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As implicações didáticas para o ensino secundário que derivam das competências metafonológicas em alunos do ensino superior

dc.contributor.authorCastelo, Adelina
dc.contributor.authorFreitas, Maria João
dc.date.accessioned2015-03-02T18:27:08Z
dc.date.available2015-03-02T18:27:08Z
dc.date.issued2014
dc.description.abstractWe identify ten didactic implications to be considered when building activities to promote metaphonological competence in students of basic and secondary education. This identification is based on the results obtained by 36 college students, native speakers of EP, in tasks of metaphonological competence: five tasks on segmental awareness; one on awareness of phonological processes; one on explicit knowledge about phonological processes. Responses to those tasks were analysed in order to provide guidelines for planning educational intervention. The relatively low scores obtained suggest the need to clearly distinguish oral and written systems, promote analysis of linguistic data and teach phonological metalanguage.por
dc.identifier.urihttp://hdl.handle.net/10400.19/2644
dc.language.isoporpor
dc.peerreviewedyespor
dc.publisherAPLpor
dc.subjectconsciência fonológicapor
dc.subjectensino da língua maternapor
dc.titleAs implicações didáticas para o ensino secundário que derivam das competências metafonológicas em alunos do ensino superiorpor
dc.typeconference object
dspace.entity.typePublication
oaire.citation.conferencePlaceCoimbrapor
oaire.citation.titleXXIX Encontro Nacional da Associação Portuguesa de Linguística. Textos selecionadospor
person.identifier.ciencia-id821E-ABA2-80B9
rcaap.rightsrestrictedAccesspor
rcaap.typeconferenceObjectpor
relation.isAuthorOfPublication24506aa1-760b-45e7-b577-c7b3b5fb90ff
relation.isAuthorOfPublication.latestForDiscovery24506aa1-760b-45e7-b577-c7b3b5fb90ff

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