cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14282783.v1
title: LEARNING OPPORTUNITIES IN THE NEW COMMUNICATIVE ORDER OF CONTEMPORARY CLASSROOM TALK-IN-INTERACTION: SPANISH IN SECONDARY EDUCATION

description: ABSTRACT We examine learning opportunities in contemporary classroom talk-in-interaction. The data were generated from March to October 2012 and consist of observations captured in field notes and transcripts of segments of 11 hours of audiovisual records of talk-in-interaction during Spanish language classes in Group 10 of the second year of secondary education in a public school in Porto Alegre. In the interaction in this classroom, at least some students constantly engage, amongst themselves and with the teacher, in lively participation, which, following Rampton (2006), we refer to as characteristic of the new communicative order of contemporary classrooms. Non-canonical participation by students during Group 10 classes shows participants (also) engaged in doing learning. The ethnographic account, closely attentive to the actions of participants, suggests that there are indeed learning opportunities in the new communicative order in which Group 10 participants interact: 1) there is participation by some students through self-selection to speak (often in exuberant participation); and 2) there is engagement by all in the class agenda, which is evident either in self-selection to speak by some, or in the attention paid by all to a what takes place in the main floor of talk-in-interactional activity. We argue that students in Group 10 are attentively participating in the curricular agenda within the organization of the new communicative order. Participants orient to the Spanish language as an object of learning and some produce actions around and through that object, for example, when challenging the teacher, thus displaying evidence of doing learning. More than showing that participants are having opportunities to perform through exuberant participation in contemporary classroom interaction, we argue that the interactants in Group 10 are demonstrating to each other that they are engaged (also) in doing learning as they use the target language and construct social action of doing Spanish language classes in the new communicative order.
DOI: 10.6084/m9.figshare.14282780.v1
title: ANALISI DELLA PREDITTIVITÀ DI ITEM TRATTI DA PROVE DI COMPRENSIONE DELLA CERTIFICAZIONE. IT PER LA FASCIA DI COMPETENZA DELL'AUTONOMIA

description: RIASSUNTO Nell'articolo introduciamo un valore percentuale (indice di predittività) adottabile nell'ambito dei processi di validazione di un test di competenza (proficiency test). L'indice ci informa sul grado di predittività di item di prove di comprensione esterni al testo oggetto di comprensione (i test di riordino sono esclusi). L'analisi si conduce somministrando gli item a un campione rappresentativo, senza fornire però i testi di ascolto/lettura corrispondenti. Al campione vien detto di provare a rispondere affidandosi alla logica e all'intuito. Orientativamente, abbiamo stabilito che un valore superiore a 50 indichi margini di predittività significativi e costringa, di conseguenza, l'item writer a ragionare sulla/e possibile/i causa/e che facilitano la risposta immediata. Nel saggio, il calcolo dell'indice di predittività viene applicato a 8 prove di comprensione, quattro di livello B1 e quattro di livello B2, tratte dalla certificazione di italiano per stranieri .IT, dell'Università di Studi Roma Tre (Roma), per un totale di 49 item. Le conclusioni cui giungiamo è che l'indice, secondo i parametri espressi, spieghi fenomeni di forte predittività, ascrivibili a diversi fattori (ovvietà delle risposte, facilità a rispondere sulla base di preconoscenze specifiche, correlazioni tra item, implausibilità dei distrattori). In due casi si sono evidenziati item con predittività significativa pur se con un indice appena al di sotto della soglia convenzionalmente definita; in un'altra circostanza, invece, un item presenta un'innegabile predittività pur con un indice piuttosto basso (è un caso specifico di predittività regressiva).
DOI: 10.6084/m9.figshare.14282786
title: CONCEPTS OF LANGUAGE TRANSFORMED INTO DISCOURSE BY UNDERGRADUATES IN A LETTERS COURSE IN DISTANCE EDUCATION

