Artykuły w czasopismach na temat „Portuguese language – english”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Portuguese language – english.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Portuguese language – english”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Cruz-Ferreira, Madalena. "Portuguese and English intonation in contrast". Languages in Contrast 4, nr 2 (7.12.2004): 213–32. http://dx.doi.org/10.1075/lic.4.2.03cru.
Pełny tekst źródłaStreszczenie:
The current surge of interest in studies on intonation, in areas ranging from L2 teaching to child language acquisition, finally mirrors the crucial role played by intonation in the whole of human communication through language. In studies on non-native linguistic proficiency, a ‘foreign intonation’ appears as the last stronghold of a non-native accent, consisting in the use, in a second language, of intonation patterns belonging to the first language of the learner. The use of a foreign intonation does not, however, only characterise an accent. Intonation patterns convey specific meanings in each language, and the correspondence between these meanings and specific pitch patterns is often as arbitrary as the correspondence between words and their meanings. The purpose of this paper is twofold: first, to provide a basis for the comparison of the intonation patterns of (European) Portuguese and (British) English, highlighting potential areas of difficulty for speakers of each of these languages in learning the other, and the reasons for these difficulties. Second, to give support to the view, current in L2 studies, that the learning of L2 intonation cannot be taken for granted, if breakdown in native to non-native spoken communication is to be avoided.
2
Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing". International Journal of Education 12, nr 1 (6.03.2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.
Pełny tekst źródłaStreszczenie:
This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.
3
Macalister, John. "Language policies, language planning and linguistic landscapes in Timor-Leste". Language Problems and Language Planning 36, nr 1 (22.05.2012): 25–45. http://dx.doi.org/10.1075/lplp.36.1.02mac.
Pełny tekst źródłaStreszczenie:
Timor-Leste is a nation where three exogenous languages (Portuguese, Bahasa Indonesia, English) and one of many endogenous languages (Tetun) compete to be heard in public spaces. The constitution names both Tetun and Portuguese as co-official languages, and English and Bahasa Indonesia as working languages in the civil service; but official and de facto language policy are not necessarily the same. One mechanism that can mediate between ideology and practice, both as a way of imposing and of resisting official policy, is language in the public space. This paper demonstrates the insights that examining language in the public space can provide on language policy debates. It reports on the investigation of a linguistic landscape in Dili, the capital of Timor-Leste, and finds considerable difference between official language policy and language practices.
4
Osborne, Denise. "The L2 perception of initial English /h/ and /ɹ/ by Brazilian Portuguese learners of English". Journal of Second Language Pronunciation 1, nr 2 (14.09.2015): 157–80. http://dx.doi.org/10.1075/jslp.1.2.02osb.
Pełny tekst źródłaStreszczenie:
This study investigates how speakers who speak Brazilian Portuguese as their first language and English as their second language perceive the English phonemes /h/ and /ɹ/, and how they and monolingual Brazilian Portuguese speakers map these phonemes onto Portuguese sound categories. Participants took part in three experiments: an AXB discrimination test, an identification test, and a cross-language assimilation test, which was also taken by monolinguals. Lower and higher proficiency groups were able to hear the distinction acoustically, but only the higher proficiency group used the distinction to identify English words. Monolingual Brazilian Portuguese speakers and the higher proficiency group assimilated English /h/ primarily to Portuguese /h/. However, the phonological environment had an effect for monolinguals, but not for the higher proficiency group. The lower proficiency group, which one might expect to fall in between these two groups, showed a failure to assimilate English sounds to the Portuguese categories.
5
Camacho, Idalina, i Naidea Nunes. "PORTUGUESE AS HERITAGE LANGUAGE AND PORTUGUESE NON NATIVE LANGUAGE". Diacrítica 32, nr 2 (2.07.2019): 32. http://dx.doi.org/10.21814/diacritica.437.
Pełny tekst źródłaStreszczenie:
This article fits into the topic “PL2 / PLE / PLH teaching-learning experiences”. The (re)construction of the identities of the Luso-descendants and other participants of the Intensive Summer Course for Luso-descendants (CIVLD), before and after attendance of the course, was studied through surveys and interviews to record the respective Life stories. For this, two surveys were developed, one for the students to complete at the beginning of the course and the other one, in the last class of the same, and the identity reconstruction was taking place throughout the teaching-learning experience. Data were collected on their motivation for attending the course, their expectations of the course and their learning of the Portuguese language (LP), their views of Madeira and its culture, before and after the course, as well as difficulties, both in language and social integration. Of these Luso-descendants, those who have Portuguese as a Heritage Language express themselves with many phonetic, lexical and morphosyntactic interferences of the Spanish of Venezuela or the English of South Africa. The course also includes six Venezuelans (non-Lusodescendants), married with Luso-descendants from Madeira.
6
Gouveia, Carlos A. M. "Towards a profile of the interpersonal organization of the portuguese clause". DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, nr 1 (2010): 1–24. http://dx.doi.org/10.1590/s0102-44502010000100001.
Pełny tekst źródłaStreszczenie:
This paper aims at contributing to the description of Portuguese from the point of view of Systemic Functional Grammar, particularly in relation to the description of the clause as an exchange. While assuming that the interpersonal organization of the Portuguese clause involves phenomena that are similar across different languages, such as Mood systems, for instance, the paper wants nevertheless to show that there are systemic options (and their structural realizations) that are specific to Portuguese, particularly if compared to the same options in English, a language whose descriptions have so often and too strongly been imposed on Portuguese. Starting with a general description of some aspects of the Portuguese language, the paper then proceeds to a description of Mood types and the system of choices associated with them. By raising some questions and doubts concerning the description of the elements that in Portuguese carry the negotiation forward, the paper ends up proposing a description that sees Portuguese as a Finite-less language, that is, a language that does not have Finite, a function that proved to be appropriate for the description of the English language but fails to be so when considered from the point of view of Portuguese.
7
Toassi, Pâmela Freitas Pereira, i Mailce Borges Mota. "Crosslinguistic influence in the production of English as L3". Revista Horizontes de Linguistica Aplicada 20, nr 1 (29.04.2021): AG1. http://dx.doi.org/10.26512/rhla.v20i1.32893.
Pełny tekst źródłaStreszczenie:
Crosslinguistic influence (CLI) refers to the phenomenon of how one language affects the acquisition and processing of another language by the same speaker. Bilinguals and multilinguals offer a good opportunity to study crosslinguistic phenomena since they have multiple language systems in interaction. Here we report the results of a study which investigated CLI in bilinguals and trilinguals. The objective of the study was twofold: (1) to analyze the influence of cognate words in the oral production of L2 and L3 English speakers in terms of quantity and type of cognates (English-Portuguese, English-German, English-German-Portuguese); (2) to investigate CLI in the production of English as L3. Participants were required to narrate a story on the basis of four pictures. The analysis of the narratives showed that bilinguals and trilinguals produced a similar number of cognate words of the type English- Portuguese and English- German- Portuguese. Regarding the cognate type English- German, trilinguals produced a significant higher number of these words as compared to the bilinguals. Since the bilinguals had no knowledge of German, these results indicate that the L2 (German) of the trilinguals facilitated the production of English-German cognates. We interpret these results as evidence of the coactivation of the trilinguals’ languages.
