cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14328545.v1
title: Angolan Toponyms from Bantu Languages: Criteria for Spell Harmonization

description: ABSTRACT This study presents some criteria to spell Bantu toponyms in Brazilian Portuguese following the language lending phenomenon. We understand that toponyms are lexical and therefore they should obey the target language spelling rules as much as possible. To achieve this purpose, we conducted a documentary and field research using focus groups to validate the collected information. From a spelling point of view, the collected data show that there are some divergences in the writing form of Bantu toponyms. Thus, we proposed some criteria for their standardization, avoiding the multiple spellings observed.
DOI: 10.6084/m9.figshare.14328548
title: Contributions of Recent Theories of Critical Literacies to ESP

description: ABSTRACT A curriculum which develops students´ capacity to problematize contextual meanings was the premise to reconcile English for special purposes, contingencies and qualitative methodology in a community course named “Workshop of English for special purposes: readings for present-future in contemporary world”, offered by a public university. This was part of a broader research, which examined under-graduate students´ multiliteracies from the perspective of critical linguistic education. The course focused on meaning making through multimodal language, reflections upon complex diversities as expansion of the participants´ interpretations.
DOI: 10.6084/m9.figshare.14328548.v1
title: Contributions of Recent Theories of Critical Literacies to ESP

description: ABSTRACT A curriculum which develops students´ capacity to problematize contextual meanings was the premise to reconcile English for special purposes, contingencies and qualitative methodology in a community course named “Workshop of English for special purposes: readings for present-future in contemporary world”, offered by a public university. This was part of a broader research, which examined under-graduate students´ multiliteracies from the perspective of critical linguistic education. The course focused on meaning making through multimodal language, reflections upon complex diversities as expansion of the participants´ interpretations.
DOI: 10.6084/m9.figshare.14328549.v1
title: Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile

description: ABSTRACT Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.
DOI: 10.6084/m9.figshare.14328551
title: Analysis of Errors in ELE by Negative Transfer of English as L1 in Face-to-Face Classes Versus Online Classes in Virtual Communities

description: ABSTRACT In this article, we present a study on computer-aided error analysis. For this, the main focus is the identification of the most frequent etiological errors and the tendency of use at different levels of the language in two sub-corpus CAELE and COELE-V. Each one constituted by 200 texts. The objective is to determine the influence of the L1 on errors caused by negative transfer in the written skill of ELE learners (CAELE) and participants of virtual communities (COELE-V), both of B1 competence levels. The results show that the most frequent negative transfer errors in both subcorpus refer to the definite article and the preposition “a”. In relation to the similarities and differences between the two learning environments, it was verified that in the omission of the defined article in both subcorpus, the errors and negative transfer tendencies of English as L1 are similar. However, the order in the frequencies between both subcorpus is differentiating. Regarding the omission of the preposition “a”, both subcorpus presented a greater frequency in the omission to introduce direct or indirect object of person. However, differences are observed between both subcorpus in the false selection of the preposition “a” instead of the prepositions “of”, “para” and “en”.
DOI: 10.6084/m9.figshare.14328549
title: Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile

description: ABSTRACT Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.
DOI: 10.6084/m9.figshare.14328551.v1
title: Analysis of Errors in ELE by Negative Transfer of English as L1 in Face-to-Face Classes Versus Online Classes in Virtual Communities

description: ABSTRACT In this article, we present a study on computer-aided error analysis. For this, the main focus is the identification of the most frequent etiological errors and the tendency of use at different levels of the language in two sub-corpus CAELE and COELE-V. Each one constituted by 200 texts. The objective is to determine the influence of the L1 on errors caused by negative transfer in the written skill of ELE learners (CAELE) and participants of virtual communities (COELE-V), both of B1 competence levels. The results show that the most frequent negative transfer errors in both subcorpus refer to the definite article and the preposition “a”. In relation to the similarities and differences between the two learning environments, it was verified that in the omission of the defined article in both subcorpus, the errors and negative transfer tendencies of English as L1 are similar. However, the order in the frequencies between both subcorpus is differentiating. Regarding the omission of the preposition “a”, both subcorpus presented a greater frequency in the omission to introduce direct or indirect object of person. However, differences are observed between both subcorpus in the false selection of the preposition “a” instead of the prepositions “of”, “para” and “en”.
DOI: 10.6084/m9.figshare.14328554
title: Alternation Rural Schools and Co-management. A Sociolinguistic and Ethnographic Framework to Analyzing Decision Making at the Board

description: ABSTRACT We present a sociolinguistic and ethnographic analysis of interactions taking place at the Board of a rural school run by the pedagogy of alternance model. The members of the Board are the students´ family, teachers, the principal and alumni, who meet in order to make decisions together. In as much as these members occupy different and differential positions in the school, their material and symbolic resources are diverse. Our analysis shows that the processes entailed in making decisions relate not only to the specific issues brought to discussion but also to several other situations connected to the way in which the members of the rural community live. Therefore, making decisions at the Board involves developing a specific communicative competence related to learning to listen, ponder alternatives, engage in debate, and follow up with the decision taken as a collective.
DOI: 10.6084/m9.figshare.14328554.v1
title: Alternation Rural Schools and Co-management. A Sociolinguistic and Ethnographic Framework to Analyzing Decision Making at the Board

