scholarly journals Vantagens de uma gramática de usos para o Português Europeu. Alguns exemplos de análise de expressões extraídas de usos orais informais

2018 ◽  
pp. 1-17
Author(s):  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Brazilian Portuguese ◽  
Point Of View ◽  
Literary Texts ◽  
Research Experiences ◽  
Informal Conversation ◽  
European Portuguese ◽  
Theoretical Assumptions ◽  
Working Plan

Taking into account the theoretical assumptions that praise the description of the use of the system and not only of the system in abstract, we will defend the need for a grammar of uses for European Portuguese. Such a description implies dealing with the complexity, the gradualness of linguistic phenomena, the compulsory contextualization of discourses, both in discursive genres and in their enunciative circumstances. This description testifies that regularities also exist in use and there should not be an excessive cut between describing the language and describing the use of language. Unlike what happens in Brazilian Portuguese, in European Portuguese there are few researches that focus on these uses, and even less researches that deal with oral productions, namely interactional and informal, based on corpora. It is necessary to pay more attention to the uses, above all to the description of the functioning of the language as discourse updated in certain discursive genres, as the informal conversation. These studies are crucial both for the teaching of Portuguese as a foreign language and as a mother tongue, since describing only the system, the standard variety, generally written, is scientifically reductive and ineffective from the point of view of teaching. But descriptions of uses are also essential for translation studies or contrastive analyzes of both different languages and different varieties of Portuguese. Starting from small research experiences that take place with university students, we propose a research route with corpora of familiar conversations, which try to account for the unguarded oral uses of the language, in an interaction context. Finally, two examples of this working plan will be advanced: that of the presentational marker "é assim" and that of the vague nominal quantifiers, with a function of attenuation and diminution of the speaker's enunciative responsibility, "Um bocado = a bit" and "Um bocadinho = a little." We will conclude by showing how the corpora analysis of informal conversations even allows us to better understand some characteristics of literary texts.

The role of stylistics in Japan: A pedagogical perspective

2012 ◽  
Vol 21 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Masayuki Teranishi ◽  
Aiko Saito ◽  
Kiyo Sakamoto ◽  
Masako Nasu
Keyword(s):  
Foreign Language ◽  
Literary Criticism ◽  
Teaching Method ◽  
Native Language ◽  
Point Of View ◽  
Literary Texts ◽  
English Studies ◽  
History Of ◽  
Efl Students

This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

scholarly journals Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

2021 ◽  
Vol 11 (2) ◽  
pp. 94-100
Author(s):  
Joaquim Guerra
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Activities ◽  
Teaching Writing ◽  
European Portuguese ◽  
Language Classes ◽  
The Common ◽  
Language Textbooks ◽  
Writing Competence

Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows that writing competence is relatively neglected by the authors, and infers that might reflect the way that teaching and learning activities for writing are put into practice. Further research will allow to verify if there are indeed activities for learning to write and how they were thought out and organised.   Keywords: Language teaching, writing competencies, Portuguese, foreign language, textbooks, writing competencies.

scholarly journals Estruturas paratáticas de que-conetivo em frases não-argumentais

2020 ◽  
pp. 209-225
Author(s):  
Gabriela Matos ◽  
Patrícia Rodrigues
Keyword(s):  
Brazilian Portuguese ◽  
Point Of View ◽  
The Other ◽  
European Portuguese

In European and Brazilian Portuguese gramatical tradition, non-argumental clauses introduced by que ‘that’ have been classified as causal explicative clauses. However, differently from the other explicative conetives, que may head non-argumental clauses displaying other meanings, such as result/consequence or simultaneous temporal readings. We take these different readings as resulting from the context, and we assume that the main semantic import of que is acting as a sentence connector marker. Yet, despite the differences in the interpretation of queclauses, from a syntactic point of view, these clauses behave alike. We argue that they are parenthetical sentences, extending previous work on European Portuguese.

