Tesis sobre el tema "Portuguese language – english"
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Rocha, Marco Antonio Esteves da. "A corpus-based study of anaphora in dialogues in English and Portuguese". Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243852.
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Araujo, Magberto Rocha. "If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13653.
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Includes bibliography.This study aims to contribute to the ongoing debate about the spread of English in Brazil. Brazilian Portuguese is the official and by far most spoken language in Brazil. In spite of being a multilingual country, several policies guided the country towards monolingualism. A bill has been recently proposed by the then congressman Aldo Rebelo, in 1999, and approved in 2007 that regards English as a threat to the Brazilian Po1tuguese language. Nonetheless, the bill has not yet been approved and still sits in the Senate's assembly due to strong opposition of the mainstream media, sociolinguists and marketing companies. English has spread quickly in Brazil, especially from the end of the 201h century to current days. According to several studies, the influence of English is specially noticed in brand naming, advertisements and people's names. Studies have also shown that English is also perceived as a prestigious language that attaches attributes of modernity, sophistication and connectivity with a globalized world to its speakers' identity. English is also the most studied foreign language in Brazilian schools. However, studies have shown that English teaching in Brazilian schools is perceived as weak and unsatisfactory mostly by students (Bernardo, 2007; Dias and Assis-Peterson, 2006), leading Brazilians to seek for English teaching in private English institutes. Another viable option for Brazilians has been the language programs to study English abroad. This study aims to understand how Brazilian Portuguese speakers who are studying English in Cape Town construct their language ideologies regarding English and Portuguese. The study uses two key concepts to guide the discussion, global Englishes and language ideologies. Overall, this study confirms findings of other studies, such as the perception of the participants towards Brazilian regular schools and English institutes. Moreover it contributes to the incipient literature concerning the perception of mobile students with regard to language programs to study English abroad. This study used a text to remind participants about the proposed bill by congressman Rebelo to elicit language ideologies around English and Portuguese. Most of the participants in this study positioned themselves as against the bill. Most of them claimed that language change is natural, and such attitude welcomes English borrowings which could be observed in the participants' interviews.
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Fabian, Ana Paula. "Investigating Vocabulary Abilities in Bilingual Portuguese-English-Speaking Children". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2557.
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This study investigated the vocabulary abilities of bilingual Portuguese-English-speaking children compared to their monolingual peers. Parental Report Surveys were conducted using the MacArthur-Bates Communicative Development Inventories (CDIs), which are standardized norms for vocabulary assessment. Electronic versions of the “Words and Sentences CDI” in English and Brazilian-Portuguese were used in order to assess the vocabulary of children between the ages of 16 and 36 months. Parents answered the surveys online.
Different vocabulary score types were used in order to evaluate the children’s lexicons: The Total Vocabulary score, the Conceptual Vocabulary scores, and the Total Modified Vocabulary. The analyses of the results showed that bilinguals had fewer words than the monolinguals in each language separately, but no significant differences between bilinguals and monolinguals when the two languages of the bilinguals were compared together to the monolinguals'. An analysis of cognates and translation equivalents showed that cognates help with the acquisition of words.
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老志鈞 y Chi-kuan Lou. "Europeanization of modern Chinese language in Macao". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214393.
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Grahl, Larissa. "L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8547.
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The process of reading in a second language is an under-studied area of research on second language processing. Researchers have found similarities and differences between first- and second-language reading (Koda, 2007; Artieda, 2017; Walter, 2007), and many believe that readers’ successful reading behaviors in their L1 reflect their reading patterns in the L2 (Yamashita, 2007; Cummings, 1991; Sparks & Ganschow, 1995). Others claim that a certain threshold level of L2 language proficiency is necessary before L1 reading ability transfers to L2 reading (Clark, 1978; Cummings, 1991). Eye tracking technology has enabled researchers to investigate early and late reading measures, the former associated with word recognition, and the latter with text integration (Rayner, 1998). However, research has not yet found much evidence for the effect of different proficiency levels in second-language reading behavior. This study builds from the aforementioned reading hypotheses and investigates whether multiple reading proficiency levels impacted reading behaviors of 37 Portuguese learners with native English backgrounds, with the use of eye-tracking technology. Participants read the same amount of passages in Portuguese (their L2), and in English (their L1), each of which ranged from Intermediate to Superior levels, and was followed by comprehension questions. Results indicate that, as expected, participants read faster in their first language and slower in their second language. Unexpectedly, proficiency level did not reveal significant effects on readers’ reading behaviors on their first or second languages.
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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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Moritz, Maria Ester Wollstein. "Differences and similarities in self-revision across portuguese as a native language and english as a foreign language /". Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81147.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T23:39:21Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T02:42:42Z : No. of bitstreams: 1 150712.pdf: 2321330 bytes, checksum: ec64d838a8adf3d220679afa580fc16f (MD5)
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Maia, Belinda Mary Harper Sousa. "A contribution to the study of the language of emotion in english and portuguese". Doctoral thesis, Porto : [Edição do Autor], 1994. http://hdl.handle.net/10216/7049.
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Maia, Belinda Mary Harper Sousa. "A contribution to the study of the language of emotion in english and portuguese". Tese, Porto : [Edição do Autor], 1994. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000030516.
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Kendall, Richard Ryan. "The Perception and Production of Portuguese Mid-Vowels by Native Speakers of American English". BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/5.
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This thesis examines the difficulties that beginning and advanced American learners of Portuguese have correctly perceiving and producing the Portuguese mid-vowels {o} and {e}. The beginning learners were enrolled in their second semester of Portuguese and had rudimentary knowledge of Portuguese. The advanced learners had all lived in Brazil for nearly two years and were enrolled in a more advanced Portuguese course. To test for production, informants were asked to read a group of sentences that contained one hundred occurrences of the Portuguese mid-vowels. Each production occurrence was evaluated as being correct or incorrect by linguistically trained native Brazilians. To test for perception, informants were evaluated on their ability to distinguish between tokens (individual vowel sounds) spoken in context by native Brazilian speakers. These tokens used to test perception were recorded in a professional recording studio in Brazil. The study found that beginning and advanced learners had difficulty perceiving and correctly producing the Portuguese mid-vowels. In the perception study, beginners scored 70% on the {o} section and 68% on the {e} section, for a combined score of 69%. The advanced learners scored 78% on the {o} section and 78% on {e} section, for an average score of 78%. In the production study, the advanced learners scored an average of 42% on the open vowels and 84% on the closed vowels. The beginners scored 23% on the open vowels and 97% on the closed vowels. The most striking finding in the study was that advanced learners scored lower on the closed vowel production section than did the beginners. This was due to a hypercorrection phenomenon in the advanced learners. The advanced learners, once they learned that open vowels exist in Portuguese, seemed to produce them sporadically in their speech. They tended to open many vowels that should have been closed. Beginners, however, rarely used any open vowels in their speech. Beginners showed a strong correlation between perception and production capabilities. Advanced learners, however, did not demonstrate a strong perception-production correlation. The author of this thesis can be contacted at richard@medlar.com
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CARVALHO, MARIA CECILIA GONSALVES. "THE ROLE OF ENGLISH AS A FIRST LANGUAGE IN TEACHING-LEARNING OF PORTUGUESE AS A SECOND LANGUAGE FOR FOREIGNERS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30000@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO papel do inglês como primeira língua em ensino-aprendizagem do português como segunda língua para estrangeiros investiga, como o próprio título indica, a relação entre primeira e segunda línguas - L1 e L2 - no processo de desenvolvimento desta última por falantes adultos. O objetivo maior da tese foi confrontar as teorias e métodos de ensino que defendem o monolinguismo na sala de aula de L2 e buscam o maior afastamento possível da L1, percebida como ruído no processo de aprendizagem. Questionando essa ideia, a presente pesquisa analisou um período de dez horas-aula de português como segunda língua, ensinado a falantes nativos de inglês, em contexto de imersão no Brasil, especificamente na PUC-Rio. Para a implementação dessa análise, serviram de fundamentação teórica conceitos básicos da psicanálise, do interculturalismo e da socioconstrução do conhecimento, que iluminam a interface L1-L2, dando conta de todas as suas dimensões, especialmente a subjetiva, a cultural e a social, respectivamente. Transcritas as aulas, a pesquisa destacou os momentos em que os alunos passaram do português para o inglês, observando as razões e as consequências dessa alternância da L2 para a L1. A partir disso, concluiu que os alunos empregaram o inglês, sua língua materna, com quatro funções distintas, a saber: expressar sentimentos, avaliar, compreender estrutura e expandir vocabulário. Com exceção da primeira, as três últimas resultaram em construção de conhecimento e, portanto, revelaram-se um recurso pedagógico. Por outro lado, o emprego da L1 para expressar sentimentos na sala de aula de L2 foi visto de maneira diferente, pois não se mostrou efetivamente positivo para a aprendizagem. Portanto, os dados fornecidos pela análise do corpus apontaram uma tendência positiva no uso da L1, fortalecendo a tese de que esta pode ser, sim, um recurso auxiliar para aprendizagem de uma nova língua.
The role of English as a first language in teaching-learning process of Portuguese as a second language for foreigners investigates, as the own title indicates, the relation between first and second languages - L1 and L2 - in the process of L2 development by adult speakers. The main objective of the dissertation was to confront teaching theories and methods that defend the monolinguism in L2 classroom, and seek to distance L2 from L1, that is perceived as interference in the learning process. Questioning this idea, the research analyzed a period of ten hours of Portuguese as L2 classes, taught for native English speakers, in an immersion context in Brazil, specifically in PUC-Rio. To develop this analysis, basics concepts of psychoanalysis, interculturalism and social construction of knowledge were used as theoretical foundation, that shed light on L1-L2 interface, involving all of its dimensions, especially the subjective, the cultural and the social ones, respectively. After the classes transcriptions, the research identified the moments in which the students switched from Portuguese to English, observing the reasons and consequences of this alternation from L2 to L1. As from this, we concluded that students used English, their mother language, with four different functions: expressing feelings, evaluating, understanding structure and expanding vocabulary. Excepting for the first one, the three others resulted in knowledge construction and, thus, it manifested itself as a pedagogical resource. In its turn, the L1 use for expressing feelings in L2 classroom was noted in a different way, because it was not effectively positive to the learning process. Therefore, the information provided by the analysis of data indicated a positive tendency in the L1 use, corroborating the thesis that L1 can be an auxiliary resource for new language learning.
