Journal articles on the topic 'Portuguese language learners'
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Osborne, Denise M., and Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil." Languages 6, no. 3 (June 25, 2021): 112. http://dx.doi.org/10.3390/languages6030112.
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Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.
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Silva, Gláucia. "PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS." Caderno de Letras, no. 35 (January 19, 2020): 179. http://dx.doi.org/10.15210/cdl.v0i35.17346.
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Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.
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Ionin, Tania, Elaine Grolla, Hélade Santos, and Silvina A. Montrul. "Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese." Linguistic Approaches to Bilingualism 5, no. 2 (July 10, 2015): 215–51. http://dx.doi.org/10.1075/lab.5.2.03ion.
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This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-English learners of BrP as an L3, as well as to a control group of native speakers of BrP. The findings point to a nuanced picture of transfer in L3 acquisition, in which both languages can serve as the source of transfer, but transfer from a previously learned Romance language is more pronounced than transfer from English, both for L1-English L2-Romance and L1-Spanish L2-English L3-learners of BrP.
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Matte, Marine Laísa, and Larissa Goulart. "Lexical Bundles across levels of Proficiency in Portuguese as a Second Language." Letras de Hoje 55, no. 4 (December 31, 2020): e38377. http://dx.doi.org/10.15448/1984-7726.2020.4.38377.
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Formulaic sequences are known for being measures of foreign language fluency for learners. Research in language processing suggests that native speakers as well as learners process these sequences as a single word (ELLIS, 1996). Nevertheless, little is known about the use of formulaic sequences in Portuguese and, even fewer studies have examined the use of formulaic sequences in learners of Portuguese. Therefore, in this study, we sought to investigate the textual function of lexical bundles extracted from a corpus of learners of Portuguese as a Second Language (PSL). Lexical bundles are sequences of three or more words that occur with larger than expected frequency in a specific corpus. In this study, we used corpus linguistics tools to extract lexical bundles that occur frequently at two levels of proficiency – beginner and intermediate – in Portuguese. These bundles were, then, classified according to their textual function. Results indicate that beginner level students use more bundles associated with concrete references, while intermediate learners use more bundles associated with textual organization and stance. This study contributes to the description of Portuguese acquisition at these two levels of proficiency. In addition, the results can foster classroom activities where the PSL teachers introduce new functions of lexical bundles to students. Finally, we hope that this study motivates more research describing the language used at different stages of Portuguese acquisition.
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Sommer-Farias, Bruna, Aleksey Novikov, Adriana Picoral, Mariana Centanin-Bertho, and Shelley Staples. "A multilingual learner corpus for less commonly taught languages." International Journal of Learner Corpus Research 8, no. 2 (December 31, 2022): 261–82. http://dx.doi.org/10.1075/ijlcr.21001.som.
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Abstract This article provides a detailed account of the framework, pedagogical and research applications of the Multilingual Academic Corpus of Assignments – Writing and Speech (MACAWS).1 MACAWS is a monitor learner corpus of written and oral assignments produced by foreign language learners in the context of their language learning classrooms. Currently the corpus focuses on two less commonly taught languages rarely represented in learner corpora, Portuguese and Russian, and contains 124,054 words in Russian and 536,168 in Portuguese, being updated each semester as new texts are added to the corpus. The online interface is designed for ease of use by teachers and students. Our novel interactive data-driven learning (iDDL) tool allows embedding of concordance lines into websites and learning management systems (LMS), facilitating student interaction with concordance lines. Researchers can gain access to an offline corpus for greater flexibility.
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Montrul, Silvina, Rejane Dias, and Hélade Santos. "On some null subject parameter-related properties in the L3 acquisition of brazilian portuguese (Sobre algumas propriedades relacionadas ao parâmetro do sujeito nulo na aquisição do português brasileiro como L3 )." Estudos da Língua(gem) 7, no. 2 (December 1, 2009): 199. http://dx.doi.org/10.22481/el.v7i2.1096.
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As language undergoing language change, Brazilian Portuguese presents characteristics of both pro-drop and non-pro drop systems. This study investigates the acquisition of two properties assumed to be related to the null subject parameter—clitic-climbing and the that-t effect—by adult learners of Brazilian Portuguese who speak a pro-drop language (Spanish) (n = 11) and a non pro-drop language (English) (n =19) as either L1 or L2. Results of an acceptability judgment task showed that the non-native speakers overall converged on the grammars of the Brazilian Portuguese control group (n =19), but there were transfer effects from Spanish for the L1-Spanish speaking learners and from both Spanish and English in the L1-English speaking learners. We discuss the implications of these findings for the role of transfer in L3 acquisition.KEYWORDS: Null subject parameter. L3 acquisition. Brazilian Portuguese.
RESUMO O português brasileiro, por estar em processo de mudanças, apresenta características tanto de sistemas pro-drop quanto de sistemas não pro-drop. Este estudo investiga a aquisição de duas propriedades que se assume que estão relacionadas ao parâmetro do sujeito nulo – a subida de clítico e o efeito that-t– por adultos aprendizes do português brasileiro, falantes de uma língua pro-drop (espanhol) (n = 11) e de uma língua não pro-drop (inglês) (n = 19), seja como L1 ou como L2. Os resultados de um teste de julgamento de aceitabilidade mostraram que, em geral, os falantes não nativos tenderam à/se aproximaram da gramática do grupo de controle formado por falantes de português brasileiro (n = 19). Porém, observaram-se efeitos de transferência do espanhol para os aprendizes falantes nativos de espanhol e transferências de ambas as línguas, espanhol e inglês, para os aprendizes falantes nativos de inglês. Discutimos as implicações destes resultados para o papel da transferência na aquisição de L3.PALAVRAS-CHAVES: Parâmetro do sujeito nulo. Aquisição de L3. Português brasileiro.
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Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (June 1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.
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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-native-language classrooms, respectively.
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Zheng, Yi. "Aquisição da correferência pronominal catafórica no português europeu por aprendentes chineses." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 401–22. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a21.
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This paper aims to investigate how Chinese learners of European Portuguese as second language acquire backward anaphora in this language, analyzing the interpretation of overt pronoun in left-dislocated temporal adverbial adjunct. Two experiments were administered to test if the syntactic position and the proximity of antecedent are main factors to determine the interpretation by the native speakers of Portuguese and the Chinese learners, as well as if the learners are influenced by their first language. The first test illustrates that in Chinese the native speakers may fluctuate between three possible interpretations in backward anaphora structures, namely the matrix subject, matrix object and the antecedent in context. The second test demonstrates that the native speakers of European Portuguese also fluctuate between the three interpretations, while the Chinese learners do not tend to accept an antecedent in the context. The test also shows that the C1 level learners are more likely to accept the matrix subject as the antecedent of the embedded overt pronoun than the B2 level learners.
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Picoral, Adriana, and Ana Maria Carvalho. "The Acquisition of Preposition + Article Contractions in L3 Portuguese among Different L1-Speaking Learners: A Variationist Approach." Languages 5, no. 4 (October 27, 2020): 45. http://dx.doi.org/10.3390/languages5040045.
