cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20037842.v1
title: Analyzing THE PLACE FOR THE EVENT-type Metonymies from the Perspective of Negative Evaluative Factors

description: This paper has two objectives. First, by analyzing THE PLACE FOR THE EVENT-type metonymies, this paper points out that it is mainly negative events that are expressed by this type of metonymy. Second, this paper reveals the motivations of those THE PLACE FOR THE EVENT-type metonymies that express negative events. Metonymies are widely investigated along with the views of Lakoff and Johnson (1980), and their oppositional semantic aspects are pointed out by Voßhagen (1999). However, none of the previous studies focused on the nature of THE PLACE FOR THE EVENT-type metonymies from the perspective of negative evaluation, euphemism, and politeness. "Let's not let Thailand become another Vietnam" expresses the Vietnam War and all the tragedies behind it. Speakers refrain from expressing negative evaluative aspects from a euphemistic perspective and try to behave politely through hiding the exact expression, and listeners can also easily understand THE PLACE FOR THE EVENT-type metonymies that express negative events, since negative events are much more highly marked and intensified, as well as more prominent, than are positive ones.
DOI: 10.6084/m9.figshare.20037845
title: Pre-service Languages and Literature Education: an overview of the studies considering the teacher educator's perspective

description: This paper aims at presenting an overview of the studies on the pre-service English Languages and Literature education in Brazil that have raised data involving and giving a voice to the university professor from 1987 to 2012. In order to achieve the goal, a bibliographical research was conducted at CAPES database on theses and dissertations using keywords related to this subject. The results pointed out to the institutions and areas where research about this topic was conducted, the period of growth in the number of studies, the specific field of work of the educators investigated and the different instruments used for data generation. We expect not only to inform about conducted studies on the university professor, but also to allow the identification of gaps on this theme.
DOI: 10.6084/m9.figshare.20037845.v1
title: Pre-service Languages and Literature Education: an overview of the studies considering the teacher educator's perspective

description: This paper aims at presenting an overview of the studies on the pre-service English Languages and Literature education in Brazil that have raised data involving and giving a voice to the university professor from 1987 to 2012. In order to achieve the goal, a bibliographical research was conducted at CAPES database on theses and dissertations using keywords related to this subject. The results pointed out to the institutions and areas where research about this topic was conducted, the period of growth in the number of studies, the specific field of work of the educators investigated and the different instruments used for data generation. We expect not only to inform about conducted studies on the university professor, but also to allow the identification of gaps on this theme.
DOI: 10.6084/m9.figshare.20037851
title: Interpersonal metafunction: a glimpse into the research article genre

description: This article aims to systematize ideas about the interpersonal metafunction (HALLIDAY, 1994) in the academic article. Thus, we performed a comprehensive analysis of an example of the academic article from the Linguistic field, establishing a parameter between the rhetorical organization of gender and the use of lexico-grammatical sources related to interpersonal metafunction. The results seem to provide a glimpse on how writers may construct their stance in a prototypical example of the genre from the field in study.
DOI: 10.6084/m9.figshare.20037851.v1
title: Interpersonal metafunction: a glimpse into the research article genre

description: This article aims to systematize ideas about the interpersonal metafunction (HALLIDAY, 1994) in the academic article. Thus, we performed a comprehensive analysis of an example of the academic article from the Linguistic field, establishing a parameter between the rhetorical organization of gender and the use of lexico-grammatical sources related to interpersonal metafunction. The results seem to provide a glimpse on how writers may construct their stance in a prototypical example of the genre from the field in study.
DOI: 10.6084/m9.figshare.20037860
title: Accuracy and grammatical complexity in a foreign language oral proficiency interview

