoni 2018; Adrinao 2020). Contudo, embora
existam vários estudos na área da fonética que apontam para este fenómeno, a
investigação desenvolvida até ao presente carece de soluções para esta dificuldade.
No presente trabalho, analisa-se o impacto da referida limitação de duas maneiras
distintas: partindo do contexto de aulas de fonética portuguesa no grau de
aperfeiçoamento dos estudantes chineses, comparando-o com o contexto de aulas de
fonética portuguesa em universidades da China e de Portugal. A comparação final da
competência dos estudantes foi realizada através da aplicação de testes de perceção e
produção a 24 estudantes chineses. Os testes foram aplicados em dois momentos
distintos, com um intervalo de três meses entre eles. A amostra foi constituída por três
grupos, com idades compreendidas entre os 20 e os 24 anos, com um nível de língua
portuguesa entre B1 e B2. Dois dos grupos receberam cursos de fonética na China ou em
Portugal e o terceiro grupo era um grupo de controlo. Este último grupo não recebeu
cursos de fonética, mas que vivia em Portugal na época do estudo, servindo como
referência para a influência do ambiente linguístico na fonética.
Neste trabalho, investiga-se o estudo da fonética portuguesa com os objetivos de: 1)
compreender o efeito de ter ou não ter aulas de fonética nos estudantes chineses no
mesmo ambiente linguístico, e 2) comparar o desempenho dos alunos quem tiveram
aulas de fonética na China ou em Portugal.
Éimportante ressalvar que o contexto de pandemia limitou o desenvolvimento do
trabalho de investigação, pelo que os resultados só poderão ser usados como referência.
Os dados obtidos mostram que há muitos estudantes que, apesar de viverem em Portugal,
têm pouco contacto com a língua portuguesa, a não ser no contexto de aulas, para efetuar
compras e viajar. Os resultados também apontam para o facto de as aulas de fonética em
universidades portuguesas ajudarem os estudantes chineses a melhorar o seu
desempenho em português, preenchendo as lacunas dos seus conhecimentos na China,
resultando numa melhoria da sua capacidade de perceção e, consequentemente, pronúncia, mas isto varia de pessoa para pessoa. Por último, no presente trabalho de
investigação, observa-se que as aulas de fonética nas universidades chinesas são
direcionadas para os estudantes com dificuldades, para que os mesmos possam melhorar
mais rapidamente. No entanto, os estudantes em contexto chinês não demonstram um
desempenho tão elevado como os que estudam em Portugal e revelam, ainda, ter
dificuldade na perceção e produção das consoantes alvo de observação.
Several studies have shown that, with regard to phonetics, native Chinese speakers have difficulty perceiving and producing mainly four consonant groups: bilabial consonants; velar consonants; liquid consonants, and lingual consonants (Flege 1995; Yang 2014; Diana 2016; Qiaoni 2018; Adrinao 2020). However, although there are several studies in the field of phonetics that point to this phenomenon, the research developed so far lacks solutions to this difficulty. In the present paper, the impact of the aforementioned limitation is analyzed in two different ways: starting from the context of Portuguese phonetic classes on the degree of improvement of Chinese students, and comparing it to the context of Portuguese phonetic classes in universities in China and Portugal. The final comparison of students' competence was made by applying perception and production tests to 24 Chinese students. The tests were applied at two different times, with a three-month interval between them. The sample consisted of three groups, aged between 20 and 24 years, with a Portuguese language level between B1 and B2. Two of the groups received phonetic courses in China or Portugal, and the third group was a control group. The latter group did not receive phonetic courses, but lived in Portugal at the time of the study, serving as a reference for the influence of language environment on phonetics. In this paper, we investigate the study of Portuguese phonetics with the aims of: 1) understanding the effect of having or not having phonetic classes on Chinese students in the same language environment, and 2) comparing the performance of students who had phonetic classes in China or Portugal. It is important to note that the pandemic context limited the development of the research work, so the results can only be used as a reference. The data obtained show that there are many students who, despite living in Portugal, have little contact with the Portuguese language, except in the context of classes, shopping and traveling. The results also point to the fact that phonetics classes in Portuguese universities help Chinese students to improve their performance in Portuguese, filling the gaps in their knowledge in China, resulting in an improvement of their perception skills and, consequently, pronunciation, but this varies from person to person. Finally, in this research, it is observed that phonetic classes in Chinese universities are targeted towards students with difficulties, so that they can improve faster. However, students in the Chinese context do not perform as well as those studying in Portugal and still have difficulty perceiving and producing the consonants under observation.
Several studies have shown that, with regard to phonetics, native Chinese speakers have difficulty perceiving and producing mainly four consonant groups: bilabial consonants; velar consonants; liquid consonants, and lingual consonants (Flege 1995; Yang 2014; Diana 2016; Qiaoni 2018; Adrinao 2020). However, although there are several studies in the field of phonetics that point to this phenomenon, the research developed so far lacks solutions to this difficulty. In the present paper, the impact of the aforementioned limitation is analyzed in two different ways: starting from the context of Portuguese phonetic classes on the degree of improvement of Chinese students, and comparing it to the context of Portuguese phonetic classes in universities in China and Portugal. The final comparison of students' competence was made by applying perception and production tests to 24 Chinese students. The tests were applied at two different times, with a three-month interval between them. The sample consisted of three groups, aged between 20 and 24 years, with a Portuguese language level between B1 and B2. Two of the groups received phonetic courses in China or Portugal, and the third group was a control group. The latter group did not receive phonetic courses, but lived in Portugal at the time of the study, serving as a reference for the influence of language environment on phonetics. In this paper, we investigate the study of Portuguese phonetics with the aims of: 1) understanding the effect of having or not having phonetic classes on Chinese students in the same language environment, and 2) comparing the performance of students who had phonetic classes in China or Portugal. It is important to note that the pandemic context limited the development of the research work, so the results can only be used as a reference. The data obtained show that there are many students who, despite living in Portugal, have little contact with the Portuguese language, except in the context of classes, shopping and traveling. The results also point to the fact that phonetics classes in Portuguese universities help Chinese students to improve their performance in Portuguese, filling the gaps in their knowledge in China, resulting in an improvement of their perception skills and, consequently, pronunciation, but this varies from person to person. Finally, in this research, it is observed that phonetic classes in Chinese universities are targeted towards students with difficulties, so that they can improve faster. However, students in the Chinese context do not perform as well as those studying in Portugal and still have difficulty perceiving and producing the consonants under observation.
Description
Keywords
Aula de Fonética Consoante Contexto de Aprendizagem Estudante Chinês Português