Descrever, ouvir e didatizar a entoação de perguntas e ordens no espanhol do México, Caribe e de Castilha para aprendizes brasileiros

Maristela da Silva Pinto, Leticia Rebollo Couto


The present study intends to present the results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 - learner's awareness of the transfer of their mother tongue (LM) into the target foreign language (LEA); 2 - description of the intonational contour of total and partial interrogative utterances ; 3-perception; 4-mimetic repetition, through the repetition of these utterances ; 5- Oral production based on attention.
According to Cortés (2002), intonation is essential to transmit messages in an appropriate way, showing an expressive value in meaning and, besides the syntactic-semantic aspects and the consonant and vowel sounds of the LE, the meaning of the utterances. According to AUTHOR (2009), the E / LE learner transfers the intonational pattern of the LM when he or she in his LEA. This author idealized and applied a methodology of description and didatization of the intonation with undergraduate students of the Letras - Portuguese / Spanish, from a public university in Rio de Janeiro. For this study, 18 utterances were written in Spanish as a foreign language (E / LE), based on the Interactive Atlas of the Spanish intonation of PRIETO, P. and ROSEANO, P. (2009/2010). The corpus is composed of 9 utterances in Brazilian Portuguese as mother tongue (PB / LM), both compared to 9 utterances in Spanish Mother Tongue, totaling 36 statements analyzed. For such data collection, the informants received CD's composed of Neutral Total Interrogative utterances, total confirmatory interrogatives and declarative imperatives of request in the dialect chosen by each student- Castile, the Caribbean and Mexico. This recording was made in the Sound Forge program in two specific moments: before the exposure to our methodology of description and intonation didatization; andafter the exposure to this methodology.
Once applied this methodology, we are dedicated to describing the utterances phonetically and analyzing them phonologically in E / LE, PB / LM and E / LM, in the varieties of Castile, Mexico and Central America and the Caribbean, with the aid of PRAAT software and following the Metric Autosegmental (AM) model proposed by Pierrehumbert (1980). After this phonetic description and phonological analysis, we compare the implementation of F0 and the tonal accent of these utterances, in order to verify if the learner's accomplishment of the prosodic system of the ELE undergoes alteration after the work of awareness, description, perception, mimetic repetition and production stuck in attention. We observed in our results that the learners before being submitted to our methodological proposal of intonation description and didatization transfer characteristic of PB / LM intonational contours into the production of E / LE in all listed varieties. This fact confirms the submitted transfer process and defended by AUTOR (2009). However, when learners are submitted to our methodological proposal, they mostly implement the expected outlines according to the chosen varieties.

Key words: Intonation, Spanish as a foreign language, prosodic transference, metacognition

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