description: This paper forms part of a doctorate thesis which investigates differences in the production of candidates to an English oral language test. It contributes to the body of research on validity and descriptors in criterion-referenced language test scales. Eight students graduating from a Language and Literature course in a public university in the state of Sao Paulo participate in this study. Results point to quantitative and qualitative differences between the scale bands for accuracy, and mainly qualitative ones for grammatical complexity. The discussion posed in this article is topical and pertinent to the Language Testing field in Brazil, at the moment when experts have been debating the need for measures to assess teachers' competences - amongst which proficiency in the target language.
DOI: 10.6084/m9.figshare.20037860.v1
title: Accuracy and grammatical complexity in a foreign language oral proficiency interview

description: This paper forms part of a doctorate thesis which investigates differences in the production of candidates to an English oral language test. It contributes to the body of research on validity and descriptors in criterion-referenced language test scales. Eight students graduating from a Language and Literature course in a public university in the state of Sao Paulo participate in this study. Results point to quantitative and qualitative differences between the scale bands for accuracy, and mainly qualitative ones for grammatical complexity. The discussion posed in this article is topical and pertinent to the Language Testing field in Brazil, at the moment when experts have been debating the need for measures to assess teachers' competences - amongst which proficiency in the target language.
DOI: 10.6084/m9.figshare.20037863.v1
title: Learning trajectories, language advising and complexity theory

description: Since the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.
DOI: 10.6084/m9.figshare.20037863
title: Learning trajectories, language advising and complexity theory

description: Since the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.
DOI: 10.6084/m9.figshare.20037866
title: Technologies, literacies in English oral communication and teacher education: an empirical study at the university level

description: The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended learning (THORNE, 2003) and genre (KRESS, 2003). The methodology involved critical reflection of teaching practices, blended-learning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that our student teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that they will be able to implement these instructional strategies in their future teaching practices.
DOI: 10.6084/m9.figshare.20037866.v1
title: Technologies, literacies in English oral communication and teacher education: an empirical study at the university level

description: The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended learning (THORNE, 2003) and genre (KRESS, 2003). The methodology involved critical reflection of teaching practices, blended-learning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that our student teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that they will be able to implement these instructional strategies in their future teaching practices.
DOI: 10.6084/m9.figshare.20037870
title: Learning and Interaction in Social Networking Sites: an analysis based on Vygotsky's and Bakhtin's socio-historical concepts

description: This paper aims to discuss how the contributions of Vygotsky's and Bakhtin's socio-historical concepts concerning responsive attitude, dialogism, zone of proximal development and spontaneous and scientific concepts can bring light to interaction, collaboration and learning processes in Social Networking Sites (SNSs) in order to contribute to educational processes in digital contexts that lead to greater participation and collaborative construction of knowledge. The paper reports on an exploratory study on the use of Facebook in English language teaching in higher education aiming at expanding students' interactions beyond the physical classroom.
DOI: 10.6084/m9.figshare.20037870.v1
title: Learning and Interaction in Social Networking Sites: an analysis based on Vygotsky's and Bakhtin's socio-historical concepts

description: This paper aims to discuss how the contributions of Vygotsky's and Bakhtin's socio-historical concepts concerning responsive attitude, dialogism, zone of proximal development and spontaneous and scientific concepts can bring light to interaction, collaboration and learning processes in Social Networking Sites (SNSs) in order to contribute to educational processes in digital contexts that lead to greater participation and collaborative construction of knowledge. The paper reports on an exploratory study on the use of Facebook in English language teaching in higher education aiming at expanding students' interactions beyond the physical classroom.
DOI: 10.6084/m9.figshare.20037872
title: Diversity, redundancy and distributed competence in a virtual system of collaborative learning

description: The proposed paper discusses the concept of collaborative learning, taking as its starting point the concept of Zone of Proximal Development (ZPD), formulated by Vygotsky (1978). By understanding that the process of collaboration in a learning system is done in a perspective beyond the one described for the ZPD. I argue then, the concept of capabilities that are within a highly complex system is marked by the emergence of collaborative attitudes due to the diversity (Holland, 1995, van Lier, 2004) and power redundancy (David and Sumara, 2006) characterizing social systems. To show that dynamics, take for analysis, 1,370 e-mails exchanged by the participants (teacher and students) of a virtual learning community. The analysis showed that the collaborative process was configured in a proactive community property, or an event that emerged in the interstices between the predictable and unpredictable system. The collaborative practices among participants in the studied system is configured a system property, because through them the system under study is revealed even more dynamic and complex.
DOI: 10.6084/m9.figshare.20037872.v1
title: Diversity, redundancy and distributed competence in a virtual system of collaborative learning