description: ABSTRACTThis article presents an analysis of discursive productions of undergraduates from a Letters-Portuguese-distance education course at a public university located in Southern Brazil, referring to their conceptions of language. The theoretical and methodological foundation is based on studies from Bakhtin Circle. The research data consist of 106 discussion forums; 59 set of evaluation activities, posted on virtual teaching and learning environment from 2007 to 2011; and data from a questionnaire answered by 61 undergraduates in their respective poles in support of classroom teaching. Referring to the views of discursivization and language conceptions by the research subjects, the data point to: a) reenunciation of the conception of language that conceives language as a homogeneous, single entity; b) reenunciation of the notion of linguistic variation; and c) absence of discourse concerning the conception of language as interaction. These results demonstrate a gap between initial teacher education and what is expected in terms of teacher training provided by official documents of education, in which practices of listening, reading and textual production are settled in an interactionist conception of language .
DOI: 10.6084/m9.figshare.14282786.v1
title: CONCEPTS OF LANGUAGE TRANSFORMED INTO DISCOURSE BY UNDERGRADUATES IN A LETTERS COURSE IN DISTANCE EDUCATION

description: ABSTRACTThis article presents an analysis of discursive productions of undergraduates from a Letters-Portuguese-distance education course at a public university located in Southern Brazil, referring to their conceptions of language. The theoretical and methodological foundation is based on studies from Bakhtin Circle. The research data consist of 106 discussion forums; 59 set of evaluation activities, posted on virtual teaching and learning environment from 2007 to 2011; and data from a questionnaire answered by 61 undergraduates in their respective poles in support of classroom teaching. Referring to the views of discursivization and language conceptions by the research subjects, the data point to: a) reenunciation of the conception of language that conceives language as a homogeneous, single entity; b) reenunciation of the notion of linguistic variation; and c) absence of discourse concerning the conception of language as interaction. These results demonstrate a gap between initial teacher education and what is expected in terms of teacher training provided by official documents of education, in which practices of listening, reading and textual production are settled in an interactionist conception of language .
DOI: 10.6084/m9.figshare.14282789
title: LOCUTION AND AUDIO DESCRIPTION IN AUDIOVISUAL TRANSLATION STUDIES

description: ABSTRACT In this text, audio description is considered an audiovisual translation modality used as an accessibility resource for people with visual impairment. Thus, based on the Audiovisual Translation Studies, we aimed to describe and analyze the results of three studies on voiceover in audio description. The analysis reveal that the locution in the audio description needs improvement, mainly in the following variables: use of the emphasis, melodic curve and rhythm. Starting from this improvement, we can propose parameters that help audiodescriptors to perfect their voice/speech in a professional way, and according to the audio described work, being that the voiceover for the audio description of films or plays.
DOI: 10.6084/m9.figshare.14282789.v1
title: LOCUTION AND AUDIO DESCRIPTION IN AUDIOVISUAL TRANSLATION STUDIES

description: ABSTRACT In this text, audio description is considered an audiovisual translation modality used as an accessibility resource for people with visual impairment. Thus, based on the Audiovisual Translation Studies, we aimed to describe and analyze the results of three studies on voiceover in audio description. The analysis reveal that the locution in the audio description needs improvement, mainly in the following variables: use of the emphasis, melodic curve and rhythm. Starting from this improvement, we can propose parameters that help audiodescriptors to perfect their voice/speech in a professional way, and according to the audio described work, being that the voiceover for the audio description of films or plays.
DOI: 10.6084/m9.figshare.14282797
title: A DISCUSSION ABOUT THE PRACTICE OF RETRANSLATION BASED ON THE CASE OF CLARICE LISPECTOR'S WORKS REPUBLICATIONS ABROAD

description: ABSTRACT In the last five years or so, there has been a new movement around Brazilian author Clarice Lispector, especially in the English speaking world. Lispector was already known in countries like England and the United States, but during this last period her English biography was published, as well as several retranslations of her works. All this attracted a considerable attention in the media. Based on these events, this paper proposes a reflection on the practice of retranslation and its determinants, analyzing the motives that lead people to make new translations to replace existing ones. A contrastive study will be also proposed of three works in particular: A hora da estrela ([1977] 1998), its translation The Hour of the Star, by Giovanni Pontiero (1992) and its retranslation by Benjamin Moser (2011).
DOI: 10.6084/m9.figshare.14282792
title: LUNG'IE IN THE EDUCATIONAL SYSTEM OF SÃO TOMÉ E PRÍNCIPE