8
Cunha, Ana, Anabela Mateus, Amanda Bruscato i Inês Renda. "Professional English Language Skills for Employability in Portugal". SAGA: Journal of English Language Teaching and Applied Linguistics 4, nr 1 (17.01.2023): 1–14. http://dx.doi.org/10.21460/saga.2023.41.144.
Pełny tekst źródłaStreszczenie:
This paper reports on the research carried out by a Portuguese university in the scope of PESE – Professional English Language Skills for Employability Across EU project, which highlights the importance of appropriate English skills for the workplace. The present study focuses on the Portuguese labor market and identifies the English skills employers currently require from their employees based on the review of a job search website and the application of questionnaires to 22 Portuguese companies, as well as 6 experienced English trainers. The data collection is part of the project’s Handbook on the current Professional English requirements throughout partner countries, from which a framework for a curriculum can be established. The curriculum will then form the basis of an e-course on professional English skills targeted toward unemployed citizens in Europe.
9
Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology". Second Language Research 27, nr 2 (28.03.2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.
Pełny tekst źródłaStreszczenie:
This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.
10
Quinn, Marie. "Who’s reading who?" Journal of English for Research Publication Purposes 3, nr 2 (1.12.2022): 198–224. http://dx.doi.org/10.1075/jerpp.21019.qui.
Pełny tekst źródłaStreszczenie:
Abstract The phenomenon of English ‘colonising’ academic publishing had been observed globally, so that English-speaking academics rarely need to venture into non-English texts in order to build new knowledge. In the case of research in the education and language fields in Timor-Leste, academic research and writing appears predominantly in Portuguese, with English as a significant second language of research. In this case, researchers need to engage across these dominant languages in order to draw on the accumulated research and knowledge about contexts where research is carried out. Not engaging with both these languages, and other local languages, risks building incomplete knowledge of the Timorese context. This paper presents the results of a citation analysis of academic research items written between 1999 and 2020. Findings indicate that working only within a particular language is frequent among researchers writing in either Portuguese or English, often ignoring research in the other dominant languages and in local languages. This study suggests that researchers within multilingual countries need to read widely, considering a range of languages and sources. It also suggests the ways in which technological tools might help alleviate some of the barriers to inter-language communication around research.
11
Osborne, Denise M., i Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil". Languages 6, nr 3 (25.06.2021): 112. http://dx.doi.org/10.3390/languages6030112.
Pełny tekst źródłaStreszczenie:
Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.
12
Orlando, Maximiliano Eduardo. "A comparative analysis of online English language dictionaries and online Portuguese language dictionaries from the perspective of learning Portuguese as a foreign language". DIGILEC: Revista Internacional de Lenguas y Culturas 10 (23.10.2023): 74–91. http://dx.doi.org/10.17979/digilec.2023.10.0.9886.
Pełny tekst źródłaStreszczenie:
There are studies that have analysed Portuguese language dictionaries and that have highlighted the importance of the presence of examples in dictionaries (Santiago, 2012; Lu, 2018). Owing to this importance, it was decided to compare the frequencies of examples of two sets of words, namely, contrastive words and verbs that may convey recommendation or advice. These frequencies were obtained from a sample of the main body of Portuguese language dictionaries that are available online and from a sample of the main body of online English language dictionaries that have an orientation towards learning English as a foreign language. This comparison was carried out by using a search bar and a software application created by the author. From the analyses of the data which had been collected, it was argued that, in some cases, learners of Portuguese as a foreign language would have to make use of other sources of examples to learn to use the target words. On the other hand, in similar cases, the need to use sources of examples apart from those presented in the main body of the target English language dictionaries, while learning the English language, could be reduced. The pedagogical implications of this argument for learning and teaching Portuguese as a foreign language were presented. The limitations of the present study and future research possibilities were also discussed.
13
Ionin, Tania, Elaine Grolla, Hélade Santos i Silvina A. Montrul. "Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese". Linguistic Approaches to Bilingualism 5, nr 2 (10.07.2015): 215–51. http://dx.doi.org/10.1075/lab.5.2.03ion.
Pełny tekst źródłaStreszczenie:
This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-English learners of BrP as an L3, as well as to a control group of native speakers of BrP. The findings point to a nuanced picture of transfer in L3 acquisition, in which both languages can serve as the source of transfer, but transfer from a previously learned Romance language is more pronounced than transfer from English, both for L1-English L2-Romance and L1-Spanish L2-English L3-learners of BrP.
14
Bani Bili, Yunita Reny. "The Case of East Timor Education beyond Independence 2000-2008". International Journal of Linguistics, Literature and Translation 3, nr 11 (30.11.2020): 188–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.18.
Pełny tekst źródłaStreszczenie:
The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice was ignored, the top-down language policy put more emphasis on Portuguese as the national identity language, Tetun Dili and English as the global language. As a result, the teachers and students were disadvantaged due to the inability to speak Portuguese, Tetun Dili and English. Second, the strong socio-historical context and political affinity to Portugal and its language had given little role to local languages in Mother Tongue Based-Multilingual Education.
15
Voronova, A. G. "STRUCTURAL AND SEMANTIC PARTICULARITIES OF TRANSLATION EQUIVALENTS OF FOREIGN TERMS DENOTING FOOTBALLERS’ ROLES TO PLAY ON THE FIELD IN RUSSIAN AND PORTUGUESE". Philology at MGIMO 20, nr 4 (20.12.2019): 82–92. http://dx.doi.org/10.24833/2410-2423-2019-4-20-82-92.
Pełny tekst źródłaStreszczenie:
The fixed meaning and the variability of symbolic language codes changing principle is inapplicable when translating certain football terms to denote footballers’ roles to play on the field. These social media football terms are not yet enshrined in English dictionaries; what is more, these terms tend to change their original meaning when translated from English into Portuguese and Russian. The reluctance of the target languages to accept the given football terms leads to the use of Russian and Portuguese local traditional football terminology instead. Therefore, as distinct from the original, this terminology lacks semantic precision, leading to distortion and further confusion. With regard to structure and meaning, the Russian language has two translation patterns to render the meaning of the given football terms. These are neutral word collocations which narrow down the given English terms and professional football jargon which can be compared to the meaning of the term as enshrined in the English-English dictionary entry. Conversely, the Portuguese language has only one pattern to translate the given terms, i.e. neutral football terms that also distort the original meaning of the terms in English. Surprisingly, this distortion is different from the one in the Russian translations of them. The disparity in meaning caused by artificially adapted terms denoting footballers’ roles to play on the field in the way they exist in the target languages of translation is apparent when translating the terms from one target language to the other. The pattern leads to distortion in translation and consequent communication failure. Such a shortcoming can be avoided if all the four dimensions of such football terms are taken into consideration. The latter include player location, function, role to play on the field and personality. The research findings may have practical application for students of Russian and Portuguese as well as interpreters and translators.