description: The proposed paper discusses the concept of collaborative learning, taking as its starting point the concept of Zone of Proximal Development (ZPD), formulated by Vygotsky (1978). By understanding that the process of collaboration in a learning system is done in a perspective beyond the one described for the ZPD. I argue then, the concept of capabilities that are within a highly complex system is marked by the emergence of collaborative attitudes due to the diversity (Holland, 1995, van Lier, 2004) and power redundancy (David and Sumara, 2006) characterizing social systems. To show that dynamics, take for analysis, 1,370 e-mails exchanged by the participants (teacher and students) of a virtual learning community. The analysis showed that the collaborative process was configured in a proactive community property, or an event that emerged in the interstices between the predictable and unpredictable system. The collaborative practices among participants in the studied system is configured a system property, because through them the system under study is revealed even more dynamic and complex.
DOI: 10.6084/m9.figshare.20037873.v1
title: Providing Indigenous Peoples with the appreciation of their languages? Discursive problems in the differentiation of Brazilian indigenous schools

description: Upon the criticism over linguistic policies based on metadiscursive regimes of languages invented for their school transmission and upon the theoretical and methodological background of Critical Discourse Analysis, this paper aims at pointing out discursive obstacles to the differentiation of the Indigenous School Education and to the school appreciation of indigenous languages in Brazil. Through the analysis of a corpus composed by excerpts of the Brazilian Federal Constitution of 1988 and the Law of National Education of 1996, and by the report "For a differentiated school", by the TV program Globo Educação, the analysis points out two discursive obstacles: themonologization of cultural signs and objects, such aseducation, school or language, and the asymmetric allocation of agency to the actors represented in the official and media discourses on indigenous schooling.
DOI: 10.6084/m9.figshare.20037873
title: Providing Indigenous Peoples with the appreciation of their languages? Discursive problems in the differentiation of Brazilian indigenous schools

description: Upon the criticism over linguistic policies based on metadiscursive regimes of languages invented for their school transmission and upon the theoretical and methodological background of Critical Discourse Analysis, this paper aims at pointing out discursive obstacles to the differentiation of the Indigenous School Education and to the school appreciation of indigenous languages in Brazil. Through the analysis of a corpus composed by excerpts of the Brazilian Federal Constitution of 1988 and the Law of National Education of 1996, and by the report "For a differentiated school", by the TV program Globo Educação, the analysis points out two discursive obstacles: themonologization of cultural signs and objects, such aseducation, school or language, and the asymmetric allocation of agency to the actors represented in the official and media discourses on indigenous schooling.
DOI: 10.6084/m9.figshare.20037875
title: Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation

description: This article reports on the emotional experiences of Mexican language learners in their second year of an English language teaching programme at a state university. The aim was to identify the effects of emotions on the motivational behaviour that the students displayed in their daily classes. The instruments employed were personal narratives, electronic journals and semi-structured interviews. The results demonstrated that emotions are a source for students' development and that meta-emotions can help students to become more motivated. The study revealed that emotions, both positive and negative, can help students develop awareness, responsibility and commitment to their language learning process.
DOI: 10.6084/m9.figshare.20037875.v1
title: Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation

description: This article reports on the emotional experiences of Mexican language learners in their second year of an English language teaching programme at a state university. The aim was to identify the effects of emotions on the motivational behaviour that the students displayed in their daily classes. The instruments employed were personal narratives, electronic journals and semi-structured interviews. The results demonstrated that emotions are a source for students' development and that meta-emotions can help students to become more motivated. The study revealed that emotions, both positive and negative, can help students develop awareness, responsibility and commitment to their language learning process.
DOI: 10.6084/m9.figshare.20037878.v1
title: Stimulating phonological awareness to overcome phonological disorders identified in elementary school children: the Fonodado

