Banca de DEFESA: FÁBIO JOSÉ DE ABREU MOURA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FÁBIO JOSÉ DE ABREU MOURA
DATE: 11/05/2022
TIME: 09:00
LOCAL: Defesa remota
TITLE:

THE EFFECTS OF PHONOLOGICAL AWARENESS ON THE SYLLABIC LEVEL IN REMOTE ENGLISH CLASSES IN ELEMENTARY SCHOOL: A CASE STUDY IN A SCHOOL IN THE INTERIOR OF PERNAMBUCO

KEY WORDS:

Phonological awareness; English language; Remote teaching; Syllable

PAGES: 236
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The present research aims to analyze the efficiency of the explicit teaching of the sound patterns of the English language made possible only by virtual gatherings, in remote teaching. Specifically, regarding the development of the syllabic level of phonological awareness in the reduction of the paragoge phenomenon performed as a syllabic adaptation strategy by Brazilian Portuguese (BP) speakers. Through the collected data, we scrutinized the possible difficulties of some eighth-grade students of the elementary level in a school in a small town in Pernambuco (state of Brazil), submitted to emergency remote teaching methodologies, during the teaching/learning process of syllabic patterns of the English language (EL) developed for this job. We also describe which factors possibly influence the success, or failure, of pronunciation classes in a remote context. For this, we took as theoretical support the works of Alves (2012) and Aquino (2009) to deal with the theory of phonological awareness of BP and additional language; the works of Fragozo (2017), Eckman (2008) and Blank and Zimmer (2009) to discuss the phenomena of phonological transfer and marking; Cristófaro-Silva (2015), Câmara Jr. (1992), Masip (2014), Seara, Nunes and Volcão (2011) and Yavas (2011) to describe the phonological inventory of the languages of interest to this research (Brazilian Portuguese and American English) and also for the detailing of its syllabic structural patterns; finally, to weave about the meaning and challenges of Remote teaching, we are guided by Rodrigues (2020), Coscarelli, (2020), Junqueira (2020) and Rojo (2020). Data collection was carried out through two questionnaires and two pronunciation tests. The first questionnaire collected personal information from the research volunteers. The first pronunciation test tested the participants' knowledge of the syllabic patterns of the EL through the oralization of ten different sentences, which were duly recorded and observed in the PRAAT software. The post-test investigated the learning of the syllabic patterns of the LI of the volunteers after an intervention program applied in the online meetings of the teacher-researcher. Participants re-oralized the ten sentences after the intervention. The second questionnaire aimed to collect information about the methodology of the intervention program applied, becoming important as a way of suggesting and reflecting on adaptations of the remote teaching modality for teaching LI pronunciation. Regarding the data analysis, the procedures performed were of a comparative order, with the confrontation of oral tests in spectrogram and interpretive format, through the appreciation of the answers to the questionnaires. The results demonstrate that remote teaching can be efficient depending on the methodology applied. Factors that instigate and stimulate learners are essential for the success of remote study

BANKING MEMBERS:
Presidente - 1651569 - SIANE GOIS CAVALCANTI RODRIGUES
Interno - 1134370 - VICENTE MASIP VICIANO
Externo à Instituição - EWERTON AVILA DOS ANJOS LUNA - UFRPE