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McMahill, Cheiron S. "Valuing minority children and their languages in Japan : discourses and identities in a Portuguese, English and Japanese community language school". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442729.
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Mullen, Kristen. "A Cross-Generational Analysis of Spanish-to-English Lexico-Semantic Phenomena in Emerging Miami English". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1801.
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Sociolinguists have documented the substrate influence of various languages on the formation of dialects in numerous ethnic-regional setting throughout the United States. This literature shows that while phonological and grammatical influences from other languages may be instantiated as durable dialect features, lexical phenomena often fade over time as ethnolinguistic communities assimilate with contiguous dialect groups. In preliminary investigations of emerging Miami Latino English, we have observed that lexical forms based on Spanish lexical forms are not only ubiquitous among the speech of the first generation Cuban Americans but also of the second. Examples, observed in field work, casual observation, and studied formally in an experimental context include the following: “get down from the car,” which derives from the Spanish equivalent, bajar del carro instead of “get out of the car”. The translation task administered to thirty-one participants showed a variety lexical phenomena are still maintained at equal or higher frequencies.
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Rocha, Eleomarques. "The Acquisition of the English Present Perfect by a Speaker of Brazilian Portuguese". ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/71.
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This study contributes to the debate about the importance of focus on form to adult second language acquisition with an investigation of a Portuguese-speaking adult's acquisition of English present perfect from a historical, correlational, and qualitative viewpoint. Using a husband-wife interaction in the L1, it investigates whether explicit grammar instruction and error correction can lead to automatic production. The focus of the study, the distinction between L1 present simple and L2 present perfect, is contrasted with a control distinction: L1 stative and L2 progressive. The importance of these distinctions is that both are semantically challenging for the L2 acquirer; therefore, they might require focus on form. This study argues against claims based on Krashen's input hypothesis that only comprehensible input can promote acquisition and that explicit data and negative evidence only affect performance. The results confirm the importance of noticing (Schmidt and Frota, 1986) as an essential aspect of adult second language acquisition. With a thorough look at the semantics of the present perfect, the study shows that focus on form is highly recommended for the acquisition of complex structures.
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Dietrich, Sarah Elizabeth. "A bilingual approach to the examination of writing products and processes in adults who are learning to write in their second language". Thesis, Boston University, 2001. https://hdl.handle.net/2144/33455.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Through the examination of nine participants (Spanish and Portuguese speakers) writing in Ll language and in English, I explored the following question: What do adult writers do when writing in Ll and L2? This study examined product-related features (text length, text structure, and text quality), process-related features (planning, drafting, revising, editing) in Ll and L2, as well as participants' beliefs about L2 writing, training, and the texts they produced. The study differed from earlier research in its use of multiple data sources (writing samples, think-alouds, observations, interviews) and its bilingual approach to data gathering. Analysis of the data gathered in this study led to several major findings. Text length in L2 varied with levels of L2 proficiency. Familiarity with task and writing context led participants with high levels of L2 proficiency to write more in English than they did in Ll. However, neither L2 proficiency nor Ll text quality were found to be predictors of L2 text quality. Overall, participants planned very little, and drafting processes were found to vary across participants. Participants were less able to correct their errors and modified their texts more frequently in L2; in L2 they were more likely to engage in editing than in revising. Despite participants' efforts to modify their texts, final versions of both Ll and L2 essays contained errors of spelling, grammar, and punctuation. Finally, study participants reported feeling limited by their knowledge of L2 grammar and vocabulary, saying they felt unable to express their ideas fully in their second language.
2031-01-01
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Macedo, Valdete Aparecida Xavier de [UNESP]. "Entrada vocabular na linguagem virtual". Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/91741.
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macedo_vax_me_assis.pdf: 198486 bytes, checksum: e9872c567c072e65e6007f920ea75617 (MD5)O objetivo deste trabalho foi o de fazer um estudo sobre a projeção do inglês, língua universal, sobre a portuguesa, considerando-se os empréstimos lexicais, porta de entrada para a configuração e enriquecimento vocabular da língua de chegada. Estes vocábulos são indicativos ao vocabulário da língua de especialidade, divulgados nos programas da Internet. Fizemos uma pequena reflexão sobre o fenômeno da linguagem virtual, que vem se cristalizando em discurso interativo de povos e nações colocadas frente a frente ao sistema de globalização. Pretendemos, neste relato, abordar resultados de uma pequena análise de textos recolhidos dos sites da Internet, permitindo transpor para o usuário uma comunicação interacional e de projeção rápida de informações que estão sempre à disposição dos grupos sociais. Essa interatividade, segundo nossos critérios de estudo, permitiu centrar duas questões. A primeira fazer o usuário tomar conhecimento dos acontecimentos informacionais no mundo frente ao sistema global. A segunda referente a individualização dos grupos sociais, em respeito às realidades específicas de sua história, de sua cultura.
The objective of this work was to make a study on the projection os English, as universal language, over Portuguese, opening a research centered in the loan of words from English to Portuguese. These words are indicative of the vocabulary of the language of specialty, divulged in Internet programs. We have made a reflection upon the phenomenon of the virtual language, a language that is crystallizing in interactive speeches of peoples and nations, face to face to the globalization system. We intend, in this study, to approach results of small analysis of texts, collected from sites in the Internet, allowing transposing to the user an interactive communication of fast projection of information, always available for social groups. This interactivity, according to our criteria of study, allowed us to focus two issues. The first one is to make the user be aware of the informational events in the world face to global system. The second refers to the individualization of the social groups, in respect to the specific realities of its history and its culture.
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Galvao, Gabriela. "Linguistic interference in translated academic texts: : A case study of Portuguese interference in abstracts translated into English". Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5255.
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AbstractThis study deals with linguistic interference in abstracts of scientific papers translated fromPortuguese into English collected from the online scientific database SciELO. The aim of thisstudy is to analyze linguistic interference phenomena in 50 abstracts from the field ofhumanities, history, social sciences, technology and natural sciences. The types ofinterference discussed are syntactic/grammatical, lexical/semantic and pragmatic interference.This study is mainly qualitative. Therefore, the qualitative method was used, in order to findout what kinds of interference phenomena occur in the abstracts, analyze the possible reasonsfor their occurrence and present some suggestions to avoid the problems discussed. Besides, aquantitative analysis was carried out to interpret the results (figures and percentages) of thestudy. The analysis is aimed at providing some guidance for future translations. This studyconcluded that translations from a Romance language (in this case Portuguese) into aGermanic language (English) tend to be more objective and/or sometimes lose originalmeanings attributed in the source text. Another important finding was that abstracts from thehumanities, history and social sciences present more cases of interference phenomena than theones belonging to technology and natural sciences. These findings imply that many abstractswithin these areas have high probability to be subject to the phenomena discussed and,consequently, have parts of their original meaning lost or misinterpreted in the target texts.Keywords: abstracts, bilingualism, cross-linguistic influence, linguistic interference, linguistictransfer, non-native speakers of English, Portuguese-English interference, source text, targettext, translation.
Study on linguistic interference
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O'Neill, Sarah Ollivia. "Sound correspondences in the English-Spanish bilingual lexicon". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6620.
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While it has been recognized that L2 word learning is facilitated for cognates (De Groot & Keijzer 2000), approaches to cognate acquisition have focused on the similarity of L1- L2 forms, overlooking regular patterns in differences between items. For example, English phone [dʒ] regularly corresponds to the Spanish phone [x]: agent [eɪdʒɛnt]- agente [axente], voyage [vɔɪədʒ]- viaje [bjaxe]. The current studies test whether L1 English, L2 Spanish learners acquire and utilize regular cognate sound correspondences. Experiment 1 compared accuracy for cognate forms that include or do not include regular correspondences. Subjects learned the English names of 20 monsters. Afterward, they saw each monster's image and heard its name in English, then recalled and produced the monster's (cognate) name in Spanish. Results revealed higher accuracy for items containing regular cognate correspondences. Subjects with higher proficiency showed greater differences in accuracy between regular and irregular items. In Experiment 2, subjects heard a novel word in either English or Spanish and invented a plausible cognate in the other language. Their modifications to the word forms were analyzed. Analyses revealed that subjects’ modifications were not random, but rather demonstrated convergence on dominant modification strategies. Higher proficiency correlated with greater convergence on dominant strategies. Together, these results demonstrate that L1 English, L2 Spanish learners have knowledge of regular cognate correspondences and can utilize correspondences to learn or invent new cognate forms. Furthermore, because this knowledge is acquired gradually by the L2 learner, cognate processing is not consistent across proficiency levels or between individual learners.
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Melo, Monteiro Suzana Queiroz de. "A contrastive investigation of 'reading strategy awareness' and 'reading strategy use' by adolescents reading in the first language (Portuguese) and in the foreign language (English)". Thesis, University of Essex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264567.
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Kong, Kam Leng. "Grammatical constraints on Chinese/Portuguese code-switching in Macao". Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636603.
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Brinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.
