cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19969798.v1
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.
DOI: 10.6084/m9.figshare.19969804
title: Discursive Construction of Meanings around the Possibilities of the Curriculum from the Voices of Students

description: ABSTRACT This qualitative study aims to analyze the discursive construction of meanings around the possibilities of the curriculum from the voices of the students. The analysis adopts a perspective that integrates the contributions from the Appraisal Model as well as the strategy categories and social actors representation taken from the Critical Discourse Studies. The corpus is made up of three focus groups in public schools. Regarding the analysis procedures, two phases are considered. A first descriptive phase comprises a microanalysis of resources with which the students build their perspective. In the second phase, alignment and misalignment are analyzed as social practices in relation to the possibilities of the school curriculum. Findings show that students propose their own suggestions of changes and use evaluative prosodies. They work to legitimize motivational, playful, creative classes, in charge of experts and to delegitimize classes with passive methodologies and with little affectionate and motivated inspectors. The legitimation strategies make up macrostrategies of transformation of the status. The social actors are represented by means of: activation, functionalization and authorization.
DOI: 10.6084/m9.figshare.19969804.v1
title: Discursive Construction of Meanings around the Possibilities of the Curriculum from the Voices of Students

description: ABSTRACT This qualitative study aims to analyze the discursive construction of meanings around the possibilities of the curriculum from the voices of the students. The analysis adopts a perspective that integrates the contributions from the Appraisal Model as well as the strategy categories and social actors representation taken from the Critical Discourse Studies. The corpus is made up of three focus groups in public schools. Regarding the analysis procedures, two phases are considered. A first descriptive phase comprises a microanalysis of resources with which the students build their perspective. In the second phase, alignment and misalignment are analyzed as social practices in relation to the possibilities of the school curriculum. Findings show that students propose their own suggestions of changes and use evaluative prosodies. They work to legitimize motivational, playful, creative classes, in charge of experts and to delegitimize classes with passive methodologies and with little affectionate and motivated inspectors. The legitimation strategies make up macrostrategies of transformation of the status. The social actors are represented by means of: activation, functionalization and authorization.
DOI: 10.6084/m9.figshare.19969810
title: Writing problems in the production of texts of Law and Medicine students

description: ABSTRACT The aim is to identify common writing problems in professional texts for academic purposes produced by students of Law and Medicine. The corpus is composed of 123 texts, which were analyzed using two rubrics designed to assess linguistic-discursive quality. The results show that, the students do not achieve minimum scores in the linguistic elements. In contrast, all participant had more than minimum score in the related to the disciplinary knowledge.These results can be useful for conducting educational interventions from disciplinary literacy.
DOI: 10.6084/m9.figshare.19969810.v1
title: Writing problems in the production of texts of Law and Medicine students

description: ABSTRACT The aim is to identify common writing problems in professional texts for academic purposes produced by students of Law and Medicine. The corpus is composed of 123 texts, which were analyzed using two rubrics designed to assess linguistic-discursive quality. The results show that, the students do not achieve minimum scores in the linguistic elements. In contrast, all participant had more than minimum score in the related to the disciplinary knowledge.These results can be useful for conducting educational interventions from disciplinary literacy.
DOI: 10.6084/m9.figshare.19969825.v1
title: I, other (Other) and emptiness in the constitution of identity representation

description: ABSTRACT This article aims to explore the possibility of an interface between the Dialogic Theory of Discourse and the Theory of Social Representations taking into account the movement between “I” and “other” and the role of emptiness in the construction of identity representation. We also discuss some proposals by Lacan and Cassirer, especially regarding emptiness and the symbolic. Identity representations are thus the effect of discursive movements between subjects, inscribed in a particular social group, which form in / by language, being emptiness the space of the other in the discursive arena, a condition which show the constitutive incompleteness of identity.
DOI: 10.6084/m9.figshare.19969825
title: I, other (Other) and emptiness in the constitution of identity representation

description: ABSTRACT This article aims to explore the possibility of an interface between the Dialogic Theory of Discourse and the Theory of Social Representations taking into account the movement between “I” and “other” and the role of emptiness in the construction of identity representation. We also discuss some proposals by Lacan and Cassirer, especially regarding emptiness and the symbolic. Identity representations are thus the effect of discursive movements between subjects, inscribed in a particular social group, which form in / by language, being emptiness the space of the other in the discursive arena, a condition which show the constitutive incompleteness of identity.
DOI: 10.6084/m9.figshare.19969831
title: Other correction and repair as distinct domains in talk-in-interaction

