cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14282803
title: BRAZILIAN SIGN LANGUAGE WINDOW AND SPEECH GENRES: POINTING FOR SIGN LANGUAGE TRANSLATORS TRAINING AND WORK

description: ABSTRACT In this article, we discuss the aspects of the Brazilian Sign Language (Libras) window insertion into audiovisual productions based on the specificities of the speech genres mobilized in the translation activity, as well as their effects on Libras/Portuguese translators and interpreters training. We are using the conception of speech genres elaborated by Mikhail Bakhtin and his Circle to theoretical discussion. It is argued that the linguistic accessibility for Deaf people by the Libras window insertions in videos needs a discussion beyond the technical parameters of image capture of the translator and/or the interpreter the insertion of space into production. It is necessary to discuss the enunciative-discursive specificities of the source video to give the Libras window the dimension of finishing (size, cut, position) from the genre specificities. To prove this thesis, we analyze productions of two genres with Libras window that were produced in a Libras/Português translators/interpreters course.
DOI: 10.6084/m9.figshare.5885482
title: LANGUAGE TEACHING AS A STAGE OF LANGUAGE POLITICS: MOBILIZATION OF GENDER REPERTOIRES

description: ABSTRACT In order to discuss language teaching as a stage of language politics (RAJAGOPALAN, 2011), we begin this article by pointing out that linguistic and educational policies are discourses and texts produced by multiple sources and resulting from many disputes (LOPES, 2006). We exemplify two of these disputed fields using the most recent legal text of Basic Education, a Base Nacional Comum Curricular (National Curricular Common Base). The first field refers to the establishment of the English language as a compulsory curricular component of the area of Languages in the final years of Ensino Fundamental (Elementary Education), and the second refers to the deletion of the terms gender and sexual orientation of the document. We also argue that policies influence, but do not determine what happens in school practices (LOPES, 2006) and we resort to Biesta (2015) to point out that, ultimately, it is up to teachers to make decisions about the three educational purposes - qualification, socialization and subjectification - as they constantly deal with new situations that require contextual judgment. Next, we highlight that the focus of our research group has been on subjectification and socialization and that we have drawn on theorizations of Critical Applied Linguistics, Queer Pedagogy and Decolonial Thinking. Finally, we present a brief discussion of our work, taken from a Master’s study, the context of which was an English-language classroom of a public school in Goiânia (HOELZLE, 2016). This discussion, in which gender identities are problematized, shows that, by privileging subjectification and socialization, we are not promoting English, but rather the people who use that language.
DOI: 10.6084/m9.figshare.5885632
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.
DOI: 10.6084/m9.figshare.5885482.v1
title: LANGUAGE TEACHING AS A STAGE OF LANGUAGE POLITICS: MOBILIZATION OF GENDER REPERTOIRES

description: ABSTRACT In order to discuss language teaching as a stage of language politics (RAJAGOPALAN, 2011), we begin this article by pointing out that linguistic and educational policies are discourses and texts produced by multiple sources and resulting from many disputes (LOPES, 2006). We exemplify two of these disputed fields using the most recent legal text of Basic Education, a Base Nacional Comum Curricular (National Curricular Common Base). The first field refers to the establishment of the English language as a compulsory curricular component of the area of Languages in the final years of Ensino Fundamental (Elementary Education), and the second refers to the deletion of the terms gender and sexual orientation of the document. We also argue that policies influence, but do not determine what happens in school practices (LOPES, 2006) and we resort to Biesta (2015) to point out that, ultimately, it is up to teachers to make decisions about the three educational purposes - qualification, socialization and subjectification - as they constantly deal with new situations that require contextual judgment. Next, we highlight that the focus of our research group has been on subjectification and socialization and that we have drawn on theorizations of Critical Applied Linguistics, Queer Pedagogy and Decolonial Thinking. Finally, we present a brief discussion of our work, taken from a Master’s study, the context of which was an English-language classroom of a public school in Goiânia (HOELZLE, 2016). This discussion, in which gender identities are problematized, shows that, by privileging subjectification and socialization, we are not promoting English, but rather the people who use that language.
DOI: 10.6084/m9.figshare.6207797
title: ANALYSIS OF THE DENOMINATIONAL VARIATION OF 20 ECONOMIC AND FINANCIAL TERMS IN

description: ABSTRACT This article analyzes the word variation of 20 terms in the economic section of the Spanish general newspaper El País digital between 2008 and 2010. The theoretical framework is based on the Communicative Theory of Terminology (TCT) (CABRÉ CASTELLVÍ, 1999, 2003 & 2005), since the terms are examined in texts where there are cases of word variation, in a communicative situation of issuer-journalist specialized in economy and lay-public. The methodology links descriptive terminology to corpus linguistics, because the terms are studied in the situational and social context in which they move, extracting from a corpus exploited by a program of textual analysis.
DOI: 10.6084/m9.figshare.6207896
title: INA CÉSAIRE AND THE MARTINICAN CREOLE FOLKTALES: TRANSLATION CHALLENGES