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The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities—one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qualitative case study design was used to examine the attitudes, perceptions, views, and behaviors of the teachers, students, and LRC staff who participated in the project. The objective of the study was to shed light on the factors that facilitated and hindered teletandem design, implementation and sustainability. Participant feedback was interpreted and contextualized by the researcher to provide rich descriptions of how Teletandem was optimized and how it impacted student learning. The findings suggest that Teletandem is an innovative, low-cost, high-impact language learning activity with vast pedagogical implications. As a lab supplement to traditional instruction, it enabled students at both sites to accelerate L2 development through authentic immersion and practice while making social connections with native speakers abroad. In addition, the results showed that—for many students—Teletandem heightened intercultural awareness, boosted confidence in the L2, and strengthened fluency skills while rendering a transformational learning experience.
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Child, Michael W. "Cross-Linguistic Influence in L3 Portuguese Acquisition: Language Learning Perceptions and the Knowledge and Transfer of Mood Distinctions by Three Groups of English-Spanish Bilinguals". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333340.
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Interest in Portuguese has steadily increased over the last decade in universities across both North and South America (Carvalho 2002, 2011), principally among Spanish speakers. Generally speaking, Portuguese for Spanish-speakers courses have been designed around the theory that Spanish-speaking students will benefit from cross-linguistic influence (CLI, or transfer) due to the typological similarity that exists between Portuguese and Spanish (see Júdice, 2000). Related to this, the Typological Primacy Model, or TPM (Rothman, 2011), states that CLI in L3 acquisition principally comes from the language that is perceived to be typologically similar to the target language (psycho-typology, see Kellerman, 1983), resulting in both positive and negative transfer. Although there is a high degree of typological similarity between Spanish and Portuguese, it is unknown whether or not this linguistic proximity is equally salient to all learners and whether or not learners view this linguistic proximity as an advantage or a disadvantage when learning Portuguese. Furthermore, some studies have suggested that the context in which one's Spanish is acquired may play a role in the different types of CLI evident among different Spanish-speaking learners of Portuguese (e.g., Carvalho & da Silva, 2006; Johnson, 2004; Koike & Gualda, 2008). Consequently, Carvalho (2002, 2011) has called for more empirical evidence to shed light on the nature of CLI between Spanish and Portuguese. This dissertation, consisting of three main studies, seeks to answer this call by examining the effects of language background on L3 Portuguese acquisition among three groups of Spanish-speaking bilinguals: L1 Spanish (L1S) bilinguals, L2 Spanish (L2S) bilinguals, and heritage speakers of Spanish (HS bilinguals). Results from both quantitative and qualitative analyses of questionnaire data from the first study suggest that although all participants view Spanish as the principal source of CLI in L3 Portuguese acquisition, L2S bilinguals and HS bilinguals perceive the role of Spanish as significantly more facilitative when learning Portuguese than do L1S bilinguals. The second and third studies used a sentence completion task and a preference/grammaticality judgment task (see Ayoun, 2000) to measure bilingual students' knowledge of mood distinctions in Spanish in obligatory and non-obligatory contexts, respectively, and how they transfer that knowledge to Portuguese. Results indicate that the L2S group scored significantly lower on both measures of mood distinctions in obligatory contexts in Spanish, but transferred over more of their knowledge to Portuguese than either the L1S or HS groups. Similarly, results suggest that L2S bilinguals do not understand the variable nature of mood distinctions in non-obligatory environments, but show almost identical strategies of mood selection in both Spanish and Portuguese. In contrast, L1S and HS bilinguals display knowledge of the variable nature of mood distinctions in Spanish in these contexts but show marked differences in mood selection between the Spanish and Portuguese tasks. The results of these studies contribute to L3 acquisition literature by emphasizing the complexity involved in determining the role of the background languages in CLI and by highlighting the importance of the context of acquisition in CLI. In addition, the results provide more empirical evidence regarding the differences between how different groups of Spanish-speaking bilinguals transfer their knowledge when acquiring L3 Portuguese.
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Elkafri, Linda. "The Effect of Transfer on Arab and Portuguese Learners' Use of the English Prepositions to and for". Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144651.
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The researcher has studied, in this paper, the effect of transfer on the Arabic and Portuguese learners’ using prepositions during their process of learning English as a second language. The prepositions that the study deals with are to and, for. The aim of the study is to show the influence of the learner’s first language on the target language. The study draws upon literary sources such as Littlewood’s book Foreign and Second Language Learning (Littlewood, 1984), as well as practical experiments which are divided into a multiple choice test and a translation test. Through the analysis of the results of these tests, the study shows the extent of influence of the first language on the process of learning a second language. The answers of the students are analyzed by comparing the rules of using prepositions in the learner’s first language and English. The participants in this study are students in ACS international school in Qatar. The study also includes interviews with two teachers. The interviews are done in order to provide additional information on the effect of the learner’s first language on learning a second language. The teachers express their views which was formed after many years of teaching experience.
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de, Melo Andrea, Katie Barnes, Katie Marth, Kathleen Schweitzer, A. Lynn Williams y Marcia Keske-Soares. "Prevalence of Disorders of the Sound of speech in the Brazilian Portuguese Speakers and English-Speaking Countries: A Narrative Review". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2011.
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OBJECTIVE: The disorder of speech sounds (DSF) is the most prevalent type of communication disorders, which corresponds to 32% of all disorders (Slater, 1992). The objective was to conduct a comprehensive narrative review of studies on the prevalence of DSF in English-speaking countries (USA, UK, Australia, Canada), as well as Brazilian Portuguese speakers. METHODS: The method for systematic and transparent selection of appropriate studies included the search terms («Prevalence», «criteria», «speech and language delay», «disorder», «speech delay», «primary speech and language delay prevalence», «speech impairment prevalence», «speech disorder prevalence») and databases (CINHAL, PubMed, ASHA, Psyinfo, Google Search, Scielo). The number of articles found in the narrative review period (February-March 2012) was 52, 37 were selected, and those who were included in the review were 35 articles. Each article was summarized according to the author(s), year of publication, reported the prevalence, sample size, age of study participants, and the measures used to determine DSF. RESULTS: The results indicate that DSF remains a highly prevalent condition that the variation is even greater for children speakers of Brazilian Portuguese. CONCLUSION: The results of this narrative review are discussed in relation to differences in the definition of DSF, severity and type of change communication studied the nature of the study samples and differences in study methods. Still, will be discussed on the need for future research to examine the prevalence between countries and languages.
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Banov, Ivan K. "The Production of Voice Onset Time in Voiceless Stops by Spanish-English Natural Bilinguals". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4340.
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This study analyzes the production of Voice Onset Time (VOT) of natural Spanish-English bilinguals. VOT is a linguistic characteristic that measures the amount of aspiration occurring after the release of a stop consonant. In terms of VOT, English stop consonants differ substantially from their Spanish equivalents. This study analyzes whether or not natural bilinguals produce VOTs that approximate VOTs of monolingual speakers of each language. Participants completed two surveys to quantify their linguistic dominance in English and Spanish. They were then recorded performing similar speaking tasks in both languages. The conclusions show that natural bilinguals do not produce their English or Spanish VOTs within the monolingual norms defined in previous studies. If conclusions were to be drawn solely from this data, then the participants would theoretically have no monolingual-like language production of VOT. There is also no correlation between language dominance scores and production of VOT. These results support the conclusion that a natural bilingual is not the equivalent of two natural monolingual speakers. Significant correlations exist between VOT production and gender, age of learning English, and amount of time spent watching TV in each language. Another interesting conclusion is that many of the participants score more Spanish-dominant when a survey is given in Spanish and more English-dominant when the very same survey is given in English. This shows that even the language of a survey may skew responses slightly.
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Osborne, Denise Maria y Denise Maria Osborne. "The Acquisition of Fine Phonetic Detail in a Foreign Language: Perception and Production of Stops in L2 English and L1 Portuguese". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620956.
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This study investigated the perception and production of L2 English and L1 Portuguese stops in initial position by analyzing the acquisition of voice onset time (VOT) categories. 36 Brazilian Portuguese (BP) learners of English and 36 monolingual BP speakers, all of them living in Brazil, participated in this study. There were two language sessions, English and Portuguese (monolinguals took part in the Portuguese session only). In each language session, participants took part in a production and a perception task in the respective language (the tasks were mirror-images of each other). To elicit the production data, participants took part in a delayed repetition task. To elicit the perception data, participants took part in a two-alternative forced-choice identification test. The analysis of the data showed that improvement in L2 may entail improvement in L2 perception of stops. On the other hand, the lack of effects of proficiency in L2 production of stops may suggest occurrence of learning stabilization of L2 VOT categories. L1 phonetic drift was observed in the production of the Portuguese /b/, /k/, and /g/ (but not for /p/). However, no effects of L2 learning on L1 was observed for the perception of Portuguese /b/-/p/. L2 learners who had learned English in their L1 country and in formal settings demonstrated that they were able to form new phonetic categories for the production of /p/, /b/, and /g/. The higher-proficiency group (but not the lower-proficiency group) demonstrated that they developed language-specific phonetic strategies for /p/-/b/ since they were able to process the same set of sounds on a continuum from /b/ to /p/ as either L1 or L2 stops as a function of language mode. The perception study showed that language-specific phonetic strategies, which had been observed among highly fluent bilinguals, could also be possible for this population.
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Macedo, Valdete Aparecida Xavier de. "Entrada vocabular na linguagem virtual /". Assis : [s.n], 2002. http://hdl.handle.net/11449/91741.
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Orientador: Antonieta LafaceBanca: Maria do Rosário Gomes Lima da Silva
Banca: Jeni Silva Turazza
Resumo: O objetivo deste trabalho foi o de fazer um estudo sobre a projeção do inglês, língua universal, sobre a portuguesa, considerando-se os empréstimos lexicais, porta de entrada para a configuração e enriquecimento vocabular da língua de chegada. Estes vocábulos são indicativos ao vocabulário da língua de especialidade, divulgados nos programas da Internet. Fizemos uma pequena reflexão sobre o fenômeno da linguagem virtual, que vem se cristalizando em discurso interativo de povos e nações colocadas frente a frente ao sistema de globalização. Pretendemos, neste relato, abordar resultados de uma pequena análise de textos recolhidos dos sites da Internet, permitindo transpor para o usuário uma comunicação interacional e de projeção rápida de informações que estão sempre à disposição dos grupos sociais. Essa interatividade, segundo nossos critérios de estudo, permitiu centrar duas questões. A primeira fazer o usuário tomar conhecimento dos acontecimentos informacionais no mundo frente ao sistema global. A segunda referente a individualização dos grupos sociais, em respeito às realidades específicas de sua história, de sua cultura.