description: ABSTRACT This paper's main objective is to cover teaching of Lung'Ie and linguistic identity in schools of Principe, in São Tomé and Príncipe. In order to do so, we have applied questionnaires to teachers and students of Lung'Ie from primary and secondary schools and interviewed them. Thus, we gathered material for discussing topics such as teaching of Lung'Ie in schools, orthography implementation and linguistic identity of both teachers and students.
DOI: 10.6084/m9.figshare.14282794
title: MAPPING ACCESSIBLE AUDIOVISUAL TRANSLATION IN BRAZIL

description: ABSTRACT Nowadays, terms such as ‘media accessibility’ and ‘accessible audiovisual translation’ are becoming more common both in academia and in society in general. This popularization is due to a significant increase in national and international legislation regarding inclusion of people with disabilities in all social spheres and, in particular, regarding to cultural aspects (NAVES et al., 2016). With such a remarkable increase in legal, professional and academic production, Brazil presents a solid and diverse portfolio that stands out even when compared to the production of developed nations on the same topic. However, because of language barriers, this relevant content does not enjoy the deserved recognition and praise among international researchers. In order to try to change that scenario and help promote this content, the Media Accessibility Platform (MAP) can be a powerful tool as its main goal is to serve as a centralized database. The idea is to gather and organize in a free access and digital interface all different contents related to media accessibility, such as news reports, training courses, academic publication and legislation (GRECO et al., 2016). Unfortunately, so far, very little information regarding the Brazilian production on the topic has been uploaded to the platform. Therefore, our aim here is not only to promote MAP as a key tool for researchers, but also to highlight the importance of uploading as much Brazilian data as possible in order to bring our national content to the spotlight it deserves. Furthermore, we also aim to present the research project “MAPping audiovisual accessibility in Brazil and uploading data to the global Media Accessibility Platform (MAP)” currently been carried out by the research group “Audiovisual Translation: breaking barriers of language and accessibility” at Methodist University of Piracicaba.
DOI: 10.6084/m9.figshare.14282797.v1
title: A DISCUSSION ABOUT THE PRACTICE OF RETRANSLATION BASED ON THE CASE OF CLARICE LISPECTOR'S WORKS REPUBLICATIONS ABROAD

description: ABSTRACT In the last five years or so, there has been a new movement around Brazilian author Clarice Lispector, especially in the English speaking world. Lispector was already known in countries like England and the United States, but during this last period her English biography was published, as well as several retranslations of her works. All this attracted a considerable attention in the media. Based on these events, this paper proposes a reflection on the practice of retranslation and its determinants, analyzing the motives that lead people to make new translations to replace existing ones. A contrastive study will be also proposed of three works in particular: A hora da estrela ([1977] 1998), its translation The Hour of the Star, by Giovanni Pontiero (1992) and its retranslation by Benjamin Moser (2011).
DOI: 10.6084/m9.figshare.14282792.v1
title: LUNG'IE IN THE EDUCATIONAL SYSTEM OF SÃO TOMÉ E PRÍNCIPE

description: ABSTRACT This paper's main objective is to cover teaching of Lung'Ie and linguistic identity in schools of Principe, in São Tomé and Príncipe. In order to do so, we have applied questionnaires to teachers and students of Lung'Ie from primary and secondary schools and interviewed them. Thus, we gathered material for discussing topics such as teaching of Lung'Ie in schools, orthography implementation and linguistic identity of both teachers and students.
DOI: 10.6084/m9.figshare.14282794.v1
title: MAPPING ACCESSIBLE AUDIOVISUAL TRANSLATION IN BRAZIL

