Advisor(s)
Abstract(s)
A presente investigação teve como objectivo verificar os efeitos da revisão sobre os
processos de produção textual, ao nível ortográfico, de coesão e de coerência textual e, assim,
comparar e analisar o efeito das estratégias induzidas nos diferentes grupos experimentais.
Visto tratar-se de um estudo de intervenção, um dos objectivos consistia em melhorar a
qualidade das produções textuais dos participantes dos dois grupos experimentais, tanto ao
nível ortográfico e de coesão, como ao nível da coerência textual.
Foram seleccionadas 30 crianças do 3º e 4º ano de escolaridade, pertencentes a duas
turmas do 3ºano e uma turma do 4º ano e controladas as variáveis nível cognitivo e
desenvolvimento da linguagem. A intervenção experimental decorreu ao longo de quinze
sessões semanais, com a duração de 120 minutos cada. A tarefa do participante consistia em
fazer a revisão do seu próprio texto, tendo em conta os erros assinalados e a grelha fornecida,
com o objectivo de o aperfeiçoar. A diferença entre os dois grupos experimentais consistiu no
tipo de orientação dada aos participantes (orientação especifica com feedback imediato ou
orientação sem feedback específico).
Conclui-se que, no que respeita ao domínio da ortografia e da coesão textual, a revisão
com orientação específica e feedback imediato não produziu efeitos significativamente
superiores à orientação sem feedback específico. Por sua vez, no que se refere à coerência
textual, verificou-se a influência que a especificidade da orientação teve na melhoria das
produções textuais dos alunos.
ABSTRACT: This research aimed to verify the revision effects on the textual production processes, at the spelling, cohesion and textual coherence levels and, therefore, compare and analyse the effect of induced strategies in the different experimental groups. Since this is a study of intervention, one of the goals consisted in improving the quality of the subjects’ textual production of both experimental groups, in spelling, textual cohesion and textual coherence level. Thirty children from the 3rd and 4th grade were selected, belonging to two classes from the 3rd grade and one from the 4th grade, and variables at the cognitive level and language development were controlled. The experimental intervention was held in 15 weekly sessions, lasting 120 minutes each. The subject's task consisted in reviewing his own text, taking into consideration the marked mistakes and the grid provided, with the aim of improving the text. The difference between the two experimental groups consisted in the kind of guidance given to the subjects (specific orientation with instant feedback or orientation without specific feedback). The study concluded that, regarding the spelling proficiency and textual cohesion, reviewing with specific orientation and instant feedback did not produce significantly higher effects than orientation without specific feedback. On the other hand, considering textual coherence, the influence that orientation specification had on the textual production of the students was confirmed.
ABSTRACT: This research aimed to verify the revision effects on the textual production processes, at the spelling, cohesion and textual coherence levels and, therefore, compare and analyse the effect of induced strategies in the different experimental groups. Since this is a study of intervention, one of the goals consisted in improving the quality of the subjects’ textual production of both experimental groups, in spelling, textual cohesion and textual coherence level. Thirty children from the 3rd and 4th grade were selected, belonging to two classes from the 3rd grade and one from the 4th grade, and variables at the cognitive level and language development were controlled. The experimental intervention was held in 15 weekly sessions, lasting 120 minutes each. The subject's task consisted in reviewing his own text, taking into consideration the marked mistakes and the grid provided, with the aim of improving the text. The difference between the two experimental groups consisted in the kind of guidance given to the subjects (specific orientation with instant feedback or orientation without specific feedback). The study concluded that, regarding the spelling proficiency and textual cohesion, reviewing with specific orientation and instant feedback did not produce significantly higher effects than orientation without specific feedback. On the other hand, considering textual coherence, the influence that orientation specification had on the textual production of the students was confirmed.
Description
Keywords
Produção textual Ortografia Coesão textual Coerência textual Textual production Spelling Textual cohesion Textual coherence