Abstract: The objective of this work was to make a study on the projection os English, as universal language, over Portuguese, opening a research centered in the loan of words from English to Portuguese. These words are indicative of the vocabulary of the language of specialty, divulged in Internet programs. We have made a reflection upon the phenomenon of the virtual language, a language that is crystallizing in interactive speeches of peoples and nations, face to face to the globalization system. We intend, in this study, to approach results of small analysis of texts, collected from sites in the Internet, allowing transposing to the user an interactive communication of fast projection of information, always available for social groups. This interactivity, according to our criteria of study, allowed us to focus two issues. The first one is to make the user be aware of the informational events in the world face to global system. The second refers to the individualization of the social groups, in respect to the specific realities of its history and its culture.
Mestre
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Menezes, Maria Helena Pinto Morais Sarmento de. "ICT in modern languages : a study of the effects multimedia books have on developing reading skills among Portuguese young learners of EFL (English as a foreign language)". Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312438.
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Souza, Sergio Augusto Freire de. "O movimento dos sentidos sobre linguas estrangeiras no Brasil : discurso, historia e educação". [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270711.
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Orientador: Eni de Lourdes Pulcinelli OrlandiTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-05T17:09:03Z (GMT). No. of bitstreams: 1 Souza_SergioAugustoFreirede_D.pdf: 11161108 bytes, checksum: 83635855c55a485962cbd0e10eb40f59 (MD5) Previous issue date: 2005
Résumé: Ce travail vise à comprendre le chemin pris par les significations des langues étrangere au Brésil. Il est basé sur les présuppositions théoriques de l'analyse de discours fondées par Michel Pêcheux. Quand la compréhension est réalisée, elle est suggérée une politique éducative altemative de langue étrangere afin d'améliorer la qualité de l'offre de langue étrangere par le systeme d'école d'Etat. L'analyse commence à partir de l'absence de la signification des langues étrangeres, qui dérive du manque de définition d'une langue nationale dans le commencement de la colonisation brésilienne pendant le 16eme siecle. Elle passe par l'établissement d'une langue nationale dans la deuxieme moitié du 18eme siecle en raison des réformes de Pombal, par le nationalisme du début des années 20 du 1geme siecle, par la politique de silence et d'infusion pendant le gouvemement de Getúlio Vargas, et par la disjonction de la signification de la langue étrangere effectuée par la politique dans la période militaire et continuée par les gouvemements de Femando Collor et de Femando Henrique Cardoso. L'analyse suit ce raisonnement: analyse dês contextes historiques, analyse des lois et documents éducatives, et analyse e la signification des langues étrangeres dans ces documents. L'hypothese du travail est celle vers la fin des années 60 il y avait une fente dans la signification des langues étrangeres. À partir de ce moment dorénavant il y a eu deux significations différentes "de langue étrangere": la bonne (liée au marché économique) et Ia mauvaise (lié au systeme d'école d'Etat). En conclusion, le travail présente une proposition théorique qui prend en compte cette disjonction des significations. On le suggere l'exécution de la politique publique pour l'enseignement de langue étrangere par les centres publics de langue étrangere, qui devraient considérer l'apprentissage d'une langue étrangere comme procédé subjectif d'identification, avec la relation pédagogique provenant d'un concept non subjectif de sujet
Resumo: Este trabalho tem por objetivo compreender o percurso dos sentidos das línguas estrangeiras no Brasil a partir da perspectiva teórica da Análise de Discurso, iniciada por Michel Pêcheux e propor, a partir dessa compreensão, uma alternativa para o ensino de línguas na rede pública de ensino. Parte da análise da ausência do sentido de língua estrangeira pela própria indefinição de língua nacional no inicio do processo de colonização, no séc. XVI. Caminha através do estabelecimento da língua nacional na segunda metade do séc XVIII, com as reformas pombalinas, do nacionalismo antropofágico do início do séc.XIX, das políticas de silenciamento e infusão do Governo de Vargas, do esvaziamento e disjunção de sentidos proporcionada pela política do governo militar. Todo o percurso é analisado através da legislação educacional correspondente. A hipótese é de que a partir do final da década de 1960 iniciou-se a separação no imaginário entre o sentido de língua estrangeira boa e a má (associada à escola). Apresenta, por fim, uma proposta teórica que leve essa disjunção em consideração para a implementação de uma política pública de ensino de línguas através de centros de línguas públicos que considerem o processo de aprendizagem de uma língua estrangeira como um processo de identificação subjetiva, entendendo a relação pedagógica a partir de uma concepção não-subjetiva de sujeito
Abstract: This work airns at understanding the irnagery path taken by the rneanings of foreign languages in Brazil. It is based on the theoretical presuppositions of Discourse Analysis founded by Michel Pêcheux. When the understanding is achieved, it is suggested an altemative foreign language educational politics in order to widen up the quality of foreign language offer by the public school systern. The analysis starts frorn the absence of rneaning of foreign languages, which derives frorn the lack of definition of a national language in the beginning of the Brazilian colonization during the 16thCentury. It goes through the establishrnent of national language in the second half of the 18thCentury as a result of Pombal' s reforms, through the anthropofagical nationalisrn of the 19thCentury early 20's, through the silence and infusion politics during Getúlio Vargas's Govemment, and through the disjunction of the rneaning of foreign language carried out by the politics in the military period and endorsed by the post-rnilitary govemments of Femando Collor and Femando Henrique Cardoso. The analysis follows this rationale: analysis of historical settings, analysis of the educational laws and docurnents, and analysis of the meaning of foreign languages within these docurnents. The hypothesis of the work is that in the late 60's there was a split in the meaning offoreign languages. From that moment on there have been two different rneanings of "foreign language": the good one (linked to the rnarket) and the bad one linked to the public school systern). Finally, the work presents a theoretical proposal that takes this disjunction of meanings into consideration. It is suggested the irnplernentation of public politics for foreign language teaching through Public Foreign Language Centers, which should consider the leaming process of a foreign language as a subjective identification process, with the pedagogical relation sternrning from a nonsubjective concept of subject
Doutorado
Analise do Discurso
Doutor em Linguística
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Bean, Ariel Rebekah. "Leaving the Dark to Find the Light: A Study of L1 English Acquisition of L2 Spanish /l/". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3415.
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Second language acquisition (SLA) research is rich in possibilities for examining language-specific phonetics and phonology in the cross-linguistic context of acquisition. However, much of the existing English-Spanish research focuses on the acquisition of voice onset time (VOT) of /p, t, k, b, d, ɡ/ or rhotics, or on acquisition in relation to factors such as task type, time abroad, and motivational intensity (e.g. Alvord & Christiansen, 2012; Díaz-Campos, 2004, 2006; Face, 2006; Martinsen, 2010; Martinsen & Alvord, 2012; Shively, 2008; Shively & Cohen, 2008; Tanner, 2012 a, 2012b; Zampini, 1994). Like these studies, the present study incorporates linguistic and extralinguistic variables, but this time focusing on Spanish /l/ acquisition in native English speakers. Furthermore, the present study investigates L2 lateral liquid /l/ acquisition by comparing L2 results with previously established L1 research of /l/. Reviewing a variety of SLA phonological research in a wide range of contexts, I include in this study nine independent variables based on syllabic context, phonetic context, level of learning, task type, and motivational intensity. The L2 Spanish /l/ data came from digitally recorded speech samples from 21 L2 Spanish speakers and were compared with a benchmark established by similar recordings from two L1 English and two L1 Spanish speakers. All participated in conversational and reading tasks, and all the L2 participants completed a background questionnaire for demographic and linguistic experience data and the Survey of Motivational Intensity (Gardner, 1985) to measure individual motivational intensities to learn Spanish. From these data, target-like /l/ acquisition was determined by acoustically derived formant measurements and tested for significance in a variety of variables. Of the independent variables, syllabic context proved to be collinear with vowels preceding and following /l/ and motivational intensity was not statistically significant. Moreover, the results prove that syllabic context, certain preceding and following phonetic segments, level of learning, and task type all have a significant effect on successful L2 Spanish /l/ acquisition.
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Aldrich, Alexander Charles. "Acquisition of L2 Phonology: An Acoustic Analysis of the Centralization of L2 Spanish /a/ in Adult L1 English-Speaking Learners". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5289.
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Although many studies have been carried out regarding the acquisition of Spanish as a second language, very few have focused on the acquisition of Spanish vowels. Studies that have compared the L2 production of Spanish vowels in learners who have spent an extensive time living abroad versus at home learners are scarce at best. The present study hopes to add to the literature by comparing the L2 pronunciation of the Spanish /a/ in these two groups using an acoustic analysis with the aid of speech-signal processing software and the inclusion of a native group for comparison. In addition, it hopes to provide insight into how these groups vary in their pronunciation of the Spanish /a/ in different tasks. Three tasks were administered—an oral interview, the reading of a short story, and the reading of a word list—whose range varied by less formal to more formal, respectively. The tokens were analyzed using Praat to find the F1 and F2 value at the midpoint of each. The results indicate that those who lived in a Spanish-speaking country for an extensive period of time (RM) demonstrated a significant difference (p<0.05) between their production of the Spanish stressed /á/ and the unstressed /a/ in the oral interview and short story tasks, but did not show a significant difference in the more formal word list task. The at-home (AH) group, who had spent no more than three weeks in a Spanish-speaking country, displayed a significant difference (p<0.05) between the two tokens in all three tasks. It was found that the RM group displayed a significant difference (p<0.05) in F2 values between it and the native speaker (NS) group in one of the tasks, indicating that language transfer was present in both its stressed and unstressed tokens of the Spanish /a/. Interestingly, the native Spanish-speaking group also displayed a significant difference (p<0.05) between its production of the stressed /á/ and the unstressed /a/ in the short story task.
