Добірка наукової літератури з теми "Portuguese language learners"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Portuguese language learners".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Portuguese language learners"
1
Osborne, Denise M., and Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil." Languages 6, no. 3 (June 25, 2021): 112. http://dx.doi.org/10.3390/languages6030112.
Повний текст джерелаАнотація:
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.
2
Silva, Gláucia. "PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS." Caderno de Letras, no. 35 (January 19, 2020): 179. http://dx.doi.org/10.15210/cdl.v0i35.17346.
Повний текст джерелаАнотація:
Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.
3
Ionin, Tania, Elaine Grolla, Hélade Santos, and Silvina A. Montrul. "Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese." Linguistic Approaches to Bilingualism 5, no. 2 (July 10, 2015): 215–51. http://dx.doi.org/10.1075/lab.5.2.03ion.
Повний текст джерелаАнотація:
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.
4
Matte, Marine Laísa, and Larissa Goulart. "Lexical Bundles across levels of Proficiency in Portuguese as a Second Language." Letras de Hoje 55, no. 4 (December 31, 2020): e38377. http://dx.doi.org/10.15448/1984-7726.2020.4.38377.
Повний текст джерелаАнотація:
Formulaic sequences are known for being measures of foreign language fluency for learners. Research in language processing suggests that native speakers as well as learners process these sequences as a single word (ELLIS, 1996). Nevertheless, little is known about the use of formulaic sequences in Portuguese and, even fewer studies have examined the use of formulaic sequences in learners of Portuguese. Therefore, in this study, we sought to investigate the textual function of lexical bundles extracted from a corpus of learners of Portuguese as a Second Language (PSL). Lexical bundles are sequences of three or more words that occur with larger than expected frequency in a specific corpus. In this study, we used corpus linguistics tools to extract lexical bundles that occur frequently at two levels of proficiency – beginner and intermediate – in Portuguese. These bundles were, then, classified according to their textual function. Results indicate that beginner level students use more bundles associated with concrete references, while intermediate learners use more bundles associated with textual organization and stance. This study contributes to the description of Portuguese acquisition at these two levels of proficiency. In addition, the results can foster classroom activities where the PSL teachers introduce new functions of lexical bundles to students. Finally, we hope that this study motivates more research describing the language used at different stages of Portuguese acquisition.
5
Sommer-Farias, Bruna, Aleksey Novikov, Adriana Picoral, Mariana Centanin-Bertho, and Shelley Staples. "A multilingual learner corpus for less commonly taught languages." International Journal of Learner Corpus Research 8, no. 2 (December 31, 2022): 261–82. http://dx.doi.org/10.1075/ijlcr.21001.som.
Повний текст джерелаАнотація:
Abstract This article provides a detailed account of the framework, pedagogical and research applications of the Multilingual Academic Corpus of Assignments – Writing and Speech (MACAWS).1 MACAWS is a monitor learner corpus of written and oral assignments produced by foreign language learners in the context of their language learning classrooms. Currently the corpus focuses on two less commonly taught languages rarely represented in learner corpora, Portuguese and Russian, and contains 124,054 words in Russian and 536,168 in Portuguese, being updated each semester as new texts are added to the corpus. The online interface is designed for ease of use by teachers and students. Our novel interactive data-driven learning (iDDL) tool allows embedding of concordance lines into websites and learning management systems (LMS), facilitating student interaction with concordance lines. Researchers can gain access to an offline corpus for greater flexibility.
6
Montrul, Silvina, Rejane Dias, and Hélade Santos. "On some null subject parameter-related properties in the L3 acquisition of brazilian portuguese (Sobre algumas propriedades relacionadas ao parâmetro do sujeito nulo na aquisição do português brasileiro como L3 )." Estudos da Língua(gem) 7, no. 2 (December 1, 2009): 199. http://dx.doi.org/10.22481/el.v7i2.1096.
Повний текст джерелаАнотація:
As language undergoing language change, Brazilian Portuguese presents characteristics of both pro-drop and non-pro drop systems. This study investigates the acquisition of two properties assumed to be related to the null subject parameter—clitic-climbing and the that-t effect—by adult learners of Brazilian Portuguese who speak a pro-drop language (Spanish) (n = 11) and a non pro-drop language (English) (n =19) as either L1 or L2. Results of an acceptability judgment task showed that the non-native speakers overall converged on the grammars of the Brazilian Portuguese control group (n =19), but there were transfer effects from Spanish for the L1-Spanish speaking learners and from both Spanish and English in the L1-English speaking learners. We discuss the implications of these findings for the role of transfer in L3 acquisition.KEYWORDS: Null subject parameter. L3 acquisition. Brazilian Portuguese.
