321017461 03 01 01 JB John Benjamins Publishing Company 01 JB code IHLL 24 Eb 15 9789027261502 06 10.1075/ihll.24 13 2019058037 DG 002 02 01 IHLL 02 2213-3887 Issues in Hispanic and Lusophone Linguistics 24 <TitleType>01</TitleType> <TitleText textformat="02">Linguistic Approaches to Portuguese as an Additional Language</TitleText> 01 ihll.24 01 https://benjamins.com 02 https://benjamins.com/catalog/ihll.24 1 B01 Karina Veronica Molsing Molsing, Karina Veronica Karina Veronica Molsing Pontifical Catholic University of Rio Grande do Sul 2 B01 Cristina Becker Lopes Perna Becker Lopes Perna, Cristina Cristina Becker Lopes Perna Pontifical Catholic University of Rio Grande do Sul 3 B01 Ana Maria Tramunt Ibaños Tramunt Ibaños, Ana Maria Ana Maria Tramunt Ibaños Pontifical Catholic University of Rio Grande do Sul 01 eng 310 x 300 LAN009000 v.2006 CFDM 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.ROM Romance linguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 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. 04 09 01 https://benjamins.com/covers/475/ihll.24.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205001.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205001.tif 06 09 01 https://benjamins.com/covers/1200_front/ihll.24.hb.png 07 09 01 https://benjamins.com/covers/125/ihll.24.png 25 09 01 https://benjamins.com/covers/1200_back/ihll.24.hb.png 27 09 01 https://benjamins.com/covers/3d_web/ihll.24.hb.png 10 01 JB code ihll.24.ack vii 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code ihll.24.for ix x 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 10 01 JB code ihll.24.int 1 7 7 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Karina Veronica Molsing Molsing, Karina Veronica Karina Veronica Molsing Pontifícia Universidade Católica do Rio Grande do Sul 2 A01 Cristina Becker Lopes Perna Becker Lopes Perna, Cristina Cristina Becker Lopes Perna Pontifícia Universidade Católica do Rio Grande do Sul 3 A01 Ana Maria Tramunt Ibaños Tramunt Ibaños, Ana Maria Ana Maria Tramunt Ibaños Pontifícia Universidade Católica do Rio Grande do Sul 10 01 JB code ihll.24.p1 12 106 95 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;1. Linguistic components of language transfer in PAL research</TitleText> 10 01 JB code ihll.24.01cab 11 33 23 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development</TitleWithoutPrefix> 1 A01 Jennifer Cabrelli Cabrelli, Jennifer Jennifer Cabrelli University of Illinois at Chicago 2 A01 Michael Iverson Iverson, Michael Michael Iverson Indiana University 3 A01 David Giancaspro Giancaspro, David David Giancaspro University of Richmond 4 A01 Becky González González, Becky Becky González University of Iowa 20 differential object marking (DOM) 20 morphosyntax 20 multilingualism 20 Portuguese 20 Spanish 20 third language (L3) acquisition 20 transfer 01 This study explores the rate of L3 development among learners that transfer their L1 versus L2, via examination of differential object marking (DOM) by English/Spanish bilingual learners of L3 Brazilian Portuguese (BP). At the L3 initial stages, L1 English/L2 Spanish and L1 Spanish/L1 English speakers transfer non-facilitative DOM from Spanish (Giancaspro et&#160;al., 2015). We compare these groups with advanced L3 BP learners to test the hypothesis that L2 transfer is overcome faster than L1 transfer. Data from advanced L3 BP groups show that the L1 Spanish group patterns with both initial stages Spanish groups. However, the L2 Spanish group patterns with BP controls, suggesting that the L2 Spanish group has overcome non-facilitative transfer, while the L1 Spanish group has not. 10 01 JB code ihll.24.02cas 35 59 25 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals</TitleText> <Subtitle textformat="02">Data from production</Subtitle> 1 A01 Tammer Castro Castro, Tammer Tammer Castro UiT The Arctic University of Norway 2 A01 Jason Rothman Rothman, Jason Jason Rothman UiT The Arctic University of Norway 3 A01 Marit Westergaard Westergaard, Marit Marit Westergaard UiT The Arctic University of Norway 20 bilingualism 20 cross-linguistic effects 20 empty categories 20 interface 20 Portuguese 01 This study explores the production of subject and object pronouns in the case of Brazilian Portuguese (BP) and European Portuguese (EP) early and late bidialectal bilinguals. The distribution of empty categories in the two systems differs in terms of syntactic and semantic constraints. In this light, we test the extent to which Brazilians acquiring EP naturalistically in Portugal display cross-linguistic effects. Our results indicate that cross-linguistic effects are found both in BP and EP for late learners, but only in BP for early learners. We believe that the high degree of typological proximity between BP and EP and the structural differences between subjects and objects can better explain these learners&#8217; outcomes. 