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Martins, Inês Brás Pessoa. "Entertainment delivery methods and language learning". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17956.
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Mestrado em Línguas e Relações EmpresariaisA presente dissertação propõe-se explorar a indústria do entretenimento, em particular televisivo e de cinema, e as recentes mudanças nos métodos de distribuição. Adicionalmente, procura explorar a utilização de conteúdos de entretenimento em Inglês como ferramentas de aprendizagem da língua. A dissertação tem o objetivo de compreender qual a expetativa dos jovens portugueses em relação a estas mudanças e qual a sua perceção do papel dos novos métodos de distribuição de conteúdo na aprendizagem do Inglês.
This dissertation aims to explore the entertainment industry, in particular television and cinema, along with recent changes in their distribution methods. Additionally, it aims to explore the role of video content in English as a language learning tool. The main goal of this dissertation is to understand the expectations of Portuguese young people regarding these changes and their perception as to these new content distribution methods’ role in learning English
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Linton, Tanner Charles. ""It's Not Me, It's /u/: An Acoustic Analysis of Target-Language Immersion's Effect on L1 English Speakers' Spanish Vowel Production" and "Tener: ¿Lo tenemos entendido?"". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6638.
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Within the field of second language acquisition of phonology, the role of immersion experiences on language learners' pronunciation has recently become a topic of greater interest. While students of a foreign language with study abroad experience (one to six months) have shown relatively little progress in pronunciation gains, language learners group with extended immersion experience—approximately 24 months abroad—have demonstrated more native-like pronunciation. This study compares the pronunciation of L2 Spanish /u/ among native English speakers enrolled in the same third-year Spanish course who belong to two different groups based on the context of their previous language learning: extended immersion in a Spanish-speaking country or traditional classroom instruction. The effects of syllabic stress and speech task type on the pronunciation of these two groups are also examined. Acoustic data from participants' speech is used to conduct statistical analyses. Words and phrases are subject over time to a process called grammaticalization, especially those that are used frequently. This process causes a gradual shift from use as lexical items to use as grammatical devices. Semantic bleaching also occurs, which means that the earlier or original lexical content of a word or phrase is partially or completely lost. Verbs expressing the idea of possession are particularly susceptible to this type of change. The Spanish verb tener ('to have'), while still retaining its lexical content, has come to be used in constructions that do not represent the explicit idea of possession—they incorporate a bleached usage of the word. This alteration is evident in four construction types examined in this paper. These constructions all have three essential elements: a "possessor" argument, a "possessed" argument, and a third modifying component. The analyses of these constructions include templates that describe both their semantic content and their syntactic structure.
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García-Liñeira, María. "Literary citizenship and the politics of language : the Galician literary field between 1939 and 1965". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b247a80b-2676-4d0b-b2c3-0c63e3e68bc0.
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My thesis, Literary Citizenship and the Politics of Language: The Galician Literary Field between 1939 and 1965, is the first attempt to examine the building process of Galician national literature by focusing on one of its constitutive elements, the linguistic criterion. Drawing on Mario Santana's concept of literary citizenship, which can be defined as membership of a literary community, it pays attention to the development of the idea that Galician literary citizenship is language specific, in other words, that to be a member of the national literature, writers have to write in Galician. It does so by focusing on one of the most neglected periods in Galician and Spanish Studies (1939–1965). Chapter one, 'Going Public: The Adventure of Galician Publishing, 1939–1965', presents the first ever account of the publishing world in the studied period. Chapter two, 'From Region to Nation: Galician Literary Studies', argues that the main battleground in the definition of Galician literary citizenship was the field of Galician literary studies, where the concept of literary citizenship was naturalised and then institutionalised. Chapter three, 'Negotiating Identities', explores writers' language choices, paying special attention to those who wished to earn a language-specific Galician literary citizenship. Apart from native and exophonic writers, the chapter addresses writers who did so through translation. Chapter four, 'No Man's Land: Female Writing and Language', argues that female writers had a double-edged experience in the literary field. The patriarchal literary institutions were interested in their symbolic capital but they exercised firm control over them. The conclusion, 'A New raison d'être for Galician Literary Studies', summarises the main argument put forward by this thesis, that to understand fully the development of Galician literary citizenship, literature must be studied outside the national framework.
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Souza, Ana Beatriz Barbosa de. "Should I speak Portuguese or English? : ethnic and social identity construction in the language choices of Brazilian mothers and their mixed-heritage children at home and in a community language school in the UK". Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436925.
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Da, Costa Dinis Fernando. "A discourse analysis of code-switching practices among Angolan migrants in Cape Town, South Africa". Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2046.
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Magister Artium - MAIn this thesis, I explore the code-switching practices of long-term Angolans migrants in Cape Town when they interact with those who have been here for a much shorter period. In my Honours research essay, I revealed a tendency among those who have lived in Cape Town for some time to code-switch from Portuguese to English even in the presence of more recent migrants from Angola, who have little or no mastery of English. This thesis thus considers the effects of space, discourses of power, language ideologies and attitudes on the patterns of inter- and intra-sentential code-switching by these long-term migrants in interaction with each other as well as with the more recent “Angolan arrivals” in Cape Town. Twenty Angolan migrants participated in this study. Of these, ten were long-term migrants to South Africa, while a further ten were relative newcomers. While the long-term migrants could claim to be bilingual in Portuguese and English, the newcomers were largely limited to a few English words in their repertoire. However, both groups could speak one or more of the indigenous languages of Angola, like Kimbundu, Umbundu, Kikongo and even Lingala (which is an indigenous language from Republic Democratic of Congo). Some of the long-term migrants had even acquired South African indigenous language such as isiXhosa and Afrikaans. The study made use of qualitative ethnographic methodologies to collect the data. These included recorded conversations, individual and focus group interviews, both general observation and participant observation.
South Africa
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Mello, Aline. "Articulação semântico-cognitiva por meio de papéis semânticos". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/10820.
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Articulação Semântico-Cognitiva por Meio de Papéis Semânticos realiza a comparação de enunciados retirados do meio jornalístico nas línguas portuguesa e inglesa, analisados com base nas teorias propostas pela gramática de casos e semântica cognitiva. A partir das idéias de background e foreground propostas por Fillmore, é possível a interpretação de tais enunciados como eventos. Pretende-se, aqui, categorizar os predicadores, verificar seus possíveis efeitos de sentido dentro do contexto em estudo, determinar as relações temáticas que envolvem os núcleos preposicionais, analisar e dimensionar os dados qualitativamente. A análise procedeu-se tendo como corpus editorial da revista National Geographic, nas versões em língua portuguesa e inglesa, donde se concluiu que o ambiente enunciativo tanto na fala quanto na escrita sofre alterações, mas, apesar de flutuações sintáticas (como indicações de tempo e gênero), o campo semântico mantém-se inalterado, ou seja, estável e produtivo.Cognitive -Semantic Articulation by Semantic roles compares sentences from publications in Portuguese and English Languages, analyzing them through the theories proposed by The Case Grammar and Cognitive Semantics. The concepts of background and foreground presented by Fillmore allow an interpretation of such sentences as events. The intention is to categorize the verbs, verify their possible effects within the analyzed context, determine the thematic relations involved in the prepositional nucleons and qualitatively analyze the data. The analyses had the Portuguese and English versions of a National Geographic editorial as a corpus, from which we concluded that although the discourse environment can differ, the semantic field remains unaltered.
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Crane, Mary Williams. "Acquisition of Spanish Voiceless Stops in Extended Stays Abroad". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2707.
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Although English and Spanish both have the voiceless stops /ptk/, they differ in VOT; English has long-lag voiceless stops and Spanish has short-lag. This difference means that native English-speaking learners of Spanish are likely to transfer the long voice lag typical of their first language (L1) to Spanish voiceless stops. This study measured the VOT of 20 native English-speaking learners of Spanish, each with a length of residence (LOR) in a Spanish-speaking country of almost 2 years. The study participants were found to produce voiceless stops intermediate to the averages of their L1 (American English) and L2 (Spanish), with some speakers producing voiceless stops with the range observed for Spanish. A significant main effect on VOT was found for all the variables of linguistic context tested: place of articulation, word-initial vs. -internal position, stress, preceding segment and following segment. A significant main effect was also found for speech style, percentage of communication done in Spanish with native Spanish speakers while abroad, years of formal L2 instruction prior to stay abroad, and time spent each week speaking Spanish with native speakers since their return home. While the extra-linguistic variables are correlated with more target-like VOT, the amount of communication done in the L2 with other native English L2 learners of Spanish was correlated with longer VOTs, i.e. less target-like VOTs, possibly due to reinforcement of L1 transfer habits.
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Gorman, Jennifer A. "Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools". TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1483.