description: ABSTRACT Described in several interactional settings, most notably the classroom (Garcez, 2006; McHoul, 1990), the action of correcting someone has received attention from conversation analysts particularly within the study of the systematics of repair (Schegloff et al., 1977), where it was treated by many authors as a repair subtype. Doubts about and challenges to the pertinence of understanding other-correction in the domain of repair (Cheng, 2014; Hall, 2007; Macbeth, 2004) have motivated us to resume previous work (Garcez & Loder, 2005) and revisit the phenomena here. In this retrospective, after a survey of relevant research, we analyze two excerpts of interaction in Brazilian Portuguese (one from classroom talk-in-interaction, one from ordinary conversation) to underscore the distinctive interactive work performed by participants when doing repair (within the foundational systematics designed to address and solve problems of intersubjectivity) and other-correction (a dispreferred first action to expose unequal epistemic stances). We thus adopt the position that, even though they may operate successively in one same sequence, these are actions in different organizational domains.
DOI: 10.6084/m9.figshare.19969831.v1
title: Other correction and repair as distinct domains in talk-in-interaction

description: ABSTRACT Described in several interactional settings, most notably the classroom (Garcez, 2006; McHoul, 1990), the action of correcting someone has received attention from conversation analysts particularly within the study of the systematics of repair (Schegloff et al., 1977), where it was treated by many authors as a repair subtype. Doubts about and challenges to the pertinence of understanding other-correction in the domain of repair (Cheng, 2014; Hall, 2007; Macbeth, 2004) have motivated us to resume previous work (Garcez & Loder, 2005) and revisit the phenomena here. In this retrospective, after a survey of relevant research, we analyze two excerpts of interaction in Brazilian Portuguese (one from classroom talk-in-interaction, one from ordinary conversation) to underscore the distinctive interactive work performed by participants when doing repair (within the foundational systematics designed to address and solve problems of intersubjectivity) and other-correction (a dispreferred first action to expose unequal epistemic stances). We thus adopt the position that, even though they may operate successively in one same sequence, these are actions in different organizational domains.
DOI: 10.6084/m9.figshare.19969826.v1
title: French de and en as expressions of the genitive case: a unified analysis within LFG and computational implementation in XLE

description: ABSTRACT The French clitic pro-form en represents a wide range of heterogeneous constituents: de-PP complements and adjuncts, partitive objects, and prepositionless objects of cardinals. The main goal of this paper is to formalize this relationship computationally in terms of genitive case. This is apparently the first non-transformational counterpart to Kayne (1975)’s unified analysis, which derives en from a deep structure with de by means of syntactic transformations. Transformational grammars are problematic from the parsing perspective. In order to test our analysis automatically on a large amount of data, we implemented it in a computational grammar of French in the Lexical-Functional Grammar (LFG) formalism using the XLE system. This non-transformational framework is particularly fit for expressing systematic relationships between heterogeneous structures and has successfully been used for the implementation of natural language grammars since the 1980s. We tested the implementation on 320 grammatical sentences and on an equal number of ungrammatical examples. It analyzed all grammatical examples and blocked almost 95% of the ungrammatical ones, showing a high empirical adequacy of the grammar.
DOI: 10.6084/m9.figshare.19969826
title: French de and en as expressions of the genitive case: a unified analysis within LFG and computational implementation in XLE

description: ABSTRACT The French clitic pro-form en represents a wide range of heterogeneous constituents: de-PP complements and adjuncts, partitive objects, and prepositionless objects of cardinals. The main goal of this paper is to formalize this relationship computationally in terms of genitive case. This is apparently the first non-transformational counterpart to Kayne (1975)’s unified analysis, which derives en from a deep structure with de by means of syntactic transformations. Transformational grammars are problematic from the parsing perspective. In order to test our analysis automatically on a large amount of data, we implemented it in a computational grammar of French in the Lexical-Functional Grammar (LFG) formalism using the XLE system. This non-transformational framework is particularly fit for expressing systematic relationships between heterogeneous structures and has successfully been used for the implementation of natural language grammars since the 1980s. We tested the implementation on 320 grammatical sentences and on an equal number of ungrammatical examples. It analyzed all grammatical examples and blocked almost 95% of the ungrammatical ones, showing a high empirical adequacy of the grammar.
DOI: 10.6084/m9.figshare.19969834.v1
title: Geosociolinguistic analysis of designations for fanhoso in Brazilian capitals