ЧЕТ ТИЛДЕРДИ ОКУТУУ МЕНЕН ПСИХОЛИНГВИСТИКАНЫН КАТЫШЫ

2019 ◽  
pp. 74-75
Author(s):  
Эрмат кызы Гулия
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Educational Process ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Languages ◽  
Scientific Article ◽  
Keywords And Phrases ◽  
Approach Method

Аннотация: Бул макала психолингвистика менен чет тилдерди окутуунун байланышына арналат, себеби чет тилдерди окутуу методдору психологиянын да, лингвистиканын да аспектилерин камтыйт. Андан сырткары, психолингвистиканын кыскача тарыхы жана негизги принциптери менен бирге, аны изилдеген кээ бир лингвисттер тууралуу сөз болмокчу. Методикалык жактан караганда, башка (чет) тилди изилдөөдө, эне тилде болгон эрежелер системасына таянуу, окуу процессин жакшыртат деген теория мисалга алынат. Аны ишке ашырууда чет тил мугалимдеринин ролу абдан чоң, себеби алар окуучулардын жөндөмдүүлүгүн эске алуу менен бирге, чет тилди өздөштүрүү процессин туура нукка бура алышат. Чет тилди окутуу методикасында психолингвистиканын принциптерин колдонуу, ушул илимий макаланын негизги корутундусу болуп саналат. Түйүндүү сөздөр: Эне тил, чет тил, социалдык тармактар, сүйлөө психологиясы, аң-сезим, ыкма, методика, эрежелер системасы, салыштыруу, англис тили, кесиптик жоопкерчилик. Аннотация: Данная статья посвящена соотношению психолингвистики с преподаванием иностранных языков, так как методы обучения иностранных языков затрагивают аспекты и лингвистики, и психологии. Кроме того, освещены краткая история и основные принципы психолингвистики, а также некоторые лингвисты, которые ее изучали. Далее приводится теория о том, что при изучении какого-либо иностранного языка, использование системы правил на родном языке улучшает учебный процесс с методологической стороны. Роль учителей иностранного языка в реализации этой теории очень важна, так как они направляют процесс обучения в правильное русло, учитывая способности учащихся к иноязычию. Использование принципов психолингвистики в методике преподавания иностранного языка является основным заключением данной научной статьи. Ключевые слова: Родной язык, иностранный язык, социальные сети, психология речи, психика, подход, методика, система правил, сравнение, английский язык, профессиональная ответственность. Abstract: This article is devoted to relationship of psycholinguistics with teaching of foreign languages, as the methods of teaching foreign languages affect aspects of both linguistics and psychology. In addition, a brief history and basic principles of psycholinguistics will be covered, as well as some linguists who studied it. From the methodological point of view, when studying any other foreign language, the use of a system of rules in the native language improves educational process in general. The role of foreign language teachers in its implementation is very important, as they take into account students’ abilities to navigate it properly in the process of teaching foreign language. The use of the psycholinguistics principles in the methodology of teaching foreign languages is the main conclusion of this scientific article. Keywords and phrases: Mother tongue, foreign language, social networks, psychol- ogy of speech, mind, approach, method, system of rules, comparison, English language, professional responsibility.

scholarly journals O estímulo ao diálogo colaborativo a partir de tarefas baseadas em corpus: uma experiência no ensino de italiano/LE

2021 ◽  
Vol 12 (1) ◽  
pp. 29
Author(s):  
Graziele Frangiotti
Keyword(s):  
Foreign Language ◽  
Cultural Theory ◽  
Sao Paulo ◽  
Point Of View ◽  
São Paulo ◽  
Collaborative Dialogue ◽  
Construction Of Knowledge ◽  
Theoretical Assumptions ◽  
The University

