cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7452401.v1
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.
DOI: 10.6084/m9.figshare.7452116
title: “Hidden” features of the internationalization of higher education

description: ABSTRACT Internationalization, concerning institutional agendas, has no longer been considered an option, but a reality (GACEL-ÁVILA, 2007; KNIGHT, 2004; STALLIVIERI, 2009). Interpreting the “hidden” features of academic paper writing (STREET, 2009), derived from studies in academic literacy (LEA; STREET, 1998), in a broader perspective, we propose that there are, similarly, features of internationalization processes that usually remain “hidden”. The purpose of this article is to identify them. The results indicate that there are “hidden” features, mostly related to academic literacy practices, which we categorize into four main groups: internationalization writing, publication, use of English and institutional demands versus time.
DOI: 10.6084/m9.figshare.7452116.v1
title: “Hidden” features of the internationalization of higher education

description: ABSTRACT Internationalization, concerning institutional agendas, has no longer been considered an option, but a reality (GACEL-ÁVILA, 2007; KNIGHT, 2004; STALLIVIERI, 2009). Interpreting the “hidden” features of academic paper writing (STREET, 2009), derived from studies in academic literacy (LEA; STREET, 1998), in a broader perspective, we propose that there are, similarly, features of internationalization processes that usually remain “hidden”. The purpose of this article is to identify them. The results indicate that there are “hidden” features, mostly related to academic literacy practices, which we categorize into four main groups: internationalization writing, publication, use of English and institutional demands versus time.
DOI: 10.6084/m9.figshare.7451699
title: Scientific practice in literary studies: from academic literacy practices to epistemological characteristics

description: ABSTRACT This article aims to analyze the configuration of literary practices in literary studies. For such, eight academic articles from this field published in journals with different classifications according to Qualis Capes 2013-2016 in Linguistics and Literature were selected, and a questionnaire was applied to seven students and professionals who work in the field of literary studies. The data are analyzed based on contributions from the New Literacy Studies, specifically the approaches of Academic Literacy and Socio-discursive Interactionism. The results show that academic literacy practices of the field are characterized by an interpretative stance, interdisciplinarity, and the prevalence of literary texts, demonstrating their predisposed nature towards epistemological conceptions and how the academic article genre is constructed.
DOI: 10.6084/m9.figshare.7451699.v1
title: Scientific practice in literary studies: from academic literacy practices to epistemological characteristics

description: ABSTRACT This article aims to analyze the configuration of literary practices in literary studies. For such, eight academic articles from this field published in journals with different classifications according to Qualis Capes 2013-2016 in Linguistics and Literature were selected, and a questionnaire was applied to seven students and professionals who work in the field of literary studies. The data are analyzed based on contributions from the New Literacy Studies, specifically the approaches of Academic Literacy and Socio-discursive Interactionism. The results show that academic literacy practices of the field are characterized by an interpretative stance, interdisciplinarity, and the prevalence of literary texts, demonstrating their predisposed nature towards epistemological conceptions and how the academic article genre is constructed.
DOI: 10.6084/m9.figshare.7835207
title: Orality, teaching Portuguese language and teacher training

description: ABSTRACT This study proposes to discuss the status of orality as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which orality is approached in the historical course of the constitution of Portuguese language teaching, in what it refers to the curricula and teaching programs and the didactic materials proposed. Next, this historically constructed status of orality is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about oral debate as a textual genre by a student, as recorded in your internship report, allow us to problematize some of the challenges that the orality approach poses to teaching practices and to the training of the Portuguese language teacher.
DOI: 10.6084/m9.figshare.7835207.v1
title: Orality, teaching Portuguese language and teacher training

description: ABSTRACT This study proposes to discuss the status of orality as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which orality is approached in the historical course of the constitution of Portuguese language teaching, in what it refers to the curricula and teaching programs and the didactic materials proposed. Next, this historically constructed status of orality is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about oral debate as a textual genre by a student, as recorded in your internship report, allow us to problematize some of the challenges that the orality approach poses to teaching practices and to the training of the Portuguese language teacher.
DOI: 10.6084/m9.figshare.7834964
title: The word (not) taken: enunciation and orality in teaching-learning French as a Foreign Language (FLE)