16
Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL". Estudos Linguísticos e Literários 1, nr 65 (24.04.2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.
Pełny tekst źródłaStreszczenie:
<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>
17
Hu, Zhihua, i Maria Teresa Roberto. "Reflexão sobre a Formação em Duas Línguas Estrangeiras (Inglês e Uma Outra Língua) pelas Universidades Chinesas e Proposta da Disciplina de Tradução Inglês – Português para os Licenciandos em Português". Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, nr 1 (31.01.2020): 247–72. http://dx.doi.org/10.5007/2175-8026.2020v73n1p247.
Pełny tekst źródłaStreszczenie:
The training of two foreign languages (usually English and another foreign language) by the Chinese universities can date back to the 1980s (Sun, 2015:91). Nevertheless, there are still some parts which need to be improved, such as the lack of adequate materials, and the insufficiency of disciplines linking knowledge of two foreign languages, for example, the disciplines on comparison, contrast and possible translation between the two foreign languages. Without such disciplines, students can only study the two languages separately, which not only increases the student's task, but also is not conducive to activating the positive transfer (Wang, 2012; Li, 2012) of English knowledge in learning a second foreign language. In addition to presenting and discussing the training of two foreign languages by the Chinese institutions, in this work, we also want to propose an English - Portuguese translation discipline for Chinese bachelor students of Portuguese. In support of this, our considerations are based on the discussion of training of two foreign languages.
18
Saldanha, Gabriela. "Emphatic Italics in English Translations: Stylistic Failure or Motivated Stylistic Resources?" Meta 56, nr 2 (14.10.2011): 424–42. http://dx.doi.org/10.7202/1006185ar.
Pełny tekst źródłaStreszczenie:
This article argues that emphatic italics, a typographic feature regularly ignored by linguists and associated with poor style, have an important stylistic function in English, often working in implicit association with prosodic patterns in spoken language to signal marked information focus, thus fulfilling an important role in information structure and adding a conversational and involved tone to written texts. Emphatic italics are more common in English than in other languages because tonic prominence is the preferred means of marking information focus in English, while other languages use purely linguistic devices, such as word order. Thus arises the question of what happens in English translations from and into other languages. The study presented here looks at results obtained from a bidirectional English-Portuguese corpus (COMPARA) which suggest that italics may be less common in English translations from Portuguese than in non-translated English texts. This trend could potentially be explained by the use of common features of translated language, in particular explicitation and conservatism (also known as normalization). However, a closer look at the work of particular translators shows that the avoidance or use of italics is not a consistent feature of translations and may be a characteristic feature of the stylistic profile of certain translators.
19
Fleury, Fernanda Oppenheimer, i Clara Regina Brandão de Avila. "Rapid naming, phonological memory and reading fluency in Brazilian bilingual students". CoDAS 27, nr 1 (luty 2015): 65–72. http://dx.doi.org/10.1590/2317-1782/20152014091.
Pełny tekst źródłaStreszczenie:
PURPOSE: To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. METHODS: Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They constituted two groups - bilingual group: 30 Brazilian children whose mother tongue and language spoken at home was Brazilian Portuguese and who were daily exposed to English at school for a period not shorter than three years; monolingual group: 30 students, from a monolingual Brazilian elementary school, who were paired by gender, age, and grade level with the bilingual students. Foreign children, children with complaint or indication of speech and language disorder, or who had been retained were excluded. A rapid automatized naming, pseudoword repetition, and oral reading tests were administered. The bilingual children were assessed in both languages and their performances were compared among themselves and with the monolingual group, which was only assessed in Brazilian Portuguese. RESULTS: The bilingual group showed better performance in English, rapid naming, and pseudoword repetition tasks, whereas Brazilian Portuguese, in reading fluency. A higher number of correlations were found in Brazilian Portuguese. CONCLUSION: The results suggest that the acquisition of a second language may positively influence the abilities of rapid naming, reading rate, and accuracy. Brazilian bilingual students performed better in tasks of phonological memory in English and Brazilian Portuguese performed better in reading fluency. Different correlation patterns were found between the rapid naming, accuracy, and reading rate, in the bilingual group analysis, in both languages.
20
Ŭusink-Nagata, Akiko. "Portugala lingvo en Ǔnesko?" Language Problems and Language Planning 9, nr 2 (1.01.1985): 130–33. http://dx.doi.org/10.1075/lplp.9.2.07uus.
Pełny tekst źródłaStreszczenie:
Portuguese in Unesco? Recommendation 73 of the World Conference on Cultural Policies (Mexico City, 1982) dealt with Portuguese and other languages, calling on the director-general of Unesco to promote study of the possible use of Portuguese as a working language in the organization. Six reasons were given, including the fact that Portuguese is now the official language of seven member-states, that it is used also in various forms in other parts of the world, that it is a language that bridges cultural and racial diversity, and that it is already an official language of the Organization of American States. At the Unesco General Conference in 1983, representatives of three Portuguese-speaking countries addressed the session in Portuguese, and the representative of Portugal specifically called for the introduction of Portuguese as a working language. Currently there are three categories of languages at Unesco: the official languages of the General Conference, eight in number; the working languages of the General Conference and the Executive Board, of which there are six; and the working languages of the offices (English and French are those of headquarters). A recent Unesco document dealing with the introduction of Portuguese and other working languages calculates the cost of introducing a new working language at between $4,421,000 and $6,521,100 per biennium for limited use (i.e., translation of certain documents and provision of interpretation in certain meetings) and between $13,889,500 and $18,520,600 for use on a par with the other working languages. While the Joint Inspection Unit of the United Nations has warned against the costs involved in introducing further languages into the UN system, the director-general has tended to favor a somewhat more egalitarian approach to the problem, emphasizing the necessity to weigh such considerations as cultural values against the purely utilitarian question of cost.
21
Pereira, Denise Maia. "The Linguistic Landscape of a Historic Center Commercial Area: Aspects of Foreignness and Multilingualism Practices in Top-Down and Bottom-Up Signs". International Journal of Languages, Literature and Linguistics 9, nr 4 (grudzień 2023): 567–72. http://dx.doi.org/10.18178/ijlll.2023.9.6.472.