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This paper sheds light on the paths of third language (L3) acquisition of Portuguese by Spanish–English speakers whose first language is Spanish (L1 Spanish), English (L1 English), or both in the case of heritage speakers of Spanish (HL). Specifically, it looks at the gradual acquisition of a categorical rule in Portuguese, where some prepositions are invariably contracted with the determiner that follows them. Based on a corpus of 1910 written assignments by Portuguese L3 learners, we extracted 21,879 tokens in obligatory contraction contexts and submitted them to a multivariate analysis. This analysis allowed for the investigation of the impact of linguistic (type of preposition and definite article number and gender) and extra-linguistic factors (course level and learner’s language background), with logistic regression modeling with sum contrasts and individual as a random effect. While results point to some clear similarities across the three language groups—all learners acquired the contractions in a u-shaped progression and used more contractions with the a preposition and fewer with the por preposition—participants acquire contractions at a higher rate when the article is singular than when it is plural, and in the case of HL speakers, more so when the article is masculine than when it is feminine. These results confirm the facilitatory role of a previously acquired language (i.e., Spanish) that is typologically similar to the target language (i.e., Portuguese) in transfer patterns during L3 acquisition.
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Castro, Tammer, Jason Rothman, and Marit Westergaard. "Comparing anaphora resolution in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 429–61. http://dx.doi.org/10.1075/resla.29.2.03cas.
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The present study examines anaphora resolution in two groups of speakers exposed to Brazilian and European Portuguese (BP and EP, respectively), considering the different null subject distribution in these languages. Our research question is whether late BP-EP bilinguals (age of EP onset: 29.1) and heritage BP speakers raised in Portugal (age of EP onset 5.6), tested in both dialects, will pattern like the native controls or display some effects of EP in their native BP or vice-versa. This is an interesting question in light of the Interface Hypothesis, which claims that external interfaces should be subject to general bilingualism effects irrespective of language pairing and age (Sorace, 2011). The results show that age has an effect, as the heritage speakers do not perform like the late learners, and that the high degree of typological proximity between the two languages could hinder bidialectal acquisition.
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Dias, E. C. O., and M. A. Alves. "Analysis of the production of total interrogative sentences in Brazilian learners of Spanish as a foreign language." Journal of Speech Sciences 2, no. 2 (February 4, 2021): 43–63. http://dx.doi.org/10.20396/joss.v2i2.15032.
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The pitch curves in a language may represent not only distinct intonational patterns but also serve to differentiate one type of sentence from another (e.g., interrogative x affirmative). Different melodic curves may also contain linguistic information which can affect comprehension. One comparison between Spanish and Portuguese can exemplify how differences in the melodic curves of interrogative sentences might cause miscomprehension. According to Sosa (1999) melodic curves of yes/no questions in Spanish tend to end with a high melodic pattern (H) or with a high and low movement, depending on the dialect. On the other hand, Brazilian Portuguese yes/no questions are said to end with a circumflex pattern, generally represented by a (HL) tone, especially when the last word of the sentence presents the stress in the penultimate syllable (Moraes and Collamarco, 2007). Taking these facts into consideration, this work aims at analyzing the pitch curves of interrogative sentences (yes/no questions) of Colombian Spanish and Brazilian Portuguese, which were ended by words with stress relying on the last, the penultimate or the antepenultimate syllables. In order to conduct the research, data was collected with two Brazilian learners of Spanish, one native speaker of Colombian Spanish and one native speaker of Brazilian Portuguese. The native speakers served as control group. The learners of Spanish were asked to read 15 sentences in Spanish, and the control group was asked to read the same set of questions in their respective native language. These questions were contextualized as to be inserted in a situational context of a job interview (role play). All sentences were presented to the participants in a computer screen, in a randomized order. In total, the database was composed by 35 sentences in Spanish and 14 sentences in Brazilian Portuguese. The collected data was then analyzed in the software Praat through the algorithm Momel. This algorithm is able to draw the melodic contours of each sentence at a time. The algorithm Intsint was also used through Praat in order to extract the melodic tones corresponding to each curve. The intonational patterns (in nuclear and prenuclear regions) and the highest point of F0 in each sentence were analyzed. Results related to the sentences ended in words with stress in the last syllable showed that all subjects produced, predominantly, high ending patterns (H) in this type of sentences. Differences among subjects rely on the highest F0 point, which appeared with higher frequency in the nuclear region for the native speaker of Colombian Spanish and for the learners. For the prenuclear region, the results showed that the high and low movements were more prominent in the sentences produced by the learners than in the sentences produced by native speaker of Colombian Spanish. Regarding the sentences ended by words with stress in the penultimate and the antepenultimate syllables, results presented differences between the intonational patterns of Brazilian Portuguese and Spanish. The native speaker of Colombian Spanish presented a high ending tone (H) for all the sentences. The native speaker of Brazilian Portuguese and the Brazilian learners of Spanish varied their production either using a high tone (H) or a circumflex tone (HL). The highest point of F0 appeared with higher frequency in the nuclear region for the productions of the native speaker of Colombian Spanish when compared to production of the Brazilian learners of Spanish and the native speaker of Brazilian Portuguese. These results may be due either to the influence of the intonational pattern of the learner’s L1 or to the influence of other varieties of Spanish which the learners have had contact with.
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Osborne, Denise. "The L2 perception of initial English /h/ and /ɹ/ by Brazilian Portuguese learners of English." Journal of Second Language Pronunciation 1, no. 2 (September 14, 2015): 157–80. http://dx.doi.org/10.1075/jslp.1.2.02osb.
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This study investigates how speakers who speak Brazilian Portuguese as their first language and English as their second language perceive the English phonemes /h/ and /ɹ/, and how they and monolingual Brazilian Portuguese speakers map these phonemes onto Portuguese sound categories. Participants took part in three experiments: an AXB discrimination test, an identification test, and a cross-language assimilation test, which was also taken by monolinguals. Lower and higher proficiency groups were able to hear the distinction acoustically, but only the higher proficiency group used the distinction to identify English words. Monolingual Brazilian Portuguese speakers and the higher proficiency group assimilated English /h/ primarily to Portuguese /h/. However, the phonological environment had an effect for monolinguals, but not for the higher proficiency group. The lower proficiency group, which one might expect to fall in between these two groups, showed a failure to assimilate English sounds to the Portuguese categories.
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Rato, Anabela Alves dos Santos, and Angélica Carlet. "Second language perception of English vowels by Portuguese learners: The effect of stimulus type." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 3 (October 22, 2020): 205–26. http://dx.doi.org/10.5007/2175-8026.2020v73n3p205.