description: Abstract:This paper presents the findings of a survey that aimed to identify and monitor cases of phonological disorders in children's speech, which were carried out in two public schools in the metropolitan area of Porto Alegre. Twelve children, divided into control and experimental groups, were monitored. An intervention instrument applied to the experimental group was developed, namely the Fonodado, which is composed by a set of activities for stimulating phonological awareness. These activities were performed in individual sections over two months. As a result, the experimental group showed progress in the phonological awareness testing and in overcoming all or part of the phonological disorders that were observed in their speech. In contrast, most of those in the control group maintained almost all the phonological disorders that were observed at the beginning of the study.
DOI: 10.6084/m9.figshare.20037878
title: Stimulating phonological awareness to overcome phonological disorders identified in elementary school children: the Fonodado

description: Abstract:This paper presents the findings of a survey that aimed to identify and monitor cases of phonological disorders in children's speech, which were carried out in two public schools in the metropolitan area of Porto Alegre. Twelve children, divided into control and experimental groups, were monitored. An intervention instrument applied to the experimental group was developed, namely the Fonodado, which is composed by a set of activities for stimulating phonological awareness. These activities were performed in individual sections over two months. As a result, the experimental group showed progress in the phonological awareness testing and in overcoming all or part of the phonological disorders that were observed in their speech. In contrast, most of those in the control group maintained almost all the phonological disorders that were observed at the beginning of the study.
DOI: 10.6084/m9.figshare.20037879
title: Experience report on a teaching project regarding the documentary and interview genres: using the common European framework of references for languages as a tool

description: bstract:In this paper, we present a teaching experience held with a group of 7th Grade students in a public school in Castanhal - PA, in which the Common European Framework of Reference for Languages (CEFR) served as reference for teaching writing in the mother tongue. Based on the analysis of the CEFR and the knowledge that was available on the audience, a teaching project was developed regarding the documentary and interview genres; the lessons taught in the mother tongue were the focus of the research as were the teaching material used and the texts produced by the students.
DOI: 10.6084/m9.figshare.20037879.v1
title: Experience report on a teaching project regarding the documentary and interview genres: using the common European framework of references for languages as a tool

description: bstract:In this paper, we present a teaching experience held with a group of 7th Grade students in a public school in Castanhal - PA, in which the Common European Framework of Reference for Languages (CEFR) served as reference for teaching writing in the mother tongue. Based on the analysis of the CEFR and the knowledge that was available on the audience, a teaching project was developed regarding the documentary and interview genres; the lessons taught in the mother tongue were the focus of the research as were the teaching material used and the texts produced by the students.
DOI: 10.6084/m9.figshare.20037881
title: Genres in language practices at school: curriculum and teacher education

description: Abstract: The pedagogical work of recontextualizing textual genres for Portuguese Language classes, produced by trainee teachers, in mandatory disciplines of supervised pre-service teacher training in Language Teacher Education Courses, is taken as the object of investigation. We focus on some attempts for innovation concerning writing practices proposed to Elementary School students. This research is situated within the indisciplinary studies of Applied Linguistics and follows a case study design. Taking into account the significant schooling of genres at school, we present a teaching unit as a guiding tool for pedagogic planning, which has been developed from a Systemic-Functional Linguistics approach of genre-based curriculum cycle.
DOI: 10.6084/m9.figshare.20037882
title: Reflections by future language teachers in the use of Interactive and Adaptable Webquests in the process of teaching and learning English

description: Abstract: This qualitative study is an excerpt from the author's doctoral thesis, which proposed a new Webquest model focused on teaching languages through an interactive authoring system - Elo Cloud tool. The results presented here are about the reflective role of future English teachers in the use of Interactive and Adaptable Webquests in the process of teaching and learning languages. According to the future English teachers, Interactive and Adaptable Webquests enhance the language learning process by providing interactive and dynamic contents that focus on language learning.