RESUMO O português brasileiro, por estar em processo de mudanças, apresenta características tanto de sistemas pro-drop quanto de sistemas não pro-drop. Este estudo investiga a aquisição de duas propriedades que se assume que estão relacionadas ao parâmetro do sujeito nulo – a subida de clítico e o efeito that-t– por adultos aprendizes do português brasileiro, falantes de uma língua pro-drop (espanhol) (n = 11) e de uma língua não pro-drop (inglês) (n = 19), seja como L1 ou como L2. Os resultados de um teste de julgamento de aceitabilidade mostraram que, em geral, os falantes não nativos tenderam à/se aproximaram da gramática do grupo de controle formado por falantes de português brasileiro (n = 19). Porém, observaram-se efeitos de transferência do espanhol para os aprendizes falantes nativos de espanhol e transferências de ambas as línguas, espanhol e inglês, para os aprendizes falantes nativos de inglês. Discutimos as implicações destes resultados para o papel da transferência na aquisição de L3.PALAVRAS-CHAVES: Parâmetro do sujeito nulo. Aquisição de L3. Português brasileiro.
7
Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (June 1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.
Повний текст джерелаАнотація:
The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-native-language classrooms, respectively.
8
Zheng, Yi. "Aquisição da correferência pronominal catafórica no português europeu por aprendentes chineses." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 401–22. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a21.
Повний текст джерелаАнотація:
This paper aims to investigate how Chinese learners of European Portuguese as second language acquire backward anaphora in this language, analyzing the interpretation of overt pronoun in left-dislocated temporal adverbial adjunct. Two experiments were administered to test if the syntactic position and the proximity of antecedent are main factors to determine the interpretation by the native speakers of Portuguese and the Chinese learners, as well as if the learners are influenced by their first language. The first test illustrates that in Chinese the native speakers may fluctuate between three possible interpretations in backward anaphora structures, namely the matrix subject, matrix object and the antecedent in context. The second test demonstrates that the native speakers of European Portuguese also fluctuate between the three interpretations, while the Chinese learners do not tend to accept an antecedent in the context. The test also shows that the C1 level learners are more likely to accept the matrix subject as the antecedent of the embedded overt pronoun than the B2 level learners.
9
Picoral, Adriana, and Ana Maria Carvalho. "The Acquisition of Preposition + Article Contractions in L3 Portuguese among Different L1-Speaking Learners: A Variationist Approach." Languages 5, no. 4 (October 27, 2020): 45. http://dx.doi.org/10.3390/languages5040045.
Повний текст джерелаАнотація:
This paper sheds light on the paths of third language (L3) acquisition of Portuguese by Spanish–English speakers whose first language is Spanish (L1 Spanish), English (L1 English), or both in the case of heritage speakers of Spanish (HL). Specifically, it looks at the gradual acquisition of a categorical rule in Portuguese, where some prepositions are invariably contracted with the determiner that follows them. Based on a corpus of 1910 written assignments by Portuguese L3 learners, we extracted 21,879 tokens in obligatory contraction contexts and submitted them to a multivariate analysis. This analysis allowed for the investigation of the impact of linguistic (type of preposition and definite article number and gender) and extra-linguistic factors (course level and learner’s language background), with logistic regression modeling with sum contrasts and individual as a random effect. While results point to some clear similarities across the three language groups—all learners acquired the contractions in a u-shaped progression and used more contractions with the a preposition and fewer with the por preposition—participants acquire contractions at a higher rate when the article is singular than when it is plural, and in the case of HL speakers, more so when the article is masculine than when it is feminine. These results confirm the facilitatory role of a previously acquired language (i.e., Spanish) that is typologically similar to the target language (i.e., Portuguese) in transfer patterns during L3 acquisition.
10
Castro, Tammer, Jason Rothman, and Marit Westergaard. "Comparing anaphora resolution in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 429–61. http://dx.doi.org/10.1075/resla.29.2.03cas.
Повний текст джерелаАнотація:
The present study examines anaphora resolution in two groups of speakers exposed to Brazilian and European Portuguese (BP and EP, respectively), considering the different null subject distribution in these languages. Our research question is whether late BP-EP bilinguals (age of EP onset: 29.1) and heritage BP speakers raised in Portugal (age of EP onset 5.6), tested in both dialects, will pattern like the native controls or display some effects of EP in their native BP or vice-versa. This is an interesting question in light of the Interface Hypothesis, which claims that external interfaces should be subject to general bilingualism effects irrespective of language pairing and age (Sorace, 2011). The results show that age has an effect, as the heritage speakers do not perform like the late learners, and that the high degree of typological proximity between the two languages could hinder bidialectal acquisition.
Дисертації з теми "Portuguese language learners"
1
Brown, Adrian James. "Old speech, new voices: examining the language motivations of Portuguese learners in Macau." Thesis, Canberra, ACT : The Australian National University, 2015. http://hdl.handle.net/1885/16472.