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The present study investigated L2 English vowel perception and the effect of stimulus type on the identification of vowel segments that present difficulties for Portuguese learners. It also examined the effect of subject factors such as age of acquisition, length of formal instruction, language use and vocabulary size, on the L2 learners’ perceptual performance. Twenty-nine adult Portuguese learners of English were tested on six English vowels (/iː ɪ ɛ æ ɜː ʌ/) with two tasks, differing in stimulus type, i.e., in the lexical status of trials (real words and pseudo words) in which the target vowels were auditorily presented. The testing stimuli consisted of 72 trials with real CVC words and 72 trials with pseudo CVC words, naturally produced by two speakers of standard southern British English (SSBE). The L2 vocabulary size of the participants was measured with two receptive vocabulary size tests and the language background data, viz. age of learning, length of formal instruction and L2 use was collected with a questionnaire. Results confirmed the Portuguese learners’ difficulties in accurately categorizing the target vowels, particularly when identifying the vowel target sounds embedded in pseudo words, which suggests that L2 phonological categories may be established after lexical forms. Furthermore, a significant correlation was found between L2 language use and accurate perception of four of the target vowels, which indicates that the more frequently learners use the target language, the more accurate is their L2 English vowel perception.
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FARNIA, FATANEH, and ESTHER GEVA. "Cognitive correlates of vocabulary growth in English language learners." Applied Psycholinguistics 32, no. 4 (April 7, 2011): 711–38. http://dx.doi.org/10.1017/s0142716411000038.
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ABSTRACTThis study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6. The concurrent and longitudinal relationships between phonological awareness and phonological short-term memory and vocabulary were examined. ELLs underperformed EL1s on vocabulary across all grades. Although vocabulary grew faster in ELLs than in EL1s in the primary grades, they did not close the gap after 6 years of English schooling. Mutual facilitation was found between phonological awareness, English-like nonwords, and vocabulary. A unidirectional relationship was found between Hebrew-like nonwords and vocabulary suggesting that the relationship between phonological short-term memory and vocabulary can be more accurately captured when using nonwords based on a remote, unfamiliar language.
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Lozano, Cristóbal, Joana Teixeira, and Ana Madeira. "Corpora and L2 acquisition: the L1 Portuguese – L2 Spanish subcorpus of CEDEL2." Revista da Associação Portuguesa de Linguística, no. 8 (October 16, 2021): 121–36. http://dx.doi.org/10.26334/2183-9077/rapln8ano2021a10.
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This paper presents the L1 Portuguese – L2 Spanish subcorpus of Corpus Escrito del Español L2 (CEDEL2), a new methodological resource for second language acquisition (SLA) research, which is freely searchable and downloadable (http://cedel2.learnercorpora.com). CEDEL2 is a large-scale, multi-L1 learner corpus of L2 Spanish which contains written productions from learners at all proficiency levels as well as 6 native control subcorpora (total size: over 1,100,000 words from over 4,000 participants). CEDEL2 follows strict corpus design criteria (Sinclair, 2005) and learner corpus design recommendations (Tracy-Ventura & Paquot, 2021a). In its current version (CEDEL2 v. 2), its Portuguese component includes an L1 Portuguese – L2 Spanish subcorpus, with 21,662 words written by 164 participants, and an L1 Portuguese native subcorpus, with 3,500 words from 16 L1 speakers of European Portuguese. Thanks to their design features (e.g., same design across subcorpora, inclusion of metadata about SLA-relevant variables, dual native control subcorpora) and freely available web interface, CEDEL2 and its Portuguese subcorpora allow researchers to investigate a wide range of topics in SLA.
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Montrul, Silvina, Rejanes Dias, and Hélade Santos. "Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer." Second Language Research 27, no. 1 (December 22, 2010): 21–58. http://dx.doi.org/10.1177/0267658310386649.
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This article addresses the role of previously acquired languages in the acquisition of a third language (L3) in two experimental studies on object expression in Brazilian Portuguese (BP). Participants were English-speaking learners of BP as L3 with knowledge of Spanish as a second language (L2) and Spanish-speaking learners of BP with knowledge of English as L2. Like Spanish, BP has object clitic pronouns, but there are important differences between the two languages with respect to the rates of clitics used in spoken and written registers, null objects and the position of clitics with respect to the verb. English, by contrast, lacks object clitics. Study 1 tested use of clitics and other objects in an oral production task. Study 2 tested knowledge of clitic placement in a written acceptability judgment task. The general results of the two studies show that acquisition of Brazilian Portuguese object expression is not very problematic but there are transfer effects from Spanish (as L1 and L2) in the two experimental groups. This result suggests that structural similarity or cross-linguistic correspondences matter in L3 acquisition.
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Lima Junior, Ronaldo Mangueira, and Guilherme Duarte Garcia. "Probing rhythmic patterns in english-L2." Journal of Speech Sciences 6, no. 1 (November 1, 2017): 47–58. http://dx.doi.org/10.20396/joss.v6i1.14984.
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Languages are traditionally classified as mora-timed, syllable-timed or stress-timed in relation to their rhythmic patterns. The distinction between syllable-timed and stress-timed languages, however, lacks solid evidence in the literature. Syllable-timed languages typically have similar duration across unstressed and stressed syllables, whereas stress-timed languages tend to have similar inter-stress intervals, and unstressed syllables are shorter than stressed syllables. According to this categorical classification, English is a stress-timed language, thus having more reduction in unstressed vowels. Brazilian Portuguese, on the other hand, is typically classified as syllable-timed, and thus has little reduction of unstressed vowels. If these categorical rhythmic differences are correct, then acquiring the rhythmic patterns of English should be a challenging task to Brazilian learners, who are not expected to produce unstressed vowels with as much reduction as English native speakers. However, recent studies have found that the typology of rhythm is best understood as not categorical, but rather gradient, and that Brazilian Portuguese has a mixed classification, with more stress timing than would be expected from a traditional and categorical perspective. We therefore hypothesize that Brazilian learners of English should not have major difficulties reducing unstressed vowels, even when exposed to the second language later in life. To test this hypothesis, we analyze production data of native speakers of English (control group) and of Brazilian advanced learners of English.
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Saraiva Pasca, Maria Alejandra, and Karen Pupp Spinassé. "Foco na forma e o ensino de Inglês como L2/L3." BELT - Brazilian English Language Teaching Journal 8, no. 1 (August 14, 2017): 74. http://dx.doi.org/10.15448/2178-3640.2017.1.26719.
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Grammatical and lexical similarities between languages can help promote adult language learning. However, even when learners are provided with a lot of input in the L2, they may not notice certain similarities and differences between their L1 and the L2 in the classroom if the linguistic structure is not salient. The purpose of this article is to discuss the benefits of making grammatical and lexical comparisons among languages, such as proposed in the EuroCom Project, and the importance of using a Meaning and a Form Focused Instruction with corrective feedback when teaching L3 learners, based on different studies carried out with multilinguals. The more the Brazilian learners of English as a second or third language notice the similarities among English, Spanish and Portuguese, the more advantage they will take of their prior linguistic knowledge, facilitating the L3 learning process.
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Ulisses, Carla, and Nic Hurst. "Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms." e-TEALS 7, no. 1 (December 1, 2016): 40–69. http://dx.doi.org/10.1515/eteals-2016-0007.
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Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.
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Santos, Isabel A., Cristina Martins, and Isabel Pereira. "NOMINAL GENDER AND NUMBER IN THE DEVELOPMENT OF THE TIMORESE VARIETY OF PORTUGUESE." Diacrítica 32, no. 2 (July 2, 2019): 33. http://dx.doi.org/10.21814/diacritica.439.
