cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7102091.v1
title: Portuguese language teaching/learning in school: exploring literacies

description: ABSTRACT In this article we aim to problematize school practices involving language based on a localized experience of Portuguese language teaching. The action research was guided by the plurality of literacies, conducted by the teacher-researcher and her students of the second year of high school in a public school in Goiás, Brazil. The empirical material of interpretation consists of student questionnaires, teacher-researcher’s field notes and reflective journals, and semi-structured interviews with students. The results point to the relevance of projects that subvert traditional didactic aspects in Portuguese language teaching/learning, especially those practices focused exclusively on formal literacy.
DOI: 10.6084/m9.figshare.7101665
title: The text review practice at school: an analysis of the revision categories in a fanfiction workshop

description: ABSTRACT This paper aims to analyze three aspects regarding revisions made by students in their classmates’ texts in a fanfiction workshop held in the school context: the use of indicative correction in the digital context; the resolutive/textual-interactive correction and its polyphonic feature; and the use of textual-interactive correction by students who have positioned themselves as interested readers. This analysis is based on discussions about text review practice held by Serafini (1995) and Ruiz (1998) and in Bakhtin’s theory on the issue of dialogism. Thereby, it was found that the instrument may interfere with the practice and with the function of revision categories, and also that the practice may interfere with the instrument and with the function of those categories.
DOI: 10.6084/m9.figshare.7101665.v1
title: The text review practice at school: an analysis of the revision categories in a fanfiction workshop

description: ABSTRACT This paper aims to analyze three aspects regarding revisions made by students in their classmates’ texts in a fanfiction workshop held in the school context: the use of indicative correction in the digital context; the resolutive/textual-interactive correction and its polyphonic feature; and the use of textual-interactive correction by students who have positioned themselves as interested readers. This analysis is based on discussions about text review practice held by Serafini (1995) and Ruiz (1998) and in Bakhtin’s theory on the issue of dialogism. Thereby, it was found that the instrument may interfere with the practice and with the function of revision categories, and also that the practice may interfere with the instrument and with the function of those categories.
DOI: 10.6084/m9.figshare.7101740
title: Written-written retextualization

description: ABSTRACT In this study of the field of Text Linguistics, we discuss certain issues present in the process of retextualization, especially as to the aspects and procedures involved in the production of a written target-text based on an also written source-text, considering notions coined and discussed by Marcuschi. By presenting a theoretical-methodological framework that focuses specifically on the retextualization of speech to writing, the author ends up disregarding the processes involved in productions from the written, to the written. Having this gap as a basis for reflection and thinking about activities built by children in a school environment, our initial discussion presents a theoretical-methodological framework that specifically covers aspects and procedures involved in the process of retextualization of written genres to written genres. The aim is to contribute both to the improvement of the state of the art and to enable a more adequate methodological path in handling writing-writing retexting for the teacher/researcher.
DOI: 10.6084/m9.figshare.7101740.v1
title: Written-written retextualization

description: ABSTRACT In this study of the field of Text Linguistics, we discuss certain issues present in the process of retextualization, especially as to the aspects and procedures involved in the production of a written target-text based on an also written source-text, considering notions coined and discussed by Marcuschi. By presenting a theoretical-methodological framework that focuses specifically on the retextualization of speech to writing, the author ends up disregarding the processes involved in productions from the written, to the written. Having this gap as a basis for reflection and thinking about activities built by children in a school environment, our initial discussion presents a theoretical-methodological framework that specifically covers aspects and procedures involved in the process of retextualization of written genres to written genres. The aim is to contribute both to the improvement of the state of the art and to enable a more adequate methodological path in handling writing-writing retexting for the teacher/researcher.
DOI: 10.6084/m9.figshare.19519801.v1
title: COVID 19 vaccine in Ménière's disease

description: The association between reporting adverse vaccination effects in those with a history of audiovestibular difficulties is unknown. To examine this the Finnish Ménière Federation sent a survey to their members. 333 members responded to this survey.<br> Additional details about the data:<b>WHO created the data:</b> Finnish Ménière Federation.<br> <b>WHAT the data files contain:</b> Dataset.<br> <b>WHEN the data was generated:</b> October 2021.<br><b> </b><b>WHERE the data were generated:</b> This study was conducted over the Internet by sending an email to members of Finnish Ménière Federation.<br> <b>WHY the data were generated:</b> This data was generated as a part of a survey from the patient association.<br> <b>HOW the data were generated:</b> This data was generated by means of administering the online questionnaire.
DOI: 10.6084/m9.figshare.7101911
title: Academic social activity in online English language teaching: what do learners tell us about it?