Повний текст джерелаАнотація:
In the city-state of Macau, a former Portuguese colony returned to China in 1999, there are two official languages: Chinese and Portuguese. Portuguese is only spoken as a first language by only 0.7% of the population, while the great majority of other residents speak Cantonese. Mandarin (Putonghua) and English are also widely understood and used in the media, education, business and government services, with most residents multilingual to some degree. Since the 1980s, community interest in learning and continuing study in Portuguese has declined, with a preference for other languages (particularly English and Putonghua), economic changes, and anticipation of Macau's return to China all resulting in steep falls in Portuguese language enrolments over time. The additional emigration of many Portuguese speakers prior to the territory's handover has led many to predict the demise of Portuguese as a living language in Macau. Since the mid-2000s however, the University of Macau (UM) has experienced a sustained upsurge of students enrolling in Portuguese as Foreign Language (PFL) courses, both in its Bachelor program and as an Arts elective. This is particularly noteworthy given the long-term decline and stagnation of enrolments in Portuguese-instruction courses, and the low public perception of Portuguese as attested in previous studies on Macau residents' linguistic attitudes and preferences. To examine this previous unexplored trend, I conducted a questionnaire of the current cohort of undergraduate adult PFL learners at UM, Macau's sole public university. By asking students their reasons for studying Portuguese, as well as information about their language, education background and nationality, this study sought to identify what factors might be driving an upsurge in PFL enrolments. This research also aimed to identify whether language learner motivations adhere to previous understandings of language motivation, as attested in the socio-educational model (Gardner and Lambert 1972, Gardner 1985), or whether learners are driven by different reasons for learning Portuguese. The study also considered whether there are any significant learner differences among PFL students, and if so, what this means for Portuguese language policy and language maintenance efforts in the Macau context.
2
Elkafri, Linda. "The Effect of Transfer on Arab and Portuguese Learners' Use of the English Prepositions to and for." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144651.
Повний текст джерелаАнотація:
The researcher has studied, in this paper, the effect of transfer on the Arabic and Portuguese learners’ using prepositions during their process of learning English as a second language. The prepositions that the study deals with are to and, for. The aim of the study is to show the influence of the learner’s first language on the target language. The study draws upon literary sources such as Littlewood’s book Foreign and Second Language Learning (Littlewood, 1984), as well as practical experiments which are divided into a multiple choice test and a translation test. Through the analysis of the results of these tests, the study shows the extent of influence of the first language on the process of learning a second language. The answers of the students are analyzed by comparing the rules of using prepositions in the learner’s first language and English. The participants in this study are students in ACS international school in Qatar. The study also includes interviews with two teachers. The interviews are done in order to provide additional information on the effect of the learner’s first language on learning a second language. The teachers express their views which was formed after many years of teaching experience.
3
Vasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.
Повний текст джерелаАнотація:
Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.
4
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.
Повний текст джерела
5
Company, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.
Повний текст джерелаАнотація:
This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this feedback methodology. Results showed that there was not a significant difference in writing accuracy between these two groups of students. However, both groups improved their writing accuracy over time. This study also provided a list of the most frequent writing errors made by 28 students in an advanced Spanish class. The results show that the most frequent linguistic errors for learners of Spanish are accent marks, prepositions, gender and number, punctuation, and word choice.
6
Santos, Sara Gonçalves dos. "Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953535.
Повний текст джерела
7
Aldrich, Alexander Charles. "Acquisition of L2 Phonology: An Acoustic Analysis of the Centralization of L2 Spanish /a/ in Adult L1 English-Speaking Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5289.
Повний текст джерелаАнотація:
Although many studies have been carried out regarding the acquisition of Spanish as a second language, very few have focused on the acquisition of Spanish vowels. Studies that have compared the L2 production of Spanish vowels in learners who have spent an extensive time living abroad versus at home learners are scarce at best. The present study hopes to add to the literature by comparing the L2 pronunciation of the Spanish /a/ in these two groups using an acoustic analysis with the aid of speech-signal processing software and the inclusion of a native group for comparison. In addition, it hopes to provide insight into how these groups vary in their pronunciation of the Spanish /a/ in different tasks. Three tasks were administered—an oral interview, the reading of a short story, and the reading of a word list—whose range varied by less formal to more formal, respectively. The tokens were analyzed using Praat to find the F1 and F2 value at the midpoint of each. The results indicate that those who lived in a Spanish-speaking country for an extensive period of time (RM) demonstrated a significant difference (p<0.05) between their production of the Spanish stressed /á/ and the unstressed /a/ in the oral interview and short story tasks, but did not show a significant difference in the more formal word list task. The at-home (AH) group, who had spent no more than three weeks in a Spanish-speaking country, displayed a significant difference (p<0.05) between the two tokens in all three tasks. It was found that the RM group displayed a significant difference (p<0.05) in F2 values between it and the native speaker (NS) group in one of the tasks, indicating that language transfer was present in both its stressed and unstressed tokens of the Spanish /a/. Interestingly, the native Spanish-speaking group also displayed a significant difference (p<0.05) between its production of the stressed /á/ and the unstressed /a/ in the short story task.