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This study contributes to the description of East-Timorese Portuguese (ETP), focusing on the variable patterns of nominal agreement in number and gender operating in this variety. The relevance of the research hinges on the fact that ETP is an understudied non-native variety (NNV) of Portuguese. Given its emergent state, the study of this particular variety can furthermore shed light on the historical process that led to the formation of other NNV. NNV are a product of the non-native acquisition of a language that, in a given territory, takes on official status, this is to say, is a second language (SL). Comparing production data by NNV speakers and by foreign language (FL) learners can elucidate both common and specific patterns of behavior. In this study, texts written by ETP speakers and by PFL learners were compared. Results revealed similar trends in both samples, but also a greater preference of ETP speakers for not complying to full nominal agreement. In general, data suggest that variable patterns of nominal agreement are likely to emerge as a defining property of ETP, as is currently the case in other NNV of Portuguese, thus diverging from European Portuguese (EP).
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Santos, Ana Lúcia, and Cristina Flores. "Comparing heritage speakers and late L2-learners of European Portuguese." Linguistic Approaches to Bilingualism 6, no. 3 (February 26, 2016): 308–40. http://dx.doi.org/10.1075/lab.14006.san.
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Abstract This study compares the performance of Portuguese-German heritage children and adult L2 speakers of European Portuguese whose L1 is German with respect to two aspects of grammar, adverb placement and VP-ellipsis, which depend on a core syntactic property of the language, verb movement. The results show that both groups have acquired V-to-I and adverb placement, showing no influence of a V2 grammar. Performance in the VP-ellipsis task is more complex: heritage children produce VP-ellipsis at the level of controls, as opposed to L2 speakers; however, both L2 and heritage speakers show that cross-linguistic influence may produce a preference for pronoun substitution over VP-ellipsis in a task asking for redundancy resolution. Nevertheless, given that overall results show that heritage children perform at the level of L1 children, we take our results to support approaches to heritage bilingualism which suggest the development of an intact grammar in childhood.
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Laméris, Tim Joris. "L2 Perception of Contrastive Vowel Nasality in Brazilian Portuguese." Studies in Hispanic and Lusophone Linguistics 15, no. 1 (May 1, 2022): 141–74. http://dx.doi.org/10.1515/shll-2022-2058.
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Abstract Although not undisputed, it is generally agreed that Brazilian Portuguese (BP) has lexically contrastive vowel nasality, for instance between [si] ‘if; oneself’ and [sĩ] ‘yes.’ It is known that second-language (L2) learners of BP struggle with oral-nasal vowel contrasts in production (Head, Brian Franklin & Larissa Semenova-Head. 2010). Problemas na aprendizagem da pronúncia portuguesa entre falantes adultos de russo [Problems in the teaching of Portuguese pronunciation among adult Russian speakers]. Cadernos de Comunicação e Linguagem 2. 13–33), but less is known on how L2 learners perform in perception. This paper reports on a study that investigated the perception of BP contrastive vowel nasality by a group of English-native learners of BP and a native speaker control group to assess how non-native listeners perform in pre-lexical discrimination and lexical identification of contrastive vowel nasality. Although results from a vowel discrimination task revealed no differences between L2 and L1 listeners in terms of pre-lexical perception, a lexical identification task revealed that some oral-nasal vowel contrasts impeded lexical access in L2 listeners. These findings highlight how L2 listeners can perform comparably to L1 listeners in perception of non-native sound contrasts (here, vowel nasality) at the pre-lexical level, but may still struggle in encoding those contrasts at a lexical level.
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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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Neumann, Farrah, and Matthew Kanwit. "Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish." Studies in Hispanic and Lusophone Linguistics 13, no. 1 (May 27, 2020): 79–113. http://dx.doi.org/10.1515/shll-2020-2025.
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AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.
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Pinto, Maristela da Silva, and Leticia Rebollo Couto. "Describing, listening and teaching questions and orders´ intonation in mexican, caribbean and castilian spanish to brazilian learners." Journal of Speech Sciences 5, no. 2 (February 6, 2021): 177–200. http://dx.doi.org/10.20396/joss.v5i2.15073.
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The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 - learner's awareness of the transfering their mother tongue (LM) into the target foreign language (LEA); 2 - description of the intonational contour of total and partial interrogative utterances; 3-perception; 4-mimetic repetition; 5 - oral production based on careful listening. According to Cortés (2002), intonation is essential to convey messages in an appropriate way, showing an expressive meaning - besides syntactic-semantic aspects- and the meaning of the utterances. According to PINTO (2009), the E / LE learner transfers the intonational pattern of the LM when he or she in he/her LEA. How to teach intonation? This author proposed and applied a methodology of describing and teaching Spanish intonation to undergraduate students of Letras - Portuguese / Spanish, from a public university in Rio de Janeiro. For this study, 18 utterances were written in Spanish as a foreign language, based on the Interactive Atlas of the Spanish intonation. The corpus is composed of 9 utterances in Brazilian Portuguese as L1, both compared to 9 utterances in Spanish as L1, totaling 36 statements. For such data collection, the informants received CD's composed of yes/no questions, confirmatory questions and declarative imperatives of request in the dialect chosen by each student- the Castilian, the Caribbean and the Mexican. Recordings were made at two specific moments: before and after exposure to our methodology of description and intonation teaching. After teaching, we described the utterances phonetically and analyzed them with the aid of PRAAT software and following the Autosegmental Metric (AM) model. After this analysis, we compared the implementation of F0 and the tonal accent of these utterances, in order to check if the learner's accomplishment of the prosodic system undergoes alteration after the work of awareness, description, perception, mimetic repetition and production stuck in attention. We observed in our results that learners, before being submitted to our methodological proposal of intonation description and teaching, transfer characteristic of Brazilian Portuguese contours into the production of Spanish as a foreign language for all listed varieties. This fact confirmed the transfer process. However, when learners are submitted to our methodological proposal, they mostly implement the expected outlines according to the chosen varieties.
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Kharlay, Oksana, Martin Bagheri, and Jeremy D. Philips. "Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects." English Language Teaching 12, no. 8 (July 10, 2019): 54. http://dx.doi.org/10.5539/elt.v12n8p54.
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This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.
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Wenqiang, Song. "Portuguese and Chinese Translation Teaching Based on Learners’ Interests." Journal of Educational Theory and Management 5, no. 2 (December 2, 2021): 46. http://dx.doi.org/10.26549/jetm.v5i2.7704.
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The report of the 19th National Congress of the Party proposes to “accelerate the construction of first-class universities and first-class disciplines, and realize the connotative development of higher education.” In the Declaration on the Construction of New Liberal Arts, it is mentioned that “we should insist on student-centeredness, output orientation and continuous improvement, build a quality assurance system for liberal arts education with Chinese characteristics, and construct a quality culture with liberal arts characteristics.” In this context, undergraduate education in higher education institutions should further explore the integration of traditional teaching modes with modern technological means, and make use of high-tech means such as Internet+MOOC platform, flipped classroom and pair-sharing classroom to improve and innovate undergraduate teaching modes. This paper mainly tends to explore the translation teaching of Portuguese language majors in our college, which is not extensive but has certain significance.
