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Part of
Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[
Issues in Hispanic and Lusophone Linguistics
24] 2020
► pp.
299
–
300
◄
previous
Index
A
Acoustic similarity
66–67, 70–72, 75–76, 79
Adaptive learning
231–232
Aspect markers
122, 124
B
Beginning learners
63, 141
Bidialectalism
37
Bilingualism
3, 35–36, 38–39
C
Cognition
140
Cognitive aptitude
6, 191, 194–195, 197–198, 202, 205, 217–218, 256
Cognitive linguistics
5, 149, 151, 153
Community
159–160, 290, 295
Complex adaptive system
83–88, 99, 103–104
Cross-linguistic influence
67, 84, 191
Cross-training
191
Cultural capital
161
D
Deductive approach
171
Discourse
5, 7, 37–38, 44, 54–56, 110, 112, 115, 117–118, 121–122, 126, 133, 136, 139, 141, 143, 151–152, 154–156, 168, 186, 255, 263, 283–288, 292, 295–296
Discrimination
65, 67, 70–72, 74–76, 78
DOM (Differential object marking)
3, 11, 13–14
Durativity
125
E
Enunciation
7, 283–288, 294–296
anthropology of
283–284, 286, 296
Enunciative linguistics
283–284
Explicit instruction
7, 259, 261–262, 264, 269–272, 274, 288
Explicit knowledge
7, 192, 259–265, 267–268, 270, 272–275
G
Glosses
6, 191–195, 197–200, 205–206, 208–222, 224–230
Grammatical aspect
113, 122, 124–125, 135–138, 142–143
Grammatical concepts
262, 268n9
Grammatical rules
264–265, 272, 274
Guided induction
167, 172–173, 176–180
H
Human language technology (HLT)
231, 233–235, 254–255
I
Implicit instruction
7, 262, 266, 268, 270, 273–274
Implicit knowledge
7, 192, 259–261, 263–270, 272–275
Inductive learning
172
Interlanguage
58, 109, 114, 118–119, 127, 140, 285
Intersubjectivity
284–286, 288
L
Language corpus
167–171
Language development
26, 83–87, 96, 103
Language transfer
3–4, 83, 87, 96, 103–105, 112, 220, 276
Language variation
110, 118–119
Lexical aspect
5, 109, 111–118, 122, 125, 128–133, 135, 137–138, 142, 145–147
M
Metalinguistic awareness
28, 63, 173, 192, 260
Metalinguistic knowledge
28, 231, 260, 262–263, 265–267, 274–275
Metaphor: cognitive
149–150
conceptual
150, 152–153n7, 157
systematic
152, 158–159
Morphosyntax
11–12
Multilingualism
11, 83, 191–192, 194–195
N
Near-native
37, 45, 54
Non-native speech
61, 75–76
P
Pedagogic mediation
6, 167–169, 175n2
Phonology
2, 24, 85, 128n10
Portuguese: Brazilian Portuguese
3–4, 11–12, 18–19, 21, 35, 41, 43, 56, 61–67, 70–72, 75, 77–78, 83–84, 87, 89–90, 97, 150–151, 153, 155–158, 161–162, 173, 181, 183n4, 195, 199, 235–236, 259–261, 264, 269, 273, 289
European Portuguese
4–5, 35, 37, 39, 42, 56, 64, 109, 111, 128–129, 135, 264n5
Primacy of Aspect Hypothesis
113
Punctuality
120
R
Reflection-in-action
167–168
S
Second language (L2) acquisition
ix, 3, 5, 35–36, 39, 54–56, 61–62, 67, 79, 84, 111–113, 115, 124, 129, 134, 140, 151, 167, 169, 192–193, 231, 242, 255, 259, 262, 265
Speech perception
61–62, 64, 68–70, 75–77
Speech production
61–62, 64, 68–69, 87
Spoken word recognition
61–62, 66, 68–70, 73–74, 77–79
Subjectivity
284–287, 294
T
Telicity
116, 125, 129
Temporal structures
125
Third language (L3) acquisition
ix, 3, 11, 13–14, 18, 24, 26–27, 29, 63, 65–66, 79, 104, 146, 191–192, 194, 217–218, 231
Third language (L3) learning
29, 192, 217, 231–232
V
Vocabulary
6, 176, 191–194, 198, 200–203, 208–218, 224, 235, 238–239, 252, 254, 265n6, 294
Vowels
4, 61, 64–73, 75–79, 86–103, 106, 120