8
Velazquez, Cristina. "REVOLUCIÓN DE IDENTIDAD: AN AUTOETHNOGRAPHY ON SPANISH HERITAGE LANGUAGE & IDENTITY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/938.
Повний текст джерелаАнотація:
This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage Language (SHL) and identity will examine the following questions: a) How did I perceive and negotiate my bilingual identity?; b) What obstacles did I face when speaking English, Spanish or both?; c) What role does SHL have in identity development?
I have chosen a qualitative approach, specifically an autoethnography, to answer these questions in order to add to existing literature rooted in the lived experience of Spanish heritage language maintenance. This approach allows me to be the researcher, subject, and narrator of the study, and allows me to reflect on my education as a bilingual and bicultural immigrant student. The autoethnographer’s subjective experiences (my stories) become the primary data and encompass looking at a culture through the lens of the researcher. While searching for themes written in vignettes, my journey is an account of two worlds, which coexist, in the infinite intricacy of language learning, speaking, thinking, and being.
9
Altamirano, Robles Ana María del Pilar [UNESP]. "Interferências linguísticas e interlíngua: a aprendizagem de Português Língua Estrangeira por peruanos hispanofalantes." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137913.
Повний текст джерелаАнотація:
Submitted by ANA MARIA DEL PILAR ALTAMIRANO ROBLES null (amp.altamirano@gmail.com) on 2016-04-11T22:37:16Z
No. of bitstreams: 1
Dissertação.AltamiranoRobles.pdf: 4923610 bytes, checksum: bc15f12823104340c8e4232158b383dc (MD5)Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-13T13:21:59Z (GMT) No. of bitstreams: 1 altamiranorobles_amp_me_arafcl.pdf: 4923610 bytes, checksum: bc15f12823104340c8e4232158b383dc (MD5)
Made available in DSpace on 2016-04-13T13:21:59Z (GMT). No. of bitstreams: 1 altamiranorobles_amp_me_arafcl.pdf: 4923610 bytes, checksum: bc15f12823104340c8e4232158b383dc (MD5) Previous issue date: 2016-02-23
Pró-Reitoria de Pós-Graduação (PROPG UNESP)
Organización de los Estados Americanos (OEA)/Grupo Coimbra de Universidades Brasileñas (GCUB)
Esta pesquisa visa a estudar as interferências linguísticas nos níveis semântico, sintático e ortográfico, presentes no desenvolvimento da interlíngua de um grupo de alunos peruanos hispanofalantes do nível intermediário de português como língua estrangeira. A investigação buscou verificar as interferências linguísticas presentes nas produções escritas daqueles alunos, considerando a proximidade linguística entre o espanhol e o português, com o objetivo de avançar na descrição da interlíngua de alunos peruanos hispanofalantes e contribuir para o estudo do ensino e da aprendizagem de português como língua estrangeira. A hipótese deste trabalho é a de que os traços linguísticos da língua materna pode influenciar de modo negativo a aprendizagem do português por serem consideradas línguas próximas. A análise foi realizada com base na metodologia da Linguística Contrastiva em um corpus de 70 textos elaborados por 50 alunos peruanos hispanofalantes do nível intermediário de português como língua estrangeira, em dois Centros de Línguas em Lima, Peru. Além disso, foi aplicado um questionário semiestruturado no qual se propôs uma reflexão acerca do papel da língua materna, o espanhol, no processo de aprendizagem do português dos aprendizes em questão. A partir do referencial teórico sobre interlíngua e as análises das interferências linguísticas baseadas no contraste entre o espanhol e o português, a pesquisa obteve resultados que revelaram informações significativas sobre as ocorrências das interferências nos níveis semântico, sintático e ortográfico, evidenciando, quantitativa e qualitativamente, as mais comuns na aprendizagem dos alunos, permitindo, assim, identificar os casos sistemáticos de interferências linguísticas recorrentes nas referidas produções escritas. Observou-se que o uso das normas linguísticas da língua materna dificultou a elaboração das produções escritas em português, pois de modo genérico, no nível semântico, os alunos peruanos hispanofalantes recorreram ao uso continuo de palavras da língua materna e criaram palavras na língua estrangeira com base nas raízes utilizadas em espanhol; no nível sintático, as interferências se evidenciaram no uso incorreto e na omissão de preposições, e em casos de concordância nominal nos quais se identificou a transferência da língua materna no uso de gênero; enquanto no nível ortográfico, os casos de omissão de acento em palavras paroxítonas, oxítonas e monossílabas foram os mais comuns devido ao uso das normas de acentuação em espanhol pelos aprendizes peruanos.