description: ABSTRACT We present a sociolinguistic and ethnographic analysis of interactions taking place at the Board of a rural school run by the pedagogy of alternance model. The members of the Board are the students´ family, teachers, the principal and alumni, who meet in order to make decisions together. In as much as these members occupy different and differential positions in the school, their material and symbolic resources are diverse. Our analysis shows that the processes entailed in making decisions relate not only to the specific issues brought to discussion but also to several other situations connected to the way in which the members of the rural community live. Therefore, making decisions at the Board involves developing a specific communicative competence related to learning to listen, ponder alternatives, engage in debate, and follow up with the decision taken as a collective.
DOI: 10.6084/m9.figshare.14328555
title: The Process of Pre-Planning in Collaborative Writing at the Primary Level

description: ABSTRACT This paper, of descriptive and qualitative nature, studies the operations and sub-processes of textual planning performed by primary students as well as the techniques they use when writing their drafts. To this end, we analyze the episodes found in the oral interactions of 11 pairs of 5th graders and the drafts they produced in the context of a joint expository-argumentative writing task. Results show that, in general, students focus on the sub-process of the generation of ideas, and, to a lesser extent, on metalinguistic, esthetic and task management aspects. Regarding the techniques, we observe that only six pairs use them and that they represent different levels of complexity. These results, together with the high variability found, evidence the need to practice this process specifically and systematically at this stage.
DOI: 10.6084/m9.figshare.14328555.v1
title: The Process of Pre-Planning in Collaborative Writing at the Primary Level

description: ABSTRACT This paper, of descriptive and qualitative nature, studies the operations and sub-processes of textual planning performed by primary students as well as the techniques they use when writing their drafts. To this end, we analyze the episodes found in the oral interactions of 11 pairs of 5th graders and the drafts they produced in the context of a joint expository-argumentative writing task. Results show that, in general, students focus on the sub-process of the generation of ideas, and, to a lesser extent, on metalinguistic, esthetic and task management aspects. Regarding the techniques, we observe that only six pairs use them and that they represent different levels of complexity. These results, together with the high variability found, evidence the need to practice this process specifically and systematically at this stage.
DOI: 10.6084/m9.figshare.14328557.v1
title: Training Translators for Video Game Localization: In Search of a Pedagogical Approach

description: ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).
DOI: 10.6084/m9.figshare.14328557
title: Training Translators for Video Game Localization: In Search of a Pedagogical Approach

description: ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).
DOI: 10.6084/m9.figshare.14328558
title: Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2

description: ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.
DOI: 10.6084/m9.figshare.14328558.v1
title: Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2

description: ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.
DOI: 10.6084/m9.figshare.14328560.v1
title: A Gamified Experience in an Online and Face-to-Face University Classroom: Is this Learning Resource Feasible in Both Environments?

description: Abstract In this paper we will describe the implementation of a breakout activity with the aim of demonstrating the differences observed in face-to-face and online classes. Through the chapter dedicated to the theoretical framework we will establish the basis of our study and this will help us to describe the evolution of the teaching practice from the face-to-face to the virtual form. Likewise, we will describe the possibilities that gamification offers to university teachers in both modalities. This article serves, on the one hand, to demonstrate that there are digital tools at our disposal that allow us to move from the face-to-face to the virtual classroom and, on the other hand, to find out what students think, the difficulties and facilities they have encountered and the motivation that this type of innovative practices bring to them.
DOI: 10.6084/m9.figshare.14328560
title: A Gamified Experience in an Online and Face-to-Face University Classroom: Is this Learning Resource Feasible in Both Environments?

description: Abstract In this paper we will describe the implementation of a breakout activity with the aim of demonstrating the differences observed in face-to-face and online classes. Through the chapter dedicated to the theoretical framework we will establish the basis of our study and this will help us to describe the evolution of the teaching practice from the face-to-face to the virtual form. Likewise, we will describe the possibilities that gamification offers to university teachers in both modalities. This article serves, on the one hand, to demonstrate that there are digital tools at our disposal that allow us to move from the face-to-face to the virtual classroom and, on the other hand, to find out what students think, the difficulties and facilities they have encountered and the motivation that this type of innovative practices bring to them.
DOI: 10.6084/m9.figshare.14328563
title: Sociocultural Approach and Teacher Education: Constructing Relevant and Contextual Knowledge