Pełny tekst źródłaStreszczenie:
This paper reports aspects of foreignness and multilingualism practices displayed in the linguistic landscape, top-down and bottom-up signs, and shop owners’ motivation of the choice of languages, of thirteen streets in the historic center commercial area of São Luís. The results of the analyses indicated that 90.6 percent of the foreign language found was English and all of the top-down signage had translation Portuguese-English. All of the top-down city maps had a logo in its top left sign with three languages, Portuguese, English and French translation stating “World Heritage”, a title the city holds. 50 percent of the usage of adding an apostrophe and the letter s in bottom-up signage was done for aesthetic reasons, 40 percent said it indicated plural, and 10 percent said it was to show possession. 70 percent had the perception that foreign language usage is somehow superior to the native language what bestows both the notions of status and trust that are attributed to foreign language usage.
22
Soares, Antonio Constantino. "Monolingual Used on The Historical Sites in Dili, Timor-Leste: A Study of Linguistics Landscape". Humanities & Language: International Journal of Linguistics, Humanities, and Education 1, nr 2 (22.03.2024): 97–104. http://dx.doi.org/10.32734/9gg54y26.
Pełny tekst źródłaStreszczenie:
Timor-Leste which is further called (TL) is also well-known as a multilingual and multicultural country. Besides, Timor-Leste also has 32 local languages and 3 foreign languages such as Portuguese, Bahasa Indoenesia and English. Portuguese is used as the official language however, Bahasa Indonesia and English are used as working languages. This research aimed to determine and to explore the predominant language used in historical sites in Dili. This is a qualitative research and the data were collected by using taking pictures technique with a mobile phone camera. After all the data were collected then, they were analyzed by using qualitaive descriptive method. The Results in this research showed that there are 6 historical sites found in Dili. Tetum language is used as monolingual to describe and explain the brutal action done by the Indonesian Military during the Indonesian occupation in Timor-Leste.
23
Yen, A. L. "Foreword: Books about edible insects in different languages". Journal of Insects as Food and Feed 1, nr 2 (1.01.2015): 85–86. http://dx.doi.org/10.3920/jiff2015.x003.
Pełny tekst źródłaStreszczenie:
The estimated two billion people in the world who eat insects live in Africa, Asia, Central and South America where English is not the first language. The languages spoken in these regions can be the pre-literate traditional languages of the original peoples or an adopted language from former colonial times (predominantly English or French in Africa and Asia, or Portuguese or Spanish in Latin America). In contrast, the use of insects as human food is lowest in western countries (DeFoliart, 1999; Van Huis et al., 2013) where English may be the first language (but acknowledging that different European languages are also used in westernised societies). English has become the dominant language in discussing edible insects as evidenced by its use as the language of presentation at the 2014 Insects to feed the world conference, and that most of the journals relevant to this topic are published in the English language.
24
Toassi, Pâmela Freitas Pereira, i Mailce Borges Mota. "Semantic priming effects and lexical access in English as L3". Gragoatá 23, nr 46 (30.08.2018): 354–73. http://dx.doi.org/10.22409/gragoata.v23i46.33581.
Pełny tekst źródłaStreszczenie:
We report an experiment using a picture-naming task within the masked priming paradigm to examine lexical access in English as a third language. Participants were assigned to one of three groups: a control group, consisting of native speakers of English, and two experimental groups, one consisting of speakers of English as L2 and the other consisting of speakers of German as L2 and English as L3. Participants of the two experimental groups were native speakers of Brazilian Portuguese. All participants performed a picture-naming task in English in which pictures were preceded by a masked prime word in the target language (English), in the native language (Brazilian Portuguese) or in the second language (German). The results indicate some interference from the participants’ second language in the production of their third language (English), favoring the view that lexical access of multilinguals is qualitatively different from that of bilinguals and monolinguals.---Article in English. ---DOI: http://dx.doi.org/10.22409/gragoata.2018n46a1133
25
Abonizio, Hugo Queiroz, Janaina Ignacio de Morais, Gabriel Marques Tavares i Sylvio Barbon Junior. "Language-Independent Fake News Detection: English, Portuguese, and Spanish Mutual Features". Future Internet 12, nr 5 (11.05.2020): 87. http://dx.doi.org/10.3390/fi12050087.
Pełny tekst źródłaStreszczenie:
Online Social Media (OSM) have been substantially transforming the process of spreading news, improving its speed, and reducing barriers toward reaching out to a broad audience. However, OSM are very limited in providing mechanisms to check the credibility of news propagated through their structure. The majority of studies on automatic fake news detection are restricted to English documents, with few works evaluating other languages, and none comparing language-independent characteristics. Moreover, the spreading of deceptive news tends to be a worldwide problem; therefore, this work evaluates textual features that are not tied to a specific language when describing textual data for detecting news. Corpora of news written in American English, Brazilian Portuguese, and Spanish were explored to study complexity, stylometric, and psychological text features. The extracted features support the detection of fake, legitimate, and satirical news. We compared four machine learning algorithms (k-Nearest Neighbors (k-NN), Support Vector Machine (SVM), Random Forest (RF), and Extreme Gradient Boosting (XGB)) to induce the detection model. Results show our proposed language-independent features are successful in describing fake, satirical, and legitimate news across three different languages, with an average detection accuracy of 85.3% with RF.
26
Lima Junior, Ronaldo Mangueira, i Guilherme Duarte Garcia. "Probing rhythmic patterns in english-L2". Journal of Speech Sciences 6, nr 1 (1.11.2017): 47–58. http://dx.doi.org/10.20396/joss.v6i1.14984.
Pełny tekst źródłaStreszczenie:
Languages are traditionally classified as mora-timed, syllable-timed or stress-timed in relation to their rhythmic patterns. The distinction between syllable-timed and stress-timed languages, however, lacks solid evidence in the literature. Syllable-timed languages typically have similar duration across unstressed and stressed syllables, whereas stress-timed languages tend to have similar inter-stress intervals, and unstressed syllables are shorter than stressed syllables. According to this categorical classification, English is a stress-timed language, thus having more reduction in unstressed vowels. Brazilian Portuguese, on the other hand, is typically classified as syllable-timed, and thus has little reduction of unstressed vowels. If these categorical rhythmic differences are correct, then acquiring the rhythmic patterns of English should be a challenging task to Brazilian learners, who are not expected to produce unstressed vowels with as much reduction as English native speakers. However, recent studies have found that the typology of rhythm is best understood as not categorical, but rather gradient, and that Brazilian Portuguese has a mixed classification, with more stress timing than would be expected from a traditional and categorical perspective. We therefore hypothesize that Brazilian learners of English should not have major difficulties reducing unstressed vowels, even when exposed to the second language later in life. To test this hypothesis, we analyze production data of native speakers of English (control group) and of Brazilian advanced learners of English.
