cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.6387911.v1
title: Clause complexes as the basis for construing the narrative point of view in translation context

description: ABSTRACT This article briefly discusses the role of expansions for construing the characters’ identities and personality traits in Oscar Wilde’s novel The Picture of Dorian Gray and its translation, made by João do Rio, and adaptations, made by Clarice Lispector and Claudia Lopes, into Brazilian Portuguese. The discursive configuration or narrative axis that unveils the narrative point of view is the central linguistic realization of the discussion. The paper also problematizes the concept of omission and rewriting in the literary translation context, asserting that these kinds of (re)textualizations may create negative cultural impacts on the target-text reader. The discussion is informed by the principles of systemic-functional grammar and its contributions to literary translation, especially the concepts of projection and clause complex.
DOI: 10.6084/m9.figshare.19969777
title: Academic literacy in french: an experience of production of papers in the area of literary studies

description: ABSTRACT In this article, we aim to present the didactic model of the text genre scientific paper in French and, then, show the didactic sequence designed to teach how to write this genre. The activities were based on the concepts of the Socio-discursive Interactionism (Bronckart 1999/2003), which relies on the Vygotskian theoretical framework. The didactic model and the didactic sequence were produced as part of a pilot study that suggested the use of the didactic sequence in order to teach how to write papers in French to Undergraduate students that were enrolled in a French Literature course. This experience was conducted within a partnership with the Laboratory of Academic Literacy.
DOI: 10.6084/m9.figshare.19969777.v1
title: Academic literacy in french: an experience of production of papers in the area of literary studies

description: ABSTRACT In this article, we aim to present the didactic model of the text genre scientific paper in French and, then, show the didactic sequence designed to teach how to write this genre. The activities were based on the concepts of the Socio-discursive Interactionism (Bronckart 1999/2003), which relies on the Vygotskian theoretical framework. The didactic model and the didactic sequence were produced as part of a pilot study that suggested the use of the didactic sequence in order to teach how to write papers in French to Undergraduate students that were enrolled in a French Literature course. This experience was conducted within a partnership with the Laboratory of Academic Literacy.
DOI: 10.6084/m9.figshare.19969778
title: Having a resultant state is not the same as having resultative constructions: pseudo-resultative secondary predicates and adjunct result clauses in Brazilian Portuguese

description: ABSTRACT: This paper’s goal is to resume the discussion on the literature surrounding the presence of resultative constructions in Brazilian Portuguese. This work defends the hypothesis that there are no syntactic - and, consequently - semantic equivalents in that language. In order to justify this proposal, it will be shown that languages with distinct framings (cf.: Talmy 2000, 2009, 2012) license distinct constructions. Moreover, unlike the constructions defended as resultatives in Brazilian Portuguese, genuine resultative constructions correspond only to contexts in which the verb denotes manner, and the resultant state is expressed by a secondary predicate, part of a single clause domain (vP).
DOI: 10.6084/m9.figshare.19969778.v1
title: Having a resultant state is not the same as having resultative constructions: pseudo-resultative secondary predicates and adjunct result clauses in Brazilian Portuguese

description: ABSTRACT: This paper’s goal is to resume the discussion on the literature surrounding the presence of resultative constructions in Brazilian Portuguese. This work defends the hypothesis that there are no syntactic - and, consequently - semantic equivalents in that language. In order to justify this proposal, it will be shown that languages with distinct framings (cf.: Talmy 2000, 2009, 2012) license distinct constructions. Moreover, unlike the constructions defended as resultatives in Brazilian Portuguese, genuine resultative constructions correspond only to contexts in which the verb denotes manner, and the resultant state is expressed by a secondary predicate, part of a single clause domain (vP).
DOI: 10.6084/m9.figshare.19969780
title: The morphoprosodic status of the suffixes -inho/-zinho, -mente and -íssimo in Brazilian Portuguese

description: ABSTRACT This paper discusses the morphological and prosodic formation of affixed structures of Brazilian Portuguese, in special those formed by -inho/-zinho, -mente and -íssimo, since these affixes seem to present a certain independency in relation to some processes of the language, as pretonic mid-vowels neutralization. We assume that, in general, the Portuguese affixes are joined, in the morphological level, to the root, and, in the prosodic level, to other unstressed syllables. The sufixes -inho/-zinho, -mente and -íssimo, however, provide evidence for a later attachment in grammar, it means, to the stem and to the prosodic word.
DOI: 10.6084/m9.figshare.19969780.v1
title: The morphoprosodic status of the suffixes -inho/-zinho, -mente and -íssimo in Brazilian Portuguese