description: ABSTRACT This article discusses the oral practice in the classroom through the discursive- enunciative perspective. We aim to analyze the effects of pedagogical practices which are said to be based on the action approach (actionnelle) in a course of French as Foreing Language (FLL), at a federal university, during the promotion of what we call student’s word taking. The results point to the imposition of the contingency aspect in the classroom, often making it more urgent than the teacher’s declarations and efforts, thus establishing itself as a restrictor of movements that one needs to undertake in order to build and occupy an enunciative space in this language.
DOI: 10.6084/m9.figshare.7834964.v1
title: The word (not) taken: enunciation and orality in teaching-learning French as a Foreign Language (FLE)

description: ABSTRACT This article discusses the oral practice in the classroom through the discursive- enunciative perspective. We aim to analyze the effects of pedagogical practices which are said to be based on the action approach (actionnelle) in a course of French as Foreing Language (FLL), at a federal university, during the promotion of what we call student’s word taking. The results point to the imposition of the contingency aspect in the classroom, often making it more urgent than the teacher’s declarations and efforts, thus establishing itself as a restrictor of movements that one needs to undertake in order to build and occupy an enunciative space in this language.
DOI: 10.6084/m9.figshare.7835288
title: Brazil and Argentina: interaction in the virtual world and education (initial and continuing) of Spanish teachers

description: ABSTRACT This article presents a research which, through the combination of initial and continuing education, aims at evaluating if the interaction, mediated by digital genres in a Virtual Learning Environment, can result in the mobilization of discursive types that indicate the learning of a proposed content. In order to generate data, there was an intervention of formative character, which happened by means of an online course - via Moodle Platform - whose participants were sixteen Brazilians in continuing education, who teach the Spanish Language in public schools belonging to the regional nucleus of the city of Apucarana, and sixteen Argentinians from Córdoba National University (UNC) in initial education. The data generated were analyzed taking into consideration the genres as psychological instruments of mediation (SCHNEUWLY, 2010) and the interaction responsible for fostering learning (VIGOTSKI, 1994; 2002). The results indicate that interaction, both among tutor/participants and participant/participants, mediated by the virtual forum, and associated to the other resources available at Moodle, can lead to the learning of the proposed content.
DOI: 10.6084/m9.figshare.7835288.v1
title: Brazil and Argentina: interaction in the virtual world and education (initial and continuing) of Spanish teachers

description: ABSTRACT This article presents a research which, through the combination of initial and continuing education, aims at evaluating if the interaction, mediated by digital genres in a Virtual Learning Environment, can result in the mobilization of discursive types that indicate the learning of a proposed content. In order to generate data, there was an intervention of formative character, which happened by means of an online course - via Moodle Platform - whose participants were sixteen Brazilians in continuing education, who teach the Spanish Language in public schools belonging to the regional nucleus of the city of Apucarana, and sixteen Argentinians from Córdoba National University (UNC) in initial education. The data generated were analyzed taking into consideration the genres as psychological instruments of mediation (SCHNEUWLY, 2010) and the interaction responsible for fostering learning (VIGOTSKI, 1994; 2002). The results indicate that interaction, both among tutor/participants and participant/participants, mediated by the virtual forum, and associated to the other resources available at Moodle, can lead to the learning of the proposed content.
DOI: 10.48425/0058388
title: protocol_coat_study_design

description: Description of the COAT study design in low-arctic Varanger and high-arctic Svalbard. This protocol is split in separate chapters for the different parts of the COAT study design. Data collection protocols for specific data sets are stored separately and can be found under the tab “Protocols".
DOI: 10.6084/m9.figshare.9739280.v1
title: The Learning of Third-Person Clitics of Spanish by Brazilian University Students: the Effect and Durability of Instructional Intervention

description: ABSTRACT In this study, we analyze and discuss the effect and the durability of the instructional intervention in the learning of third person clitics of Spanish by Brazilian university students. For statistical purposes, the data were submitted to the International Business Machine Statistical Package for Social Studies (SPSS) software, from which we have used relative frequency, χ2 test and repeated measures of Anova test. This study included 10 participants, students of a Portuguese and Spanish Language Teacher Education Program from a public university. The results, in general, suggested that the pedagogical intervention has produced progress and durable effects, respectively, of the simple and complex forms which are still being acquired by these student-participants.
DOI: 10.6084/m9.figshare.9739280
title: The Learning of Third-Person Clitics of Spanish by Brazilian University Students: the Effect and Durability of Instructional Intervention

