Interference of the orality in Writing

an analysis of spelling errors, case of 3rd Grade Students of EPC de Bato - Maxixe

Abstract

The purpose of this paper is to establish continuous or permanent reflections on didactics. It aims to analyze how pronunciation marks can interfere in the writing competence during the teaching and learning process of 3rd grade students at EPC de Bato, located in the Maxixe district of Inhambane Province. Regarding to methodology, in addition to bibliographical research, since the study was developed based on a theoretical framework that focuses on the phenomenon of pronunciation interference in writing, an interdisciplinary approach was chosen, one of the current paradigms of modern science, which took place through the mobilization of descriptive linguistic analyzes for didactic reflections. Data were produced through direct observation, questionnaire, exercise sheet and interview applied to 15 informants (respectively, 4 teachers, 10 students and 1 DAE). After analyzing the data, the results show that there is a tendency, among students, to write words as they are read or articulated. Thus, it immediately occurs in the spelling: the replacement of the less voiced alveolar fricative consonant /s/ by a more voiced /z/ in contexts where it is in the intervocalic position (v – v), the replacement of the vowel /o/ [+arr, - alt and -bx] for /u/ [+arr, +alt] and [-rec, -alt and -bx] for [-rec, +alt] in contexts where it is on the unstressed syllable or at the end of the word; the replacement of the phoneme /s/ by the phoneme /z/ at the end of the syllable, a context in which both are realized as [ʃ]; phenomena that characterize the writing of 3rd grade EPC students in Bato. With these results, the two hypotheses were confirmed: (1) the marks of the pronunciation of words in writing affects negatively the success of the AAP in writing, given the fact that they prove to be the factors affecting in the consolidation of orthographic conventions and, once frequent, can be configured by too much time on student writing; (2) contributes to the difficulty in developing the student's writting competence given the fact that there is no univocal relationship between spelling (graphemes) and performance (phones). Alongside this, we advance strategic suggestions based on a series of consultations, reading, copying, dictation, writing, summaries, syntheses, ordering words to form sentences, to produce and/or to complete stories, word games or crosswords and writing contests.