The Role of Letter Name Knowledge in Early Spelling Development: Evidence from Brazilian Portuguese

2009 ◽  
pp. 31-42 ◽  
Author(s):  
Cláudia Cardoso-Martins ◽  
Marcela Fulanete Corrêa
Keyword(s):  
Brazilian Portuguese ◽  
Spelling Development

scholarly journals The role of phonological processes in determining the vowel inventory of Brazilian Portuguese

2018 ◽  
Vol 65 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Arthur Pereira Santana
Keyword(s):  
Brazilian Portuguese ◽  
Phonological Processes

The Role of Analogy in Early Spelling Development

2012 ◽  
pp. 441-454
Keyword(s):  
Spelling Development

scholarly journals The Role of the Auditory and Visual Modalities in the Perceptual Identification of Brazilian Portuguese Statements and Echo Questions

2020 ◽  
pp. 002383091989888
Author(s):  
Luma Miranda ◽  
Marc Swerts ◽  
João Moraes ◽  
Albert Rilliard
Keyword(s):  
Visual Information ◽  
Brazilian Portuguese ◽  
Perceptual Identification ◽  
Auditory Information ◽  
Visual Channel ◽  
Prosodic Cues ◽  
The Face ◽  
Set Up ◽  
Echo Questions

This paper presents the results of three perceptual experiments investigating the role of auditory and visual channels for the identification of statements and echo questions in Brazilian Portuguese. Ten Brazilian speakers (five male) were video-recorded (frontal view of the face) while they produced a sentence (“ Como você sabe”), either as a statement (meaning “ As you know.”) or as an echo question (meaning “ As you know?”). Experiments were set up including the two different intonation contours. Stimuli were presented in conditions with clear and degraded audio as well as congruent and incongruent information from both channels. Results show that Brazilian listeners were able to distinguish statements and questions prosodically and visually, with auditory cues being dominant over visual ones. In noisy conditions, the visual channel improved the interpretation of prosodic cues robustly, while it degraded them in conditions where the visual information was incongruent with the auditory information. This study shows that auditory and visual information are integrated during speech perception, also when applied to prosodic patterns.

Topic Subjects in Brazilian Portuguese and Clitic Left Dislocation in Dominican Spanish: The Role of Clitics and Null Subjects

Syntax ◽  
2019 ◽  
Vol 22 (2-3) ◽  
pp. 229-247
Author(s):  
Mary A. Kato ◽  
Francisco Ordóñez
Keyword(s):  
Brazilian Portuguese ◽  
Null Subjects ◽  
Dominican Spanish ◽  
Left Dislocation ◽  
Clitic Left Dislocation

scholarly journals The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective

2020 ◽  
Vol 73 (1) ◽  
pp. 339-362
Author(s):  
Déborah Salves ◽  
Paolla Wanglon ◽  
Ubiratã Kickhöfel Alves
Keyword(s):  
Dynamic Systems ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Southern Brazil ◽  
Complex Dynamic ◽  
Systems Perspective ◽  
Complex Dynamic Systems ◽  
Accented English ◽  
L1 English

The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

Typological effects on spelling development: a crosslinguistic study of Hebrew and Dutch

2006 ◽  
Vol 33 (3) ◽  
pp. 621-659 ◽  
Author(s):  
STEVEN GILLIS ◽  
DORIT RAVID
Keyword(s):  
Two Dimensions ◽  
Written Language ◽  
Spelling Development ◽  
Helpful Tool ◽  
Correct Spelling ◽  
Semitic Language ◽  
Morphological Cues ◽  
Synthetic Morphology ◽  
The Impact

This study investigates the role of phonological and morphological information in children's developing orthographies in two languages with different linguistic typologies: Hebrew, a Semitic language with a highly synthetic morphology, and Dutch, a Germanic language with a sparse morphology.192 Israeli and 192 Belgian monolingual schoolchildren in grades 1–6 (aged 6;0–12;0) were administered respective dictation tasks in which homophonous segments were the targets. In each language, these phonologically distinct segments are neutralized phonetically but are nevertheless represented orthographically. In both languages the target segments in the test words differed along two dimensions: (1) their morphological function as part of a stem or root versus as part of an affix; and (2) their morphophonological recoverability. The spelling tests in both languages consisted of four conditions which differed in the number and type of cues for retrieving the correct spelling of homophonous graphemes. The cues were of two types: morphological cues, which offer spellers clues to the correct spelling through consistent orthography/morphology mapping regularities; and morphophonological cues, which offer spellers clues to the correct spelling through the manipulation of orthography/morphophonology conversion procedures.A central finding of this study is the differential treatment of morphological cues by Dutch and Hebrew spelling learners. When faced with neutralized segments with and without morphological function, Hebrew-speaking children find morphology an enormously helpful tool. Dutch-speaking children, in contrast, do not find morphology a good cue provider. The impact of typology on the interface between spoken and written language is invoked as an explanation of the main findings.

scholarly journals INVESTIGATING THE ROLE OF PRAGMATIC CONNECTIVES IN JOURNALISTIC TEXTUAL GENRES

2018 ◽  
Vol 18 (3) ◽  
pp. 545-563
Author(s):  
Janice Helena Chaves Marinho ◽  
Gustavo Ximenes Cunha
Keyword(s):  
Discourse Analysis ◽  
Brazilian Portuguese ◽  
Global Model ◽  
Modular Approach ◽  
Discourse Organization

Abstract This paper examines the use of pragmatic connectives in journalistic texts, aiming at understanding issues involved in discourse articulation. The data we are working on is composed by opinion texts and news (written in Brazilian Portuguese) produced by proficient writers and published in a diary newspaper. Based on the Modular Approach to Discourse Analysis, we assume that the study of pragmatic connectives must be integrated in a global model of the complexity of the discourse organization. Thus, we present the description of the relational organization form of these texts, since this organization form deals with discursive relations as well as with the contributions of pragmatic connectives to their interpretation. Then, through the description of the relational organization of these texts, we discuss the observable differences between the genres through the use of pragmatic connective

scholarly journals Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook

2018 ◽  
Vol 18 (2) ◽  
pp. 417-443
Author(s):  
Isabel Cristina Michelan de Azevedo ◽  
Eduardo Lopes Piris
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Brazilian Portuguese ◽  
Foreign Language Teaching ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Teachers And Students ◽  
Language Teaching And Learning

ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our reflection suggests that both textbooks, as an element of this tradition, turn teachers and students into domesticated subjects of the foreign language pedagogy discourse, and they do not favor language teaching practices, but rather the mechanical repetition of grammatical exercises.

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