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THE PROBLEM OF SPELLING IN TEACHING PORTUGUESE IN MOZAMBIQUE AND ITS IMPACT ON SCHOOL ACHIEVEMENT

Grant number: 13/20391-4
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): January 01, 2014
Effective date (End): December 31, 2014
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
Principal researcher:Luiz Carlos Cagliari
Grantee:Alexandre António Timbane
Home Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil

Abstract

We currently live in a society of written tradition due to the expansion of African, European and Asian civilizations over the centuries. In Mozambique, the writing has created various bottlenecks that hinder the development: failures in school, job loss, lack of opportunities among others. Sought to question a) what are the reasons that make spelling mistakes are recurrent in the written text of the Portuguese of Mozambique? b) Does the Bantu languages influence in the commission of misspellings? c) What relationship exist between spelling errors with the new orthographic agreement? Raised the hypothesis that the school only teaches writing and does not care to discuss what is the spelling. But also the training of teachers does not favor the methodology of teaching spelling fact that results in lack of motivation among students and poor educational performance. The research aims: to study the problems spelling of Portuguese of Mozambique and suggestions of teaching spelling in order to reduce the rate of failures in schools and raise the self-esteem of students. It is a quantitative survey in which analyze essays students of secondary and primary schools in Mozambique to identify major errors. The research will verify the impact of the new spelling agreement (2009) in school and in the lives of Mozambicans in an attempt to help teachers and students to overcome the prejudice against even the spelling that affects higher education students.

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