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Academic literature on the topic 'Portuguese language – textbooks for foreign speakers – english'

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Published: 25 July 2024

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Journal articles on the topic "Portuguese language – textbooks for foreign speakers – english"

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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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Cruz-Ferreira, Madalena. "Portuguese and English intonation in contrast." Languages in Contrast 4, no. 2 (December 7, 2004): 213–32. http://dx.doi.org/10.1075/lic.4.2.03cru.

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The current surge of interest in studies on intonation, in areas ranging from L2 teaching to child language acquisition, finally mirrors the crucial role played by intonation in the whole of human communication through language. In studies on non-native linguistic proficiency, a ‘foreign intonation’ appears as the last stronghold of a non-native accent, consisting in the use, in a second language, of intonation patterns belonging to the first language of the learner. The use of a foreign intonation does not, however, only characterise an accent. Intonation patterns convey specific meanings in each language, and the correspondence between these meanings and specific pitch patterns is often as arbitrary as the correspondence between words and their meanings. The purpose of this paper is twofold: first, to provide a basis for the comparison of the intonation patterns of (European) Portuguese and (British) English, highlighting potential areas of difficulty for speakers of each of these languages in learning the other, and the reasons for these difficulties. Second, to give support to the view, current in L2 studies, that the learning of L2 intonation cannot be taken for granted, if breakdown in native to non-native spoken communication is to be avoided.
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Silva Junior, Leônidas José da, and Plínio Almeida Barbosa. "Speech rhythm of english as L2." Journal of Speech Sciences 8, no. 2 (August 26, 2020): 37–57. http://dx.doi.org/10.20396/joss.v8i2.14996.

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When speaking a foreign language (L2), non-native speakers’ (NNS) speech contains some variable degree of foreign accent (FA) that is perceivable by the native speakers (NS) of that language based on the production of phonetic gestures characteristic of their mother tongue (L1), and that differ from those of the foreign language (L2) in terms of the segmental (vowels and consonants) and prosodic (stress, rhythm and intonation) features. Causes such as neuro-plasticity and length of residence, for example, are claimed to interfere in L2 production. This work aims to analyze how L2 speech rhythm of English is produced by Brazilian Portuguese (BP) speakers and how prosodic variables such as, metric and acoustic correlates, influence FA. This research is based on Barbosa (2006) for the dynamic determination of speech rhythm in addition to Ramus et. al. (1999) and so, on the choice of metrics and segmentation procedures. As for the methods of analysis, phonetic data from twenty BP and four American speakers were collected. Next, the data were segmented into different unit procedures for the purpose of carrying out acoustic and statistical analysis. Results pointed out to a significant difference between L1 and L2 rhythms.
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Silva Jr., Leônidas, and Plínio A. Barbosa. "Voice disguise and foreign accent: Prosodic aspects of English produced by Bra-zilian Portuguese speakers." Journal of Experimental Phonetics 32 (November 28, 2023): 195–226. http://dx.doi.org/10.1344/efe-2023-32-195-226.

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This study aims to explore how much a speaker of English as a foreign language can mask one’s accent by performing voice disguise toward a native-like accent, and what implications it might bring forward. For the Methods, we conducted three experiments, (a) both the native and the foreign groups produced authentic voices, (b) the native group performed authentic voice and the foreign group performed disguised voice, and (c) a group of native listeners of English rated the degree of foreign accent from experiments a and b. The results showed evidence of correlation between the ratings and authentic voices. Nevertheless, they remained somewhat inconclusive for the disguised voice. It may be concluded that the more the Brazilian speaker approaches the L1-English target accent when voice disguising, the harder it is for the listener to recognize his/her L2-English accent.
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Rueda García, Zulma Xiomara, and Encarna Atienza Cerezo. "Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (December 2020): 281–96. http://dx.doi.org/10.15443/rl3022.

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As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.
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ZHANG, Xiaojing. "Principles of designing second foreign language teaching material." Region - Educational Research and Reviews 5, no. 5 (December 15, 2023): 39. http://dx.doi.org/10.32629/rerr.v5i5.1444.

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The improvement of second language learners' linguistic performance seems a tortuous process especially for the advanced English learners in China. Although native speakers give their witty sayings and sparkling comments, the majority of Chinese students could only rigidly apply English phrases they have learned from the textbooks very passively. Guided by foreign monographs in English language acquisition, a learner-centred second language teaching material is designed, underpinning the principles of providing authentic input for learners, drawing learners' attention to the linguistic features of input, providing opportunities for learners to communicate in target language, fostering learners' autonomy and offering guidance for autonomic learning. The activities designed in this teaching material have especially catered to the needs of advanced English learners, by providing them with more input resources, more feedback as well as more guidance in self-evaluation and self-learning after class for their further improvement. The material design would enlighten modern textbook compilers in guiding advanced second language learners' autonomic learning.
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Garcia Laborda, Jesus, and Jeanette Valencia Robles. "American Culture presence in EFL Textbooks used in Baccalaureate in Spain." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 37 (January 17, 2022): 47–62. http://dx.doi.org/10.30827/portalin.vi37.22339.

