Neste artigo, estabelecemos relações entre o emprego de vírgula em textos de alunos concluintes do Ensino Fundamental e a organização prosódica do Português Brasileiro. Por meio da análise realizada, mostramos que, embora a convenção para o uso da vírgula seja prioritariamente de base sintática, os usos encontrados apresentam regularidades prosódicas que, ao mesmo tempo, organizam a segmentação do enunciado e contribuem para a constituição dos sentidos dos textos. Do ponto de vista teórico, defendemos, por um lado, que a prosódia atua como estrutura significante na escrita e, desse modo, não é particularidade da fala e, por outro, que os usos de vírgula, ao marcar a estruturação prosódica da língua na escrita, faz remissão, por meio de um processo simbólico, ao modo como os fenômenos prosódicos produzem sentidos em diferentes enunciados no interior de práticas de oralidade. Como desdobramento da discussão teórica, propomos que, na prática didática, enfrentar a complexidade do emprego da vírgula poderia ser mais produtivo para o ensino do que considerá-lo em sua suposta homogeneidade sintática.
This paper aims to provide a linguistic analysis of prosodic patterns (especially the complex of suprasegmental phonological features which includes intonation, pauses and stress) underlying use of commas in texts written by Brazilian students. The analysed material consists of texts produced in the last year of primary education at a public school in an inner city of São Paulo State, Brazil. The object of analysis is composed of two kinds of comma use which occur in a simple scheme: unconventional uses and conventional uses of commas, both uses being defined from grammatical rules taught at school. The analysis leads to a theoretical discussion about the importance of orality in the way people approach writing and the relationship between orality and writing in text production practices at school. It is argued that accounting for the relationship between orality and literacy may reveal linguistic phenomena and important symbolic processes which are identifiable in the writing of young students who are going through the learning process of writing texts at school.
Resumo: Com base nas noções de dialogismo, heterogeneidade constitutiva e heterogeneidade da escrita, apresenta-se uma análise qualitativa dos usos não-convencionais de vírgula em quatro textos escritos por um mesmo sujeito, aluno de 8ª. série do Ensino Fundamental. Objetiva-se mostrar como as vírgulas colocam em evidência réplicas a discursos institucionalizados e a imagens projetadas sobre a escrita, sobre o interlocutor e sobre o próprio escrevente. Mobilizado como sujeito na e pela linguagem, o escrevente se marca diferentemente nos textos, o que permite ao estudioso em linguagem investigar a divisão enunciativa do sujeito escrevente e a heterogeneidade que lhe é constitutiva.Palavras-chave: Heterogeneidade, oralidade, letramento, escrita, vírgula.Abstract: Based on the notions of dialogism, constitutive heterogeneity and heterogeneity of writing, this article presents a qualitative analysis of unconventional uses of comma in four texts written at school by a fourteen years old student. The analysis demonstrates how the uses of commas is characterized by copies of institutionalized discourses and of pre-established ideas about writing, about the reader and about the writer itself. Changed into subject because of the language, the writer marks himself/herself in different ways in the texts, allowing the
O objetivo deste artigo é identificar e descrever, por meio da interface entre sintaxe e prosódia, flutuações entre usos de vírgulas em esquema duplo em textos produzidos por alunos de 8º e 9º anos, etapa final do Ensino Fundamental brasileiro. Na análise, são feitas aproximações entre aspectos sintáticos e prosódicos que caracterizam esses usos e, partir delas, fazemos considerações a respeito do ensino da pontuação, particularmente do emprego de vírgulas. Os resultados apontam, por um lado, um comportamento diferente de emprego de vírgulas em estruturas explicativas e estruturas adverbiais; por outro lado, eles apontam que determinadas estruturas sintáticas envolvidas no uso de vírgula em esquema duplo estão em relação estreita com determinados fatores prosódicos do Português Brasileiro, tais como a extensão de frases entoacionais e o acento mais proeminente desse constituinte prosódico. Considerando os resultados obtidos, argumentamos a favor da dimensão prosódica como parte integrante do processo de escrita, o que corrobora a concepção da constituição da escrita como heterogênea, bem como a concepção de multidimensionalidade dos sinais de pontuação.
