A variação na fala que se reproduz na escrita: uma pesquisa com alunos de terceiro e nono ano do ensino fundamental

Abstract

The purpose of this study is to analyze the writing variation from the third grade students of high school and ninth grade elementary school, which is unleashed by the linguistic variation presents on speaking communication. From this research, we understand about the influence that speaking competence has on writing process of appropriation. The aims of this study is to verify the linguistics phenomena present on the writing from third grade students and ninth grade students and also to categorize these data with the intention of to achieve a better understanding about it. Our intention was based on comparison from the writing phenomena presented. Through that, we can analyze which phenomena were extinct and which phenomena still occurs on the writing from ninth grade students when compared with third grade students. A lot of these errors will be unleashed by the speaking influence on the writing. According to Zorzi (1998), error may indicate the transformation from oral language to writing language and, if it is understood in this way, some errors may be comprehended and not longer seen as a problem from learning process. On our theoretical basis will be seen, as Zorzi’s position (1998), other theorists who supported this present study. The methodology presented in this research followed a sequence of two tests, which were applied to a third and a ninth grade classes from two public schools, located in Bagé/RS. In the first test, students from the two groups listened to a story and after that they rewrote it. In the second test were presented to students some pictures which were described some actions. Students observed the images and after that they wrote what each picture meant. The stories and images were suitable to students’ age. We perceived through this analysis that linguistics phenomena present on students writing were phonetic transcription, hypercorrection, aphaeresis, deletion of /r/ from infinitive, the non-marking of verbal agreement and use of monophthongs. We also perceived through that transcription phenomena was more developed on third grade and monophthong phenomena was more presented on the writing from ninth grade students.