27
Prazeres, Filipe, Luiz Miguel Santiago i José Augusto Simões. "Defining Multimorbidity: From English to Portuguese Using a Delphi Technique". BioMed Research International 2015 (2015): 1–4. http://dx.doi.org/10.1155/2015/965025.
Pełny tekst źródłaStreszczenie:
Objective. To translate the European General Practice Research Network multimorbidity definition according to Portuguese cultural and linguistic features.Methods. Similar to the process completed in several other European countries, a forward and backward translation of the English multimorbidity definition using the Delphi technique was performed in Portugal.Results. Twenty-three general practitioners (GPs)—14 males and 9 females—agreed to form the Portuguese expert panel for the Delphi process (59% acceptance rate). The Portuguese definition of multimorbidity was achieved after two Delphi rounds with a mean (SD) consensus score for final round of 8.43/9 (0.73).Conclusion. With this paper the definition of multimorbidity is now available in a new language—Portuguese. Its availability in the local language will raise Portuguese GPs’ awareness about multimorbidity and allow future national and international research. The operationalization of the definition will allow an easier identification of patients with multimorbidity.
28
Da Silva, Emanuel. "Humor (re)positioning ethnolinguistic ideologies: “You tink is funny?”". Language in Society 44, nr 2 (kwiecień 2015): 187–212. http://dx.doi.org/10.1017/s0047404515000044.
Pełny tekst źródłaStreszczenie:
AbstractThis article examines how essentializing ideologies of language and identity in Toronto's Portuguese ethnic market, constructed as monolingual and monocultural within the larger mainstream market of English-speaking Canada, provide the background for humorous sociolinguistic performances that playfully acknowledge, reproduce, and challenge ethnolinguistic stratification. After more than sixty years, the dominant spaces of the local Portuguese market continue to exclude most Portuguese-Canadian youth by rarely legitimizing the use of English, bilingual code-switching, or ‘broken’ or ‘Azorean’ Portuguese. By choosing YouTube as a space in which to engage audiences in ideologies of language and identity through performances of sociolinguistic caricatures, three young Portuguese-Canadian amateur comedians negotiate sociolinguistic boundaries with an ambivalent agency. The mocking performances are legitimized by the performers' in-group status and reveal, among other things, how a stigmatized variety of Azorean Portuguese and certain ethnolinguistic stereotypes can be reappropriated and reinforced relative to sociolinguistic hierarchies. (Language ideologies, ethnic humor, performativity, heteroglossia)*
29
Pocinho, Margarida, Agnieszka Olczak i Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines". Problemy Wczesnej Edukacji 40, nr 1 (25.05.2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.
Pełny tekst źródłaStreszczenie:
This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.
30
Maldonado García, María Isabel, i Ana Borges de Souza. "LEXICAL SIMILARITY LEVEL BETWEEN ENGLISH AND PORTUGUESE". Elia 14, nr 13 (2014): 145–63. http://dx.doi.org/10.12795/elia.2014.i14.06.
Pełny tekst źródła
31
Mengyuan, Zhou. "TRANSLATION OF ‘CULTURE-SPECIFIC CONCEPTS’ IN CONTEXT OF INDIRECT TRANSLATION". Diacrítica 32, nr 2 (3.07.2019): 26. http://dx.doi.org/10.21814/diacritica.447.
Pełny tekst źródłaStreszczenie:
Contact between Portuguese and Chinese began as early as the 16th century. As the relations between China and the Portuguese-speaking countries developed, translations between the two languages have flourished, particularly in literature. It is important to note that, in this domain, direct translation as well as indirect translation has been active options. Translation via a third language has been a frequent method used by Portuguese-Chinese translators – not only in the early days of their burgeoning contact but also well into the twentieth-first century. This paper analyses the translation of the novella O Assassino, which fictions the assassination of the Portuguese Governor Ferreira do Amaral in Macau. The story was originally written in Chinese, then translated into English and then into Portuguese. It happens that the Portuguese version was translated via the English. The aim of this article is to analyze both versions from a comparative perspective and to discuss the translation of culture-specific concepts in the indirect translation context.
32
Cabrini Simões Calvo, Luciana, Alessia Cogo, Michelle Salles El Kadri i Telma Gimenez. "“English gradually” and multilingual support in EMI: insights from lecturers in two Brazilian universities". Journal of English as a Lingua Franca 11, nr 2 (1.09.2022): 147–70. http://dx.doi.org/10.1515/jelf-2022-2081.
Pełny tekst źródłaStreszczenie:
Abstract The adoption of English as a medium of instruction (EMI) is a world-wide phenomenon as part of the internationalization strategies of higher education institutions. While this policy can be seen as a threat to multilingualism, studies on attitudes suggest that EMI lecturers and students see the use of the first language (L1) as a useful resource for content comprehension. Our research questions focused on EMI lecturers’ motivations/reasons for their linguistic choices in the classroom and the strategies in relation to those choices. Our goal was to find out whether they were already adopting an English as a lingua franca approach to EMI, i.e. favoring the use of both Portuguese and English in class. Data collected via questionnaires, interviews, focus groups and observations revealed that both languages are used by lecturers endorsing either an English-only approach or a multilingual one, with similar objectives. Whereas Portuguese seems to increase student participation and reduce insecurity, English provides opportunities to engage with the professional discourse and language practices valued in international research exchanges. In the classroom, a multilingual approach better addresses the lecturers’ pedagogical concerns, while English-only favours their language-oriented goals but is introduced gradually. The results are consistent with a view of English as part of a repertoire of language and pedagogical practices in EMI multilingual settings where students and lecturers share the same language.
33
Lameira, Marina, Felipe Bezerra, Pâmela Toassi, André Cravo i Maria Teresa Carthery-Goulart. "Evidence of non-selective lexical access to second and third language in unbalanced multilinguals: an N400 study on the processing of interlingual homographs". Pandaemonium Germanicum 26, nr 49 (27.02.2023): 35–67. http://dx.doi.org/10.11606/1982-8837264935.
Pełny tekst źródłaStreszczenie:
Bilinguals and multilinguals commonly encounter words in their multiple languages which share some linguistic aspects. Among those are interlingual homographs, or words that have the exact same orthography in two different languages. The current study examined, through a semantic judgment task in English with ERP recording, how multilinguals (speakers of Brazilian Portuguese, English and German) accessed the meanings of interlingual homographs that belonged to their dominant and non-dominant foreign languages compared to a control group of Brazilian Portuguese-English bilinguals. The findings demonstrated that multilinguals were slower to respond to the English-German interlingual homographs as compared to control stimuli (no homographs). The results also demonstrated that, when the interlingual homographs were semantically related to their targets in the non-target language, there were significantly more errors and a higher RT than in unrelated conditions. Additionally, only the bilinguals presented the typical N400 effect for unrelated conditions, suggesting that the co-activation of the non-target language due to interlingual homographs modulated this ERP in the multilingual group. Our results provide support for the Bilingual Interactive Activation plus model and suggest that literature findings on interference between first and second languages also hold for second and third languages.