This work aims to study linguistic interferences at semantic, syntactic and orthographic level, which occurred during interlanguage development from a group of Peruvian native Spanish speeakers of intermediate level of Portuguese as a foreign language. The investigation sought to verify the linguistic interferences identified in the students’ writings, considering cross-linguistic similarity between Spanish and Portuguese with the objective of expanding interlanguage description of Peruvian native Spanish speakers, and contributing the research on the teaching and learning of Portuguese as a foreign language. The hypothesis of this work is that linguistic characteristics of native language can influence in a negative way Portuguese learning as these languages present typological proximity. The analysis of this work was based on Contrastive Linguistics methodology in a corpus of 70 writings elaborated by 50 Peruvian native Spanishspeakers from two Language Institutes in Lima, Peru. In addition to this, it was applied a semi-structured questionnaire which proposed a reflection about the native language (Spanish) role in the Portuguese learning process. From the theoretical framework about interlanguage and linguistic interferences analysis, based on comparison of Spanish and Portuguese, this research got results that revealed, in a quantitative and qualitative way, relevant information about the occurrences of the most common interferences at syntactic, semantic and orthographic level during Portuguese learning. These results allowed identifying systematic cases of frequent linguistic interferences in the mentioned writings of the Peruvian native Spanish speakers. It was observed that use of linguistic norms of native language hampered writings elaboration in Portuguese, as generically, at semantic level, Peruvian native Spanish speakers resorted to using continuously words in the native language and to creating words in the foreign language based on the root words used in Spanish; at syntactic level, interferences were evident in the misuse and omission of prepositions, and in cases of agreement in which native language transfer was identified in the use of gender; while at orthographic level, cases of written accent omission on paroxytone, oxytone and monosyllabic words were the most common as these Peruvian students resorted to using accentuation norms of Spanish.
Esta investigación pretende estudiar las interferencias lingüísticas en los niveles semántico, sintáctico y ortográfico, presentes en el desarrollo de la interlengua de un grupo de alumnos peruanos hispanohablantes del nivel intermedio de portugués como lengua extranjera. La investigación buscó verificar cuáles fueron las interferencias lingüísticas identificadas en las producciones escritas de aquellos alumnos, considerando la proximidad lingüística entre el español y el portugués, con el objetivo de avanzar en la descripción de la interlengiua de alumnos peruanos hispanohablantes y contribuir con el estudio de enseñanza y de aprendizaje de portugués como lengua extranjera. La hipótesis de este trabajo se enfoca en que los rasgos lingüísticos del español puede influenciar de modo negativo el aprendizaje del portugués al ser consideradas lenguas próximas. El análisis fue realizado con base en la metodología de la Lingüística Contrastiva en un corpus de 70 textos elaborados por 50 alumnos peruanos hispanohablantes del nivel intermedio de portugués como lengua extranjera, pertenecientes a dos Centros de Idiomas de Lima, Perú. Además, se aplicó un cuestionario semiestructurado sobre el papel que tiene la lengua materna, el español, en el proceso de aprendizaje de portugués para este grupo de alumnos. A partir del referencial teórico sobre la interlengua y los análisis de interferencias lingüísticas basados en el contraste entre el español y el portugués, la investigación obtuvo resultados que revelaron informaciones significativas sobre las ocurrencias de las interferencias en los niveles semántico, sintáctico y ortográfico, evidenciando cuantitativa y cualitativamente, cuáles fueron las más comunes en el aprendizaje de los alumnos, permitiendo, así, identificar los casos sistemáticos de interferencias lingüísticas que ocurrieron en las referidas producciones escritas. Se observó que el uso de las normas lingüísticas de la lengua materna dificultó la elaboración de las producciones escritas en portugués, pues de modo genérico, en el nivel semántico, los alumnos peruanos hispanohablantes recurrieron al uso continuo de palabras de la lengua materna y crearon palabras en la lengua extranjera con base en las raíces utilizadas en español; en el nivel sintáctico, las interferencias se evidenciaron en el uso incorrecto y en la omisión de preposiciones, y en casos de concordancia nominal en los cuales se identificó la transferencia de la lengua materna en el uso de género; mientras que en el nivel ortográfico, los casos de omisión de acento en palabras paroxítonas, oxítonas y monosílabas fueron los más comunes debido al uso de las normas de acentuación en español por parte de los aprendices peruanos
10
Almerfors, Håkan. "Preposition and article usage in learner English : An investigation of negative transfer." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65794.
