O input fonético na aquisição dos sons em L2 por crianças em contexto bilíngue: uma proposta de mediação

Abstract

With the advance of empirical research, new evidence has emerged in the area of L2 acquisition. With this, many works point to the input as the main factor to the L2 sound acquisition and suggest that the accuracy of the learner’s oral production depends on the quality and quantity of the phonetic input received. To understand the process of L2 sound acquisition, it is necessary to explore the bond between production and perception, the assimilation process, and the importance of acoustic cues. The theoretical contribution of this research is the Speech Learning Model. The objective of this work is to make a critical review of theoretical and experimental works in the field of L2 sound acquisition to support a proposal for a teaching intervention that aims to stimulate attention to the acoustic cues used to distinguish sounds in L2. This proposal intends to promote more accurate sound acquisition for early childhood children in a bilingual school context. The specific objective is to propose playful activities of exposure to L2 sounds to enable children to form new phonetic categories through accurate acoustic cues and avoid the assimilation of two distinct sound categories in L2 to a single sound category in L1. The originality of this work comes from the scarcity of research on the effects of quality and quantity of phonetic input for the acquisition of sounds by early childhood children in a bilingual school context. Given the theories analyzed, we suggest that the quality of phonetic input is not necessarily related to L2 native speakers, but to production, even by nonnative speakers, which is intelligible and can provide accurate acoustic cues. In this research, we created a playful mediation proposal that aims to stimulate children’s perception of acoustic cues for the acquisition of L2 sounds, through games and activities that foster phonemic awareness and link theory to pedagogical practice