description: ABSTRACT This paper discusses the morphological and prosodic formation of affixed structures of Brazilian Portuguese, in special those formed by -inho/-zinho, -mente and -íssimo, since these affixes seem to present a certain independency in relation to some processes of the language, as pretonic mid-vowels neutralization. We assume that, in general, the Portuguese affixes are joined, in the morphological level, to the root, and, in the prosodic level, to other unstressed syllables. The sufixes -inho/-zinho, -mente and -íssimo, however, provide evidence for a later attachment in grammar, it means, to the stem and to the prosodic word.
DOI: 10.6084/m9.figshare.7451714
title: O Mestre francez (1767) by Francisco Clamopin Durand and its sources

description: ABSTRACT The grammar O Mestre francez by Francisco Clamopin Durand was published for the first time in 1767. This book was believed to have eleven editions, which reveals the importance and dissemination that this Franco-Portuguese grammar had at the time. Therefore we intend to recall this grammar and its author, trying to identify the main sources of the author’s linguistic ideas (Auroux 2006) regarding the treatment of the most important parts of the speech, that are, the article, noun, pronoun and the verb, adopting the model of analysis proposed by Swiggers (2006) for the study of French and Spanish grammars.
DOI: 10.6084/m9.figshare.7451714.v1
title: O Mestre francez (1767) by Francisco Clamopin Durand and its sources

description: ABSTRACT The grammar O Mestre francez by Francisco Clamopin Durand was published for the first time in 1767. This book was believed to have eleven editions, which reveals the importance and dissemination that this Franco-Portuguese grammar had at the time. Therefore we intend to recall this grammar and its author, trying to identify the main sources of the author’s linguistic ideas (Auroux 2006) regarding the treatment of the most important parts of the speech, that are, the article, noun, pronoun and the verb, adopting the model of analysis proposed by Swiggers (2006) for the study of French and Spanish grammars.
DOI: 10.6073/pasta/c5b9caef29448da66eb66d9dfa398da6
title: Jornada Basin LTER Cross-scale Interactions Study (CSIS) Block 7 meteorological station: 30-minute summary data: 2017 - ongoing

description: This data package contains 30-minute air temperature, relative humidity, and wind summary data from Jornada Basin LTER Cross Scale Interactions Study (CSIS) Block-1 met station. Average air temperature, relative humidity, wind speed, wind direction, and precipitation are measured and calculated at an automated meteorological station connected to a 900 MHz spread spectrum wireless network. Wind speed is measured at 37cm, 75 cm, 150 cm, and 300 cm, wind direction at approximately 3m, and air temperature and relative humidity at approximate 2.5m. Measurements are aggregated at intervals of 5, 30, 60 minutes and daily, with precipitation additionally provided with 1 second aggregation during precipitation events. The met station variables measured include air temperature, precipitation, relative humidity, wind direction, wind speed. Precipitation is not measured at Block 1 and Block 12 because of proximity to Block 2 and Block 13, respectively. This is an ONGOING dataset.
DOI: 10.6084/m9.figshare.19969783.v1
title: Structural Variation of Directives in University Classroom Discourse: A Corpus-Based Investigation

description: ABSTRACT The present study examines structural variation of directives1 across different situational contexts in university lectures. The data comes from the lecture component of a large corpus of university discourse2. The following analytical steps were taken: 1) possible linguistic patterns of directives were manually identified in sample lectures; 2) five most-frequent lexico-grammatically explicit structural types of directives were selected for automatic analysis; 3)Python scripts were written to automatically identify directives with the five structural types; 4) structural variation of directives was analyzed in relation to three situational variables: level of interaction, level of instruction, and discipline. Results show that situational variables affect the use of directives in important ways.
DOI: 10.6084/m9.figshare.19969783
title: Structural Variation of Directives in University Classroom Discourse: A Corpus-Based Investigation

description: ABSTRACT The present study examines structural variation of directives1 across different situational contexts in university lectures. The data comes from the lecture component of a large corpus of university discourse2. The following analytical steps were taken: 1) possible linguistic patterns of directives were manually identified in sample lectures; 2) five most-frequent lexico-grammatically explicit structural types of directives were selected for automatic analysis; 3)Python scripts were written to automatically identify directives with the five structural types; 4) structural variation of directives was analyzed in relation to three situational variables: level of interaction, level of instruction, and discipline. Results show that situational variables affect the use of directives in important ways.
DOI: 10.6084/m9.figshare.19969784
title: Adhering utterances

description: ABSTRACT This article aims at drawing attention to a wide range of discourse manifestations that proliferate around us and which I propose to group together under the term “adherent statements”. They have so far been ignored by discourse analysis because they are associated with all kinds of objects (a T-shirt, a bottle, a car, a human body...) and we generally prefer to study purely verbal data. Indeed, the study of these adhering utterances implies challenging a deeply rooted presupposition that words and things must be rigorously separated. After explaining the “adherence” relationship between the utterance and its “support”, and emphasizing how this utterance modifies the identity of this support, I highlight the various parameters that must be taken into account when dealing with these adhering utterances. Secondly, I analyze two very different types of utterances: statements with an ecological purpose (on a garbage can or on a lawn), and statements made by demonstrators at political rallies.
DOI: 10.6084/m9.figshare.19969784.v1
title: Adhering utterances