Повний текст джерелаАнотація:
The ways in which someone’s first language (L1) influences his or her second language (L2) to create errors, that is negative transfer, is a topic that has received much attention in the field of Second Language Acquisition (SLA). Previous research has suggested that negative transfer is responsible for many errors. The primary aim of this study is to investigate article and preposition errors in the production of Swedish learners of English and to discuss these errors in relation to negative transfer. The secondary aim is to compare transfer errors by L1 Swedish and L1 Portuguese learners of English. The first and main part of the study is a corpus investigation of the written production of 80 students in upper secondary school (high school). The second part is a multiple-choice test constructed to provoke transfer errors. It was distributed to students in upper secondary school in Sweden and in Brazil. The results from the corpus analysis are largely in line with those of previous research, for example with regards to how definite article errors are more common than indefinite article errors, and how contexts with definite articles and generic noun phrases seem prone to create transfer errors. The corpus study also shows that substitution was the most common preposition error and that many transfer preposition errors supposedly were caused by direct translations. Through the multiple-choice test, the degree to which the first language had an impact on individual errors could be revealed. All in all, the study reveals several aspects of negative transfer that perhaps a single-language investigation could not, because it is in the comparison of English-learners with different L1s that the most interesting results occur.De sätt som någons första språk påverkar hans eller hennes andra språk så att fel uppstår, det vill säga negativ språköverföring (negative transfer), är ett ämne som har fått mycket uppmärksamhet inom forskning kring språkinlärning. Tidigare studier har visat på hur negativ språköverföring orsakar många fel. Det primära syftet i denna uppsats är att undersöka artikel- och prepositionsfel i skrift hos svenska elever som lär sig engelska och att diskutera dessa fel i relation till negativ språköverföring. Det sekundära målet är att jämföra hur negativ språköverföring yttrar sig hos svenska och portugisiska elever som lär sig engelska. Den första delen av denna uppsats, som även är huvuddelen, är en korpusundersökning av 80 uppsatser skrivna av högstadieelever. Den andra delen är ett flervalstest som konstruerats för att provocera fram språköverföringsfel. Deltagarna var högstadie- och gymnasieelever från Sverige och Brasilien. Resultaten från korpusundersökningen stämmer i stor utsträckning överens med vad tidigare forskning visat, till exempel att det är vanligare att fel uppstår med bestämda artiklar än med obestämda artiklar och hur bestämda artiklar och tillsammans med generiska nominalfraser tenderar att generera negativ språköverföring. Korpusstudien visar också på hur felaktigt utbyte (substitution) var det vanligaste prepositionsfelet och att många språköverföringsfel förmodligen orsakats av direkta översättningar från svenska. I analysen av resultateten från flervalstestet kunde graden av inflytande från första språket på enskilda fel påvisas. Sammantaget avslöjar undersökningen i denna uppsats på flera aspekter av negativ språköverföring som troligen ej uppenbarats om enkom elever med ett förstaspråk inkluderats, detta eftersom det är i jämförelsen mellan engelska-elever med olika förstaspråk som de mest intressanta resultaten framkommer.
Книги з теми "Portuguese language learners"
1
Mark, Davies. A frequency dictionary of Portuguese: core vocabulary for learners. New York: Routledge, 2007.
Знайти повний текст джерела
2
Davies, Mark, and Ana Maria Preto-Bay. Frequency Dictionary of Portuguese: Core Vocabulary for Learners. Taylor & Francis Group, 2007.
Знайти повний текст джерела
3
Miccoli, Laura Stella. Learning English as a foreign language in Brazil: A joint investigation of learners' experiences in a university classroom, or, Going to the depths of learners' classroom experiences. 1997.
Знайти повний текст джерела
4
Portuguese Verbs & Essentials of Grammar 2E. (Verbs and Essentials of Grammar). 2nd ed. McGraw-Hill, 2008.
Знайти повний текст джерела
5
Martins-Frias, Adriana, and Susana Gil Llinás. Cruzando la raya 2, Coursebook of spanish for lusofalantes (A2-B1). Imprensa Universidade de Évora, 2022. http://dx.doi.org/10.24902/uevora.28.
Повний текст джерелаАнотація:
The proximity between Spanish and Portuguese is both an advantage and a drawback for Portuguese-speaking students who are beginning to study Spanish. The similarities between both languages allow learners to advance easily through the initial levels of Spanish, but, at the same time, cause recurrent interference mistakes that are commonly shared. Taking these peculiarities into account, the Cruzando la Raya 2 coursebook was created for university students of Spanish whose mother tongue is Portuguese. This coursebook follows a communicative and contrastive approach by offering explanations, semantic notes or exercises that emphasize the similarities and differences between Spanish and Portuguese in order to promote a more effective learning of the Spanish language.