RESUMO: Neste trabalho é discutido o papel da interação em sala de aula de língua italiana/LE a partir de tarefas construídas com dados provenientes de corpus. Como pressupostos teóricos, trabalhamos, sobretudo, com os conceitos de tarefa (Ellis, 2009), bem como com as noções de diálogo colaborativo e languaging, cujas bases fundamentais se ancoram na teoria sociocultural vygotskyana, mas que encontram respaldo mais recente nos trabalhos de Swain (2005, 2006) e Figueiredo (2019). Do ponto de vista prático, a pesquisa examina os áudios e as transcrições de interações de 11 aprendizes de nível B1 que frequentaram um curso de extensão na Universidade de São Paulo ao longo do segundo semestre de 2017. Como resultados principais, observamos que as tarefas propiciaram o aparecimento de processos conectivos complexos, como o noticing, o teste de hipótese, o scaffolding, entre outros, o que nos permitiu avançar a hipótese de que essas atividades promoveram o diálogo significativo e, por conseguinte, a produção de languagings que contribuem decisivamente para a construção do conhecimento da língua estrangeira.Palavras-chave: Ensino de língua italiana/LE. Tarefa. Corpus linguístico. Diálogo colaborativo. Interação.       ABSTRACT: In questo lavoro viene discusso il ruolo dell’interazione nell’aula di lingua italiana/LS a partire dalla proposizione di task costruiti sulla base di dati provenienti da corpus. Come presupposti teorici, lavoriamo, soprattutto, con i concetti di task (Ellis, 2009), così come con le nozioni di dialogo collaborativo e languaging, le cui basi si fondano sull’approccio socioculturale di Vygotskij, ma che di recente trovano supporto nelle riflessioni di Swain (2005, 2006) e Figueiredo (2019). Da un punto di vista pratico, la ricerca prende in esame le registrazioni audio e le trascrizioni di interazioni tra 11 apprendenti di livello B1 che hanno frequentato un corso presso l’Università di San Paolo durante la seconda metà del 2017. Come risultati centrali, abbiamo osservato che i task hanno stimolato processi cognitivi complessi come il noticing, la verifica di ipotesi e lo scaffolding, il che ci ha consentito di avanzare l’ipotesi secondo cui queste attività favoriscono il dialogo e, di conseguenza, la produzione di languagings che contribuiscono alla costruzione della conoscenza in lingua straniera. : Parole chiave: Insegnamento di italiano/LS. Task. Corpus linguistico. Dialogo collaborativo. Interazione. ABSTRACT: In this work, the role of interaction in the Italian language / LE classroom is discussed, based on tasks constructed with data from corpus. As theoretical assumptions, we work, above all, with the concepts of task (Ellis, 2009), as well as with the notions of collaborative dialogue and languaging, whose fundamental bases are anchored in Vygotskian socio-cultural theory, but which find more recent support in the works of Swain (2005, 2006) and Figueiredo (2019). From a practical point of view, the research examines the audios and interaction transcripts of 11 B1 level learners who attended a course at the University of São Paulo during the second half of 2017. As main results, we observed that the tasks provided complex connective processes, such as noticing, hypothesis testing, scaffolding, which allowed us to advance the hypothesis that these activities promoted significant dialogue and, therefore, the production of languagings that contribute decisively to the construction of knowledge of the foreign language.Keywords: teaching of Italian as foreign language. Task. linguistic corpus. collaborative dialogue. Interaction.

Leessnelheid in de Moedertaal (Nederlands) en in Een Vreemde Taal (Frans)

1982 ◽  
Vol 13 ◽  
pp. 182-201
Author(s):  
Joke Deering
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Reading Speed ◽  
Point Of View ◽  
University Education ◽  
Decision Task ◽  
Text Type ◽  
Academic Texts ◽  
Experimental Findings ◽  
French Texts

This research focuses on the comparative speed of reading in a first and in a foreign language. Dutch-speaking subjects with varying degrees of command in French were set to read a number of informative texts in Dutch and French. They were instructed to read through these texts as quickly as they could, and to summar-ize them directly afterwards in a few lines each. When dealing with Dutch texts, subjects were found to read an average of 165 words per minute. When reading the French texts, the speed of reading dropped by 20% for subjects with a completed University education in French. For third-year students of French a slow-down of 25% was found. A third group of subjects - students of various disciplines who had studied French up to Α-level only -needed as much as 150% more time for the French texts. The texts used fell into one of three categories, viz. reports (newspaper items covering everyday events), opinionating texts (newspaper items expressing point of view), and academic texts (passages from introductory academic textbooks on various subjects). When the language was Dutch, reports allowed an average reading speed of 182 words per minute, opinionating texts of 171 words per minute, and academic texts of 141 words per minute. When the results obtained on the French texts were differentiated according to text type a similar pattern emerged. As a further outcome of the experiment the assumption was con-firmed that the correlation between word recognition speed - as measured by a lexical decision task - and reading speed will be lower when the medium in both tasks is a foreign rather than subjects' own language. This is especially the case with subjects whose command of the foreign language is relatively low. These data are in keeping with recent psycholinguistic views on the reading process, and with other experimental findings as to the differences between good readers and poor readers reported from investigations into the initial stages of mother tongue reading.