description: ABSTRACT This article presents a translation project from French to Portuguese of the book Contes de nuit et de jours aux Antilles (1989) from the Martinican ethnologist and writer Ina Césaire and the reflections on the translation of these folktales. The work is the result of Césaire as an ethnologist, gathering 14 Creole oral folktales from Martinique that were transcribed from recordings done between the years of 1975 and 1988 in the island's countryside. The aim of the article is to present the author and her work and to trace a short panorama of the literary history and cultural identity in Martinique. It also aims to reflect on the orality and the Creole imagery, as they are strongly present features in the tales.
DOI: 10.6084/m9.figshare.6207896.v1
title: INA CÉSAIRE AND THE MARTINICAN CREOLE FOLKTALES: TRANSLATION CHALLENGES

description: ABSTRACT This article presents a translation project from French to Portuguese of the book Contes de nuit et de jours aux Antilles (1989) from the Martinican ethnologist and writer Ina Césaire and the reflections on the translation of these folktales. The work is the result of Césaire as an ethnologist, gathering 14 Creole oral folktales from Martinique that were transcribed from recordings done between the years of 1975 and 1988 in the island's countryside. The aim of the article is to present the author and her work and to trace a short panorama of the literary history and cultural identity in Martinique. It also aims to reflect on the orality and the Creole imagery, as they are strongly present features in the tales.
DOI: 10.6084/m9.figshare.14282801
title: TO APPRAISE OR NOT TO APPRAISE, THAT IS THE QUESTION: THE STATE OF THE ART IN APPRAISAL RESEARCH IN AUDIO DESCRIPTION

description: ABSTRACT Audio description (AD) is, broadly speaking, the translation into words of visual impressions from a given object, aiming to make it accessible to the visually impaired. It is not only a means of accessibility, but also a modality of intersemiotic translation. The nonacademic literature on the subject has been emphasizing for many years the need to produce neutral AD scripts, to avoid interfering in the independence of the visually impaired to make their own judgments. However, supporters of this criterion fail to define it or to demonstrate how to produce a neutral script. Therefore, researchers from the State University of Ceará have been conducting empirical research with AD scripts to verify both the theoretical as well as the practical feasibility of such parameter of neutrality. The research has relied mainly on the theoretical and methodological framework of Systemic-Functional Linguistics, and within it, the Appraisal System. This work aims at presenting the state of the art of such research, reporting the trajectory of investigations from the first works up to present.
DOI: 10.6084/m9.figshare.14282803.v1
title: BRAZILIAN SIGN LANGUAGE WINDOW AND SPEECH GENRES: POINTING FOR SIGN LANGUAGE TRANSLATORS TRAINING AND WORK

description: ABSTRACT In this article, we discuss the aspects of the Brazilian Sign Language (Libras) window insertion into audiovisual productions based on the specificities of the speech genres mobilized in the translation activity, as well as their effects on Libras/Portuguese translators and interpreters training. We are using the conception of speech genres elaborated by Mikhail Bakhtin and his Circle to theoretical discussion. It is argued that the linguistic accessibility for Deaf people by the Libras window insertions in videos needs a discussion beyond the technical parameters of image capture of the translator and/or the interpreter the insertion of space into production. It is necessary to discuss the enunciative-discursive specificities of the source video to give the Libras window the dimension of finishing (size, cut, position) from the genre specificities. To prove this thesis, we analyze productions of two genres with Libras window that were produced in a Libras/Português translators/interpreters course.
DOI: 10.6084/m9.figshare.6207797.v1
title: ANALYSIS OF THE DENOMINATIONAL VARIATION OF 20 ECONOMIC AND FINANCIAL TERMS IN

description: ABSTRACT This article analyzes the word variation of 20 terms in the economic section of the Spanish general newspaper El País digital between 2008 and 2010. The theoretical framework is based on the Communicative Theory of Terminology (TCT) (CABRÉ CASTELLVÍ, 1999, 2003 & 2005), since the terms are examined in texts where there are cases of word variation, in a communicative situation of issuer-journalist specialized in economy and lay-public. The methodology links descriptive terminology to corpus linguistics, because the terms are studied in the situational and social context in which they move, extracting from a corpus exploited by a program of textual analysis.
DOI: 10.6084/m9.figshare.14282801.v1
title: TO APPRAISE OR NOT TO APPRAISE, THAT IS THE QUESTION: THE STATE OF THE ART IN APPRAISAL RESEARCH IN AUDIO DESCRIPTION