description: ABSTRACT This article aims to map and analyze the lexical variation for fanhoso in the Brazilian capital, based on data from the Linguistic Atlas of Brazil (ALiB). The research follows the same methodological parameters of the ALiB, counting with 25 Brazilian capitals, where eight informants were interviewed by location. The results indicate that in order to designate a person who seems to speak through the nose the informants use the following most frequent lexical variants: fanhoso, fanho, fonhém / fõe and fom-fom. It is possible to notice also that there is no diatopic variation of isolexic characteristic, but lexical groupings of the type supra-groupings, macro-groupings, micro-groupings and nano-groupings.
DOI: 10.6084/m9.figshare.19969834
title: Geosociolinguistic analysis of designations for fanhoso in Brazilian capitals

description: ABSTRACT This article aims to map and analyze the lexical variation for fanhoso in the Brazilian capital, based on data from the Linguistic Atlas of Brazil (ALiB). The research follows the same methodological parameters of the ALiB, counting with 25 Brazilian capitals, where eight informants were interviewed by location. The results indicate that in order to designate a person who seems to speak through the nose the informants use the following most frequent lexical variants: fanhoso, fanho, fonhém / fõe and fom-fom. It is possible to notice also that there is no diatopic variation of isolexic characteristic, but lexical groupings of the type supra-groupings, macro-groupings, micro-groupings and nano-groupings.
DOI: 10.6084/m9.figshare.19969835.v1
title: Foreign Language teaching methodological approaches using the Duolingo application

description: ABSTRACT The field of studies in Linguistic Education and Applied Linguistics has frequently focused on the theme of Digital Information and Communication Technologies and the processes of teaching and learning foreign languages. In this sense, in this paper, we took Duolingo application as a study object, a free platform to learning foreign language. Our scope fell on the teaching of Spanish as a Foreign Language, in its version of Android application. Therefore, we present a part of the results of a master‘s research (Sataka, 2019), which had as one of its objectives to understand the methodological approaches of language teaching that underlies in Duolingo application. The theoretical framework that bases us are the studies about digital technologies in Education and mobile learning (Boll, Ramos & Real, 2018; among others) and methodological approaches to language teaching (Larsen-Freeman, 2000; among others). Our methodology consists in a qualitative research and based on the experiences of using the application by the researcher herself. Our results showed that there are essentially two predominant methodological approaches in the application, namely, grammar-translation and audiolingual method. Even so, we conclude that it is not just about the transposition of old theoretical-methodological perspectives in a new learning proposal, because, in Duolingo, contemporary social, cultural and psychocognitive aspects are unveiled.
DOI: 10.6084/m9.figshare.19969835
title: Foreign Language teaching methodological approaches using the Duolingo application

description: ABSTRACT The field of studies in Linguistic Education and Applied Linguistics has frequently focused on the theme of Digital Information and Communication Technologies and the processes of teaching and learning foreign languages. In this sense, in this paper, we took Duolingo application as a study object, a free platform to learning foreign language. Our scope fell on the teaching of Spanish as a Foreign Language, in its version of Android application. Therefore, we present a part of the results of a master‘s research (Sataka, 2019), which had as one of its objectives to understand the methodological approaches of language teaching that underlies in Duolingo application. The theoretical framework that bases us are the studies about digital technologies in Education and mobile learning (Boll, Ramos & Real, 2018; among others) and methodological approaches to language teaching (Larsen-Freeman, 2000; among others). Our methodology consists in a qualitative research and based on the experiences of using the application by the researcher herself. Our results showed that there are essentially two predominant methodological approaches in the application, namely, grammar-translation and audiolingual method. Even so, we conclude that it is not just about the transposition of old theoretical-methodological perspectives in a new learning proposal, because, in Duolingo, contemporary social, cultural and psychocognitive aspects are unveiled.
DOI: 10.6084/m9.figshare.19969837
title: Word reading in a minority language: Buildup of the orthographic lexicon in Hunsrückisch