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Learning a foreign language implies a lot more than learning grammar and vocabulary. Language learners should also acquire the necessary social and cultural skills that would allow them to interact within the context where the target language is expected to be used. As a result, EFL teachers face the challenge of selecting and explaining the cultural contents that their students could employ when communicating with other English speakers. Especially the speakers from those countries where EFL learners would more likely travel to either for academic or working purposes. In the case of Spanish EFL learners, the United States of America is among the most popular destinations in this regard. Therefore, exploring to what extend the American Culture is being addressed in EFL textbooks might help educators to improve their own teaching approach. This paper addresses research into the presence of American culture in textbooks used in Spain. The results indicate the limited importance of American Culture in the ELT books used in Spain.. The paper concludes by including some suggestions to address American Culture in the teaching of English as a Foreign Language in Spanish EFL Classrooms.
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Atar, Cihat, and Cahit Erdem. "A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist." Research in Pedagogy 10, no. 2 (2020): 398–416. http://dx.doi.org/10.5937/istrped2002398a.

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This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.

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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.

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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Dissertations / Theses on the topic "Portuguese language – textbooks for foreign speakers – english"

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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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Emsley, Maletsema Ruth. "The effect of cultural background on comprehension of English texts by second language learners of English." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/577.

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Thesis (M.Ed. (Language Education)) --University of Limpopo, 2011.
This study investigated the effect of cultural background on comprehension of English texts by second language learners. The study specifically aimed at determining whether cultural background had any effect on comprehension of English texts by second language learners and whether the second language learners’ cultural background could help them comprehend unfamiliar texts. The background of the study in this mini dissertation was followed by the discussion on the literature available on this topic. This study followed a case study design which utilized 89 respondents from the Further Education and Training band of a rural secondary school in the north of Limpopo province. Data was obtained through the completion of questionnaires and answering of questions from a comprehension test based on English culture. The findings showed that there was no total comprehension of the text by learners who use English as a second language. Learners of English as a second language need to possess specific cultural schemata to comprehend texts that are unfamiliar to them. This study was informed by the schema theory. There is a significant effect of cultural background on the comprehension of English text by second language learners. KEY WORDS: Schema theory. Culture Comprehension. Cultural background
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Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.

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Díaz, Granado Miriam. "L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225892.

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This dissertation explores the potential differences in the acquisition of the sound system of a second language (L2) versus a third language (L3), building on recent research on adult L2 speech learning and testing the hypothesis that new category acquisition is available across the lifespan. On the one hand, recent influential theories of L2 speech learning predict that new sound categories will be difficult to acquire due to complex interactions among the phonetic categories residing in one same perceptual space. On the other, there exists the common assumption that the more sound categories one’s native language contains, the less difficult it will be to acquire new ones in a native-like fashion. My work provides additional evidence to this discussion, while providing speech data from the following five different speaker groups: (1) native speakers of American English; (2) native speakers of Mexican Spanish; (3) native speakers of Brazilian Portuguese; (4) native speakers of English learning Portuguese as their L2, and (5) native speakers of English learning Portuguese as their L3, who speak Spanish as their L2.The dissertation consists of three content chapters. The first of the content chapters describes the vowel systems of Mexican Spanish, American English and Brazilian Portuguese as informed by production data of the three native speaker groups above (1, 2 and 3). The second and third chapters describe and contrast the vowel system(s) of the two learner groups (4 and 5) as informed by their production and perception of Portuguese vowels respectively. The results from the analysis of the data from the various production and perception experiments performed as part of this dissertation provide evidence for (a) phonetic category assimilation and dissimilation processes in post-L1 speech learning and phonetic category interactions in general; (b) the relevance of quality and quantity of input in language learning; (c) the discussion on the relation between perception and production in post-L1 speech learning; and (d) the need for an extension of current models of L2 speech learning and cross-linguistic speech perception in order for these to address post-L2 speech learning processes, among other topics.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.

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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Books on the topic "Portuguese language – textbooks for foreign speakers – english"

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Castagnaro, R. Anthony. A Portuguese primer. New York: P. Lang, 1989.

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Smith, Elisabeth. Fast Portuguese. London: Hodder Education, 2011.

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Jouët-Pastré, Clémence. Ponto de encontro: Portuguese as a world language. 2nd ed. Upper Saddle River, N.J: Pearson Education, 2012.

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1961-, Klobucka Anna, ed. Ponto de encontro: Portuguese as a world language. Upper Saddle River, NJ: Prentice Hall, 2006.

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Tyson-Ward, Sue. Portuguese language, life & culture. Lincolnwood, (Chicago), Ill: Contemporary Books, 2002.

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Filoco, Lourdes. Ultimate Portuguese: Beginner-intermediate. New York: Living Language, 2004.

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Ackerlind, Sheila R. Portuguese: A reference manual. Austin: University of Texas Press, 2011.

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Araújo, Américo C. Portuguese: Fluency & culture 1. New Bedford, MA: DAC Publishers, 1992.

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Allen, Maria Fernanda. Portuguese in three months. New York, N.Y: DK Publishing, 1999.

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Rector, Mônica. Working Portuguese for beginners. Washington, D.C: Georgetown University Press, 2010.

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Book chapters on the topic "Portuguese language – textbooks for foreign speakers – english"

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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report, 83–98. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.
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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report, 83–98. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.
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