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Rothman, Jason, and Michael Iverson. "ISLANDS AND OBJECTS IN L2 SPANISH." Studies in Second Language Acquisition 35, no. 4 (August 21, 2013): 589–618. http://dx.doi.org/10.1017/s0272263113000387.
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This study tests native Brazilian Portuguese (BP) speakers of second language (L2) Spanish in the domain of phonologically null object pronouns. This is a worthwhile first language (L1)-L2 pairing given that these languages are historically and typologically related and both seemingly allow for object drop. Nevertheless, the underlying syntax of phonologically null object pronouns is distinct in each language, resulting in differences in their respective syntactic reflexes. We pursue whether or not it is more difficult to acquire new syntactic structure for a L2 property that, on the surface, is shared by the L1. In other words, we explore whether advanced BP learners of L2 Spanish will be successful in the acquisition of Spanish object drop to the same degree as English learners and European Portuguese learners who were previously shown by Bruhn de Garavito and Guijarro-Fuentes (2001) to be quite successful. By means of a scalar grammaticality judgment task with context, we examine competence of the Spanish restrictions on the distribution of dropped objects that differ from BP in various syntactic positions (e.g., simple clauses vs. strong islands) while alternating the Spanish-specific semantic variable of definiteness as determined by the context. The data show that the semantic alternations are acquired as well as the new syntax; however, such acquisition does not guarantee preemption of the L1 syntactic option, which may result in target-deviant variability. We discuss the data in light of what they bring to bear on questions pertinent to formal SLA theory.
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GOTTARDO, ALEXANDRA, ADRIAN PASQUARELLA, XI CHEN, and GLORIA RAMIREZ. "The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals." Applied Psycholinguistics 37, no. 5 (November 25, 2015): 1083–115. http://dx.doi.org/10.1017/s0142716415000508.
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ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.
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López Otero, Julio César, and Abril Jimenez. "Productive Vocabulary Knowledge Predicts Acquisition of Spanish DOM in Brazilian Portuguese-Speaking Learners." Languages 7, no. 4 (October 26, 2022): 273. http://dx.doi.org/10.3390/languages7040273.
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Differential object marking (DOM) in Spanish refers to the overt morphological marking of certain direct objects. Specifically, this a-marking of direct objects is driven by animacy and usually precedes human objects. Other features such as specificity and definiteness matter to a lesser extent. This direct object a-marking has also been attested in Brazilian Portuguese (BP), but with more restrictions than in Spanish. Thus, BP is typically not considered a DOM language. This article discusses the acquisition of DOM in second language (L2) Spanish among BP speakers. Seventy-four adult Brazilians with various levels of L2 proficiency completed three experimental tasks: elicited production, acceptability, and productive vocabulary knowledge, which measures productive lexical knowledge and was designed specifically to assess this language pair. We analyzed our data to uncover the knowledge that BP-speaking L2 learners of Spanish possess of DOM and to determine whether their knowledge of DOM can be predicted by their L2 productive vocabulary knowledge. Results indicate that the learners acquire the animacy-driven nature of Spanish DOM, both in their productive and receptive grammatical knowledge, as their productive vocabulary knowledge increases. The L2 learners present different acquisitional outcomes yet those with deeper productive vocabulary knowledge show a stronger animacy-driven distribution of DOM in Spanish.
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Wang, Ying Chuan. "Intentions of Language Learning among Macau Frontline Employees in Hospitality Industry: Application of the Theory of Planned Behaviour Model." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 193–97. http://dx.doi.org/10.18178/ijlll.2021.7.4.311.
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The purpose of this study attempted to explore intentions of frontline employees on language learning in Macau hospitality industry. Without exploring learners’ intention, the successful language learning cannot be achieved. Various factors promote or hinder language learners from the implementation of behaviour, that is learning a language. As Macau is one of famous tourist destinations, diversifying single economic development on gaming industry has been enforced. Acting the platform between China and Lusophony countries has also been initiated. Developing language competence in hospitality industry becomes essential in Macau. Hence, this study is crucial for language teaching and learning contexts in hospitality industry while it is anticipated that more and more international tourists will be received in Macau soon after recovering from COVID-19. In this study, the theory of planed behaviour suggested by Ajzen (1991) [1] was applied to explore language learners’ behavioural intentions in terms of learning either English or Portuguese. After a pilot study, the main study was conducted in November 2019. The research findings showed attitude, subjective norm and perceived behavioural control had positive and significant impacts on language learning intention. Specifically, subjective norm was the most influential factor affecting learners’ behavioural intention, followed by perceived behavioural control and then attitude. Significant others therefore played the key factor on influencing learners to take an action on learning languages in the society of Macau. This finding may result from job requirements in the labour-market. Finally, the study contributes to educational literature by demonstrating the importance of intentions on frontline employees’ language learning by applying the theory of planned behaviour. Practically, based on the aspect of social psychology to scrutinise learners’ behavioural intention, it would allow language educators adopting effective teaching and learning approach to satisfy learners’ needs.
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Medvedšek, Mojca, and Blažka Müller. "The Use of the Past Tenses in European Portuguese by Slovene Students: The Causes of Possible Deviations." Lucian Blaga Yearbook 21, no. 1-2 (December 1, 2020): 211–25. http://dx.doi.org/10.2478/clb-2020-0014.
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Abstract The analysis presented in this article aims to ascertain what conditions of use imply deviations in the use of the Past tenses in European Portuguese (PPS, PPC, PI, PMQC) by Slovene learners of Portuguese, A2-B1 level (QECRL), trying to find explanations for its occurrence. The analysis shows the contrast between European Portuguese and Slovenian language in the domain of the Past tenses in terms of tense and aspect, describes the most frequent and evident deviations in a corpus, consisting of the various genres of texts, worksheets, completed by the students. Several presumptions were verified in the qualitative analysis. Among them, the deviations are in most cases due to the fact that in the sphere of the past, the Slovene language is operating with only one paradigm of the past sphere, the preteklik (Past tense), which is supposed to mark all the temporal and aspectual nuances of four Portuguese past tenses of the Indicative. The article tries to underline the different way of marking time and aspect in the respective languages and therefore the students’ difficulties in the perception of temporal and aspectual perfect / imperfect conceptualization.
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Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology." Second Language Research 27, no. 2 (March 28, 2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.
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This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Cardozo, Guilherme Lima. "Educação e primeiros letramentos no Brasil: redução cultural indígena." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 2, no. 2 (August 2, 2018): 120–34. http://dx.doi.org/10.29181/2594-6463-2018-v2-n2-p120-134.
