Linguistic Approaches to Portuguese as an Additional Language

Editors

Karina Veronica Molsing

Cristina Becker Lopes Perna

Ana Maria Tramunt Ibaños

Hardbound – Available

ISBN 9789027205001 | EUR 105.00 | USD 158.00

e-Book –

ISBN 9789027261502 | EUR 105.00 | USD 158.00

This book includes a selection of theoretical and practical accounts of the acquisition of Portuguese from a broad range of linguistic perspectives. This collection is particularly appealing in the broad academic sphere of language acquisition due to the fact that there has yet to be one entirely dedicated to Portuguese as an Additional Language (PAL). This volume showcases the breadth of research being carried out on topics ranging from the acquisition of aspects from the main language modules (syntax, morphology, semantics, phonology, and pragmatics) to applied perspectives involving corpus-based approaches and experimental methodologies. Moreover, we present studies addressing a variety of learning contexts and learner types. The target audience includes researching scholars with a background in second language acquisition studies interested in learning more about the acquisition of Portuguese as an Additional Language from linguistic perspectives.

[Issues in Hispanic and Lusophone Linguistics, 24] 2020. x, 300 pp.

Publishing status: Available
Published online on 12 March 2020

https://doi.org/10.1075/ihll.24

Table of Contents

Acknowledgements | pp. vii–7

Foreword | pp. ix–x

Introduction

Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños | pp. 1–7

Part 1. Linguistic components of language transfer in PAL research

The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development

Jennifer Cabrelli, Michael Iverson, David Giancaspro and Becky Halloran González | pp. 11–33

Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals: Data from production

Tammer Castro, Jason Rothman and Marit Westergaard | pp. 35–59

Learning to perceive, produce and recognise words in a non-native language: Australian English vs. European Spanish learners of Brazilian Portuguese

Jaydene Elvin, Daniel Williams and Paola Escudero | pp. 61–82

Multi-directionality in language transfer: Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3)

Leticia Pereyron and Ubiratã K. Alves | pp. 83–106

Part 2. Linguistic insights into the PAL acquisition process

The Lexical Aspect Hypothesis: Off-line evidence from Chinese learners of European Portuguese as an L2

Custódio Martins and Mário Pinharanda-Nunes | pp. 109–148

How learners of Portuguese as an additional language talk about their experience from a cognitive perspective

Luciane Corrêa Ferreira and Desirée de Almeida Oliveira | pp. 149–164

Part 3. Linguistic results informing PAL instruction

Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3

Jonathan Fleck, M. Rafael Salaberry and Hélade Scutti Santos | pp. 167–190

Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning

Carrie Bonilla, Ewa Golonka, Nick B. Pandža, Jared Linck, Erica B. Michael, Martyn Clark, Alia Lancaster and Dorna Richardson | pp. 191–230

Autonomous Portuguese L3 learning through an adaptive platform

Jared A. Linck, Martyn Clark, Carrie Bonilla, Ewa Golonka, Catherine J. Doughty, TaraLee Mecham and William Burns | pp. 231–258

Exploring second language acquisition: The role of implict and explicit knowledge in native and target languages

Rita Ferraro | pp. 259–282

The linguistic and anthropological dimensions within enunciation in additional languages: A look at a Portuguese language instructional setting

Bruna Sommer-Farias | pp. 283–297

Index

Cited by (6)

Cited by six other publications

Order by:

Restrepo-Rodríguez, Andrés Ovidio, Maddyzeth Ariza-Riaño, Paulo Alonso Gaona-García & Carlos Enrique Montenegro-Marín

2023. EDaLI: A Public Domain Dataset for Emotional Analysis Using Brain Computer Interfaces during an Interaction with a Second-Language Learning Platform. Electronics 12:4 ► pp. 855 ff.

Stanzani, Luciana & Cristina Perna

2023. Motivações, contribuições e implicações da aprendizagem de Português como Língua Adicional por universitários colombianos. Letras de Hoje 58:1 ► pp. e44901 ff.

Escudero, Paola, Eline A. Smit & Karen E. Mulak

2022. Explaining L2 Lexical Learning in Multiple Scenarios: Cross-Situational Word Learning in L1 Mandarin L2 English Speakers. Brain Sciences 12:12 ► pp. 1618 ff.

Ferreira, Luciane Corrêa, Daiane Joice da Silva, Lívia Elisa Lemos Melo, Yasmin Guimarães de Lima & Ana Luíza Ferreira Vieira

2022. Português como Língua de Acolhimento e os desafios do acesso a uma universidade pública no Brasil. Letrônica 15:1 ► pp. e41235 ff.

Zhou, Chao & Xinyi Li

2021. LextPT: A reliable and efficient vocabulary size test for L2 Portuguese proficiency. Behavior Research Methods 54:6 ► pp. 2625 ff.

Antunes, Aline Jessica, Cristina Perna & Sun Yuqi

2020. Português como Língua Adicional. Letras de Hoje 55:4 ► pp. e39784 ff.

This list is based on CrossRef data as of 18 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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