cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14328510
title: Language mosaic in bimodal bilingual children: experimental studies

description: Abstract: This article considers the method used in an experimental study investigating the bilingual, bimodal development of deaf children with cochlear implants (CI) and hearing children with deaf parents (Kodas), between four and eight years of age. In addition to these two groups of children, deaf children of deaf parents or hearing parents, and hearing adults who had deaf parents, participated as control groups. First, we describe our experimental study and explain how we organized the data-collection fairs. Next, we outline the tests used in the study, which consider the linguistic aspects of Brazilian Sign Language (Libras) and Brazilian Portuguese (BP) and make up the linguistic mosaic of these children. We conclude with some comments on our preliminary results drawn from the data so far.
DOI: 10.6084/m9.figshare.14328512
title: Twitter as public sphere: how were the presidential candidates described during the debates in the presidential election's second round in 2014?

description: Abstract: The following paper discusses how Twitter, as a public sphere, reproduces discourses that describe the presidential candidates Aécio Neves (PSDB) and Dilma Rousseff (PT) during the three presidential debates in the second round of the Brazilian elections of 2014. We use contingency analysis and social network analysis in order to discuss the data gathered from Twitter API. Our results point to negative descriptions of both candidates, mostly focusing on Rousseff. While Neves was criticized for this performance during the debates, Rousseff was mostly criticized for her body and physical aspect, followed by her intellectual capacity, and finally, for her performance. Thus, the results indicate a gender bias in the derogatory comments and prejudice against women in Rousseff's case.
DOI: 10.6084/m9.figshare.14328512.v1
title: Twitter as public sphere: how were the presidential candidates described during the debates in the presidential election's second round in 2014?

description: Abstract: The following paper discusses how Twitter, as a public sphere, reproduces discourses that describe the presidential candidates Aécio Neves (PSDB) and Dilma Rousseff (PT) during the three presidential debates in the second round of the Brazilian elections of 2014. We use contingency analysis and social network analysis in order to discuss the data gathered from Twitter API. Our results point to negative descriptions of both candidates, mostly focusing on Rousseff. While Neves was criticized for this performance during the debates, Rousseff was mostly criticized for her body and physical aspect, followed by her intellectual capacity, and finally, for her performance. Thus, the results indicate a gender bias in the derogatory comments and prejudice against women in Rousseff's case.
DOI: 10.6084/m9.figshare.14328513
title: The pro-mining speech in Argentina. A case study from the mining company La Alumbrera

description: Abstract: This paper addresses the strategies of legitimation of mega-mining in Argentina, from the building a pro-mining speech. We worked from a case study of the mining company La Alumbrera and its communication strategy, analyzing the publication "Revista Minera Alumbrera". We focused our analysis on rebuilding the ways in which the company projects an image of itself (ethos) (Amossy, 2000); the enunciative scene that appeals to do so (Maingueneau, 1998); and the commonplaces used (Perelman, 1989). Alumbrera builds an educational ethos in its publications from a professorial set that aims to legitimize their businesses in a context of growing socio-environmental conflicts.
DOI: 10.6084/m9.figshare.14328513.v1
title: The pro-mining speech in Argentina. A case study from the mining company La Alumbrera

description: Abstract: This paper addresses the strategies of legitimation of mega-mining in Argentina, from the building a pro-mining speech. We worked from a case study of the mining company La Alumbrera and its communication strategy, analyzing the publication "Revista Minera Alumbrera". We focused our analysis on rebuilding the ways in which the company projects an image of itself (ethos) (Amossy, 2000); the enunciative scene that appeals to do so (Maingueneau, 1998); and the commonplaces used (Perelman, 1989). Alumbrera builds an educational ethos in its publications from a professorial set that aims to legitimize their businesses in a context of growing socio-environmental conflicts.
DOI: 10.6084/m9.figshare.14328516.v1
title: Two times: "past' and "nowadays" in the reactionary and conservative discourses

description: Abstract: It is analyzed, from the theoretical and methodological reference of the French tradition of Discourse Analysis (DA), the operation of the comparisons of the type "past and nowadays" in the reactionary-conservative discourses, that is, those that structure the story from the dichotomy between the time of old (past) and the time of day (present), attributing to these negative values and positive values to that. As corpus, three songs were selected from the Letras.mus.br site (http: //letras.mus.br): Antigamente (Mestre Toni Vargas), that describes the Rio de Janeiro, in a time perspective; Antigamente (Palavra Contada), which discourses the most subjectivist time mode; Mágoa de boiadeiro (Sérgio Reis), that discusses the positivity and negativity of progress. The relationship among subject, time, discourse and reality is understood from concepts of "a posteriori", in Freud (1893-1895; 1917), and "logical time", in Lacan (1945).
DOI: 10.6084/m9.figshare.14328516
title: Two times: "past' and "nowadays" in the reactionary and conservative discourses

