A percepção das vogais arredondadas do francês por falantes nativos de português brasileiro

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dc.creatorÉrica Sarsur Câmara
dc.creatorRui Rothe-Neves
dc.date.accessioned2023-08-22T15:52:49Z
dc.date.accessioned2025-09-09T01:17:38Z
dc.date.available2023-08-22T15:52:49Z
dc.date.issued2016
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.15366/chimera2016.3.2.009
dc.identifier.issn2386-2629
dc.identifier.urihttps://hdl.handle.net/1843/58068
dc.languagepor
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofCHIMERA: Revista de Corpus de Lenguas Romances y Estudios Lingüísticos
dc.rightsAcesso Aberto
dc.subjectPercepção da fala
dc.subjectLíngua francesa - Estudo e ensino - Falantes estrangeiros
dc.subjectLíngua francesa - Pronúncia
dc.subjectAquisição da segunda linguagem
dc.subject.otherSpeech perception
dc.subject.otherSpeech production
dc.subject.otherForeign language teaching
dc.subject.otherFLE
dc.subject.otherPronunciation
dc.titleA percepção das vogais arredondadas do francês por falantes nativos de português brasileiro
dc.typeArtigo de periódico
local.citation.epage263
local.citation.issue2
local.citation.spage251
local.citation.volume3
local.description.resumoThis research focused on the perception of the French front rounded vowel sounds by Brazilian Portuguese native speakers. The work proposal was geared towards teaching foreign languages sounds that are not present in the learner’s native language. The hypothesis of this research was that a phonetic-oriented intervention to the production of specific sounds of a foreign language may help to develop learners’ perception of them. This study aimed to test the effectiveness of such intervention. We undertook two sound perception tests, on which the participants pointed out whether or not they were listening to a specific sound present in the Brazilian Portuguese sound repertoire. As a stimulus, the task uses a continuum of isolated vowel sounds throughout nine stages between [i-y], [e-ø], [?-?]. The experimental informant group was then submitted to a didactic-phonetic intervention in the interval between tests. The results seemed to confirm the hypothesis considering that in the post-test data the majority of the participants show impressive perceptual changes. The possible contribution of this study to the foreign language teaching relies on the demonstration of the impact of a didactic oriented intervention to teach pronunciation, making use of activities that shall promote sounds production.
local.identifier.orcidhttps://orcid.org/0000-0002-0068-9309
local.identifier.orcidhttps://orcid.org/0000-0002-8896-8862
local.publisher.countryBrasil
local.publisher.departmentFALE - FACULDADE DE LETRAS
local.publisher.initialsUFMG
local.url.externahttps://revistas.uam.es/chimera/article/view/6514

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