10 01 JB code ihll.24.03elv 61 82 22 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Learning to perceive, produce and recognise words in a non-native language</TitleText> <Subtitle textformat="02">Australian English vs. European Spanish learners of Brazilian Portuguese</Subtitle> 1 A01 Jaydene Elvin Elvin, Jaydene Jaydene Elvin California State University 2 A01 Daniel Williams Williams, Daniel Daniel Williams University of Potsdam 3 A01 Paola Escudero Escudero, Paola Paola Escudero Western Sydney University 20 Australian English 20 Brazilian Portuguese 20 European Spanish 20 non-native speech perception 20 speech production 20 spoken word recognition 01 This chapter investigates three important skills that facilitate L2 communication: (1) perception (listening), (2) spoken word recognition (understanding) and (3) production (speaking) and their interrelation. In Part One, we present a review of the literature pertaining to L2 acquisition in Portuguese, with a particular focus on phonological acquisition. In Part Two, we review a series of recent studies that investigated the acquisition of Brazilian Portuguese vowels by na&#239;ve Australian English (AusE) and European Spanish (ES) listeners at the initial stage of learning. Each study targets one of the aforementioned skills and we will discuss the interrelation between them at the initial stage of L2 acquisition. We conclude the chapter by discussing the implications of this research for second-language learners and teachers of Portuguese. 10 01 JB code ihll.24.04per 83 106 24 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Multi-directionality in language transfer</TitleText> <Subtitle textformat="02">Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3)</Subtitle> 1 A01 Leticia Pereyron Pereyron, Leticia Leticia Pereyron Escola Superior de Propaganda e Marketing 2 A01 Ubiratã K. Alves Alves, Ubiratã K. Ubiratã K. Alves Universidade Federal do Rio Grande do Sul 20 complex dynamic systems 20 multilingualism 20 vowel transfer 01 This study addresses the multi-directionality of vowel transfer by L1 Riverplate Spanish learners of Brazilian Portuguese. We verify the influence of the second language (L2) and the third language (L3) on the production of the mother tongue (L1). Our results showed that (1) the development of the Brazilian Portuguese vowel system was highly dependent on the language systems the participants had previously acquired, and (2) the presence of an L2 or L3 system also affected the L1 (and the L2 system, in the case of the acquisition of an L3). These results shed some light on the multi-directionality of language transfer, as they show that all language systems are in constant development and interaction throughout the whole lifespan. 10 01 JB code ihll.24.p2 110 164 55 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;2. Linguistic insights into the PAL acquisition process</TitleText> 10 01 JB code ihll.24.05mar 109 148 40 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">The Lexical Aspect Hypothesis</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Lexical Aspect Hypothesis</TitleWithoutPrefix> <Subtitle textformat="02">Off-line evidence from Chinese learners of European Portuguese as an L2</Subtitle> 1 A01 Custodio Martins Martins, Custodio Custodio Martins University of Saint Joseph 2 A01 Mário Pinharanda-Nunes Pinharanda-Nunes, Mário Mário Pinharanda-Nunes University of Macau 20 Aspect Hypothesis 20 Chinese 20 L2 verbal morphology 20 Portuguese 20 SLA 01 This chapter investigates the acquisition of tense and aspect by Chinese learners of Portuguese as an L2 from a variationist perspective (Bayley, 2013). Difficulties in acquiring the aspectual contrasts set by the Perfect Preterit and Imperfect Preterit tenses in Romance languages have been widely documented (Blyth, 2005; Giacalone-Ramat, 2002; Kihlstedt, 2002; Martins, 2008). This study investigates the role of &#60;lexical aspect&#62; for the marking of Perfect and Imperfect Preterit following the tenets of the Lexical Aspect Hypothesis (LAH). It intends to design a different look into the LAH, as it considers other variables in interaction. Results show that lexical aspect plays a significant role in the learners&#8217; use of inflectional morphology for both verb tenses, showing the dynamics of the interlanguage continuum. 