Língua e congruência linguística afetam o desempenho em tarefas de memória verbal em adolescentes bilingues
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https://doi.org/10.17979/reipe.2026.13.1.12628Resumo
O presente estudo analisou o efeito de pistas audiovisuais linguisticamente congruentes na memória verbal de adolescentes que aprendem inglês como segunda língua. Oitenta alunos de uma escola bilingue assistiram a um excerto de um filme na sua língua materna (L1, espanhol) ou na sua segunda língua (L2, inglês), seguido da apresentação de uma lista de palavras relacionadas. Foram distribuídos por quatro condições que combinavam de forma congruente ou incongruente a língua do excerto (espanhol ou inglês) e da lista de palavras (L1 ou L2). A memória foi avaliada através de tarefas de recordação livre e reconhecimento, tanto imediatamente como uma semana depois. Esperava-se que a congruência linguística entre o estímulo audiovisual e o material verbal facilitasse a recordação e o reconhecimento de palavras. Os resultados indicaram que o grupo com apresentação congruente em L1 teve um melhor desempenho nas tarefas de recordação livre e reconhecimento imediatas; enquanto que os grupos em L2 apresentaram menor quantidade de intrusões na recordação livre. Nas tarefas de reconhecimento, observou-se uma melhoria geral no desempenho diferido, provavelmente associada a processos de consolidação. Estes resultados sugerem que a congruência linguística e a língua dominante modulam de forma diferenciada o acesso à memória verbal, com efeitos diferenciados ao longo do tempo. Estes resultados têm implicações pedagógicas para a utilização de material audiovisual no ensino de línguas estrangeiras.
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