34
Fassbender, Jochen. "Dictionary of basic indexing terminology". Indexer: The International Journal of Indexing: Volume 39, Issue 4 39, nr 4 (1.12.2021): 389–422. http://dx.doi.org/10.3828/indexer.2021.39.
Pełny tekst źródłaStreszczenie:
This multilingual dictionary of basic and most-used indexing terminology consists of six languages: English, German, Dutch, Spanish, Portuguese, and French. There is a group-ordered version according to topic and an alphabetically ordered one sorted on the English terms. Resources as well as language specifics and idiosyncrasies are discussed.
35
Campos, José Ramom Pichel, Pablo Gamallo Otero i Iñaki Alegria Loinaz. "Measuring diachronic language distance using perplexity: Application to English, Portuguese, and Spanish". Natural Language Engineering 26, nr 4 (24.07.2019): 433–54. http://dx.doi.org/10.1017/s1351324919000378.
Pełny tekst źródłaStreszczenie:
AbstractThe objective of this work is to set a corpus-driven methodology to quantify automatically diachronic language distance between chronological periods of several languages. We apply a perplexity-based measure to written text representing different historical periods of three languages: European English, European Portuguese, and European Spanish. For this purpose, we have built historical corpora for each period, which have been compiled from different open corpus sources containing texts as close as possible to its original spelling. The results of our experiments show that a diachronic language distance based on perplexity detects the linguistic evolution that had already been explained by the historians of the three languages. It is remarkable to underline that it is an unsupervised multilingual method which only needs a raw corpora organized by periods.
36
Gimenes, Priscila A., Norton T. Roman i Ariadne M. Carvalho. "Spelling Error Patterns in Brazilian Portuguese". Computational Linguistics 41, nr 1 (marzec 2015): 175–83. http://dx.doi.org/10.1162/coli_a_00216.
Pełny tekst źródłaStreszczenie:
Fifty years after Damerau set up his statistics for the distribution of errors in typed texts, his findings are still used in a range of different languages. Because these statistics were derived from texts in English, the question of whether they actually apply to other languages has been raised. We address this issue through the analysis of a set of typed texts in Brazilian Portuguese, deriving statistics tailored to this language. Results show that diacritical marks play a major role, as indicated by the frequency of mistakes involving them, thereby rendering Damerau's original findings mostly unfit for spelling correction systems, although still holding them useful, should one set aside such marks. Furthermore, a comparison between these results and those published for Spanish show no statistically significant differences between both languages—an indication that the distribution of spelling errors depends on the adopted character set rather than the language itself.
37
Ramos, Eliane, i Jean Mead. "Dual language intervention in a case of severe speech sound disorder". Revista de Investigación en Logopedia 4, nr 2 (3.11.2014): 93–111. http://dx.doi.org/10.5209/rlog.58663.
Pełny tekst źródłaStreszczenie:
This single case study of a bilingual child with a severe speech sound disorder examined whether language transference occurs when treatment is provided in L1 or L2 and whether monolingual or bilingual intervention is most effective. A 6-year 5-month old sequential Portuguese/English bilingual female was seen for 3 separate intervention phases lasting about 2 months each. Four phonological processes common to both languages were targeted in either monolingual or bilingual conditions in each phase. The child’s speech was examined with formal tests and analyses of spontaneous speech after each phase. Results indicated that transference occurred in both directions for some processes (L1 to L2 and L2 to L1), but in general L1 had to be specifically targeted for significant improvement to occur. For both languages, the bilingual condition was most effective. A follow-up assessment one year after Portuguese treatment was interrupted revealed that the child continued to make progress in English only (the only language treated for the entire year) and her Portuguese phonology still showed the same errors as in the previous year. This case study provides further evidence that bilingual intervention is the preferred choice for bilingual children. Implications for language choice and future studies are discussed.
38
Céspedes, Lucía. "LATIN AMERICAN JOURNALS AND HEGEMONIC LANGUAGES FOR ACADEMIC PUBLISHING IN SCOPUS AND WEB OF SCIENCE". Trabalhos em Linguística Aplicada 60, nr 1 (kwiecień 2021): 141–54. http://dx.doi.org/10.1590/010318138901311520201214.
Pełny tekst źródłaStreszczenie:
ABSTRACT This paper presents a descriptive analysis of SCOPUS’ and Web of Science’s journal lists, in order to illustrate and critically assess the current presence of Latin American journals included in these mainstream databases and their working languages for publication. The latest lists of journals released by both databases as of March 2020 were analyzed in terms of journal language and country of publication. Results show Brazil clearly emerges as the regional leader, especially in WoS’ Science Citation Index Expanded and Emerging Sources Citation Index. However, this predominance of Brazilian journals does not entail a corresponding relevance of the Portuguese language. Spanish is the predominant language in mainstream Latin American journals, especially in the Social Sciences and Humanities, while journals identified as multilingual tend to associate either Spanish or Portuguese with English. The combination of Spanish and Portuguese is significantly smaller. This calls for a critical revision of the state of the Latin American scientific-editorial field as a linguistic market, as well as for further questioning the role of English as the lingua franca of academia.
39
Resende, Natália, i Andy Way. "Can Google Translate Rewire Your L2 English Processing?" Digital 1, nr 1 (4.03.2021): 66–85. http://dx.doi.org/10.3390/digital1010006.
Pełny tekst źródłaStreszczenie:
In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.
40
Morozova, Milana Andreevna. "Discourse markers in English and European Portuguese translations: establishing functional equivalents and types of omission". Filologia e Linguística Portuguesa 22, nr 1 (6.08.2020): 103–21. http://dx.doi.org/10.11606/issn.2176-9419.v22i1p103-121.
Pełny tekst źródłaStreszczenie:
Based on the translations of a bidirectional English-Portuguese parallel corpus, this paper examines some English discourse markers (henceforth ‘DMs’, such as well, you know, I mean). The goal is twofold: firstly, the analysis of the translations establishes functional equivalents of the English DMs in European Portuguese, thus complementing the existing studies on translation of DMs in parallel corpus. Secondly and most importantly, this paper aims to approach the phenomenon of DMs omission frequently observed in translations from the empirical, rather than theoretical point of view. In particular, the study focuses on omission of DMs in the target languages. The corpus analysis resulted in the identification of three most common types of omission: DM deletion (i.e. a common DM deletion or omission in the target language), partial DM deletion (i.e. when one of the two DMs in the original language drops, resulting in translation of only one of them in the target language), DM addition (i.e. when there is no DM in the original language, but the translator has added it).