description: ABSTRACT In this study, we analyze and discuss the effect and the durability of the instructional intervention in the learning of third person clitics of Spanish by Brazilian university students. For statistical purposes, the data were submitted to the International Business Machine Statistical Package for Social Studies (SPSS) software, from which we have used relative frequency, χ2 test and repeated measures of Anova test. This study included 10 participants, students of a Portuguese and Spanish Language Teacher Education Program from a public university. The results, in general, suggested that the pedagogical intervention has produced progress and durable effects, respectively, of the simple and complex forms which are still being acquired by these student-participants.
DOI: 10.6084/m9.figshare.9739247
title: Lexical diversity and lexical density description of news written by journalism student

description: ABSTRACT The aim of this study is to quantitatively describe the lexical richness in informative news articles written by journalism students through indicators of lexical diversity and lexical density. A comparative analysis of a corpus of news articles written by two groups of undergraduate students (first and fourth year) and a group of graduate journalists was performed. In order to compare the corpora, measures of lexical density and diversity were used while statistical tests were applied to analyze differences between the groups. Though results show differences, it is density the indicator where statistically significant differences were found. This would indicate that despite students having a command of a wide and varied lexis, the informative level and communicative capacity of their texts are insufficient compared to the requirements at a professional level.
DOI: 10.6084/m9.figshare.9739166.v1
title: Disponibilidad léxica en procesos de formación inicial de futuros profesores de inglés

description: RESUMEN A pesar de la riqueza de estudios existentes en el área de disponibilidad léxica, el léxico de las comunidades científicas y/o profesionales ha pasado casi inadvertido por los investigadores. En este contexto, se presentan los resultados de un estudio de disponibilidad léxica en el cual se encuestó a 28 estudiantes de 4o año de Pedagogía en Inglés en 16 centros de interés (ocho generales y ocho especializados del tipo pedagógico-disciplinar). El objetivo de esta investigación es establecer si existen diferencias cuantitativas entre el léxico general y el léxico especializado de los sujetos de la muestra. Los resultados evidencian que el léxico disponible en los centros de interés de tipo general es mayor que el léxico disponible en los centros especializados. Esto podría deberse a que el léxico de tipo general es de uso cotidiano, mientras que el léxico especializado sólo se utiliza en un ámbito restringido y al interior de una comunidad lingüística específica.
DOI: 10.6084/m9.figshare.9739166
title: Disponibilidad léxica en procesos de formación inicial de futuros profesores de inglés

description: RESUMEN A pesar de la riqueza de estudios existentes en el área de disponibilidad léxica, el léxico de las comunidades científicas y/o profesionales ha pasado casi inadvertido por los investigadores. En este contexto, se presentan los resultados de un estudio de disponibilidad léxica en el cual se encuestó a 28 estudiantes de 4o año de Pedagogía en Inglés en 16 centros de interés (ocho generales y ocho especializados del tipo pedagógico-disciplinar). El objetivo de esta investigación es establecer si existen diferencias cuantitativas entre el léxico general y el léxico especializado de los sujetos de la muestra. Los resultados evidencian que el léxico disponible en los centros de interés de tipo general es mayor que el léxico disponible en los centros especializados. Esto podría deberse a que el léxico de tipo general es de uso cotidiano, mientras que el léxico especializado sólo se utiliza en un ámbito restringido y al interior de una comunidad lingüística específica.
DOI: 10.6084/m9.figshare.9739523
title: Multimodal Literacy and Joint Construction of Knowledge in Talk-in-Interaction

description: ABSTRACT This study aims to describe a multimodal literacy event and demonstrate how, in this event, it is possible to capture the social and interactional work of joint construction of knowledge. The talk-in-interaction segment analyzed consists in the reading of a chart in a technology lab. The sequential analysis focuses on the participants’ efforts to undertake the reading activity, revealing that the interactional segment is: a) a multimodal literacy event, in which the participants negotiate a procedure for reading an image (a graphic), in a written space other than paper (the computer screen); and b) an instance of joint construction of knowledge, considering that the participants develop a satisfactory reading procedure for their situated purposes, which enables them to obtain with some precision the information they are seeking.
DOI: 10.6084/m9.figshare.9739523.v1
title: Multimodal Literacy and Joint Construction of Knowledge in Talk-in-Interaction