description: ABSTRACT In this article we seek to understand, through the participants’ discourse, the impact of the planning (ALMEIDA FILHO, 2012) of an online English language course in a university context, based on Social Activities (LIBERALI, 2012). To do so, we briefly explain the Socio-Cultural-Historical Activity Theory (ENGESTRÖM, 1999) and the notion of Social Activities in English teaching as a way to enable the social repositioning of learners, even through an environment of online teaching and learning. We show how the course was planned and also analyze aspects related to learners’ performances and difficulties, the quality of their participation and their perceptions of the course. As a result, we verified that the learners in general have difficulties with Social Activities of an academic nature and that these difficulties led to limited participation in the didactic activities proposed in the course. However, positive aspects were observed by the teacher-researcher and cited by the students in their testimonies.
DOI: 10.6084/m9.figshare.7101911.v1
title: Academic social activity in online English language teaching: what do learners tell us about it?

description: ABSTRACT In this article we seek to understand, through the participants’ discourse, the impact of the planning (ALMEIDA FILHO, 2012) of an online English language course in a university context, based on Social Activities (LIBERALI, 2012). To do so, we briefly explain the Socio-Cultural-Historical Activity Theory (ENGESTRÖM, 1999) and the notion of Social Activities in English teaching as a way to enable the social repositioning of learners, even through an environment of online teaching and learning. We show how the course was planned and also analyze aspects related to learners’ performances and difficulties, the quality of their participation and their perceptions of the course. As a result, we verified that the learners in general have difficulties with Social Activities of an academic nature and that these difficulties led to limited participation in the didactic activities proposed in the course. However, positive aspects were observed by the teacher-researcher and cited by the students in their testimonies.
DOI: 10.6084/m9.figshare.7102343
title: How do Chilean Pre-Service Teachers Correct Errors in Writing?

description: ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
DOI: 10.6084/m9.figshare.7102343.v1
title: How do Chilean Pre-Service Teachers Correct Errors in Writing?

description: ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
DOI: 10.6084/m9.figshare.7102826
title: On shifts and bridges: reference applied to scientific popularization

description: ABSTRACT This academic paper aims to apply the concepts of Linguistics in order to evidence an epistemological understanding of scientific popularization articles. Concepts of reference, such as ordinary and scientific language, were used as theoretical foundation, as well as the idea of negotiation between reader and author. The corpora analyzed comprise two articles written by scientists from the magazine Ciência Hoje of the International Year of Chemistry. The results confirmed the initial hypothesis that there were marks in the text that could be understood as a negotiation between common sense and scientific knowledge.
DOI: 10.6084/m9.figshare.7102826.v1
title: On shifts and bridges: reference applied to scientific popularization

description: ABSTRACT This academic paper aims to apply the concepts of Linguistics in order to evidence an epistemological understanding of scientific popularization articles. Concepts of reference, such as ordinary and scientific language, were used as theoretical foundation, as well as the idea of negotiation between reader and author. The corpora analyzed comprise two articles written by scientists from the magazine Ciência Hoje of the International Year of Chemistry. The results confirmed the initial hypothesis that there were marks in the text that could be understood as a negotiation between common sense and scientific knowledge.
DOI: 10.6084/m9.figshare.7101530.v1
title: Subtitling, Working Memory, and L2 Learning: A Correlational Study

description: ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.
DOI: 10.6084/m9.figshare.7101530
title: Subtitling, Working Memory, and L2 Learning: A Correlational Study