41
Melo Júnior, José Tavares de, Rosemeri Maurici, Michelle Gonçalves de Souza Tavares, Marcia Margareth Menezes Pizzichini i Emilio Pizzichini. "The Quebec Sleep Questionnaire on quality of life in patients with obstructive sleep apnea: translation into Portuguese and cross-cultural adaptation for use in Brazil". Jornal Brasileiro de Pneumologia 43, nr 5 (31.07.2017): 331–36. http://dx.doi.org/10.1590/s1806-37562016000000160.
Pełny tekst źródłaStreszczenie:
ABSTRACT Objective: To translate the Quebec Sleep Questionnaire (QSQ), a specific instrument for the assessment of quality of life in patients with sleep obstructive apnea, into Portuguese and to create a version that is cross-culturally adapted for use in Brazil. Methods: The Portuguese-language version was developed according to a rigorous methodology, which included the following steps: preparation; translation from English into Portuguese in three versions; reconciliation to a single version; back-translation of that version into English; comparison and harmonization of the back-translation with the original version; review of the Portuguese-language version; cognitive debriefing; text review; and arrival at the final version. Results: The Portuguese-language version of the QSQ for use in Brazil had a clarity score, as measured by cognitive debriefing, ranging from 0.81 to 0.99, demonstrating the consistency of translation and cross-cultural adaptation processes. Conclusions: The process of translating the QSQ into Portuguese and creating a version that is cross-culturally adapted for use in Brazil produced a valid instrument to assess the quality of life in patients with obstructive sleep apnea.
42
Souter et al., Clive. "Natural Language Identification using Corpus-Based Models". HERMES - Journal of Language and Communication in Business 7, nr 13 (4.01.2017): 183. http://dx.doi.org/10.7146/hjlcb.v7i13.25083.
Pełny tekst źródłaStreszczenie:
This paper describes three approaches to the task of automatically identifying the language a text is written in. We conducted experiments to compare the success of each approach in identifying languages from a set of texts in Dutch/Friesian, English, French, Gaelic (Irish), German, Italian, Portuguese, Serbo-Croat and Spanish.....
43
Pinto, Susana, i Maria Helena Araújo e Sá. "Scientific research and languages in Portuguese Higher Education Institutions". Language Problems and Language Planning 44, nr 1 (1.07.2020): 20–44. http://dx.doi.org/10.1075/lplp.00054.pin.
Pełny tekst źródłaStreszczenie:
Abstract This paper reports on a study that looked at Portuguese public universities setting out to identify and discuss institutional stakeholders’ social representations concerning the use of languages in scientific research and the development of institutional language policies within this area of higher education activity. In order to do so, institutional stakeholders responsible for research activities at six Portuguese public universities completed a questionnaire and participated in in-depth interviews. The findings indicate there are common tendencies regarding the identified social representations that point, mainly, to a tension between, on one hand, the existence of reported practices that centre on “English-mainly” research language policies, reflecting the current monolingual scenario of global science and, on the other hand, the need for a more plurilingual science and the privileging of Portuguese as a science language.
44
Silva Barbon, Rafael, i Ademar Takeo Akabane. "Towards Transfer Learning Techniques—BERT, DistilBERT, BERTimbau, and DistilBERTimbau for Automatic Text Classification from Different Languages: A Case Study". Sensors 22, nr 21 (26.10.2022): 8184. http://dx.doi.org/10.3390/s22218184.
Pełny tekst źródłaStreszczenie:
The Internet of Things is a paradigm that interconnects several smart devices through the internet to provide ubiquitous services to users. This paradigm and Web 2.0 platforms generate countless amounts of textual data. Thus, a significant challenge in this context is automatically performing text classification. State-of-the-art outcomes have recently been obtained by employing language models trained from scratch on corpora made up from news online to handle text classification better. A language model that we can highlight is BERT (Bidirectional Encoder Representations from Transformers) and also DistilBERT is a pre-trained smaller general-purpose language representation model. In this context, through a case study, we propose performing the text classification task with two previously mentioned models for two languages (English and Brazilian Portuguese) in different datasets. The results show that DistilBERT’s training time for English and Brazilian Portuguese was about 45% faster than its larger counterpart, it was also 40% smaller, and preserves about 96% of language comprehension skills for balanced datasets.
45
Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo". Learning & Education 10, nr 2 (16.09.2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
Pełny tekst źródłaStreszczenie:
Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
46
Montrul, Silvina, Rejanes Dias i Hélade Santos. "Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer". Second Language Research 27, nr 1 (22.12.2010): 21–58. http://dx.doi.org/10.1177/0267658310386649.
Pełny tekst źródłaStreszczenie:
This article addresses the role of previously acquired languages in the acquisition of a third language (L3) in two experimental studies on object expression in Brazilian Portuguese (BP). Participants were English-speaking learners of BP as L3 with knowledge of Spanish as a second language (L2) and Spanish-speaking learners of BP with knowledge of English as L2. Like Spanish, BP has object clitic pronouns, but there are important differences between the two languages with respect to the rates of clitics used in spoken and written registers, null objects and the position of clitics with respect to the verb. English, by contrast, lacks object clitics. Study 1 tested use of clitics and other objects in an oral production task. Study 2 tested knowledge of clitic placement in a written acceptability judgment task. The general results of the two studies show that acquisition of Brazilian Portuguese object expression is not very problematic but there are transfer effects from Spanish (as L1 and L2) in the two experimental groups. This result suggests that structural similarity or cross-linguistic correspondences matter in L3 acquisition.
47
Nagórka, Piotr. "Iberian-Romance borrowings into English in the fortified wine industry: Implications for wine educators". Revista de Lenguas para Fines Específicos, nr 29 (14.06.2023): 94–109. http://dx.doi.org/10.20420/rlfe.2023.618.