description: ABSTRACT This article aims at drawing attention to a wide range of discourse manifestations that proliferate around us and which I propose to group together under the term “adherent statements”. They have so far been ignored by discourse analysis because they are associated with all kinds of objects (a T-shirt, a bottle, a car, a human body...) and we generally prefer to study purely verbal data. Indeed, the study of these adhering utterances implies challenging a deeply rooted presupposition that words and things must be rigorously separated. After explaining the “adherence” relationship between the utterance and its “support”, and emphasizing how this utterance modifies the identity of this support, I highlight the various parameters that must be taken into account when dealing with these adhering utterances. Secondly, I analyze two very different types of utterances: statements with an ecological purpose (on a garbage can or on a lawn), and statements made by demonstrators at political rallies.
DOI: 10.6084/m9.figshare.19969786
title: Writing scientific articles with the support of key lexical bundles: a corpus-driven study in the area of health sciences

description: ABSTRACT English is the lingua franca in academic settings. Publishing in this language enhances the spread of scientific knowledge and citations. Hence, we intend to contribute to increase the impact of Brazilian scientific production by proposing pedagogical resources based on linguistic patterns obtained with a corpus-driven approach. Through an empirical analysis of a corpus of academic articles published in indexed journals, and using Corpus Linguistics principles, we aim to identify key lexical bundles from the introduction section of articles in the area of health sciences, classify these bundles according to their communicative function and suggest pedagogical applications for the collected data aimed at writing academic articles. The data, collected with a textual analysis tool (Sketch Engine), show that (i) key lexical bundles concentrate in certain movements and steps of the section under study; and (ii) units can be grouped according to the communicative functions identified in the same step and, hence, a lexical frame is built to be used in the construction of pedagogical resources.
DOI: 10.6084/m9.figshare.19969786.v1
title: Writing scientific articles with the support of key lexical bundles: a corpus-driven study in the area of health sciences

description: ABSTRACT English is the lingua franca in academic settings. Publishing in this language enhances the spread of scientific knowledge and citations. Hence, we intend to contribute to increase the impact of Brazilian scientific production by proposing pedagogical resources based on linguistic patterns obtained with a corpus-driven approach. Through an empirical analysis of a corpus of academic articles published in indexed journals, and using Corpus Linguistics principles, we aim to identify key lexical bundles from the introduction section of articles in the area of health sciences, classify these bundles according to their communicative function and suggest pedagogical applications for the collected data aimed at writing academic articles. The data, collected with a textual analysis tool (Sketch Engine), show that (i) key lexical bundles concentrate in certain movements and steps of the section under study; and (ii) units can be grouped according to the communicative functions identified in the same step and, hence, a lexical frame is built to be used in the construction of pedagogical resources.
DOI: 10.6084/m9.figshare.19969787
title: The treatment of language styles in the guidelines and dialogues contained in Italian textbooks

description: ABSTRACT Textbooks play a central role in foreign language classes, often constituting the main material through which the learner comes into contact with the target language. Therefore, in this investigation, we examined whether and how the textbooks Linea diretta and Rete!, used in teaching Italian/FL in the state of São Paulo, deal with the continuum of formality. For this purpose, on the basis of relevant bibliography (SOBRERO & MIGLIETTA, 2008; COVERI et al., 1998; BELL, 1984), we selected 16 criteria related to register variation and observed their presence and treatment in the 102 dialogues contained in the two textbooks, as well as in the guidelines present in the student’s books and in the teacher’s guides. Based on the set of data gathered, it is possible to say that the textbooks studied do not sufficiently deal with this dimension of variety and that they are almost exclusively limited to superficial explanations about the use of the pronoun tu in informal situations and Lei in formal contexts.
DOI: 10.6084/m9.figshare.19969787.v1
title: The treatment of language styles in the guidelines and dialogues contained in Italian textbooks

description: ABSTRACT Textbooks play a central role in foreign language classes, often constituting the main material through which the learner comes into contact with the target language. Therefore, in this investigation, we examined whether and how the textbooks Linea diretta and Rete!, used in teaching Italian/FL in the state of São Paulo, deal with the continuum of formality. For this purpose, on the basis of relevant bibliography (SOBRERO & MIGLIETTA, 2008; COVERI et al., 1998; BELL, 1984), we selected 16 criteria related to register variation and observed their presence and treatment in the 102 dialogues contained in the two textbooks, as well as in the guidelines present in the student’s books and in the teacher’s guides. Based on the set of data gathered, it is possible to say that the textbooks studied do not sufficiently deal with this dimension of variety and that they are almost exclusively limited to superficial explanations about the use of the pronoun tu in informal situations and Lei in formal contexts.
DOI: 10.6084/m9.figshare.19969789
title: Contextual analysis of the construction [à medida que] conect