10 01 JB code ihll.24.06fer 149 164 16 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">How learners of Portuguese as an additional language talk about their experience from a cognitive perspective</TitleText> 1 A01 Luciane Corrêa Ferreira Corrêa Ferreira, Luciane Luciane Corrêa Ferreira Universidade Federal de Minas Gerais 2 A01 Desirée de Almeida Oliveira de Almeida Oliveira, Desirée Desirée de Almeida Oliveira Universidade Federal de Minas Gerais 20 metaphor 20 metonymies 20 Portuguese learning 01 This study aims to investigate how international students at a Brazilian university conceptualize their experience of learning Portuguese as an Additional Language (PAL). In the light of Cognitive Linguistics and at an interface with Applied Linguistics, we identify, analyze, and interpret metaphors and metonymies (Cameron, 2003, 2010; Lakoff &#38; Johnson, 1980) that emerge from a focus group discussion of learners of PAL about their experiences. Therefore, we investigate what the PAL learning process is like from an emic perspective. Building on previous work by Ferreira (2014), Gomes Jr. (2015), and Oliveira and Ferreira (2016), results point to the use of conceptual metaphors such as <sc>language is a container</sc>, <sc>culture is a parent</sc>, and <sc>language is a commodity</sc>. 10 01 JB code ihll.24.p3 168 297 130 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;3. Linguistic results informing PAL instruction</TitleText> 10 01 JB code ihll.24.07fle 167 190 24 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Implementing the concept of &#8216;pedagogic mediation&#8217; with the use of language corpora for the teaching of Portuguese as an L2 or L3</TitleText> 1 A01 Jonathan Fleck Fleck, Jonathan Jonathan Fleck California State University 2 A01 M. Rafael Salaberry Salaberry, M. Rafael M. Rafael Salaberry Rice University 3 A01 Hélade Scutti Santos Scutti Santos, Hélade Hélade Scutti Santos Rice University 20 C-ORAL BRASIL 20 deductive 20 guided induction 20 inductive 20 language corpus 20 Portuguese 01 Despite the salient benefits of using language corpora to guide and promote second language acquisition, it is not a straightforward proposition to develop a pedagogical approach based on the use of a language corpus. In the present chapter, we address the implementation of Flowerdew&#8217;s concept of &#8220;pedagogic mediation&#8221; through the use of a guided-induction, corpus-based approach to the teaching of Portuguese as a third language to speakers of Spanish and English. We use a contrastive approach and focus on linguistic properties that are systematically different in Portuguese and Spanish and that could potentially be subject to negative crosslinguistic influence. 10 01 JB code ihll.24.08bon 191 230 40 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning</TitleText> 1 A01 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla George Mason University 2 A01 Ewa Golonka Golonka, Ewa Ewa Golonka University of Maryland 3 A01 Nick B. Pandža Pandža, Nick B. Nick B. Pandža University of Maryland 4 A01 Jared A. Linck Linck, Jared A. Jared A. Linck University of Maryland 5 A01 Erica B. Michael Michael, Erica B. Erica B. Michael University of Maryland 6 A01 Martyn Clark Clark, Martyn Martyn Clark University of Maryland 7 A01 Alia Lancaster Lancaster, Alia Alia Lancaster University of Maryland 8 A01 Dorna Richardson Richardson, Dorna Dorna Richardson University of Maryland 20 aptitude 20 bilingual glosses 20 cognates 20 cross-linguistic influence 20 cross-training 20 inhibitory control 20 multilingualism 20 reading comprehension 20 third language acquisition 20 vocabulary learning 01 This chapter describes a study investigating the