description: ABSTRACT This qualitative case study aims to investigate the process of knowledge construction between an in-service teacher and a university professor by focusing on dialogic mediation in reflective sessions, a personal diary, and information from two lesson plans. We draw on teacher education studies from a sociocultural perspective to analyze, in a contextual and situated way, two moments when the in-service teacher changed his teaching practice due to dialogic mediation to which he had access. The analysis of the empirical material allowed us to observe the importance of considering teacher education as distributed across people and tools, besides showing the significance of formal and informal moments in the construction of relevant knowledge for the teacher, especially through strategic mediation and collaborative dialogue.
DOI: 10.6084/m9.figshare.14328561
title: Taboo Language in Context: An Exploratory Study of Taboo Language from the Point of View of Register

description: ABSTRACT Language users make use of several linguistic resources to make meanings regarding the world around them as well as others (EGGINS, [1994] 2004, p. 11). The user then recognizes a specific code for each communicative situation and selectively adapts his/her options to the particular context. Against this background, this article sets out to investigate taboo language from the standpoint of Register variables, proposed by Halliday (1978; [1985] 2014). On the one hand, we follow a theoretical approach by proposing an intersection between the register variables and the concept of markedness (HYMES, 1974). On the other hand, we make use of this proposal in a purpose-built corpus. Results show the predominance of the unmarked use of taboo in the corpus.
DOI: 10.6084/m9.figshare.14328563.v1
title: Sociocultural Approach and Teacher Education: Constructing Relevant and Contextual Knowledge

description: ABSTRACT This qualitative case study aims to investigate the process of knowledge construction between an in-service teacher and a university professor by focusing on dialogic mediation in reflective sessions, a personal diary, and information from two lesson plans. We draw on teacher education studies from a sociocultural perspective to analyze, in a contextual and situated way, two moments when the in-service teacher changed his teaching practice due to dialogic mediation to which he had access. The analysis of the empirical material allowed us to observe the importance of considering teacher education as distributed across people and tools, besides showing the significance of formal and informal moments in the construction of relevant knowledge for the teacher, especially through strategic mediation and collaborative dialogue.
DOI: 10.6084/m9.figshare.14328561.v1
title: Taboo Language in Context: An Exploratory Study of Taboo Language from the Point of View of Register

description: ABSTRACT Language users make use of several linguistic resources to make meanings regarding the world around them as well as others (EGGINS, [1994] 2004, p. 11). The user then recognizes a specific code for each communicative situation and selectively adapts his/her options to the particular context. Against this background, this article sets out to investigate taboo language from the standpoint of Register variables, proposed by Halliday (1978; [1985] 2014). On the one hand, we follow a theoretical approach by proposing an intersection between the register variables and the concept of markedness (HYMES, 1974). On the other hand, we make use of this proposal in a purpose-built corpus. Results show the predominance of the unmarked use of taboo in the corpus.
DOI: 10.6084/m9.figshare.14328566.v1
title: The Writing of Abstracts in the Framework of Undergraduate Students’ Academic Literacies

description: ABSTRACT The writing of scientific works’ abstracts integrates complex and diversified literacy practices, in which students are invited to participate since their undergraduate courses. In this study, from the perspective of literacy studies and genre theories applied to academic writing, we analyzed 32 exemplars of abstracts, observing their rhetorical configuration as one of the indicators of undergraduate students’ academic literacies. Additional observations on the authors’ academic literacies were constructed through a questionnaire sent to them by email. The results suggest a certain flexibility both on the part of the students and of the experienced participants of the discourse community in dealing with the conventions that govern the construction of the academic abstracts.
DOI: 10.6084/m9.figshare.14328566
title: The Writing of Abstracts in the Framework of Undergraduate Students’ Academic Literacies

description: ABSTRACT The writing of scientific works’ abstracts integrates complex and diversified literacy practices, in which students are invited to participate since their undergraduate courses. In this study, from the perspective of literacy studies and genre theories applied to academic writing, we analyzed 32 exemplars of abstracts, observing their rhetorical configuration as one of the indicators of undergraduate students’ academic literacies. Additional observations on the authors’ academic literacies were constructed through a questionnaire sent to them by email. The results suggest a certain flexibility both on the part of the students and of the experienced participants of the discourse community in dealing with the conventions that govern the construction of the academic abstracts.
DOI: 10.6084/m9.figshare.14328567
title: Telling stories: Membership Categorization and Instructions-in-Action in a teaching-learning environment of Portuguese as an Additional Language (PAL)

description: ABSTRACT This study analyses interactions among participants in a story-telling course of PAL, offered as an elective course in a university located in Mainland China. Based on the idea that, in order to understand daily-life activities, we need to look at how people act and make sense of their actions locally, this study takes on an Ethnomethodological and Conversation Analytic approach. The results generated through audiovisual recordings from one of the meetings of the abovementioned course show a constant categorial work (i.e.: the production of particular types of sequential items informed by an orientation to the membership categories present in the society; e.g.: ‘teacher’, ‘student’, ‘doctor’, ‘patient’ etc.) of members in the course, which, along with the sense that these members make (in situ) of the instructions on how to participate in the lessons, reveal the complex reflexive relationship between pedagogy and interaction in an AL classroom.