6
Whitlam, John. Modern Brazilian Portuguese Grammar Workbook: Their Foundations in Popular and Learned Culture, 1300-1500. Taylor & Francis Group, 2013.
Знайти повний текст джерелаЧастини книг з теми "Portuguese language learners"
1
Neves, Ana Cristina. "Portuguese as an Additional Language: Domains Use among Young Learners." In Language Policy, 95–109. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_6.
Повний текст джерела
2
Corrêa Ferreira, Luciane, and Desirée de Almeida Oliveira. "How learners of Portuguese as an additional language talk about their experience from a cognitive perspective." In Linguistic Approaches to Portuguese as an Additional Language, 149–64. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.06fer.
Повний текст джерела
3
Rodrigo, Andrea, Silvia Reyes, Cristina Mota, and Anabela Barreiro. "Causal Discourse Connectors in the Teaching of Spanish as a Foreign Language (SLF) for Portuguese Learners Using NooJ." In Formalizing Natural Languages with NooJ 2019 and Its Natural Language Processing Applications, 161–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38833-1_14.
Повний текст джерела
4
Elvin, Jaydene, Polina Vasiliev, and Paola Escudero. "Production and perception in the acquisition of Spanish and Portuguese." In Romance Phonetics and Phonology, 367–80. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.003.0018.
Повний текст джерелаАнотація:
Learning to listen to and produce the sounds of a new language is a difficult task for many second-language learners. While there is a large corpus of literature that investigates Spanish and Portuguese learners’ perception and production of an L;2, particularly English, there is relatively little research available for the opposite scenario, namely, how speakers of other languages learn to perceive and produce the sounds of Spanish and Portuguese. The purpose of this chapter is to provide a critical review of the available literature in this less studied area. First some general facts relating to non-native and L;2 speech perception and production are presented, including the theoretical models that aim at explaining these phenomena. A review follows of the empirical findings currently available for L;2 speech production and perception in Spanish and Portuguese, and how these two abilities relate in the process of acquiring the sounds of these languages.
5
Reimão, Ana. "Developing soft skills with micro-fiction: a close-reading experience." In Literature in language learning: new approaches, 51–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1095.
Повний текст джерелаАнотація:
Micro-contos, or micro-fiction, are very short and concise literary texts that require close-reading and inference from the reader. In this case study, I will describe how I have used these widely available texts in a Portuguese A2/B1 language module to develop analytical and other soft skills. I will demonstrate how this activity meets Tomlinson’s (2011) universal principles for materials development in language teaching, namely, exposing learners to meaningful input highlighting linguistic features as well as enabling learners to engage affectively and cognitively in the learning experience. Finally, I will give details of how it has been received by students.
6
Albuquerque, Jeniffer Imaregna Alcantara de, and Ubiratã Kickhöfel Alves. "Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese." In Second Language Pronunciation, 107–44. De Gruyter, 2022. http://dx.doi.org/10.1515/9783110736120-005.
Повний текст джерела
7
Vasconcelos, Sandra Vieira, and Ana Balula. "Socrative." In Empowering Learners With Mobile Open-Access Learning Initiatives, 215–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2122-8.ch012.
Повний текст джерелаАнотація:
Focusing on the use mobile devices to promote language learning, this chapter documents the use of the student response system Socrative in two German courses taking place at two different Portuguese higher education institutions. It is divided into three different sections. After establishing the project's theoretical framework, the authors analyse its implementation and present findings, based on users' perceptions and test results. Aiming at understanding the role mobile devices can play in promoting students' long-term content retention, this research achieved promising results, not only by confirming students' expectations towards mlearning, but also by suggesting that mobile initiatives can have a positive effect in motivating students and promoting engagement, change and innovation. Overall, students achieved positive results, with data providing educators with indicators and insights on learner's learning strategies and progress.
8
Tombolini, Annalisa. "Intercomprensione orale tra lingue romanze." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/039.
Повний текст джерелаАнотація:
The intercomprehension (IC), a spontaneous faculty and a form of communication when each person uses his or her language and understand the language of the other, is also a didactic approach aiming to develop the comprehension competences in several languages of the same linguistic family. The European research focus has been mainly on the written intercomprehension skills and methodologies while the oral intercomprehension has been studied without being a priority objective. A shared oral IC didactic methodology doesn’t exist. Therefore our research-action aims at designing new teaching paths to facilitate the oral IC listening of three languages: Portuguese, Spanish and French. The first experimentations focused on the learners difficulties and their strategies during the task of listening several languages never formally studied before. On the basis of the results from these studies about the nature of difficulties and strategies in the participants perception, a new case study was designed referring to the cognitive-emotional approach in languages teaching. The case study object was the IC oral course carried out between 2016 and 2017 at Ca’ Foscari University of Venice. The experimentations prove that it is possible to facilitate word recognition in the sound stream enhancing cognitive and emotional factors of learning process that the IC approach activates by its own nature. The IC approach then contributes to valorise linguistic, extra-linguistic and meta-cognitive competences and shows that the plurilingual methodology can also benefit to the learning of one specific language and has an important impact on languages learning motivation.