description: ABSTRACT Nowadays, terms such as ‘media accessibility’ and ‘accessible audiovisual translation’ are becoming more common both in academia and in society in general. This popularization is due to a significant increase in national and international legislation regarding inclusion of people with disabilities in all social spheres and, in particular, regarding to cultural aspects (NAVES et al., 2016). With such a remarkable increase in legal, professional and academic production, Brazil presents a solid and diverse portfolio that stands out even when compared to the production of developed nations on the same topic. However, because of language barriers, this relevant content does not enjoy the deserved recognition and praise among international researchers. In order to try to change that scenario and help promote this content, the Media Accessibility Platform (MAP) can be a powerful tool as its main goal is to serve as a centralized database. The idea is to gather and organize in a free access and digital interface all different contents related to media accessibility, such as news reports, training courses, academic publication and legislation (GRECO et al., 2016). Unfortunately, so far, very little information regarding the Brazilian production on the topic has been uploaded to the platform. Therefore, our aim here is not only to promote MAP as a key tool for researchers, but also to highlight the importance of uploading as much Brazilian data as possible in order to bring our national content to the spotlight it deserves. Furthermore, we also aim to present the research project “MAPping audiovisual accessibility in Brazil and uploading data to the global Media Accessibility Platform (MAP)” currently been carried out by the research group “Audiovisual Translation: breaking barriers of language and accessibility” at Methodist University of Piracicaba.
DOI: 10.6084/m9.figshare.14282798
title: PATHS TOWARDS A FUNCTIONAL TEACHING OF GRAMMAR ORIENTED TO TEXTUALITY: PERSONAL PRONOUNS AND ADJECTIVES IN INTERSUBJECTIVE PERSPECTIVE*

description: ABSTRACT Portuguese language teaching at school is pervaded by a contradictory process established by the fact of understanding, along with the National Curriculum Parameters (NCP), that the text is the basic unit of language education, but adopting a perspective of grammar teaching which ignores, to a greater or lesser extent, the discourse-semantics stratum. Thus, we aim, first, to discuss this contradiction, from a systemic-functional perspective of language (HALLIDAY, 2004), proposing to conceive texts as social, communicative and interactional events, and language as a meaning potential, in order to present, afterwards, an initial path to a model of functional grammar teaching oriented towards textuality. Such a model aims to explicitly capacitate students to use lexicogrammar resources in terms of the discursive and semantic effects enabled by their instantiation during the production and interpretation of distinct texts from a wide range of genres. Therefore, this proposal is associated with a standpoint that conceives the teaching of grammar as a means to achieve language awareness (FAIRCLOUGH, 1997). To exemplify the application of the model, we will analyze an institutional propaganda from McDonald’s, published in magazines, in newspapers, in the internet and in the own restaurant, during the months of February and March 2013, and, afterwards, we will present some guidelines for the pedagogical approach to the intersubjective use of personal pronouns and adjectives in education environments.
DOI: 10.6084/m9.figshare.14282798.v1
title: PATHS TOWARDS A FUNCTIONAL TEACHING OF GRAMMAR ORIENTED TO TEXTUALITY: PERSONAL PRONOUNS AND ADJECTIVES IN INTERSUBJECTIVE PERSPECTIVE*

description: ABSTRACT Portuguese language teaching at school is pervaded by a contradictory process established by the fact of understanding, along with the National Curriculum Parameters (NCP), that the text is the basic unit of language education, but adopting a perspective of grammar teaching which ignores, to a greater or lesser extent, the discourse-semantics stratum. Thus, we aim, first, to discuss this contradiction, from a systemic-functional perspective of language (HALLIDAY, 2004), proposing to conceive texts as social, communicative and interactional events, and language as a meaning potential, in order to present, afterwards, an initial path to a model of functional grammar teaching oriented towards textuality. Such a model aims to explicitly capacitate students to use lexicogrammar resources in terms of the discursive and semantic effects enabled by their instantiation during the production and interpretation of distinct texts from a wide range of genres. Therefore, this proposal is associated with a standpoint that conceives the teaching of grammar as a means to achieve language awareness (FAIRCLOUGH, 1997). To exemplify the application of the model, we will analyze an institutional propaganda from McDonald’s, published in magazines, in newspapers, in the internet and in the own restaurant, during the months of February and March 2013, and, afterwards, we will present some guidelines for the pedagogical approach to the intersubjective use of personal pronouns and adjectives in education environments.
DOI: 10.6084/m9.figshare.14282800
title: BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?