description: ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.
DOI: 10.6084/m9.figshare.7101056
title: L2 SPEECH INTELLIGIBILITY: EFFECTS OF CODA MODIFICATION, DEGREE OF SEMANTIC INFORMATION AND LISTENERS’ BACKGROUND

description: ABSTRACT The present study aims to investigate how the intelligibility of non-target word-final codas is affected by the type of coda modification, the degree of semantic information, and the listeners’ first language (L1). Furthermore, a correlational approach is adopted to examine possible relations between intelligibility and the listeners’ second language (L2) proficiency level, familiarity with speakers’ L1, and length of residence in the speakers’ country. For this purpose, an Intelligibility Test was designed containing utterances with word-final codas that were produced with phonetic characteristics typically found in the English spoken by Brazilians (e.g., palatalization and vowel insertion). This test and a background questionnaire were completed by 38 listeners from different nationalities. The results indicate that certain types of coda modification hinder intelligibility, and that semantic information improves intelligibility in some cases. Furthermore, listeners whose L1 is not typologically similar to Brazilian Portuguese (BP) and who reported being highly familiar with the English spoken by Brazilians tend to perform better on the Intelligibility Test. Overall, this study highlights the importance of bringing to the classroom different varieties of the target language, as a way to boost L2 users’ familiarity with different accents. Contact with different accents should benefit listeners, who are more likely to understand pronunciation patterns that are frequent in the language spoken by a particular group of L2 users. Moreover, accent familiarity is also expected to benefit speakers by bringing awareness about the pronunciation patterns that hinder intelligibility more often and that could be modified to improve communication.
DOI: 10.6084/m9.figshare.7101056.v1
title: L2 SPEECH INTELLIGIBILITY: EFFECTS OF CODA MODIFICATION, DEGREE OF SEMANTIC INFORMATION AND LISTENERS’ BACKGROUND

description: ABSTRACT The present study aims to investigate how the intelligibility of non-target word-final codas is affected by the type of coda modification, the degree of semantic information, and the listeners’ first language (L1). Furthermore, a correlational approach is adopted to examine possible relations between intelligibility and the listeners’ second language (L2) proficiency level, familiarity with speakers’ L1, and length of residence in the speakers’ country. For this purpose, an Intelligibility Test was designed containing utterances with word-final codas that were produced with phonetic characteristics typically found in the English spoken by Brazilians (e.g., palatalization and vowel insertion). This test and a background questionnaire were completed by 38 listeners from different nationalities. The results indicate that certain types of coda modification hinder intelligibility, and that semantic information improves intelligibility in some cases. Furthermore, listeners whose L1 is not typologically similar to Brazilian Portuguese (BP) and who reported being highly familiar with the English spoken by Brazilians tend to perform better on the Intelligibility Test. Overall, this study highlights the importance of bringing to the classroom different varieties of the target language, as a way to boost L2 users’ familiarity with different accents. Contact with different accents should benefit listeners, who are more likely to understand pronunciation patterns that are frequent in the language spoken by a particular group of L2 users. Moreover, accent familiarity is also expected to benefit speakers by bringing awareness about the pronunciation patterns that hinder intelligibility more often and that could be modified to improve communication.
DOI: 10.6084/m9.figshare.7452296
title: Nontraditional undergraduates’ academic literacy in higher technological courses: evaluating an experience of pedagogic mediation

description: ABSTRACT This paper is part of a wider research that evaluates an experience of pedagogical mediation for the academic literacy of students regarded as “nontraditional” inhigher technological courses at federal institutes. In this paper, we present the results obtained through reading comprehension tests, interactional protocols, chat diaries, and final questionnaire. Our objective is to show that a mediation based on the concepts of metacognition, as defended by Flavell (1979) and Brown (1987), can help remedy these students’ reading problems, avoiding course dropout.
DOI: 10.6084/m9.figshare.7452296.v1
title: Nontraditional undergraduates’ academic literacy in higher technological courses: evaluating an experience of pedagogic mediation