description: Abstract: It is analyzed, from the theoretical and methodological reference of the French tradition of Discourse Analysis (DA), the operation of the comparisons of the type "past and nowadays" in the reactionary-conservative discourses, that is, those that structure the story from the dichotomy between the time of old (past) and the time of day (present), attributing to these negative values and positive values to that. As corpus, three songs were selected from the Letras.mus.br site (http: //letras.mus.br): Antigamente (Mestre Toni Vargas), that describes the Rio de Janeiro, in a time perspective; Antigamente (Palavra Contada), which discourses the most subjectivist time mode; Mágoa de boiadeiro (Sérgio Reis), that discusses the positivity and negativity of progress. The relationship among subject, time, discourse and reality is understood from concepts of "a posteriori", in Freud (1893-1895; 1917), and "logical time", in Lacan (1945).
DOI: 10.6084/m9.figshare.14328518
title: Construction of reflection in academic writing by pre-service teachers

description: Abstract: We have investigated the uses of clause complexes in which primary clauses are identified as mental clauses in reflective academic writing present in reports written by pre-service teachers. The texts were produced as a final evaluation for compulsory Teaching Practice disciplines in Portuguese, English, and Mathematics Teacher Education courses, with greater emphasis on the latter. The main analytical categories are the experiential and logic components that integrate the ideational metafunction of language proposed in the grammatical approach of Systemic Functional Linguistics. Results have shown the recurrent construction of representations by the authors themselves as those that experience the phenomena related to perceptive and cognitive mental processes. These processes are responsible, respectively, for the elaboration of descriptive and narrative textual sequences, as well as for the explicitness of more critical positioning.
DOI: 10.6084/m9.figshare.14328518.v1
title: Construction of reflection in academic writing by pre-service teachers

description: Abstract: We have investigated the uses of clause complexes in which primary clauses are identified as mental clauses in reflective academic writing present in reports written by pre-service teachers. The texts were produced as a final evaluation for compulsory Teaching Practice disciplines in Portuguese, English, and Mathematics Teacher Education courses, with greater emphasis on the latter. The main analytical categories are the experiential and logic components that integrate the ideational metafunction of language proposed in the grammatical approach of Systemic Functional Linguistics. Results have shown the recurrent construction of representations by the authors themselves as those that experience the phenomena related to perceptive and cognitive mental processes. These processes are responsible, respectively, for the elaboration of descriptive and narrative textual sequences, as well as for the explicitness of more critical positioning.
DOI: 10.6084/m9.figshare.14328521.v1
title: Usage-based grammar teaching: teachers' experience with material development

description: Abstract: This article discusses the notion of grammar based on use by presenting a discursive approach to grammar teaching, aiming at discussing the complexities of the grammatical system as a function of its communicative purposes. The article also brings an analysis of some grammar activities developed by Brazilian teachers of English as a foreign language from an in-service diploma course at a public university in Brazil. Such activities corroborate the idea that a theoretical approach to grammar and use can be an integral part of language teaching.
DOI: 10.6084/m9.figshare.14328521
title: Usage-based grammar teaching: teachers' experience with material development

description: Abstract: This article discusses the notion of grammar based on use by presenting a discursive approach to grammar teaching, aiming at discussing the complexities of the grammatical system as a function of its communicative purposes. The article also brings an analysis of some grammar activities developed by Brazilian teachers of English as a foreign language from an in-service diploma course at a public university in Brazil. Such activities corroborate the idea that a theoretical approach to grammar and use can be an integral part of language teaching.
DOI: 10.6084/m9.figshare.14328522
title: Recurrent error analysis in a learner corpus of Spanish as a foreign language (Corpus CAELE)

description: ABSTRACT The CAELE is a collection of 418 written texts produced by 62 learners of Spanish as a foreign language (SFL). These texts were collected between years 2014 and 2015 and are saved and processed in digital format. The main objective of this study is to determine the most frequent and recurrent errors from that corpus with the aim of supporting the selection of adequate errors for the processes of grammatical correction with Written Corrective Feedback (WCF) strategies. Results indicate that the most frequent and recurrent errors in the CAELE are those of false selection of grammatical genre and the omission of orthographic word stress. Regarding proficiency levels A2 and B1, the most recurrent error in both levels corresponds to the omission of orthographic stress in last-syllable-stressed words. Although there are some differences: omission of orthographic stress in last-syllable-stressed words and hiatus in level A2, and false selection of grammatical genre and stress omission in diacritics at level B1. These results suggest an important tendency in the order in which errors should be treated according to proficiency level in the process of written correction.
DOI: 10.6084/m9.figshare.14328522.v1
title: Recurrent error analysis in a learner corpus of Spanish as a foreign language (Corpus CAELE)

