| Grant number: | 16/03268-2 |
| Support type: | Scholarships in Brazil - Doctorate |
| Effective date (Start): | July 01, 2016 |
| Effective date (End): | August 31, 2019 |
| Field of knowledge: | Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis |
| Principal researcher: | Lourenço Chacon Jurado Filho |
| Grantee: | Suellen Vaz de Souza |
| Home Institution: | Instituto de Biociências, Letras e Ciências Exatas (IBILCE). Universidade Estadual Paulista (UNESP). Campus de São José do Rio Preto. São José do Rio Preto , SP, Brazil |
Abstract We propose, in this research, the investigation of the orthographic aspects relation in sonorant consonants with phonetic-phonological aspects of the language. More specifically, we sought to investigate the orthographic recording relation of these consonants in all syllabic positions in which they occur in Brazilian Portuguese, as well as analyse how the grapheme acquisition regarding to this broad part of speech is based on a possible hierarchy of distinctive features. Yet, we'll investigate if the increase of the school year affects the recordings of these graphemes. Three objectives will guide our research: (a) check the extent to which the orthographic performance of children shows more, or less, (dis)favoured regarding to the position that the sonorant consonants can fill in the syllable structure; (b) check yet, in this performance, which phonological features are more directly involved in the graphemes-phonemes that present higher easiness/difficulty of recording by children; and (c) compare the orthographical performance of these consonants on different school years. To respond to the objectives, textual productions made by children of both genders, at ages between six and ten years old, enrolled in classes of 1st Cycle of Elementary School in a public school, will be analysed. These productions will consist of recounts of four narratives and will be collected throughout the second semester of 2016. In the analysis of the data, we'll consider the relation between: (a) hits and mistakes - as well as the classification of mistakes - with syllable structures positions; (b) substitutions with hierarchy of distinctive features; and (c) the graphical recording of sonorant consonants at different school years. The results will be interpreted based on postulates of the hierarchical model of syllable structure (SELKIRK, 1982) and the geometry of features (CLEMENTS AND HUME, 1995; CLEMENTS, 2001 and 2009). | |
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