scholarly journals A cognitive view on bilingualism and "bilingual" teaching and learning

1999 ◽  
Vol 1 ◽  
pp. 165 ◽  
Author(s):  
Susanne Niemeier
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Home Culture ◽  
Bilingual Teaching ◽  
Language Teaching And Learning

Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture

scholarly journals Describing, listening and teaching questions and orders´ intonation in mexican, caribbean and castilian spanish to brazilian learners

2021 ◽  
Vol 5 (2) ◽  
pp. 177-200
Author(s):  
Maristela da Silva Pinto ◽  
Leticia Rebollo Couto
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Mother Tongue ◽  
Transfer Characteristic ◽  
Brazilian Portuguese ◽  
Oral Production ◽  
Mexican Caribbean ◽  
Expressive Meaning ◽  
Before And After ◽  
Castilian Spanish

The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 - learner's awareness of the transfering their mother tongue (LM) into the target foreign language (LEA); 2 - description of the intonational contour of total and partial interrogative utterances; 3-perception; 4-mimetic repetition; 5 - oral production based on careful listening. According to Cortés (2002), intonation is essential to convey messages in an appropriate way, showing an expressive meaning - besides syntactic-semantic aspects- and the meaning of the utterances. According to PINTO (2009), the E / LE learner transfers the intonational pattern of the LM when he or she in he/her LEA. How to teach intonation? This author proposed and applied a methodology of describing and teaching Spanish intonation to undergraduate students of Letras - Portuguese / Spanish, from a public university in Rio de Janeiro. For this study, 18 utterances were written in Spanish as a foreign language, based on the Interactive Atlas of the Spanish intonation. The corpus is composed of 9 utterances in Brazilian Portuguese as L1, both compared to 9 utterances in Spanish as L1, totaling 36 statements. For such data collection, the informants received CD's composed of yes/no questions, confirmatory questions and declarative imperatives of request in the dialect chosen by each student- the Castilian, the Caribbean and the Mexican. Recordings were made at two specific moments: before and after exposure to our methodology of description and intonation teaching. After teaching, we described the utterances phonetically and analyzed them with the aid of PRAAT software and following the Autosegmental Metric (AM) model. After this analysis, we compared the implementation of F0 and the tonal accent of these utterances, in order to check if the learner's accomplishment of the prosodic system undergoes alteration after the work of awareness, description, perception, mimetic repetition and production stuck in attention. We observed in our results that learners, before being submitted to our methodological proposal of intonation description and teaching, transfer characteristic of Brazilian Portuguese contours into the production of Spanish as a foreign language for all listed varieties. This fact confirmed the transfer process. However, when learners are submitted to our methodological proposal, they mostly implement the expected outlines according to the chosen varieties.

scholarly journals Sounds in the Foreign Language Lesson

2015 ◽  
Vol IX (1) ◽  
pp. 79-85
Author(s):  
Philipp Botes
Keyword(s):  
Foreign Language ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Fine Arts ◽  
Point Of View ◽  
Human Society ◽  
Council Of Europe ◽  
New Approach ◽  
The Arts

Modern teaching approaches such as CLIL and various European policies (Council of Europe 2014) promote the vision of a multilingual school where the new European citizen can grow up learning at least two languages besides their mother tongue(s). From the point of view of foreign language teaching, especially interesting is the use of the arts (theatre, drama, music, dance, and fine arts), whether to create a new approach to teaching and learning (Schewe 2013) or to increase the motivation and commitment of the learners (Fleming 2014). In order for schools and teachers to be able to make use of the performing arts and modify their teaching methods accordingly, however, it will be necessary for government bodies and universities to modify and enrich teacher education – not just initial education but also continuing education – with special courses, workshops, and conferences. Language and music are two worlds that are strongly interconnected. According to Patel (2008: 3), both of these worlds define us as human because both of them appear in every human society, no matter what other aspects of culture may be absent. Even the smallest, most isolated tribes, like the Pirahã in Brazil, have music and songs in abundance though ...

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

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