<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722022000100046</article-id>
<article-id pub-id-type="doi">10.25757/invep.v12i1.323</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Word Stress in Portuguese as a Foreign Language: a pilot-study and its pedagogical implications]]></article-title>
<article-title xml:lang="pt"><![CDATA[Acento de palavra no português como língua estrangeira: um estudo-piloto e suas implicações pedagógicas]]></article-title>
<article-title xml:lang="fr"><![CDATA[Accent tonique en portugais langue étrangère : une étude pilote et ses implications pédagogiques]]></article-title>
<article-title xml:lang="es"><![CDATA[Acento léxico en portugués como lengua extranjera: un estudio piloto y sus implicaciones pedagógicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castelo]]></surname>
<given-names><![CDATA[Adelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta Departamento de Humanidades Grupo EL@N e LE@D-Laboratório de Educação a Distância e eLearning]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Centro de Linguística ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>46</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722022000100046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722022000100046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722022000100046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A few studies mention difficulties in word stress performance in Portuguese as a Foreign Language (PFL), namely among Chinese-speaking learners. However, empirical studies on this topic are scarce. Consequently, this pilot study aims at (i) gaining a better understanding of the performance in word stress production and perception by Chinese learners of PFL and (ii) drawing the relevant pedagogical implications for adjusted pronunciation teaching practices. This classroom study was conducted in a Language Lab course and involved 12 participants: Chinese students majoring in Portuguese Language who had started learning the language six months earlier. Two tests were administered: Test 1 - discrimination of word/sentence pairs differing in one word stress position and prepared oral reading of a short text; Test 2 - discrimination of word/sentence pairs differing in one word stress position and unrehearsed oral reading of a short text. The texts were comparable in terms of extension, theme, vocabulary, grammar complexity and word stress patterns. The main findings include a statistically significant difference in the accuracy rates of rehearsed and unrehearsed reading, and the impact of linguistic variables like word size, stress pattern and &#8216;spelling-to-stress&#8217; rule on the rates of identified errors. The pedagogical implications of these results are also presented.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Alguns estudos mencionam dificuldades no desempenho ao nível do acento de palavras em Português Língua Estrangeira (PLE), nomeadamente em aprendentes de língua chinesa. No entanto, são escassos os estudos empíricos sobre o tema. Consequentemente, este estudo-piloto visa (i) compreender melhor o desempenho na produção e perceção de acentos de palavra por alunos chineses de PLE e (ii) retirar as implicações pedagógicas relevantes para práticas de ensino de pronúncia ajustadas. Este estudo em sala de aula foi realizado numa disciplina de Laboratório de Línguas e envolveu 12 participantes: estudantes chineses a frequentar a licenciatura em Português, que começaram a aprender a língua seis meses antes. Foram aplicados dois testes: Teste 1 - discriminação de pares de palavra/frase diferindo na posição do acento de palavra e leitura oral preparada de um pequeno texto; Teste 2 - discriminação de pares de palavra/frase diferindo na posição do acento de palavra e leitura oral não ensaiada de um pequeno texto. Os textos eram comparáveis &#8203;&#8203;em termos de extensão, tema, vocabulário, complexidade gramatical e padrões de acento de palavras. As principais descobertas incluem uma diferença estatisticamente significativa nas taxas de correção da leitura preparada e não preparada e o impacto nas taxas de erros identificados de variáveis &#8203;&#8203;linguísticas como extensão de palavra, padrão de acento e regra de &#8220;acento a partir da ortografia&#8221;. Apresentam-se também as implicações pedagógicas destes resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Quelques études mentionnent des difficultés dans la performance au niveau de l'accent Tonique en portugais comme langue étrangère (PLE), notamment chez les apprenants de langue chinoise. Cependant, les études empiriques sur ce sujet sont rares. Par conséquent, cette étude pilote vise à (i) acquérir une meilleure compréhension des performances de production et de perception de l'accentuation tonique par les apprenants chinois de PLE et (ii) tirer les implications pédagogiques pertinentes pour des pratiques d'enseignement de la prononciation ajustées. Cette étude en classe a été menée dans le cadre d'un cours de laboratoire de langues et a impliqué 12 participants : des étudiants chinois se spécialisant en langue portugaise qui avaient commencé à apprendre la langue six mois plus tôt. Deux tests ont été administrés : Test 1 - discrimination des paires de mot/phrase différant dans la position d'accentuation d'un mot et lecture orale préparée d'un texte court ; Test 2 - discrimination des paires mot/phrase différant par la position d'accentuation d'un mot et la lecture orale non répétée d'un texte court. Les textes étaient comparables en termes d'extension, de thème, de vocabulaire, de complexité grammaticale et d'accentuation des mots. Les principaux résultats incluent une différence statistiquement significative dans les taux de correction des lectures répétées et non répétées, et l'impact des variables linguistiques telles que l&#8217;extension des mots, le modèle d'accentuation et la règle « de l&#8217;orthographe à l&#8217;accent » sur les taux d'erreurs identifiées. Les implications pédagogiques de ces résultats sont également présentées.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[acento de palavra]]></kwd>
<kwd lng="pt"><![CDATA[ensino de segunda língua]]></kwd>
<kwd lng="pt"><![CDATA[ensino de pronúncia]]></kwd>
<kwd lng="pt"><![CDATA[português como língua estrangeira]]></kwd>
<kwd lng="en"><![CDATA[word stress]]></kwd>
<kwd lng="en"><![CDATA[second language teaching]]></kwd>
<kwd lng="en"><![CDATA[pronunciation teaching]]></kwd>
<kwd lng="en"><![CDATA[Portuguese as a Foreign Language]]></kwd>
<kwd lng="es"><![CDATA[acento léxico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de una segunda lengua]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la pronunciación]]></kwd>
<kwd lng="es"><![CDATA[portugués como lengua extranjera]]></kwd>
<kwd lng="fr"><![CDATA[accent tonique]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de la langue seconde]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de la prononciation]]></kwd>
<kwd lng="fr"><![CDATA[portugais langue étrangère]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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