description: ABSTRACT The aim of this paper was to examine the extent of non-verbalizable knowledge L1 Brazilian Portuguese (BP) learners of English possess about the segmental inventory of the L2. The study had two aims: i) to determine to what extent L1 BP EFL learners are aware of contrastive and non-contrastive L2 segments, ii) to determine which type of segments present the lowest level of awareness. To the date, little research has been carried out about the non-verbalizable aspect of L2 phonological awareness, most studies having relied on participants’ verbalization of the acquired knowledge (e.g., KENNEDY & TROFIMOVICH, 2010; WREMBEL, 2011). Whereas language learners are frequently taught grammar explicitly, pronunciation of the L2 is rarely addressed in the foreign language classroom. Moreover, phonology is in nature less susceptible to conscious processing than other aspects of L2 learning, making the noticing, and especially the explicit explanation, of phonological aspects difficult. Nevertheless, high L2 phonological awareness is beneficial for L2 pronunciation (KIVISTÖ-DE SOUZA, 2015), making its examination a priority in the foreign language classroom context. The participants of the study were 71 advanced EFL learners and 18 native speakers of American English. Participants performed a perception test which presented English segments spoken by native and non-native speakers. The ability to identify pronunciation deviations in the non-native speaker trials was taken as a measure for phonological awareness. The results showed that the L1 BP participants manifested a significantly lower sensitivity to English segmental phonology than the native English speakers (F[1, 87] = 40.56, p
DOI: 10.6084/m9.figshare.14282800.v1
title: BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?

description: ABSTRACT The aim of this paper was to examine the extent of non-verbalizable knowledge L1 Brazilian Portuguese (BP) learners of English possess about the segmental inventory of the L2. The study had two aims: i) to determine to what extent L1 BP EFL learners are aware of contrastive and non-contrastive L2 segments, ii) to determine which type of segments present the lowest level of awareness. To the date, little research has been carried out about the non-verbalizable aspect of L2 phonological awareness, most studies having relied on participants’ verbalization of the acquired knowledge (e.g., KENNEDY & TROFIMOVICH, 2010; WREMBEL, 2011). Whereas language learners are frequently taught grammar explicitly, pronunciation of the L2 is rarely addressed in the foreign language classroom. Moreover, phonology is in nature less susceptible to conscious processing than other aspects of L2 learning, making the noticing, and especially the explicit explanation, of phonological aspects difficult. Nevertheless, high L2 phonological awareness is beneficial for L2 pronunciation (KIVISTÖ-DE SOUZA, 2015), making its examination a priority in the foreign language classroom context. The participants of the study were 71 advanced EFL learners and 18 native speakers of American English. Participants performed a perception test which presented English segments spoken by native and non-native speakers. The ability to identify pronunciation deviations in the non-native speaker trials was taken as a measure for phonological awareness. The results showed that the L1 BP participants manifested a significantly lower sensitivity to English segmental phonology than the native English speakers (F[1, 87] = 40.56, p
DOI: 10.6084/m9.figshare.5885632.v1
title: THE EFFECTIVENESS OF METALINGUISTICS INDIRECT WRITTEN FEEDBACK CORRECTIVE IN SPANISH AS A FOREIGN LANGUAGE

description: ABSTRACT The proposal of Written Corrective Feedback (WCF) strategies that aim at improving writing accuracy requires research that examines the short and long term effects of receiving versus not receiving WCF. This article presents a longitudinal experimental study with pre-test/post-test (immediate and delayed) and control group with the aim of evaluating the effectiveness of direct and indirect metalinguistic WCF in diminishing errors in A2 and B1 learners of Spanish as FL. Treated errors correspond to accentual orthography, prepositions and grammatical concordance. The findings indicate that the WCF resulted in being more effective rather than not working without such linguistic support.