description: ABSTRACT Audio description (AD) is, broadly speaking, the translation into words of visual impressions from a given object, aiming to make it accessible to the visually impaired. It is not only a means of accessibility, but also a modality of intersemiotic translation. The nonacademic literature on the subject has been emphasizing for many years the need to produce neutral AD scripts, to avoid interfering in the independence of the visually impaired to make their own judgments. However, supporters of this criterion fail to define it or to demonstrate how to produce a neutral script. Therefore, researchers from the State University of Ceará have been conducting empirical research with AD scripts to verify both the theoretical as well as the practical feasibility of such parameter of neutrality. The research has relied mainly on the theoretical and methodological framework of Systemic-Functional Linguistics, and within it, the Appraisal System. This work aims at presenting the state of the art of such research, reporting the trajectory of investigations from the first works up to present.
DOI: 10.6084/m9.figshare.7101806
title: ASSESSMENT OF THE ABILITY OF LISTENING COMPREHENSION IN SPANISH AS MOTHER TONGUE OF SECONDARY STUDENTS IN THE CITY OF CONCEPCIÓN

description: SUMMARY As a difference from the other three language skills (reading, writing and speaking) listening is an ongoing activity, we are always listening. The ability of auditory comprehension has received scarce attention from teachers and researchers. Therefore, this study revises and delimits this concept from others with which it has close relation: listening comprehension, reading comprehension and listening. In turn, the results of a listening test (PCAELM) are presented, which objective is to evaluate the ability regarding different and common oral texts in the media, like: spots, publicity and news. Four levels of listening comprehension are proposed: a first level associated to the superficial comprehension of the text, a second and third level related to local and global inferences respectively, and also a fourth level which to the critical interpretation of the information. 80 students, of the only two-second-high school classes of a public school, participated in the application of the test. The results indicate that the gender discourse is not a crucial variable at the moment of understanding a text, however at the levels of listening comprehension proposed by this research, there is evidence of differences. The questions associated with the superficial level of listening comprehension and those related to the purpose of the text are the one that present a better performance as a difference with the ones related with the capacity to make local and global inferences.
DOI: 10.6084/m9.figshare.9899735
title: LANGUAGE AND CULTURE IN THE FEMINIZATION OF MIGRATION IN BRAZIL

description: ABSTRACT This paper proposes a reflexion on the language and culture in the context of the “feminization of migrations” (CORTES, 2016; MARINUCCI, 2007; MEJIA; CAZAROTTO, 2016), specifically the refuge migration, taking the phenomenon from a study perspective in Language Policy. Considering the migration trajectories, we understand that the objectives and challenges can varydepending on gender: according to the UNHCR, discrimination against women and girls and the resulting violence is both cause and consequence of forced displacement. In Brazil, the presence of women in refugee immigration is significant: in 2016, according to data from the National Secretariat of Justice, women represented more than 30% of those seeking refugee. We seek to (i) reflect on language barriers in social and linguistic insertion in the host society, (ii) propose a reflexion on the language and culture of origin and those of host country, through the narratives of a woman refugee in interviews available online. We contextualize the research with a bibliographical review, with data consolidated by studies on the reality of immigration in Brazil in recent years (UNHCR, CONARE, IMDH, OBMigra).
DOI: 10.6084/m9.figshare.9899735.v1
title: LANGUAGE AND CULTURE IN THE FEMINIZATION OF MIGRATION IN BRAZIL

description: ABSTRACT This paper proposes a reflexion on the language and culture in the context of the “feminization of migrations” (CORTES, 2016; MARINUCCI, 2007; MEJIA; CAZAROTTO, 2016), specifically the refuge migration, taking the phenomenon from a study perspective in Language Policy. Considering the migration trajectories, we understand that the objectives and challenges can varydepending on gender: according to the UNHCR, discrimination against women and girls and the resulting violence is both cause and consequence of forced displacement. In Brazil, the presence of women in refugee immigration is significant: in 2016, according to data from the National Secretariat of Justice, women represented more than 30% of those seeking refugee. We seek to (i) reflect on language barriers in social and linguistic insertion in the host society, (ii) propose a reflexion on the language and culture of origin and those of host country, through the narratives of a woman refugee in interviews available online. We contextualize the research with a bibliographical review, with data consolidated by studies on the reality of immigration in Brazil in recent years (UNHCR, CONARE, IMDH, OBMigra).
DOI: 10.6084/m9.figshare.14282805
title: THE EVALUATION MODALITIES AND THE STAGES OF THE DIDACTIC SEQUENCE: POSSIBLE JOINTS