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Bilingual education is a subject of debate in education. Some claim that bilingual education programs are detrimental to students, but decades of research supports the benefits of bilingualism and bilingual education for both English Language Learners and monolingual English speakers. The U.S. does not have bilingual education programs in proportion to the needs that these programs could meet for students in public schools. If bilingualism is beneficial, then why do we not have more bilingual education programs? Research extensively covers the internal components of bilingual education programs but only touches on the effect of the external conditions necessary for program success. In order to study one piece of this large question, this thesis considered the external conditions. In order to determine which conditions and which programs/cities/states to research, I compared the case studies of bilingual education programs to determine patterns in the conditions surrounding them. The case studies were selected because they addressed success factors of these programs. Demographics, university relationships, and legislation were three conditions that the research addressed. Minneapolis-St. Paul; San Francisco; Westminster, CA; New York City; and Detroit are the cities considered because they have large ELL populations but are different in their demographic composition and in how they approach bilingual education. I compared the state and number of bilingual programs to the demographics, university relationships, and legislation in each community and drew conclusions from the resulting patterns. The data showed that the existence of bilingual programs correlated positively to the demographics, university relationships, and legislation in each city, although not always to the degree expected. By analyzing the effects of the conditions on the chosen communities, I concluded that one, states and education leaders need to recognize student needs based on student demographics, two, universities need to conduct research for and advocate for local bilingual programs, and finally, legislation needs to support bilingual programs. The most important condition was individuals from universities advocating for bilingual programs by conducting research that provides a source of reliable information about bilingual education for the lawmakers who create educational policy.
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Fernandes, Glaucia Roberta Rocha. "Representações de cultura em livros didáticos de português língua estrangeira e inglês língua estrangeira: entrecruzamentos de aspectos dos discursos fundadores das nações brasileira e estadunid". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-19032019-114715/.
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Propomo-nos, neste trabalho, analisar as representações de cultura veiculadas em três livros didáticos (LDs) de inglês como língua estrangeira (EFL) e três de português como língua estrangeira (PLE). Objetivamos observar os possíveis efeitos de sentido dessas representações para realizarmos um estudo comparativo das ideologias constitutivas dos discursos examinados a fim de promover a reflexão dos sujeitos envolvidos nos processos de ensino e aprendizagem de uma língua estrangeira no que diz respeito às questões culturais e identitárias relacionadas a esses materiais. Para cumprir o objetivo deste estudo, apoiamo-nos tanto em abordagens discursivas (FOUCAULT, 1970; PÊCHEUX, 1975; ORLANDI, 2008) quanto nos campos da Sociologia (BAUMAN, 1999) e Estudos Culturais (BHABHA, 1994; HALL, 1992). Considerando a diferença histórica do desenvolvimento das línguas inglesa e portuguesa e a reconfiguração do mundo pós-colonial com a intensificação do fenômeno da globalização (BAUMAN, 2001, 2005), do qual faz parte o discurso multiculturalista, pôde-se perceber que, devido à disseminação ostensiva do inglês como língua franca ou língua internacional, tende-se a minimizar nos livros de EFL a inserção de elementos culturais explícitos especificamente relacionados à cultura estadunidense, ainda que se abordem em quantidade outras culturas. Em contrapartida, foi observada nos livros de PLE presença significativa de elementos culturais brasileiros explícitos em variados tipos de atividades. As análises dos LDs apontaram para o entrecruzamento dos discursos fundadores das nações estadunidense e brasileira com o discurso didático-pedagógico. Contudo, em virtude da diferença no desenvolvimento dos dois países e na disseminação das línguas inglesa e portuguesa, foram observados não apenas funcionamentos discursivos diversos, mas representações de cultura que colaboram na criação de imaginários díspares. Se, por um lado, sobressaem nos livros de PLE representações que evocam mistério, perigo, exotismo, misticismo, sedução e alegria, além de imagens de riqueza e exuberância tanto cultural quanto natural e linguística; por outro lado, os livros de EFL representam a cultura do Outro como diferente, supersticiosa, exótica, intolerante, menos civilizada e necessitada, ao passo que aos EUA vinculam-se imagens de excelência, tolerância, altruísmo, desenvolvimento e liberdade.In this study, we proposed to analyze the representations of culture conveyed in three textbooks of English as a Foreign Language (EFL) and three of Portuguese as a Foreign Language (PFL). Our aim was to observe the possible effects of meaning in these representations to perform a comparative study of the ideologies that constitute the discourses examined in order to promote the reflection of the subjects involved in the processes of teaching and learning a foreign language with regard to the cultural and identity issues related to these materials. To achieve the aim of this study, we relied on discursive approaches (FOUCAULT, 1970; PÊCHEUX, 1975; ORLANDI, 2008) as well as approaches from the fields of Sociology (BAUMAN, 1999) and Cultural Studies (BHABHA, 1994; HALL, 1992). Considering the historical difference in development between the English and Portuguese languages and the reconfiguration of the postcolonial world with the intensification of the globalization phenomenon (BAUMAN, 2001, 2005), in which the multiculturalist discourse plays a role, it was found that, due to the ostensible dissemination of English as a lingua franca or international language, there is a tendency to minimize the inclusion of explicit cultural elements specifically related to US culture, even though references to other cultures are plentiful. On the other hand, we found a significant presence of explicitly Brazilian cultural elements in various types of activities in the PFL books. The analyses of the textbooks revealed an interweaving of the founding discourses of the US-American and Brazilian nations with the didacticpedagogical discourse. Nevertheless, due to the differences in the development of the two countries and in the dissemination of the English and Portuguese languages, we not only observed different discursive functioning, but also representations of culture that collaborate in the creation of disparate notions. Where, on the one hand, the PFL books feature representations that evoke mystery, danger, exoticism, mysticism, seduction and joy, in addition to images of cultural, natural and linguistic richness and exuberance, on the other hand, the EFL books represent the culture of the Other as different, superstitious, exotic, intolerant, less civilized and destitute, while associating images of excellence, tolerance, altruism, development and freedom with the United States.
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Davis, Emily A. "Unamunian Microcosms: Four Short Stories in a New Translation into English". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2390.pdf.
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Xu, Fang Zhou. "A estetica literaria no ato tradutoriao a luz da teoria de Levy :uma analise da traducao do conto A Memoia de Grande Nur ;Xu Fangzhou". Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954484.
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Worth, Brenda Itzel Liliana. "'Exile-and-return' in medieval vernacular texts of England and Spain 1170-1250". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:a736407a-4f69-46f2-98bb-992b1fb669eb.
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The motif of 'exile-and-return' is found in works from a wide range of periods and linguistic traditions. The standard narrative pattern depicts the return of wrongfully exiled heroes or peoples to their former abode or their establishment of a superior home, which signals a restoration of order. The appeal of the pattern lies in its association with undue loss, rightful recovery and the universal vindication of the protagonist. Though by no means confined to any one period or region, the particular narrative pattern of the exile-and-return motif is prevalent in vernacular texts of England and Spain around 1170–1250. This is the subject of the thesis. The following research engages with scholarship on Anglo-Norman romances and their characteristic use of exile-and-return that sets them apart from continental French romances, by highlighting the widespread employment of this narrative pattern in Spanish poetic works during the same period. The prevalence of the pattern in both literatures is linked to analogous interaction with continental French works, the relationship between the texts and their political contexts, and a common responses to wider ecclesiastical reforms. A broader aim is to draw attention to further, unacknowledged similarities between contemporary texts from these different linguistic traditions, as failure to take into account the wider, multilingual literary contexts of this period leads to incomplete arguments. The methodology is grounded in close reading of four main texts selected for their exemplarity, with some consideration of the historical context and contemporary intertexts: the Romance of Horn, the Cantar de mio Cid, Gui de Warewic and the Poema de Fernán González. A range of intertexts are considered alongside in order to elucidate the particular concerns and distinctive use of exile-and-return in the main works.