Pełny tekst źródłaStreszczenie:
English tends to be regarded as sufficient for communication in numerous fields. This includes industrieswhose progress has been reliant on communication in languages other than English, in which English has been useful in matters of trade. A notable example is the microfield of fortified wines, where primary languages include Portuguese (madeira and port) and Spanish (sherry). Withthe English corpus showing unassimilated borrowings from the Iberian-Romance languages, and with wine schoolsoffering their students little opportunity to learn these languages, it seemed reasonable to provide numerical evidence of the presence of these borrowings in professional communication in English to see if potential comprehensionproblems among students, resulting from professional discourse being filled with foreign words,may be significant. The (corpus-driven)study of concept systems in the areas of madeira, port and sherry has led to the creation of English-language models containing loanwords from Portuguese and Spanish in varying proportions. The models have been explored to demonstrate to what extent English may be considered sufficient for (effective) communication in each of the areas of the fortified wine industry, while dependent on borrowings from the industry’sprimary languages. The numbers of loanwords in the descriptions of madeira, port and sherryhave indicated the degree to which wine students can rely on their knowledge of English for communication in their target professions while revealing their potential needs for Portuguese and Spanish. These findings inform applied language sciences on the scale of borrowings in professional discourse of an important sector of the wine industry, with Spanish identified as a relatively more productive source of unassimilated borrowings than Portuguese. The results offeran insight for educational programme developers to consider the inclusion of Portuguese and Spanish classes in curricula prepared for students pursuing degrees in winemaking and related fields who have chosen the specialization of fortified wines. El inglés tiende a considerarse suficiente para la comunicación en numerosos campos. Esto incluye industrias cuyo progreso ha dependido de la comunicación en lenguas distintas del inglés, en las que este idioma ha sido útil en cuestiones comerciales. Un ejemplo notable es el microcampo de los vinos generosos, en el que las lenguas principales son el portugués (madeira y oporto) y el español (jerez), siendo el inglés históricamente importante, como demuestran los documentos ingleses. Dado que el corpus inglés muestra préstamos no asimilados de las lenguas ibero-románicas, y que prestigiosas escuelas de vino, como AWRI, Napa Valley Wine Academy, WSET, por nombrar algunas, ofrecen a sus estudiantes pocas oportunidades de aprender estas lenguas, parecía razonable proporcionar pruebas numéricas de la presencia de estos préstamos en la comunicación profesional en inglés para ver si los posibles problemas de comprensión entre los estudiantes, resultantes de un discurso profesional lleno de palabras y expresiones extranjeras, pueden ser significativos. El estudio (motivado por el corpus) de sistemas conceptuales en los ámbitos del madeira, el oporto y el jerez ha llevado a la creación de modelos detallados en inglés que contienen préstamos del portugués y el español en proporciones variables. Los modelos se han explorado para demostrar hasta qué punto el inglés puede considerarse suficiente para una comunicación (eficaz) en cada una de las áreas de la industria de los vinos fortificados y, por la misma razón, dependiente de préstamos de las lenguas primarias de la industria. Las cifras establecidas de palabras de préstamo en las descripciones de madeira, oporto y jerez han indicado el grado en que los estudiantes de enología pueden confiar en sus conocimientos de inglés para comunicarse en sus profesiones de destino, al tiempo que revelan sus necesidades potenciales de portugués y español. Estos resultados informan a las ciencias lingüísticas aplicadas sobre la escala de préstamos que cabría esperar en el discurso profesional de un importante sector de la industria vitivinícola a partir de las lenguas primarias del campo, con el español identificado como una fuente relativamente más productiva de préstamos no asimilados que el portugués. Los resultados ofrecen una perspectiva para que los responsables de la elaboración de programas educativos consideren la inclusión de clases de portugués y español en los planes de estudios profesionales preparados para estudiantes que cursan estudios de enología y campos afines y que han elegido la especialización de vinos generosos.
48
Gómez González, María de los Ángeles. "Canonical tag questions in English, Spanish and Portuguese". Languages in Contrast 14, nr 1 (4.03.2014): 93–126. http://dx.doi.org/10.1075/lic.14.1.06gom.
Pełny tekst źródłaStreszczenie:
This paper compares and contrasts the patterns of variation exhibited by canonical tag questions ((C)TQs) in English (e.g. ‘That’s enough, isn’t it?’) with those presented by their analogous constructions in Spanish (Es suficiente, ¿no?/ ¿verdad?) and Portuguese (É suficiente, não é?/não?) across a variety of spoken genres that represent the monologic-dialogic, formal-informal and private-public oppositions. The aim is to provide previously lacking comparative statistics that emerge from this trilingual comparison along four parameters: (i) frequencies, (ii) formal features, (iii) distribution across genres, and (iv) functional characteristics. It will be observed that English CTQs are less frequent than analogous constructions in Spanish and particularly in Portuguese. A tag/polarity-based scale will also be proposed in which Portuguese situates itself at one extreme in displaying the widest array of variant and invariant tag types; at the other extreme is Spanish allowing for invariant tags only, whereas English occupies a middle position as it admits both invariant and variant tags but the latter exhibit less variability in kind than their Portuguese counterparts. Lastly, it will be shown that English CTQs display less distributional and functional flexibility than the analogous constructions in the two Romance languages under analysis.
49
Rahayu, Acep, Unang,. "The importance of mastering foreign languages in developing hospitality and tourism industries". Journal of Business on Hospitality and Tourism 1, nr 1 (28.12.2015): 9. http://dx.doi.org/10.22334/jbhost.v1i1.5.
Pełny tekst źródłaStreszczenie:
This study aims at offering some thoughts that cultural differences influence a great deal in hospitality and tourism industries. In Indonesia English is a second language whereby occupational background in the past still dominates our language structure. Indonesia was occupied by the Dutch for 3 and half decades then by the Japanese for 3 and half years. Lacking of vocabulary items, Indonesian Language still use foreign languages such those borrowed from Dutch, English, Italian, Portuguese and Arabic.Cultural differences also influences Indonesian way of using the English expressions at hospitality industries. Mastering foreign languages is very important in developing hospitality industries in Indonesia. The main findings of my research are : those motivated students learn foreign languages better, those having good learning strategies master foreign languages better, and those mastering foreign languages work successfully at hospitality and tourism industries.
50
Lucas, Carmen. "“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study". Education Sciences 13, nr 9 (18.09.2023): 949. http://dx.doi.org/10.3390/educsci13090949.
Pełny tekst źródłaStreszczenie:
School readiness can be used as a key target to support children’s social, emotional, language, and a wide range of communication skills, particularly to promote equity for children in a democratic society. This is especially important for Portuguese children attending early years foundation settings, as considering “school readiness” creates a much broader educational base for school subjects to subsequently build upon and, in particular, nurturing early years foundation stage Portuguese children’s literacy development in English, the privileged language of international communication. However, little is known about how the English language can be best taught at such young ages, as well as the unique outcomes from such an early exposure, at least in the Portuguese context. Language play has been argued to be a “universal” feature common to all human beings, regardless of their age. This study set out to prepare young preschool children with an English language background for the primary school years. As such, this study examined the impact of exposing children to classroom-based storybook reading sessions and original cartoon-based created materials, hence creating a print-referencing-style environment carried out during an academic year. The impacts on preschoolers’ early literacy development were examined, focusing specifically on the domain of print knowledge. The study reported here set out to determine to what extent a play-based, cross-curricular pedagogic programme for learning English, fastened in CLIL principles (English across the curriculum), could be effective in promoting early literacy development within an early years setting in Portugal, thus preparing children for the formal years of primary school to come. Fifteen native Portuguese preschool children (3–5 years old) were the focus of this study. Their engagement in English lessons was investigated through audio recordings of peer and group conversations. Cross-reference content analyses were carried out separately, with audio recordings of lessons and researcher’s field notes as part of triangulation of the data.