description: ABSTRACT This paper is part of a wider research that evaluates an experience of pedagogical mediation for the academic literacy of students regarded as “nontraditional” inhigher technological courses at federal institutes. In this paper, we present the results obtained through reading comprehension tests, interactional protocols, chat diaries, and final questionnaire. Our objective is to show that a mediation based on the concepts of metacognition, as defended by Flavell (1979) and Brown (1987), can help remedy these students’ reading problems, avoiding course dropout.
DOI: 10.5281/zenodo.6628163
title: Cymbopogon citratus decontaminated gx

description: .
DOI: 10.5281/zenodo.6628162
title: Cymbopogon citratus decontaminated gx

description: .
DOI: 10.6084/m9.figshare.7452551
title: The Development of Deaf People’s Writing in Portuguese (Second Language) and English (Third Language): Similarities and Differences

description: ABSTRACT This paper aims to investigate communication strategies development in deaf students’ writing in English and Portuguese. For this, an English course was carried out in two modules: 120h (beginner) and 80h (pre-intermediate), in which Libras was the language of instruction. Twelve deaf students participated in module I and eight in module II. This is a longitudinal case study with quali-quantitative analysis. Overall, the data suggest that there has been a stimulus to the use of communication strategies in English and Portuguese writing, mainly in the first part of the course. Besides that, in the second part of the course, the dependence of Libras and Portuguese in the English texts (and Libras in Portuguese texts) decreased, indicating that there was linguistic knowledge acquisition in English and Portuguese.
DOI: 10.6084/m9.figshare.7452716
title: Rehearsing strategies of the literate arts in the safe houses: trajectories of academic literacy, affirmative actions and knowledge policies

description: ABSTRACT In this work, we analyze the academic literacy practices of afro-descendent and indigenous university students who entered their institutions through affirmative actions. This research consists of a qualitative study, which is composed of interviews with students and teachers, as well as the students’ undergraduate thesis in two Latin American universities. In the scenario of intercultural policies in higher education, we emphasize ways in which students employ creative strategies to subvert power relations and the coloniality of knowledge, through strategies such as autoethnography, transculturation, criticism, collaboration, bilingualism, mediation, denunciation, vernacular expressions, alternative proposals and reconstruction of the imaginary. The analysis of these strategies identifies processes of appropriation, subversion and re-existence, in which ways of using the language created by students were constituted to subvert the coloniality of knowledge in their trajectories of academic literacy.
DOI: 10.6084/m9.figshare.7452716.v1
title: Rehearsing strategies of the literate arts in the safe houses: trajectories of academic literacy, affirmative actions and knowledge policies

description: ABSTRACT In this work, we analyze the academic literacy practices of afro-descendent and indigenous university students who entered their institutions through affirmative actions. This research consists of a qualitative study, which is composed of interviews with students and teachers, as well as the students’ undergraduate thesis in two Latin American universities. In the scenario of intercultural policies in higher education, we emphasize ways in which students employ creative strategies to subvert power relations and the coloniality of knowledge, through strategies such as autoethnography, transculturation, criticism, collaboration, bilingualism, mediation, denunciation, vernacular expressions, alternative proposals and reconstruction of the imaginary. The analysis of these strategies identifies processes of appropriation, subversion and re-existence, in which ways of using the language created by students were constituted to subvert the coloniality of knowledge in their trajectories of academic literacy.
DOI: 10.6084/m9.figshare.7452401
title: The rhetorical unit of Methods in empirical academic articles of Psychology area: a socio and rhetorical investigation

description: ABSTRACT This research aims at describing how the Psychology area produces and understands the Methods unit in empirical academic articles. As a theoretical basis, we relied on Swales (1990) for the concepts involving academic genres and its Create a Research Space methodology. Hyland’s (2000) research was used as basis for the study of disciplinary cultures. Thus, our study, classified as an exploratory and descriptive research, has a corpus consisting of 30 copies of academic articles from 10 journals in the Psychology area, indexed in the WEBQUALIS platform from the Capes database. In our study we verified that the Methods sections had a very detailed section, providing information related to the sample size and profile, descriptions of materials or instruments used, research procedures, data related to the approval by research ethics committees and description of data analysis.