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Jakubów, Ana Paula da Silva Passos. "A expressão do objeto direto anafórico na aquisição bilíngue simultânea de português brasileiro e inglês: uma investigação sobre o parâmetro do objeto nulo". Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7297.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA presente investigação se volta para a expressão de objeto direto anafórico (ODA) na produção de dados espontâneos de aquisição bilíngue simultânea (BFLA Bilingual First Language Acquisition) de Português Brasileiro (PB) e de inglês. A literatura em BFLA tem assumido que as duas línguas são adquiridas de maneira independente (DE HOUWER, 1990, 2005; PARADIS; GENESEE, 1996), porém indica que pode haver momentos de interação entre os dois sistemas linguísticos, resultando em transferência entre propriedades paramétricas das línguas (HULK; MÜLLER, 2000; MÜLLER; HULK, 2001; PÉREZ-LEROUX, et al 2009 ; STRIK; PÉREZ-LEROUX, 2011; SORACE, 2011). Essa investigação é conduzida com base na teoria de Princípios & Parâmetros (CHOMSKY, 1981) do Gerativismo, reformulada com o Programa Minimalista (CHOMSKY, 1995). PB e inglês se diferenciam em relação à marcação paramétrica para ODA: o PB admite objeto nulo anafórico (ON) e o inglês não. A hipótese de trabalho adotada é de que haverá transferência do PB para o inglês. Dois tipos de categorias nulas são observados: objetos nulos dêitico (Odeit) e anafórico (ON). Assume-se que a manifestação do primeiro tipo indica um estágio default universal, que constituiria uma estratégia facilitadora (RIZZI, 2005). A possibilidade de uso de ONs agramaticais no inglês é concebida como resultado da presença de dados ambíguos, que reforçariam essa possibilidade equivocadamente no inglês, em consonância com o defendido em Hulk & Müller (2000) e Müller & Hulk (2001). Assume-se, ademais, que as restrições semânticas que regem a distribuição das formas possíveis para ODA no PB (CYRINO, 2006; LOPES, 2009) só poderiam ser detectadas em uma faixa etária mais alta. São analisados dados espontâneos de três bilíngues simultâneos (N, L e A) em interação com seus pais. N foi acompanhado dos 2;1,18 aos 3;8,24 anos de idade, enquanto L foi acompanhada dos 2;5,30 aos 3;1,1 anos e A foi acompanhado dos 3;2,6 aos 3;8,26 anos. As manifestações de ODA foram identificadas e classificadas em DP, pronome, ON e ODeit. Comparando os bilíngues, constatou-se que cada criança parece estar em um momento de aquisição: N apresenta instâncias de ODeit em contextos imperativos e pronomes aparecem apenas no inglês aos 2;5,2 anos. L tem preferência por DPs nas duas línguas e usa pronomes apenas na língua inglesa. Aos 2;6,22 anos, surgem instâncias de ON com mais frequência no PB, mas também no inglês. A criança A apresenta todos os tipos de preenchimento de ODA e ONs aparecem nas duas línguas. Os dados indicam que ONs agramaticais estão presentes no inglês, sugerindo que há transferência do PB para o inglês
This research focuses on the expression of the anaphoric direct object (ADO) in Bilingual First Language Acquisition (BFLA) of Brazilian Portuguese (BP) and English. It has been assumed in the BFLA literature that the two languages are acquired independently in BFLA context (DE HOUWER, 1990, 2005; PARADIS; GENESEE, 1996). However studies also indicate that there may be moments in the course of the bilingual acquisition in which both languages interact resulting in parameter transfering (HULK; MÜLLER, 2000; MÜLLER; HULK, 2001; PÉREZ-LEROUX, et al 2009 ; STRIK; PÉREZ-LEROUX, 2011; SORACE, 2011). The framework adopted is the Generative Theory, particularly, the Principle & Parameter Theory (CHOMSKY, 1981) reformulated within the Minimalist Program (CHOMSKY, 1995). BP and English set different parameters for ADO: BP allows for null objects whereas English does not. The hypothesis is that there will be transfer from BP to English. Two types of null categories are observed: deictic object (Odeit) and anaphoric object (NO). We assume that the expression of the first type of null category indicates a universal default stage which would configurate a facilitation strategy (RIZZI, 2005). The possibility of use of ungrammatical NOs in English is conceived as a result of ambiguous data, which wrongly reinforce the possibility of NOs in English, in accordance with Hulk & Müller (2000) and Müller & Hulk (2001). We claim that the semantic restrictions which govern the expression of ADO in BP (CYRINO, 2006; LOPES, 2009) could only be detected with older bilinguals. The spontaneous data of three simultaneous bilinguals (N,L and A) in interaction with their parents are analyzed. N was observed from 2;1,18 to 3;8,24 years old, L was observed from 2;5,30 to 3;1,1 years old and A,from 3;2,6 to 3;8,26 anos. The forms used for the expression of ADO were identified and classified into DP, pronoun, NO and ODeit. Comparing the three bilinguals, we verified that each child seems to be in a particular moment of acquisition: N presents instances of Odeit in imperative contexts and pronouns appear only in English at 2;5,2. L shows preference for DPs in both languages and pronouns pop up only in English. At 2;6,22 years old, instances of NO appear in BP, but also in English. The bilingual A presents all types of expression of ADO and NOs appear in both languages. The data indicates that ungrammatical NOs are present in English suggesting transfer from BP to English
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Sklar, Fabiana Andrioli. "Present but not perfect : A study of problems Brazilian students encounter when learning the English present perfect tense". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7229.
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Most Brazilian students learning English face difficulty when studying thepresent perfect. It is one of the most challenging aspects of the Englishlanguage for Portuguese speakers due to the similar form with a divergentsemantic value. The Brazilian Portuguese present perfect forces iteration andthe student automatically transfers the same meaning when translating anEnglish sentence literally. Brazilian learners get confused about when and inwhat situations to use the English present perfect and frequently are not able todistinguish it from the simple past use. This study is comprised of two parts.First, a comparative study was done to investigate which Portuguese tensetranslators of famous literary books consider to be equivalent to the Englishpresent perfect according to the message which is being conveyed. Thedatabase used was the bidirectional parallel corpus of English and PortugueseCOMPARA. Second, textbooks developed to teach English in Brazil wereanalyzed in order to verify from what perspective students were beinginstructed concerning the present perfect and whether the semantic differencesbetween the two languages were pointed out. According to the translationcorpus, the English present perfect is mostly equivalent to Brazilian Portuguesesimple past. Adverbs are also often needed to express the English presentperfect meaning in Portuguese. The textbooks were found to present poorexplanations and seem not to call the learners’ attention to the source of the problems. Textbooks do not stress the importance of the semantic value and thecontext, and do not call attention to the different meanings between theBrazilian and the English present perfect.
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Almerfors, Håkan. "Preposition and article usage in learner English : An investigation of negative transfer". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65794.
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The ways in which someone’s first language (L1) influences his or her second language (L2) to create errors, that is negative transfer, is a topic that has received much attention in the field of Second Language Acquisition (SLA). Previous research has suggested that negative transfer is responsible for many errors. The primary aim of this study is to investigate article and preposition errors in the production of Swedish learners of English and to discuss these errors in relation to negative transfer. The secondary aim is to compare transfer errors by L1 Swedish and L1 Portuguese learners of English. The first and main part of the study is a corpus investigation of the written production of 80 students in upper secondary school (high school). The second part is a multiple-choice test constructed to provoke transfer errors. It was distributed to students in upper secondary school in Sweden and in Brazil. The results from the corpus analysis are largely in line with those of previous research, for example with regards to how definite article errors are more common than indefinite article errors, and how contexts with definite articles and generic noun phrases seem prone to create transfer errors. The corpus study also shows that substitution was the most common preposition error and that many transfer preposition errors supposedly were caused by direct translations. Through the multiple-choice test, the degree to which the first language had an impact on individual errors could be revealed. All in all, the study reveals several aspects of negative transfer that perhaps a single-language investigation could not, because it is in the comparison of English-learners with different L1s that the most interesting results occur.De sätt som någons första språk påverkar hans eller hennes andra språk så att fel uppstår, det vill säga negativ språköverföring (negative transfer), är ett ämne som har fått mycket uppmärksamhet inom forskning kring språkinlärning. Tidigare studier har visat på hur negativ språköverföring orsakar många fel. Det primära syftet i denna uppsats är att undersöka artikel- och prepositionsfel i skrift hos svenska elever som lär sig engelska och att diskutera dessa fel i relation till negativ språköverföring. Det sekundära målet är att jämföra hur negativ språköverföring yttrar sig hos svenska och portugisiska elever som lär sig engelska. Den första delen av denna uppsats, som även är huvuddelen, är en korpusundersökning av 80 uppsatser skrivna av högstadieelever. Den andra delen är ett flervalstest som konstruerats för att provocera fram språköverföringsfel. Deltagarna var högstadie- och gymnasieelever från Sverige och Brasilien. Resultaten från korpusundersökningen stämmer i stor utsträckning överens med vad tidigare forskning visat, till exempel att det är vanligare att fel uppstår med bestämda artiklar än med obestämda artiklar och hur bestämda artiklar och tillsammans med generiska nominalfraser tenderar att generera negativ språköverföring. Korpusstudien visar också på hur felaktigt utbyte (substitution) var det vanligaste prepositionsfelet och att många språköverföringsfel förmodligen orsakats av direkta översättningar från svenska. I analysen av resultateten från flervalstestet kunde graden av inflytande från första språket på enskilda fel påvisas. Sammantaget avslöjar undersökningen i denna uppsats på flera aspekter av negativ språköverföring som troligen ej uppenbarats om enkom elever med ett förstaspråk inkluderats, detta eftersom det är i jämförelsen mellan engelska-elever med olika förstaspråk som de mest intressanta resultaten framkommer.
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Camargo, Helena Regina Esteves de 1980. "Duas línguas e uma cultura : traços de brasilidade evidenciados em falas de professoras e de adolescentes bilíngues em português e inglês". [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269687.
