Thèses sur le sujet « 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.
Texte intégralAraujo, 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.
Texte intégralThis 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.
Fabian, Ana Paula. « Investigating Vocabulary Abilities in Bilingual Portuguese-English-Speaking Children ». FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2557.
Texte intégral老志鈞 et 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.
Texte intégralGrahl, Larissa. « L1 and L2 Reading Behaviors by Proficiency Level : An English-Portuguese Eye-Tracking Study ». BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8547.
Texte intégralDíaz, 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.
Texte intégralMoritz, 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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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.
Texte intégralMaia, 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.
Texte intégralKendall, 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.
Texte intégralCARVALHO, 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.
Texte intégralO 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.
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.
Texte intégralMullen, 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.
Texte intégralRocha, Eleomarques. « The Acquisition of the English Present Perfect by a Speaker of Brazilian Portuguese ». ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/71.
Texte intégralDietrich, 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.
Texte intégralPLEASE 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
Macedo, Valdete Aparecida Xavier de [UNESP]. « Entrada vocabular na linguagem virtual ». Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/91741.
Texte intégralO 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.
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.
Texte intégralAbstractThis 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
O'Neill, Sarah Ollivia. « Sound correspondences in the English-Spanish bilingual lexicon ». Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6620.
Texte intégralMelo, 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.
Texte intégralKong, Kam Leng. « Grammatical constraints on Chinese/Portuguese code-switching in Macao ». Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636603.
Texte intégralBrinckwirth, 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.
Texte intégralChild, 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.
Texte intégralElkafri, 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.
Texte intégralde, Melo Andrea, Katie Barnes, Katie Marth, Kathleen Schweitzer, A. Lynn Williams et 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.
Texte intégralBanov, 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.
Texte intégralOsborne, Denise Maria, et 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.
Texte intégralMacedo, Valdete Aparecida Xavier de. « Entrada vocabular na linguagem virtual / ». Assis : [s.n], 2002. http://hdl.handle.net/11449/91741.
Texte intégralBanca: 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
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.
Texte intégralSouza, 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.
Texte intégralTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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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
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.
Texte intégralAldrich, 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.
Texte intégralMartins, Inês Brás Pessoa. « Entertainment delivery methods and language learning ». Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17956.
Texte intégralA 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
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.
Texte intégralGarcía-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.
Texte intégralSouza, 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.
Texte intégralDa, 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.
Texte intégralIn 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
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.
Texte intégralCognitive -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.
Crane, Mary Williams. « Acquisition of Spanish Voiceless Stops in Extended Stays Abroad ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2707.
Texte intégralGorman, 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.
Texte intégralFernandes, 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/.
Texte intégralIn 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.
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.
Texte intégralXu, 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.
Texte intégralWorth, 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.
Texte intégralJakubów, 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.
Texte intégralA 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
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.
Texte intégralAlmerfors, 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.
Texte intégralDe 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.
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.
Texte intégralDissertação (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
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.
Texte intégralThis 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.
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
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/.
Texte intégralThis 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.