description: ABSTRACT Studies on minority languages reading may contribute to reveal how new readers construct the orthographic lexicon. When they read words written in these languages, literate adults transfer automated word reading skills, quickly establishing a relationship between the already known semantic and phonological representations and the new orthographic forms. Thus, the aim of this study was to investigate how does the access to written words in Hunsrückisch occur, a Brazilian minority language with German origin. A lexical decision task was applied with written words in Hunsrückisch. Three groups took part of the study, two of which were composed of Hunsrückisch speakers. One of these groups included participants with knowledge of Standard German. The results of the experiment indicate different response patterns for each of the groups. The group of Hunsrückisch and Standard German speakers managed to build up the minority language’s orthographic lexicon more effectively. Research on reading processing of minority languages can contribute to verify the functioning of a writing system and have implications for linguistic policies and pedagogical practices involving these languages.
DOI: 10.6084/m9.figshare.19969837.v1
title: Word reading in a minority language: Buildup of the orthographic lexicon in Hunsrückisch

description: ABSTRACT Studies on minority languages reading may contribute to reveal how new readers construct the orthographic lexicon. When they read words written in these languages, literate adults transfer automated word reading skills, quickly establishing a relationship between the already known semantic and phonological representations and the new orthographic forms. Thus, the aim of this study was to investigate how does the access to written words in Hunsrückisch occur, a Brazilian minority language with German origin. A lexical decision task was applied with written words in Hunsrückisch. Three groups took part of the study, two of which were composed of Hunsrückisch speakers. One of these groups included participants with knowledge of Standard German. The results of the experiment indicate different response patterns for each of the groups. The group of Hunsrückisch and Standard German speakers managed to build up the minority language’s orthographic lexicon more effectively. Research on reading processing of minority languages can contribute to verify the functioning of a writing system and have implications for linguistic policies and pedagogical practices involving these languages.
DOI: 10.6084/m9.figshare.19969838
title: The rhetorical organization of the genre science news article

description: ABSTRACT Genres have been under scrutiny in several studies which have provided important discussions for current teaching approaches and new studies from different theoretical perspectives. Among them the Swalesian sociorhetorical perspective provides an effective theoretical and methodological framework for the understanding of the underlying rationale that establishes the rhetorical organization of a genre. This paper aims to identify the rhetorical organization of the genre science news article. We use Swales (1990)’s CARS (Create a Research Space) model to analyze twenty science news articles from two Brazilian science news magazines, Superinteressante (ten articles) and Galileu (ten articles). Provided that the science news article is a journalistic genre, in our analysis we also use the studies carried out by Barros and Maia (2017), Rojo (2008) and Bonini (2011). The results reveal a rhetorical organization with four rhetorical functions (persuading the reader into reading the article, contextualizing the topic, problematizing the topic, and concluding the article), subdivided into subfunctions, which constitutes useful input for language teaching/learning and genre studies.
DOI: 10.6084/m9.figshare.19969838.v1
title: The rhetorical organization of the genre science news article

description: ABSTRACT Genres have been under scrutiny in several studies which have provided important discussions for current teaching approaches and new studies from different theoretical perspectives. Among them the Swalesian sociorhetorical perspective provides an effective theoretical and methodological framework for the understanding of the underlying rationale that establishes the rhetorical organization of a genre. This paper aims to identify the rhetorical organization of the genre science news article. We use Swales (1990)’s CARS (Create a Research Space) model to analyze twenty science news articles from two Brazilian science news magazines, Superinteressante (ten articles) and Galileu (ten articles). Provided that the science news article is a journalistic genre, in our analysis we also use the studies carried out by Barros and Maia (2017), Rojo (2008) and Bonini (2011). The results reveal a rhetorical organization with four rhetorical functions (persuading the reader into reading the article, contextualizing the topic, problematizing the topic, and concluding the article), subdivided into subfunctions, which constitutes useful input for language teaching/learning and genre studies.
DOI: 10.6084/m9.figshare.19969841
title: Fanfictions: experiences promoting literary literacy and school authorship

description: ABSTRACT This paper aims to demonstrate how fanfictions, one among several social practices of writing outside school environments, are capable of promoting literary literacy as well as authorship through school activities. The theoretical foundations of this investigation are based on Bakhtin (2013), Foucault (1992), Possenti (2009), Cosson (2002) and Dolz et al (2004). 15 text productions were evaluated and they were based on the short stories Tangerine-girl by Rachel de Queiroz and Missa do galo by Machado de Assis. In all text productions, the writing of personal diary entries from the perspective of the female character was the goal. They were intended to incorporate elements related to the contents and most significant actions of both narratives as well as the characteristics of the text genre to be produced. Results showed that the reading of the short story together with the writing of a fanfiction is exemplary for the development of literary literacy and authorship promotion because they not only allow a detailed understanding of the multiple meanings of the text but also permit a dialogic reconstruction from this understanding in the steps of text production.