<p>Este artigo trata da relação entre produção e percepção de pausas em fronteira de frase entoacional do Português Brasileiro a partir de resultados obtidos por meio de teste experimental de percepção auditiva de pausa e de variação de frequência fundamental. A percepção de fronteira de frase entoacional é relevante por esse constituinte linguístico exercer papel de importância primária no processamento de enunciados. Dentre os resultados obtidos, destacamos que tanto a combinação entre pausa e sequência tonal H+L* L% no contexto fonológico da fronteira de frase entoacional<em> </em>quanto a sequência tonal H+L* L% sem a produção de pausa na fronteira de frase entoacional<em> </em>leva à percepção de pausa. Com os resultados apresentados, este artigo apresenta subsídios para questionar o que seja a pausa do ponto de vista da percepção e defende que a identificação de pausa depende também da variação de frequência fundamental característica de frase entoacional.</p>
We investigate the perception of pauses at intonational phrase (IP) boundaries in Brazilian Portuguese (BP) and addresses the discussion about the relation between speech production and perception. Twenty adult subjects, native speakers of BP, with no language disorders and no hearing complaints, took part in an experimental pause identification test. We used auditory stimuli in which the IP-boundary was marked by a combination of pause and pitch variation or pitch variation only. The results are the following: (i) when stimuli consisted of a combination of pause with pitch variation in the IP-boundary, pauses were identified significantly (ii) when the stimuli did not have pitch variation on IP-boundaries, pauses were not identified significantly, (iii) when only pitch variation occurred, without pause production, pauses were identified in the tested boundary. These results support the argument that speech perception does not depend entirely on recovering an acoustic pattern and provide evidence for the importance of phonologic representation for the perception and organization of the perceived auditory stimulus. Based on the results, we argue that pause perception would result from the perceptual illusion marked by the combination of different types of linguistic information, at a phonetic-acoustic and representational level.
Considering that unconventional writing is an important and necessary part of the acquisition of the Brazilian Portuguese (BP) orthographic system, we seek: (1) to describe the distribution of a type of error present in this acquisition, the orthographic transpositions, that is, the displacements of graphemes from their conventional position in the syllable to other positions in the word; and (2) to observe to what extent aspects of the syllable such as its (simple or complex) structure and its (stressed or unstressed) position in the word would be present at the point of displacement of these transpositions. For this purpose, we analyzed 63 compositions by Brazilian children who presented some type of orthographic transposition. We separated the records of transposition as they occurred in the form of swaps (those between two graphemes inside the word), intersyllabic transpositions (those of a grapheme mobilizing two syllables of the word) and intrasyllabic transpositions (those of a grapheme within the same syllable). Subsequently, we observed whether the transpositions came from syllables with simple or complex structures and located in a stressed or in an unstressed position of the word. In relation to the distribution, the results showed: greater occurrence of intrasyllabic transpositions, followed by swaps and, lastly, intersyllabic transpositions. Regarding the syllabic structure, we found: greater occurrence of transpositions coming from complex syllables and lower occurrence coming from the simple ones. Finally, in relation to the stress, the analysis presented: greater occurrence of transpositions coming from unstressed syllables and lower occurrence coming from the stressed ones. The results indicated that the unconventional disposition of graphemes in the analyzed writing production does not occur randomly, and, in order to explain this type of disposition, it is important to observe phonetic/phonological features which are not only the ones involved in the phoneme/grapheme relationship.
This paper presents an acoustic description of prosodic focus marking in speech of children with phonological disorder to identify which phonetic cues can be seen as markers of contrastive focus. The data was obtained in speech evaluation sessions through a task of repeating focus marking sentences. Duration, intensity and intonation on focused words were the phonetic cues under analysis. Results show that prosodic focus marking in speech of children with phonological disorder is characterized by increased duration and intensity, but is not characterized by the use of contrastive focus marking nuclear accent. These results are discussed considering, on one hand, the combination of phonetic cues relevant for characterizing the production of contrastive focus and, on the other hand, its clinical implications. We present contributions for both linguistic and clinical studies in language acquisition.
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