description: ABSTRACT This paper proposes to investigate the formation of the construction [à medida que] conect , from the perspective of Usage-Based Functional Linguistics. The focus is the study of contexts (normal, atypical, critical and isolated) and the process of constructionalization, which includes the formation of a new language node. Based on data from the Corpus do Português, we conducted a research, in a qualitative and quantitative approach, from the 15th to the 20th century. The results show that the construction [à medida que] conect was formed and conventionalized in Portuguese, with proportional value, in more recent synchronies , through the general domain process called chunking.
DOI: 10.6084/m9.figshare.19969789.v1
title: Contextual analysis of the construction [à medida que] conect

description: ABSTRACT This paper proposes to investigate the formation of the construction [à medida que] conect , from the perspective of Usage-Based Functional Linguistics. The focus is the study of contexts (normal, atypical, critical and isolated) and the process of constructionalization, which includes the formation of a new language node. Based on data from the Corpus do Português, we conducted a research, in a qualitative and quantitative approach, from the 15th to the 20th century. The results show that the construction [à medida que] conect was formed and conventionalized in Portuguese, with proportional value, in more recent synchronies , through the general domain process called chunking.
DOI: 10.6084/m9.figshare.19969792.v1
title: The reflective process of academic coordinators in an online course

description: ABSTRACT The objective of this text is to review the reflective process of academic coordinators in a continuing education online course and confront the original findings of the study to the constitutive pilars of the Multiliteracies Pedagogy (Cope & Kalantzis: 2000). The data which made this reflection possible, collected and interpreted based on the Hermeneutic-Phenomenological Approach (Freire: 2006; van Manen: 1990), revealed that the themes which constituted the reflective process of coordinators in an online course, as well as the online course through which these data were collected seem to show proximity and alignment to the Multiliteracies Pedagogy pilars.
DOI: 10.6084/m9.figshare.19969792
title: The reflective process of academic coordinators in an online course

description: ABSTRACT The objective of this text is to review the reflective process of academic coordinators in a continuing education online course and confront the original findings of the study to the constitutive pilars of the Multiliteracies Pedagogy (Cope & Kalantzis: 2000). The data which made this reflection possible, collected and interpreted based on the Hermeneutic-Phenomenological Approach (Freire: 2006; van Manen: 1990), revealed that the themes which constituted the reflective process of coordinators in an online course, as well as the online course through which these data were collected seem to show proximity and alignment to the Multiliteracies Pedagogy pilars.
DOI: 10.6084/m9.figshare.19969795.v1
title: Developing and implementing an English-Spanish literary parallel audio-textual corpus for data-driven ESL learning

description: ABSTRACT The purpose of this paper is to present the LITTERA corpus, an English-Spanish literary parallel speech corpus created for the purpose of language learning, and to sketch out a few pedagogical applications for the study of English phonology by Spanish-speaking language learners. It is composed of 25 literary texts that have been aligned with the Spanish translation and are accompanied by audio from the corresponding audiobooks. In this article, we will detail its conception, composition and features at length, as well as provide a few examples of how LITTERA can be applied in language learning, particularly within the realm of oral comprehension and speech production.
DOI: 10.6084/m9.figshare.19969795
title: Developing and implementing an English-Spanish literary parallel audio-textual corpus for data-driven ESL learning

description: ABSTRACT The purpose of this paper is to present the LITTERA corpus, an English-Spanish literary parallel speech corpus created for the purpose of language learning, and to sketch out a few pedagogical applications for the study of English phonology by Spanish-speaking language learners. It is composed of 25 literary texts that have been aligned with the Spanish translation and are accompanied by audio from the corresponding audiobooks. In this article, we will detail its conception, composition and features at length, as well as provide a few examples of how LITTERA can be applied in language learning, particularly within the realm of oral comprehension and speech production.
DOI: 10.6084/m9.figshare.19969798
title: An overview of Teletandem mediation courses for teacher education

description: ABSTRACT This paper aims to investigate practices in teacher education in the context of the Teletandem Brasil Project (Vassallo & Telles, 2006). Through web conferencing tools, the project pairs up Brazilian university students learning foreign languages with foreign university students learning Portuguese. The partnerships are supported by mediation sessions conducted by professors and researchers of the Teletandem Project. In this paper, we present some theoretical concepts related to telecollaboration (Belz, 2003; O’Dowd, 2007; 2018), besides providing a detailed description and comparison of four editions of preparatory courses for teletandem mediators, organized by researchers of the project. The results of the analysis may provide alternatives for teacher education in a context of growing transcultural connections.