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Resumo Este artigo traz à tona o empreendimento jesuítico no Brasil do século XVI, cujas estratégias colonizadoras iam muito além da religião, da política, da cultura, atingindo propriamente as diversas línguas nativas. A revolução linguística que os portugueses implantaram em terras brasileiras modificou o quadro social vigente, visto que as línguas indígenas, ao passo que eram aprendidas pelos padres jesuítas, entravam em processo de redução, a fim de serem catalogadas em uma gramática geral. Esta pesquisa mostra como a língua portuguesa, desde a chegada dos jesuítas, transforma-se, paulatinamente, em uma língua de herança, através dos letramentos de pequenos curumins, que com o tempo passavam a usar mais o português que sua língua materna. O documento denominado Ratio Studiorum pautará as ações de letramento jesuíticas, deixando claro que, apesar de todas as obras produzidas em língua nativa pelos padres, especialmente José de Anchieta, o plano jesuítico sempre fora legar as manifestações nativas ao esquecimento, impondo o português como língua oficial no Brasil.Palavras-chave: Jesuítas. Linguística. Herança. Português. Indígena. Education and first literacies in Brazil: indigenous cultural reduction Abstract This article brings the Jesuits undertaking to light in sixteenth-century Brazil, whose colonizing strategies went far beyond religion, policy, culture, reaching properly the various natives languages. The linguistic revolution which Portuguese’s implanted in Brazil modified the social framework in force, because indigenous languages, while they were learned by Jesuit Fathers, were in process of reducing, to be cataloged in a general grammar. This research shows how Portuguese language, since the arrival of Jesuits, becomes, gradually, in heritage language, through literacy of native children, who over time they used more Portuguese than their first language. The document named Ratio Studiorum will guide the Jesuit actions of literacy, making clear, despite of all the works produced by Fathers in native language, specially José de Anchieta, the main Jesuit plan was bequeath to oblivion native manifestations, imposing the Portuguese as the official language in Brazil.Keywords: Jesuits. Linguistic. Portuguese. Heritage. Indigenous. Educación y primeras alfabetizaciones en Brasil: reducción cultural indígena Resumen Este artículo trae el emprendimiento jesuítico en el Brasil del siglo XVI, cuyas estrategias colonizadoras iban mucho más allá de la religión, de la política, de la cultura, alcanzando propiamente las diversas lenguas nativas. La revolución lingüística que los portugueses hicieran en suelo brasileño modificó la composición actual, ya que las lenguas indígenas, mientras que eran aprendidas por los padres jesuitas, entraban en proceso de reducción, a fin de ser catalogadas en una gramática general. Esta investigación muestra cómo los portugueses, desde la llegada de los jesuitas, se convierten, poco a poco, en una lengua de herencia, a través de la educación de pequeños indígenas que, con el tiempo, se mantenían firmes al uso del portugués más que su lengua materna. El documento – Ratio Studiorum – pautará las acciones de alfabetización de los jesuitas, por lo que es evidente que, a pesar de todas las obras producidas en lengua materna por parte de sacerdotes, en especial José de Anchieta, el plan de los Jesuitas siempre había sido legar manifestaciones nativas al olvido, imponiendo el portugués como lengua oficial en Brasil.Palabras clave: Jesuitas. Lingüística. Portugués. Herencia. Indígena.
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Cardozo, Guilherme Lima. "Educação e primeiros letramentos no Brasil: redução cultural indígena." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 2, no. 2 (August 2, 2018): 120. http://dx.doi.org/10.29181/2594-6463.2018.v2.n2.p120-134.
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ResumoEste artigo traz à tona o empreendimento jesuítico no Brasil do século XVI, cujas estratégias colonizadoras iam muito além da religião, da política, da cultura, atingindo propriamente as diversas línguas nativas. A revolução linguística que os portugueses implantaram em terras brasileiras modificou o quadro social vigente, visto que as línguas indígenas, ao passo que eram aprendidas pelos padres jesuítas, entravam em processo de redução, a fim de serem catalogadas em uma gramática geral. Esta pesquisa mostra como a língua portuguesa, desde a chegada dos jesuítas, transforma-se, paulatinamente, em uma língua de herança, através dos letramentos de pequenos curumins, que com o tempo passavam a usar mais o português que sua língua materna. O documento denominado Ratio Studiorum pautará as ações de letramento jesuíticas, deixando claro que, apesar de todas as obras produzidas em língua nativa pelos padres, especialmente José de Anchieta, o plano jesuítico sempre fora legar as manifestações nativas ao esquecimento, impondo o português como língua oficial no Brasil.Palavras-chave: Jesuítas. Linguística. Herança. Português. Indígena.Education and first literacies in Brazil: indigenous cultural reductionAbstractThis article brings the Jesuits undertaking to light in sixteenth-century Brazil, whose colonizing strategies went far beyond religion, policy, culture, reaching properly the various natives languages. The linguistic revolution which Portuguese’s implanted in Brazil modified the social framework in force, because indigenous languages, while they were learned by Jesuit Fathers, were in process of reducing, to be cataloged in a general grammar. This research shows how Portuguese language, since the arrival of Jesuits, becomes, gradually, in heritage language, through literacy of native children, who over time they used more Portuguese than their first language. The document named Ratio Studiorum will guide the Jesuit actions of literacy, making clear, despite of all the works produced by Fathers in native language, specially José de Anchieta, the main Jesuit plan was bequeath to oblivion native manifestations, imposing the Portuguese as the official language in Brazil.Keywords: Jesuits. Linguistic. Portuguese. Heritage. Indigenous.Educación y primeras alfabetizaciones en Brasil: reducción cultural indígenaResumenEste artículo trae el emprendimiento jesuítico en el Brasil del siglo XVI, cuyas estrategias colonizadoras iban mucho más allá de la religión, de la política, de la cultura, alcanzando propiamente las diversas lenguas nativas. La revolución lingüística que los portugueses hicieran en suelo brasileño modificó la composición actual, ya que las lenguas indígenas, mientras que eran aprendidas por los padres jesuitas, entraban en proceso de reducción, a fin de ser catalogadas en una gramática general. Esta investigación muestra cómo los portugueses, desde la llegada de los jesuitas, se convierten, poco a poco, en una lengua de herencia, a través de la educación de pequeños indígenas que, con el tiempo, se mantenían firmes al uso del portugués más que su lengua materna. El documento – Ratio Studiorum – pautará las acciones de alfabetización de los jesuitas, por lo que es evidente que, a pesar de todas las obras producidas en lengua materna por parte de sacerdotes, en especial José de Anchieta, el plan de los Jesuitas siempre había sido legar manifestaciones nativas al olvido, imponiendo el portugués como lengua oficial en Brasil.Palabras clave: Jesuitas. Lingüística. Portugués. Herencia. Indígena.
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Flores, Cristina, Esther Rinke, and Anabela Rato. "Comparing the Outcomes of Early and Late Acquisition of European Portuguese: An Analysis of Morpho-syntactic and Phonetic Performance." Heritage Language Journal 14, no. 2 (August 31, 2017): 124–49. http://dx.doi.org/10.46538/hlj.14.2.2.
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The present paper compares the linguistic competence of German-Portuguese bilinguals with upper-intermediate German L2 learners (L2ers) of EP (European Portuguese) and with monolingual Portuguese speakers. The bilingual speakers are heritage speakers (HSs), who were raised bilingually with EP as the minority language and German as the majority language. The aim of our comparison is to verify in which way different input sources and maturational effects shape the speakers’ linguistic knowledge. The findings of two studies, one focused on the morpho-syntactic knowledge of clitics and the other on global accent, corroborate the assumption that L2ers and HSs behave differently, despite superficial similarities observed in the morpho-syntactic study. In contrast to that of the L2ers’, the accent of the HSs is perceived as being native-like, whereas their morpho-syntactic competence is mainly shaped by their dominant exposure to colloquial Portuguese and reduced contact with formal registers.