9
Pires de Oliveira, Roberta. "Travessias em português Reflexões naturalistas sobre línguas em sala de aula." In SAIL. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-461-5/007.
Повний текст джерелаАнотація:
The naturalistic reflection on languages directs, in the acquisition of another language, for the hypothesis that there are grammars in construction, there are no errors. These grammars may reveal moments of bottlenecks, in which the target language parameters do not correspond to those of the learner’s language. The grammaticality (or not) of the bare singular, productive only in Brazilian Portuguese, describes different grammars. This essay argues that this may be a bottleneck and suggests that talking about the grammars involved in the acquisition process may support in acquisition.
10
Baptista, Zelia, and João Negreiros. "The Portuguese School of Macao, China." In Advances in Business Information Systems and Analytics, 428–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4373-4.ch023.
Повний текст джерелаАнотація:
Technology is fundamental to the youth culture of today and high schools need to integrate it into live classes. This research hopes to provide a better understanding of the present learner styles and the technology impact towards enhancing and enriching the conventional learning process. Hence, the central focus of this writing is based on the four Index Learner Styles (Active VS Reflective, Sensing VS Intuitive, Visual VS Verbal, Sequential VS Global) of Felder and Soloman (1993, 2011) and on the teaching strategies impact that integrates technology (online lessons, blending learning topics, and collaboration software use) as a vehicle in the differentiation of the traditional learning curriculum. The field of experiment is the Portuguese language subject of the 8th grade students at the Portuguese School of Macau, China. One online survey and four tests (two for each class) are carried out to check whether the e-Learning perspective will benefit student learning in this new surrounded generation of mobile devices. Still, the main purpose relies on the learning style identification of high school scholars and to raise awareness of those personal characteristics to facilitate future development on personal learning strategies. Some other related topics are also highlighted such as Web 1.0 to Web 4.0 evolution and learning distance topics.
Тези доповідей конференцій з теми "Portuguese language learners"
1
Schreiber, Karla Priscila, Joice Neves Machado, Leonardo da SIlva Greque Junior, and Mauren Porciúncula. "Teaching Knowledge in the Context of a Practice Developed Under the Interdisciplinary Bias: Statistics in Focus." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8i3.
Повний текст джерелаАнотація:
This text aims to analyze the teacher knowledge mobilized in the context of an interdisciplinary practice that approached statistical, Portuguese, and English language concepts and that was socialized in a teachers’ collaborative group. The teacher’s practice was carried out with Brazilian students in the final years of elementary school. In our results, we highlight the mobilization of statistical, contextual, and horizontal curricular knowledge that is fundamental to the construction of a learning environment. Therefore, statistical training for all teachers is recommended because statistics provides an opportunity and context for interdisciplinary and collaborative practices. For this to happen, however, the teacher must have professional knowledge in the area of statistics to contribute to the learning process and to overcome the fragmentation of teaching.
2
Ashby, Simone, Sílvia Barbosa, Catarina Silva, Paulino Fumo, and José Pedro Ferreira. "Modeling postcolonial language varieties: challenges and lessons learned from mozambican Portuguese." In Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-90.
Повний текст джерела
3
Machado, Mateus Tarcinalli, Thiago Alexandre Salgueiro Pardo, Evandro Eduardo Seron Ruiz, and Ariani Di Felippo. "Learning rules for automatic identification of implicit aspects in Portuguese." In Simpósio Brasileiro de Tecnologia da Informação e da Linguagem Humana. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/stil.2021.17787.
Повний текст джерелаАнотація:
This sentiment analysis work is focused on the task of identifying aspects, emphasizing the so-called implicit aspects, i.e., those that are not explicitly mentioned in the texts. For this, we analyzed frequency-based methods, adapted rules from the English language to Portuguese, and developed a method that learns new rules through corpus analysis.
4
Duarte, Maisa C., and Estevam R. Hruschka. "How to read the web in portuguese using the never-ending language learner's principles." In 2014 14th International Conference on Intelligent Systems Design and Applications (ISDA). IEEE, 2014. http://dx.doi.org/10.1109/isda.2014.7066260.
Повний текст джерела
5
Sobrevilla Cabezudo, Marco Antonio, and Thiago Pardo. "Natural Language Generation: Recently Learned Lessons, Directions for Semantic Representation-based Approaches, and the Case of Brazilian Portuguese Language." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-2011.
Повний текст джерела