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Orientador: Terezinha de Jesus Machado MaherDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O objetivo da pesquisa descrita nesta dissertação foi analisar algumas interações orais entre adolescentes e duas de suas professoras, bilíngues brasileiras, em contextos educativos de inglês como Língua Estrangeira (doravante LE), e investigar de que forma esses participantes revelam traços de sua brasilidade em suas falas. A pesquisa em questão é de base qualitativa/interpretativista e insere-se na área da Linguística Aplicada. A investigação ocorreu em três etapas. Na primeira, foram selecionados o tema da pesquisa e os autores relevantes presentes na literatura especializada sobre apropriação de linguagem, bilinguismo e identidade cultural. Na segunda etapa, foram definidos os contextos da pesquisa e o processo de geração de registros, os quais foram coletados por meio de gravações em áudio durante observações de aulas particulares ministradas pela pesquisadora a duas adolescentes e aulas dos 8º e 9º anos em uma escola bilíngue de Ensino Fundamental II na cidade de São Paulo. Notas de diário de campo também constituíram o corpus de investigação. Na terceira etapa, realizaram-se as análises dos registros gerados na fase anterior. A pergunta de pesquisa norteadora das análises dos registros foi: "De que forma as falas produzidas por esses sujeitos nas interações aqui analisadas revelam traços de sua brasilidade?" Os resultados da pesquisa empreendida apontaram que as falas dos participantes transparecem os seguintes traços da cultura brasileira: (i) machismo, (ii) rivalidade entre paulistas e cariocas e (iii) características do "homem cordial", que incluem a prática de "dar um jeitinho" e caráter jocoso do brasileiro. Além disso, ficou evidente que o trânsito entre línguas (tranlanguaging) faz parte da construção de sentidos nas interações entre os participantes, que compartilham a mesma cultura e a mesma Língua Materna (doravante L1). A expectativa é que este trabalho possa oferecer subsídios a professores e demais profissionais do ensino de Língua Inglesa como LE, que atuam em contextos educativos onde tanto alunos como professores partilham da mesma cultura e L1, a ampliar seu entendimento sobre bilinguismo, apropriação de linguagem e identidade cultural. Espera-se que esse entendimento possa servir de base para a promoção de práticas de ensino de inglês como LE que valorizem os falantes brasileiros de inglês, entendendo sua maneira de falar inglês como mais uma variação legítima dessa língua
Abstract: The purpose of the research described in this thesis was to analyze some oral interactions among Brazilian bilingual teenagers and two of their teachers in educational contexts where English was taught as a Foreign Language (henceforth FL) and investigate how these participants disclose features of their brazilianness in their utterances. The research was conducted on a qualitative/interpretative basis within the field of Applied Linguistics and had three phases. In the first phase, the theme of the research and relevant authors of the specialized literature about language appropriation, bilingualism, and cultural identity. In the second phase, the contexts of the research and the process of data generation were defined. The data was collected by audio recording during a period of observation of private lessons taught to two teenage girls by the researcher and observation of 8th and 9th grade classes of a bilingual middle school in the city of Sao Paulo. Field journal notes have also built up the investigation corpus. In the third phase, the analysis of the data generated in the previous phase was conducted. The research question that guided the data analysis was: "How do the utterances produced by the subjects in the interactions herein analyzed disclose features of their brazilianness?" The findings pointed that the participants¿ utterances reveal the following features of the Brazilian culture: (i) sexism, (ii) rivalry between paulistas and cariocas e (iii) characteristics of "the cordial man", which include the practice of figuring out a "jeitinho" and the humorous nature of the Brazilian people. Furthermore, it was clear that translanguaging takes part in the meaning making process in the interactions among the participants, who share the same culture and the same Mother Language (henceforth L1). It is expected that this thesis can aid teachers and other professionals within the field of Teaching English as a Foreign Language (TEFL), who work in educational contexts where both students and teachers share the same culture and L1, to expand their understanding of bilingualism, language appropriation, and cultural identity. It is hoped that this understanding can assist to foster EFL teaching practices that value the Brazilian speakers of English by viewing their way of speaking English as one more legitimate variation of this language
Mestrado
Linguagem e Educação
Mestra em Linguística Aplicada
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José, Elisson Souza de São. "As armas e as letras inglesas : a instrução militar e o ensino de inglês na corte do Rio de Janeiro (1810-1832)". Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4884.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis Dissertation has as its objective a study of the teaching of English in military training, especially in the Military Academy of the court of Rio de Janeiro. The work has the timeframe from 1810 to 1832. The year 1810 was chosen as the starting point because on December 4th, the Royal Military Academy was created by King John VI, expressed in the Charter Act. It contained all the fundamental aspects for the proper functioning of the Academy, which included the teaching of English, French or German, where the military junta thought necessary. But the final milestone of the research was established in 1832, because it was the year in which, there was a change in the military status and the teaching of foreign languages is no longer required. The Dissertation, at first, will address the issues that led the Portuguese to take an interest in learning the English language. In a second step, it will address the importance of modern languages - English and French - for the training of military, since the military books and some of the Portuguese army officers were foreigners. Finally, the text will address some aspects of the teaching career of Eduardo Thomaz Colville, first and only English teacher of the Royal Military Academy of the researched period. The results obtained from the research was that the English language, together with the French, was essential for understanding of military books that were in foreign languages, therefore without this knowledge, the soldiers would be unable to perform their duties and receive promotions. In the construction of the dissertation were used various scientific character of works, such as books, theses, dissertations, papers, articles, manuscripts and journals.
A presente Dissertação tem como objeto de estudo o ensino de inglês na instrução militar, sobretudo na Academia Militar da corte do Rio de Janeiro. O Trabalho tem como marco temporal o período de 1810 a 1832. O ano de 1810 foi escolhido como marco inicial porque no dia 4 de dezembro deste ano foi criado a Real Academia Militar por ordem de D. João VI, expressa em Carta de Lei. Nela constavam todos os aspectos fundamentais para o bom funcionamento da Academia, o que incluía o ensino da Língua Inglesa, Francesa ou Alemã, caso a Junta Militar achasse necessária. Já o marco final da pesquisa foi estabelecido em 1832 porque foi neste ano que ocorreu uma mudança no estatuto militar e o ensino das Línguas Estrangeiras deixou de ser exigido. A Dissertação, em um primeiro momento, tratará dos aspectos que levaram os portugueses a se interessarem pelo estudo do idioma inglês. Em um segundo momento, ela tratará da importância das línguas vivas inglês e francês para a capacitação dos militares, uma vez que os livros militares e alguns dos oficiais do exército português eram estrangeiros. Por último, o texto abordará alguns aspectos da trajetória docente de Eduardo Thomaz Colville, primeiro e único professor de inglês da Academia Real Militar do período pesquisado. O resultado obtido com a pesquisa foi que a Língua Inglesa, juntamente com a Francesa, foi essencial para compreensão dos livros militares que se encontravam em línguas estrangeiras, pois sem esse conhecimento os soldados estariam inaptos para exercerem as suas funções e receberem promoções. Na construção da Dissertação foram utilizadas diversas obras de caráter variado, tais como livros, teses, dissertações, documentos, artigos, manuscritos e revistas.
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Silva, Helaine Guimarães da. "Relatos de Aprendizes de intercâmbio: a construção da Identidade e a aprendizagem de língua Inglesa". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20989.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Brazil had a 494% growth in the number of students who student exchange between 2003 and 2013. The experience of the exchange has been new for many young people who never imagined having this opportunity in life. The present work aims to investigate the problem of (re) construction of identity in the process of learning English language (EL) by means of reports from exchange students. So the research questions are: How does English language learning during students exchanges influence the construction of learners' identity issues? How does experiencing a new cultural and linguistic context alter the exchangeist's perception of himself or herself? how is this possible process of self-discovery perceived by them? The mother tongue (MT) inscribes the subject in the world, and it is through it that it goes through an "inaugural and definitive experience" becoming a talking and autonomous subject (CAVALLARI, 2011, p. 320), however in learning of EL, the relation between learner and language is different, the apprentice often feels 'unable' to express himself and to perceive himself in this new language. Observing EL learning in an exchange context in order to understand the impact of this experience on identity issues becomes even more relevant. The work is based on texts by Rajagopalan (2003), Moita Lopes (2006), Revuz (1998), Signorini (1998), among others. Data were collected through the reports of ten exchange students. Based on an interpretative methodology, the case study used questionnaires, learning memorials and the focus group as tools to observe learners' expectations and frustrations throughout the learning process. The aim is to assess how this experience affected and influenced the (re) construction of the identity of these apprentices
O Brasil teve um crescimento de 494% no número de alunos que fizeram intercâmbio entre 2003 e 2013. A experiência do intercâmbio tem sido novidade para muitos jovens que nunca imaginaram ter essa oportunidade na vida. O presente trabalho visa investigar a problemática da (re)construção de identidade , no processo de aprendizagem de língua inglesa (LI) por meio de relatos de intercambistas. sendo assim as perguntas de pesquisa são: Como a aprendizagem de língua inglesa durante o intercâmbio influencia a construção de questões identitárias dos aprendizes? como vivenciar um novo contexto cultural e linguístico altera a percepção que o(s) intercambista(s) têm de si mesmo(s)? como esse possível processo de autodescoberta é percebido por eles? A língua Materna (LM) inscreve o sujeito no mundo, e é por meio dela que ele passa por uma “experiência inaugural e definitiva” tornando-se um sujeito falante e autônomo (CAVALLARI, 2011, p.320), no entanto na aprendizagem de LI a relação entre o aprendiz e o idioma é diferente, o aprendiz muitas vezes sente-se ‘incapaz’ de se expressar e se perceber nesse novo idioma. Observar a aprendizagem de LI em contexto de intercâmbio a fim de compreender o impacto desta experiência em questões de identidade torna-se ainda mais relevante. O trabalho se baseia em textos de Rajagopalan (2003), Moita Lopes (2006), Revuz (1998), Signorini(1998), entre outros. Os dados foram gerados por meio de relatos de dez intercambistas. Com base em uma metodologia interpretativista, o estudo de caso recorreu a questionários, memoriais de aprendizagem e ao grupo focal como instrumentos para observar as expectativas e frustrações dos aprendizes ao longo do processo de aprendizagem. O intuito é pontuar como essa experiência afetou e influenciou a (re)construção de identidade desses aprendizes
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Costa, Natalina Sierra Assêncio. "Variações entoacionais na língua portuguesa falada por mulheres guatós". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-23052011-162134/.
Texto completoResumen
Esta pesquisa descreve a entoação da língua portuguesa falada por mulheres guatós, fazendo comparação com mulheres não-índias. Foram analisadas as falas de quinze sujeitos. Descreve também a imanência da prosódia da língua guató, adquirida na infância, das guatós, mesmo depois de muito convívio com a população de Corumbá. Os dados foram obtidos por meio de pesquisa de campo e pesquisa bibliográfica. A análise e tabulação dos dados realizaram-se por meio do aplicativo ExProsodia. A análise centrou-se especificamente nas finalizações de frases em contexto diverso daquele dos falantes da língua portuguesa. Os resultados obtidos apontaram para a diferenciação na finalização das frases da categoria das meninas corumbaenses em relação às senhoras corumbaenses e às senhoras guatós, que não fizeram finalização descendente de frases assertivas. A diferenciação entre as senhoras guatós e as senhoras corumbaenses manifestou-se no tom médio das frases assertivas.This research aims at describing the intonation of the Portuguese spoken by Guató women and comparing their intonational patterns to the ones produced by non Guató women. We analyzed the speech of fifteen subjects and observed that the Guató prosody, which is the language acquired in their childhood, remains although our subjects have been living with people from Corumbá for a long time. The data were collected through field research and a literature review. Analysis and tabulation of data were conducted using the software ExProsodia. The analysis focused specifically the end of sentences in different contexts from those in the speech of non Guató women. The results pointed out to differences at the end of sentences produced by young Corumbá women in relation to the production of old Guató and Corumbá women, who did not produce the falling contour of assertive sentences. The difference between the production of Guató and Corumbá women was found in the middle tone of assertive sentences.