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Machado, Ana Maria, and Anabela Fernandes. "PLE: fatores de legibilidade na retextualização literária." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 33283. http://dx.doi.org/10.15448/2178-3640.2019.1.33283.
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The “Literature in Portuguese Foreign Language Teaching” project aims to introduce extensive reading of simplified versions of literary texts (19th-21th century) in the first stage (Beginners Level) of Portuguese as a Foreign Language courses. Using a literature-based approach to language learning as a potential source of cultural input enhances learners’ creativity. During the project’s first phase, we tested a simplified sample of the novel O Senhor Ventura (1943/1985), from Miguel Torga, in the context of formal learning, in order to assess the suitability of the text for this particular language proficiency level. After collecting data and considering students’ needs, we have selected notations and pictures and we have built a questionnaire that will contribute to the improvement of their reading and comprehension skills.
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Jatobá, Júlio Reis. "The learner between cultures: interculturality and interpreting teaching in China." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 32961. http://dx.doi.org/10.15448/2178-3640.2019.1.32961.
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This article is a reflection on the teaching of Chinese-Portuguese Interpreting in China. The point of our discussion will be: if the foreign language teaching can serve as bridges or walls of intercultural communication (see Gao, 1995), what is the space of the target language culture and the intercultural discussion in the Interpreting classes for PFL students? In this article we will defend the need of the teaching of Interpreting for PFL Chinese learners to be rethought as a fertile space for the (re) creation, discussion, and production of meanings that amplify and produce positive and inclusive attitudes towards the improvement of mutual understanding and communication between the universes of Portuguese-speaking countries and the universes of Chinese languages and cultures. To do so, we will base on and compare our discussion with the results of the two studies. The first discusses the real practices of Interpreting and their implications in the teaching/learning process of PFL in China (Jatobá, 2015) and the second regards to linguistic ideologies and individual differences in PFL contexts in China (Jatobá, 2014).
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Souza, Hanna Kivistö-de. "The relationship between phonotactic awareness and pronunciation in adult second language learners." Revista Brasileira de Linguística Aplicada 17, no. 1 (March 2017): 185–214. http://dx.doi.org/10.1590/1984-6398201610850.
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Abstract: This study examined to what extent L1 Brazilian Portuguese (BP) EFL learners are aware of L2 phonotactics and whether there would be a relationship between L2 phonotactic awareness and L2 pronunciation accuracy. The language learners were tested regarding their awareness of L2 onset consonant clusters with a lexical decision task presenting nonword stimuli with legal and illegal onset clusters. L2 pronunciation was measured with a Foreign Accent Rating Task. The results showed that L1 BP participants showed a high awareness concerning L2 phonotactics, not differing from L1 English speakers, t(86)=.20, p =.83. Furthermore, high phonotactic awareness was found to be related to higher accuracy in L2 pronunciation (r= -.46, p <.001). The results suggest that phonotactics should be taught in foreign language classrooms since increasing learners’ awareness might be beneficial for the accuracy of their L2 pronunciation.
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Nikitina, Larisa. "Do country stereotypes influence language learning motivation? A study among foreign language learners in Malaysia." Moderna Språk 113, no. 1 (July 6, 2019): 58–79. http://dx.doi.org/10.58221/mosp.v113i1.7624.
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It has been acknowledged in research literature that stereotypes about a target language country held by language learners influence the students’ motivation to learn a foreign language (L2 motivation). However, there is a lack of studies that link explorations of these stereotypes and L2 motivation in a single research project. This mixed-methods study addressed this gap in research literature. It examined relationships between endogenous stereotypes about target language countries and L2 motivation using a sample of 194 students learning foreign languages in a major public university in Malaysia. These languages included French, German, Italian, Portuguese (European and Brazilian varieties), Russian and Spanish. The data were collected through a questionnaire survey. One open-ended question sought the students’ mental images of the target language countries; two thermometer-type scales assessed the students’ general attitudes toward the target language countries and people and 16 closed-ended statements with attached Likert-type scales assessed their L2 motivation. The findings from the qualitative strand of the analysis revealed that the respondents had distinct and predominantly positive images of each of the target language countries. This allowed making a tentative proposition that the country stereotypes would have a positive relationship with the students’ L2 motivation, especially the integrative orientation. Results of the statistical analyses in the quantitative phase indicated that the relationship between the country stereotypes and L2 motivation was the strongest in the case of the integrative orientation. The article concludes with a brief discussion of implications that can be drawn from this study.
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Ferreira-Meyers, Karen, and Joana Martins. "The use of Whatsapp in today’s mobile language teaching and learning." ITM Web of Conferences 33 (2020): 03007. http://dx.doi.org/10.1051/itmconf/20203303007.
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This paper discusses the advantages and disadvantages of ICTs in the teaching and learning of foreign languages, in particular the use of WhatsApp in the Certificate in Portuguese programme offered by the Institute of Distance Education of the University of Eswatini. Theoretical aspects will be combined with practical examples of what has been happening on the WhatsApp platform since 2013 with learners of Portuguese. The practical part comes from field research undertaken by the tutor as a direct observer of activities and feedback between lecturers, tutors and students. The impact of COVID19 on the use of WhatsApp will also be looked at briefly. In conclusion, it will be noted that WhatsApp is a valuable environment to ensure that teaching and learning continues beyond the classroom and can be an important motivator for lifelong learning.
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Gramacho, Carolina, Ana Madeira, Cláudia Martins, Nélia Alexandre, Jorge Pinto, and Susana Correia. "POR Nível: Construção e validação de um teste de colocação para o Português Língua Estrangeira – resultados de um estudo-piloto." Revista da Associação Portuguesa de Linguística, no. 5 (November 21, 2019): 172–89. http://dx.doi.org/10.26334/2183-9077/rapln5ano2019a13.
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Placement tests are a form of assessment that aims at placing students in appropriate levels. Placement tests must, therefore, be based on validity and reliability arguments to ensure appropriateness and consistency of assessment. Despite the growing interest in Portuguese as a Foreign Language (PFL), both nationally and internationally, to our knowledge there is no validated placement test that informs on general language abilities of adult PFL learners across levels. The POR Nível project aims at designing and validating a placement test for PFL adult learners, from A1 to C1 CEFR levels in grammar, vocabulary, listening and reading components. Corpora of written productions of 15 learners of 3 native languages (English, Mandarin and Spanish) from certified exams of PFL provide the empirical basis for items construction. Also, items’ specifications follow national and international guidelines (CEFR, Camões Profile for PFL), validity, reliability and practicality requirements, and also ALTE and ILTA recommendations. The results found thus far will provide empirical ground for item specification in a validated placement test and eventually contribute to the discussion of the contents of PFL teaching programs.
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Ramos-Sollai, Silvia. "Estereotipar economiza tempo: Transformando representações culturais lusófonas e melhores práticas de língua portuguesa em Práticas para Alavancagem de Ensino." Fórum Linguístico 16, no. 4 (January 24, 2020): 4152–66. http://dx.doi.org/10.5007/1984-8412.2019v16n4p4152.