description: ABSTRACT This study aims to describe a multimodal literacy event and demonstrate how, in this event, it is possible to capture the social and interactional work of joint construction of knowledge. The talk-in-interaction segment analyzed consists in the reading of a chart in a technology lab. The sequential analysis focuses on the participants’ efforts to undertake the reading activity, revealing that the interactional segment is: a) a multimodal literacy event, in which the participants negotiate a procedure for reading an image (a graphic), in a written space other than paper (the computer screen); and b) an instance of joint construction of knowledge, considering that the participants develop a satisfactory reading procedure for their situated purposes, which enables them to obtain with some precision the information they are seeking.
DOI: 10.6084/m9.figshare.9739679
title: Monolingual ideology, commodification and instrumentalization of English in the 2017 amendment of Brazilian educational law and in publicity campaigns of English courses

description: ABSTRACT This paper focuses on the publicity of English courses and the recent legal imposition of the language in Brazilian middle and high schools. The reference corpus consists of five publicity campaigns of English courses displayed during the first semester of 2017 in a city of Santa Catarina state and the text of the recently amended Brazilian educational law (LDB 9,394/1996). In addition, the legal amendment is contextualized along with the development of the national common curriculum (BNCC). Our objective is to problematize and to show how the publicity of English courses and the recent legal amendment contribute to a linguistic hierarchy which socio-historically constructs English as a hegemonic and reified language. Data analysis shows that both the publicity and the law may underestimate the importance of multilingualism and at the same time may strengthen the commodification of monolingual ideals related to English language teaching.
DOI: 10.6084/m9.figshare.9739679.v1
title: Monolingual ideology, commodification and instrumentalization of English in the 2017 amendment of Brazilian educational law and in publicity campaigns of English courses

description: ABSTRACT This paper focuses on the publicity of English courses and the recent legal imposition of the language in Brazilian middle and high schools. The reference corpus consists of five publicity campaigns of English courses displayed during the first semester of 2017 in a city of Santa Catarina state and the text of the recently amended Brazilian educational law (LDB 9,394/1996). In addition, the legal amendment is contextualized along with the development of the national common curriculum (BNCC). Our objective is to problematize and to show how the publicity of English courses and the recent legal amendment contribute to a linguistic hierarchy which socio-historically constructs English as a hegemonic and reified language. Data analysis shows that both the publicity and the law may underestimate the importance of multilingualism and at the same time may strengthen the commodification of monolingual ideals related to English language teaching.
DOI: 10.6084/m9.figshare.9739223
title: The Collaborative Construction of the Act of Teaching: Impacts of the A World of Englishes Project in the Context of Initial Training

description: ABSTRACT This article aims to analyze four aspects related to the implementation of an initial English teacher training project: option for teaching and the project; impressions on the project; impacts of the project on future teachers in training; and what challenges are presented in terms of academic and professional education. The project was based on theoretical conceptions of language as discourse (BAKHTIN, 2010; JORDÃO; FOGAÇA, 2007), critical literacy (CERVETTI; PARDALES; DAMICO, 2001; MUSPRATT; LUKE; FREEBODY, 1997) and English as a lingua franca (DEWEY, 2012; EL KADRI, 2010; SEIDLHOFER, 2001). The analysis was based on data generated from questionnaires answered by the furure teachers who participate in the project. The results point to a mature vision about the profession and the teaching performance, increase in the self-esteem of the future teachers and development of strategies to overcome individual and collective difficulties.
DOI: 10.6084/m9.figshare.9739223.v1
title: The Collaborative Construction of the Act of Teaching: Impacts of the A World of Englishes Project in the Context of Initial Training

description: ABSTRACT This article aims to analyze four aspects related to the implementation of an initial English teacher training project: option for teaching and the project; impressions on the project; impacts of the project on future teachers in training; and what challenges are presented in terms of academic and professional education. The project was based on theoretical conceptions of language as discourse (BAKHTIN, 2010; JORDÃO; FOGAÇA, 2007), critical literacy (CERVETTI; PARDALES; DAMICO, 2001; MUSPRATT; LUKE; FREEBODY, 1997) and English as a lingua franca (DEWEY, 2012; EL KADRI, 2010; SEIDLHOFER, 2001). The analysis was based on data generated from questionnaires answered by the furure teachers who participate in the project. The results point to a mature vision about the profession and the teaching performance, increase in the self-esteem of the future teachers and development of strategies to overcome individual and collective difficulties.