In the last few years, knowledge about the morphological dimension of language began to be investigated by Cognitive Psychology concerning its role in the learning of written language as an important element in the structuration of word meanings. This dimension focuses on the morphemes, the smallest units of meaning in language and, on the rules for the formation of words. Some studies in Brazil have confirmed that the child in early literacy process has some implicit morphological knowledge, even before becoming aware of its existence and it contributes, independently of phonological awareness, to reading and writing. The aim of this study was to assess morphological abilities in oral language in children from Kindergarten (Infantil II) and Elementary school (1st year and 2nd year), its relation with expressive vocabulary. Two assumptions underpin this study. The first concerns the existence of implicit morphological skills prior to the literacy process, considering the implicit knowledge as perceived regularities in oral language, which predispose the explicit learning of linguistic knowledge. Another hypothesis is based on the fact that the increase of the vocabulary is directly related to the increase in such abilities and vice versa. We carried out a crosscutting study, with 24 students from Infant II, 19 students in the 1st year and 21 students of 2nd year school of public schools in the city of São Paulo. Data collection involved the application of expressive Vocabulary test (ABFW Part B-Vocabulary) by which we evaluate both the words known as the lexical substitution strategies; Neologism Production Task for the purpose of evaluating the production of new words, being expected to use of prefixing and suffixing's strategies, and a Word Definition Task with the purpose of evaluating the definition of complex words (prefixed and suffixed), as well as the use of strategies definition according to the degree of approximation of meanings. The results were analyzed in terms of the effect of grade / age on the variables, referring to vocabulary and morphology, as well as the correlations between them, depending on the school year. The main results found give evidence of expansion of morphological knowledge in all school years studied, as well as increasing the expressive vocabulary. In the Word Definition Task and in the Neologism Production Task, participants fared better in handling items involving suffix. We observed that the knowledge of derivational morphology and vocabulary are significantly and positively correlated. We advanced in the study of how these variables are related in an increasingly stronger as the expansion of the school experience and how the children use their language skills in a productive way.
Agradeço imensamente a todas as pessoas que me acompanharam em diversos momentos durante todo esse período de dedicação ao Doutorado, em especial: À Fraulein Vidigal de Paula, minha orientadora, por quem tenho enorme respeito e admiração. Obrigada pelos ensinamentos, pelos momentos de renovação do ânimo e da esperança. Obrigada pela confiança, pelas palavras firmes na condução desta orientação e, pelas palavras doces nesse caminho de amadurecimento. Às Professoras Dra. Maria Isabel da Silva Leme e Dra. Jane Correa, pelos direcionamentos e sugestões no exame de qualificação. Seus apontamentos nortearam a continuação da pesquisa. À Professora Dra. Nathalie Marec-Breton. Merci pour votre accueil en Rennes! Ce fut un mini séjour très agréable et enrichissant. Je vous remercie pour les suggestions (merci à Dra. Emmanuelle Bonjour aussi!). À CAPES, pelo apoio financeiro concedido por meio da bolsa de doutorado. Às secretárias do PSA, aos funcionários da Biblioteca Dante Moreira Leite, a ao Vinícius, estatístico do IP, pela ajuda e apoio. À diretora, à coordenadora e à supervisora da Escola Estadual de Ensino Fundamental e às professoras do 2º e 3º ano pelo apoio e atenção durante todas as fases da pesquisa. Aos alunos, pela oportunidade encantadora da convivência e da partilha generosa e alegre de seus conhecimentos comigo. Aos amigos de orientação: Flaví, Tânia, Hélio, Juliana, Daiana, e todos os colegas que compõem o nosso (animado) grupo de pesquisa. Às amigas de doutorado: Patrícia
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
334 Leonard St
Brooklyn, NY 11211
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.