description: ABSTRACT The CAELE is a collection of 418 written texts produced by 62 learners of Spanish as a foreign language (SFL). These texts were collected between years 2014 and 2015 and are saved and processed in digital format. The main objective of this study is to determine the most frequent and recurrent errors from that corpus with the aim of supporting the selection of adequate errors for the processes of grammatical correction with Written Corrective Feedback (WCF) strategies. Results indicate that the most frequent and recurrent errors in the CAELE are those of false selection of grammatical genre and the omission of orthographic word stress. Regarding proficiency levels A2 and B1, the most recurrent error in both levels corresponds to the omission of orthographic stress in last-syllable-stressed words. Although there are some differences: omission of orthographic stress in last-syllable-stressed words and hiatus in level A2, and false selection of grammatical genre and stress omission in diacritics at level B1. These results suggest an important tendency in the order in which errors should be treated according to proficiency level in the process of written correction.
DOI: 10.6084/m9.figshare.5772099
title: Protagonism in language in judicial familiar mediation

description: ABSTRACT: This article analyzes, in the scope of Applied Linguistics and in an interactional perspective, the phase called “Historicizing the Conflict”, one of the five phases identified by the research group Interação em Contextos Institucionais as recurrent in a mediation interview. This research analyses how the mediator and the parties in disagreement negotiate the spaces so that the conflict can be elaborated, worked through and transformed by those who seek justice to solve their family issues. The analysis of real talk-in-interaction data shows that formulation, reformulation and co-construction of narratives are the main means of the action of those involved in the context studied, and the identity construction of these actors is accomplished through language. Lastly, as well as the manuals of law postulate and through the study of narratives, we analyzed the empowerment and the exercise of protagonism of the interviewees.
DOI: 10.6084/m9.figshare.5772099.v1
title: Protagonism in language in judicial familiar mediation

description: ABSTRACT: This article analyzes, in the scope of Applied Linguistics and in an interactional perspective, the phase called “Historicizing the Conflict”, one of the five phases identified by the research group Interação em Contextos Institucionais as recurrent in a mediation interview. This research analyses how the mediator and the parties in disagreement negotiate the spaces so that the conflict can be elaborated, worked through and transformed by those who seek justice to solve their family issues. The analysis of real talk-in-interaction data shows that formulation, reformulation and co-construction of narratives are the main means of the action of those involved in the context studied, and the identity construction of these actors is accomplished through language. Lastly, as well as the manuals of law postulate and through the study of narratives, we analyzed the empowerment and the exercise of protagonism of the interviewees.
DOI: 10.6084/m9.figshare.5772690
title: Body-text, text-body: notes on literature and performance in storytelling in sign language

description: ABSTRACT This article proposes a theoretical discussion and an experience report based on the concept of performance combined with the reading of literary narratives in a context of deaf students, sign language users. For this, we structured the study as follows: initially, a presentation of the specificities of the studied context, then a reflection about the concept of performance linked to literary reading, and, later, the description and analysis of a literature activity performed with adult deaf students in a Basic Education class. Thus, we emphasize the contribution of activities that involve the transit between languages for a more productive contact with fictional narrative texts by these subjects.
DOI: 10.6084/m9.figshare.5772690.v1
title: Body-text, text-body: notes on literature and performance in storytelling in sign language

description: ABSTRACT This article proposes a theoretical discussion and an experience report based on the concept of performance combined with the reading of literary narratives in a context of deaf students, sign language users. For this, we structured the study as follows: initially, a presentation of the specificities of the studied context, then a reflection about the concept of performance linked to literary reading, and, later, the description and analysis of a literature activity performed with adult deaf students in a Basic Education class. Thus, we emphasize the contribution of activities that involve the transit between languages for a more productive contact with fictional narrative texts by these subjects.
DOI: 10.6084/m9.figshare.6008117
title: Towards an ethical-responsible linguistic education: reflections on discursive practices in an English language classroom