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This paper focuses on stereotyping in a comparison of Portuguese as a Second Language and Portuguese as a Foreign Language teaching, learning, and material. Current academic debate shows that stereotypes impact foreign language acquisition, despite the fact that categorizing the world helps us acknowledge the unknown. Yet, stereotypes can be a starting point to the exercise of deconstruction, common in High-Leverage Teaching Practice (HLTP) and applicable to any teaching approach, audience repertoire, or content alignment (GLISAN; DONATO, 2017). Stereotyping also occurs beyond classroom when externalized at a belonging-distancing dichotomy: the keener on the target culture, the more distant learners place themselves from the source culture. Findings indicate that categories of linguistic distance and identity status are only strongly biased by life repertoires, thus compromising any attempt of a pluricentric approach to Portuguese for international communication, if teaching, learning, and content evolve around best practices as model-outs and observations, rather than around deconstruction through HLTPs.
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Behle, Nanashara Fagundes, and Ana Maria T. Ibaños. "Expressões do português brasileiro com o verbo cair: uma abordagem semântico-pragmática para o ensino de língua adicional." BELT - Brazilian English Language Teaching Journal 7, no. 2 (December 31, 2016): 163. http://dx.doi.org/10.15448/2178-3640.2016.2.25003.
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This study aims to present a way to help learners of Portuguese as an additional language to understand the meaning of expressions of Brazilian Portuguese, which need the context of the communicative process to have their meaning inferred. For this we adopted a semantic-pragmatic approach, with inferential bias proposed by the philosopher Paul Grice (1957, 1975) in his theories of conversation and of meaning. In this paper, we assume expressions of the verb cair because it is a frequent verb in Brazilian Portuguese everyday language, in expressions with a literal meaning and in idioms, assumed by Fernando (1996) as part of idiomaticity process. As a methodology we use Corpus Linguistics (Sardinha, 2004; O'keeffe; Carter; McCarthy, 2007) so we have access to authentic oral and written texts, using the corpus developed and maintained by Mark Davies and Michael J. Ferreira.
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Nicolaides, Christine, and Renata Archanjo. "REFRAMING IDENTITIES IN THE MOVE: A TALE OF EMPOWERMENT, AGENCY AND AUTONOMY." Trabalhos em Linguística Aplicada 58, no. 1 (April 2019): 96–117. http://dx.doi.org/10.1590/010318138653993453211.
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ABSTRACT Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies, whether individual or socioculturally constructed, may be a source of empowerment or, conversely, disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of autonomy in language learning with the combination of its technical, psychological, sociocultural and political dimensions constitutes a space for (inter)personal emancipation and social transformation. Our theoretical framework emphasizes the collective aspects of learner autonomy, based on the sociocultural autonomy concept (OXFORD, 2003). Drawing on Bakhtin's (1929/2006;1981) and Vygotsky's (1991) contributions used as groundwork for research in learner autonomy and in consonance with ideas of fluid and hybrid identities (HALL, 1992; BAUMAN, 2005; MOITA LOPES, 2006), this paper discusses agency, empowerment and identity through sociocultural autonomy development in multicultural environments. This chapter, then, is an attempt to show issues of empowerment, autonomy and agency being processed across real-life social language practices. Its findings and results come from two research projects conducted by the authors in two different contexts but related to the same research interest. Both projects aimed to analyze language learning autonomy, agency and empowerment in the continuous process of learners (re)constructing their identities, while learning a second language. Data generation was based on interviews with two speakers of Brazilian Portuguese and learners of English as an additional language, while taking part in exchange programs for international mobility - one of them in the U.S and another one in Australia. Results show that both participants seem to reframe their multiple identities, so that they can adapt and readapt themselves to the new communities of practice (COP), in which they have emerged. Factors like agency, empowerment and sociocultural autonomy seem to be essential and decisive in this process of reframing identities.
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Figueiredo, Sandra Andrade, Margarida Alves Martins, and Carlos Fernandes da Silva. "Education and Learning in Second Language Contexts: Language and Diagnostic Assessment of Diverse Learners in Portuguese Schools." International Journal of Diversity in Education 13, no. 1 (2013): 31–40. http://dx.doi.org/10.18848/2327-0020/cgp/v13i01/40078.
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Xavier, Gildete Rocha. "O parâmetro do sujeito nulo na Aquisição do Português L2 (Null subject parameter in L2 Portuguese Acquisition)." Estudos da Língua(gem) 7, no. 2 (December 1, 2009): 133. http://dx.doi.org/10.22481/el.v7i2.1094.
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Este artigo tem como objetivo investigar como se dá a aquisição do sujeito nulo do Português Brasileiro L2 por falantes nativos de Inglês e Italiano em situação de imersão. A pesquisa desenvolve-se no âmbito da gramática gerativa, (CHOMSKY, 1981, 1986, 1993, 1995, 2000). As questões da pesquisa estão relacionadas à questão do acesso à Gramática Universal.PALAVRAS-CHAVE: Gramática gerativa. Princípios e parâmetros. Aquisição de segunda língua. Sujeito nulo.
ABSTRACT The aim of this study is to investigate the acquisition of the null subject in Brazilian Portuguese as a second language by native speakers of English and Italian. The research was developed within the framework of Generative Grammar (CHOMSKY, 1981, 1986, 1993, 1995, 2000). This research attempted to investigate whether the L2 learners have access to the Universal Grammar.KEYWORDS: Generative grammar. Principles and parameters. Second language acquisition. Null subject.
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Cardoso, Walcir. "The variable development of English word-final stops by Brazilian Portuguese speakers: A stochastic optimality theoretic account." Language Variation and Change 19, no. 3 (October 2007): 219–48. http://dx.doi.org/10.1017/s0954394507000142.
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AbstractOne of the core problems in second language acquisition theory is how to describe and explain the highly variable (yet rule-governed) speech of second language learners. Is such variation simply random and most likely due to the first language's interference, or is it governed (at least in part) by general rules that reflect language universals? Within a multidisciplinary approach to the analysis of variability in second language acquisition, this article addresses these questions in the context of a cross-sectional study involving the acquisition of word-final stops by Brazilian Portuguese speakers learning English in a classroom environment. The study follows a sociolinguistic approach for data collection and the analysis is couched within a stochastic version of Optimality Theory.
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Goulart, Larissa. "Register variation in understudied academic contexts." Research in Corpus Linguistics 10, no. 2 (2022): i—v. http://dx.doi.org/10.32714/ricl.10.02.01.
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A major focus of register research has been language variation in academic discourse. These studies describe patterns of language use in spoken and written academic texts. Although there have been numerous studies of this type, most have focused on academic registers in English and on descriptions of published academic registers (e.g. textbooks, research articles, and abstracts). Much less work has been caried out on academic registers in other languages or unpublished academic registers. This special issue presents five studies describing the language patterns of understudied academic discourse in English (learners’ writing and statutory law), as well as descriptions of published academic registers in languages other than English (Russian, Portuguese, and Arabic). We hope that the papers in this special issue will pave the way for future research in other understudied academic contexts.