description: ABSTRACT Based on the assumption that evaluation is an integral part of the teaching and learning process and indispensable in the orientation of pedagogical actions which aim at overcoming students’ difficulties, this work carries out an analysis on the possible connections among the evaluation modalities and the stages of the procedure called didactic sequence (DS) (DOLZ, NOVERRAZ, SCHNEUWLY, 2004) and on how this practice may contribute to the development of language capacities. With the objective of analysing such joint, initially, a global overview of the three investigated DS in different contexts is presented, and, next, the activities are classified. In order to identify the language capacities, three versions of a text, written by one of the students from the tertiary level, were examined. The analysis reveal that the work with writing, evaluation tool focused in this study, was carried out, in each of the three DS, in three different moments: initial production, review and rewriting of the first production and final production, which meets our premise that the DS makes it possible for the evaluation modalities to be used and their functions that are: diagnose, control and classify (HAYDT, 2008, FURTOSO, 2008). Regarding the written productions, the analysis show that there was progress concerning the use of the criteria on the language capacities since the comments and feedback made to guide the student in the retrieval of aspects that had already been studied were considered fostering the development of language capacities.
DOI: 10.6084/m9.figshare.7101806.v1
title: ASSESSMENT OF THE ABILITY OF LISTENING COMPREHENSION IN SPANISH AS MOTHER TONGUE OF SECONDARY STUDENTS IN THE CITY OF CONCEPCIÓN

description: SUMMARY As a difference from the other three language skills (reading, writing and speaking) listening is an ongoing activity, we are always listening. The ability of auditory comprehension has received scarce attention from teachers and researchers. Therefore, this study revises and delimits this concept from others with which it has close relation: listening comprehension, reading comprehension and listening. In turn, the results of a listening test (PCAELM) are presented, which objective is to evaluate the ability regarding different and common oral texts in the media, like: spots, publicity and news. Four levels of listening comprehension are proposed: a first level associated to the superficial comprehension of the text, a second and third level related to local and global inferences respectively, and also a fourth level which to the critical interpretation of the information. 80 students, of the only two-second-high school classes of a public school, participated in the application of the test. The results indicate that the gender discourse is not a crucial variable at the moment of understanding a text, however at the levels of listening comprehension proposed by this research, there is evidence of differences. The questions associated with the superficial level of listening comprehension and those related to the purpose of the text are the one that present a better performance as a difference with the ones related with the capacity to make local and global inferences.
DOI: 10.6084/m9.figshare.9900026
title: GRAMMATICAL COLLOCATIONS VERB + PREPOSITION IN SPANISH AS A FOREIGN LANGUAGE: ASPECTS OF NATURALNESS IN A2 AND B1 ANGLOPHONE LEARNERS

description: ABSTRACT The following article presents the results of the analysis of two written sub-corpora of Anglophone learners of Spanish a foreign language of levels A2 and B1, whose objective is to examine the production of grammatical collocations verb + preposition (GramCol v+p) in relation with the production of a comparable corpus of native speakers (NS) of Spanish. To this end, collocational occurrences are identified, correction from a collocational combinatory viewpoint is determined, and acceptable uses are described according to characterizing syntactic-semantic patterns. Based on frequency data, it is concluded that learners exhibit features of restricted naturalness in the use of the observed units, in terms that A2 level produces a lower number and lower variety than NS; while B1 learners, though reaching similar frequency as NS, they also present a lower variety, similar to that of A2. The above could be explained with the recurrent use of some collocations in particular by both groups of learners which contribute to gross frequency, though not to variety. Additionally, within acceptable collocational uses, learners´ lower frequency of subtypes which include pronominal verbs stands out as a difference regarding NS use. This work contributes from a phraseological perspective to the study of combinations verb + preposition of intermediate fixedness in the collective interlanguage of Anglophone learners of Spanish as a foreign language.
DOI: 10.6084/m9.figshare.11350271
title: THE ELABORATION OF TASKS FOR THE TEACHING OF PORTUGUESE LANGUAGE FROM THE BAKHTINIAN THEORY OF DISCOURSE GENRES

description: ABSTRACT Anchored in the theoretical perspective of the Bakhtin Circle, this article proposes a reflection on criteria for the elaboration and evaluation of written production tasks for the teaching of Portuguese as an Additional Language (PLA). Considering that teacher training passes, to a large extent, through its practices of elaboration, evaluation and adaptation of didactic tasks, according to the needs of its group, it becomes urgent to discuss and reflect on the processes involved in these assignments of the work of the teacher, especially in the area of PLA. Through the explanation of the stages of construction of a written production task, and through the presentation and analysis of the evaluation parameters of textual production, we seek to contribute to the discussion about the elaboration of didactic materials based on the gender perspective of Bakhtin’s discourse, since the PLA area in Brazil still lacks linguistic policies that establish guidelines for teaching in the contexts in which Portuguese as an additional language is used.