description: ABSTRACT Recent studies in Applied Linguistics (AL) have developed a dialogue with Bakhtinian theorizations and the teaching and learning of languages. Such studies agree that language is permeated by discourses that dialogue with themselves, going beyond the concept of language as a simple rigid system of structures that can be analyzed in syntactic, morphological, and phonetic aspects. Following these premises, we aim to discuss, based on the Bakhtinian concepts of subject, dialogism, ideology, centripetal/centrifugal forces, and ethical act, the discursive practices of English language students. To this end, we make use of parts of a lesson based on the video The danger of a single story, by Chimamanda Adichie, which problematizes essentialized truths about the other. Based on the discussion between the empirical material generated and the theoretical framework, we reflect on the importance of the ethical-responsible formation of students in order to answer contemporary educational demands.
DOI: 10.6084/m9.figshare.6008117.v1
title: Towards an ethical-responsible linguistic education: reflections on discursive practices in an English language classroom

description: ABSTRACT Recent studies in Applied Linguistics (AL) have developed a dialogue with Bakhtinian theorizations and the teaching and learning of languages. Such studies agree that language is permeated by discourses that dialogue with themselves, going beyond the concept of language as a simple rigid system of structures that can be analyzed in syntactic, morphological, and phonetic aspects. Following these premises, we aim to discuss, based on the Bakhtinian concepts of subject, dialogism, ideology, centripetal/centrifugal forces, and ethical act, the discursive practices of English language students. To this end, we make use of parts of a lesson based on the video The danger of a single story, by Chimamanda Adichie, which problematizes essentialized truths about the other. Based on the discussion between the empirical material generated and the theoretical framework, we reflect on the importance of the ethical-responsible formation of students in order to answer contemporary educational demands.
DOI: 10.6084/m9.figshare.5772195
title: PARTICIPATION, PROTAGONISM, AND LEARNING IN A CLASSROOM TALK-IN-INTERACTION WITHIN A HIGH SCHOOL WORKING TEAM

description: ABSTRACT In this paper, we aim to recognize the protagonism and agentivity in the learning activity in talk-in-interaction data of Petermann’s master’s research project (2016) held at a private high school in Paraná, which works with thematic learning projects. Our epistemological perspective is Ethnomethodological Conversation Analysis (LODER; JUNG, 2008, 2009; SACKS; SCHEGLOFF; JEFFERSON, 1974). As a result, data point to a new communicative order in classroom that increases the possibilities of participation, agentivity and protagonism in the joint construction of knowledge.
DOI: 10.6084/m9.figshare.5772195.v1
title: PARTICIPATION, PROTAGONISM, AND LEARNING IN A CLASSROOM TALK-IN-INTERACTION WITHIN A HIGH SCHOOL WORKING TEAM

description: ABSTRACT In this paper, we aim to recognize the protagonism and agentivity in the learning activity in talk-in-interaction data of Petermann’s master’s research project (2016) held at a private high school in Paraná, which works with thematic learning projects. Our epistemological perspective is Ethnomethodological Conversation Analysis (LODER; JUNG, 2008, 2009; SACKS; SCHEGLOFF; JEFFERSON, 1974). As a result, data point to a new communicative order in classroom that increases the possibilities of participation, agentivity and protagonism in the joint construction of knowledge.
DOI: 10.6084/m9.figshare.6008207
title: How master students act rhetorically when they need to justify their research

description: ABSTRACT We target here to analyze the rhetorical organization of the justificative section of pre-research projects of authorship of graduates of cursos de letras in a situation of submission to master’s degree courses. The analysis displayed the presence of four new rhetorical steps not yet described for the justification section, as well as the recurrence of rhetorical steps typical of the sections of objective, theoretical framework, methodology, discussion and conclusion. An important pedagogical implication of the research is related to the reading functions directed to the research universe. The data suggest the prevalence of reading practices aimed at the understanding of concepts and the explanation of phenomena, and, in contrast, the reading practices focused on the unknown and on the research gaps are scarcer.
DOI: 10.6084/m9.figshare.6008207.v1
title: How master students act rhetorically when they need to justify their research

description: ABSTRACT We target here to analyze the rhetorical organization of the justificative section of pre-research projects of authorship of graduates of cursos de letras in a situation of submission to master’s degree courses. The analysis displayed the presence of four new rhetorical steps not yet described for the justification section, as well as the recurrence of rhetorical steps typical of the sections of objective, theoretical framework, methodology, discussion and conclusion. An important pedagogical implication of the research is related to the reading functions directed to the research universe. The data suggest the prevalence of reading practices aimed at the understanding of concepts and the explanation of phenomena, and, in contrast, the reading practices focused on the unknown and on the research gaps are scarcer.
DOI: 10.6084/m9.figshare.6857588
title: Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook

description: ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our reflection suggests that both textbooks, as an element of this tradition, turn teachers and students into domesticated subjects of the foreign language pedagogy discourse, and they do not favor language teaching practices, but rather the mechanical repetition of grammatical exercises.