question of whether and to what extent the presence of the donor language (L2; Spanish) and the first language (L1; English) in a reading comprehension task facilitates or impedes lexical learning in a related language (L3; Portuguese). The study also addresses the role of the learner&#8217;s cognitive aptitude (as measured by the High-level Language Aptitude Battery, Hi-LAB; Doughty et&#160;al., 2010; Linck et&#160;al., 2013). We discuss the results in light of the importance of perceived similarities and differences between related languages in multilingual learning, as well as the importance of understanding the ways in which learners with different levels of cognitive aptitude may be differentially able to leverage existing linguistic knowledge. 10 01 JB code ihll.24.09lin 231 258 28 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Autonomous Portuguese L3 learning through an adaptive platform</TitleText> 1 A01 Jared A. Linck Linck, Jared A. Jared A. Linck University of Maryland 2 A01 Martyn Clark Clark, Martyn Martyn Clark University of Maryland 3 A01 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla George Mason University 4 A01 Ewa Golonka Golonka, Ewa Ewa Golonka University of Maryland 5 A01 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland 6 A01 TaraLee Mecham Mecham, TaraLee TaraLee Mecham US Department of Defense 7 A01 William Burns Burns, William William Burns University of Maryland 20 adaptive learning 20 autonomous learning 20 cognitive science 20 educational data mining 20 human language technology 20 L3 acquisition 20 language learning technology 01 Despite increasing need for on-demand, autonomous language learning, difficult technical issues render this approach insufficient without a human in the loop (e.g., blended learning). In this chapter, we discuss how recent advances in human language technology (HLT), cognitive science, and second language acquisition (SLA) combined can address seemingly intractable problems (e.g., intelligent feedback on error). We introduce an HLT-enabled adaptive language learning platform and examine the results from a pilot study in which English native speakers highly proficient in Spanish as a second language used the platform to learn Portuguese as a third language. Such &#8220;conversion&#8221; training from Spanish to Portuguese provides an ideal testbed for these innovative HLT and SLA ideas. 10 01 JB code ihll.24.10fer 259 282 24 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Exploring second language acquisition</TitleText> <Subtitle textformat="02">The role of implict and explicit knowledge in native and target languages</Subtitle> 1 A01 Rita Ferraro Ferraro, Rita Rita Ferraro The University of New South Wales 20 English 20 explicit knowledge 20 implicit knowledge 20 learning 20 Portuguese 20 second language acquisition 01 This paper discusses the role of implicit and explicit knowledge in Second Language Acquisition (SLA). Through Action Research (AR) across a three-year period, involving 160 native English-speaking adult participants from Australia, with little to no exposure to second/foreign language learning, this research explores how language students draw on their explicit and implicit knowledge of their native language to inform their sense-making of a second language. This research finds that students utilise their explicit/implicit knowledge of their native language as a framework to make sense of the target language, in this case, Portuguese. It further finds that students with poor explicit knowledge in their native language have difficulty grasping explicit instruction in the target language. 10 01 JB code ihll.24.11som 283 297 15 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">The linguistic and anthropological dimensions within enunciation in additional languages</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">linguistic and anthropological dimensions within enunciation in additional languages</TitleWithoutPrefix> <Subtitle textformat="02">A look at a Portuguese language instructional setting</Subtitle> 1 A01 Bruna Sommer-Farias Sommer-Farias, Bruna Bruna Sommer-Farias University of Arizona 20 Benveniste 20 discourse 20 enunciation 20 Portuguese as an additional language 20 teacher education 01 Drawing from enunciative linguistics (Benveniste, 1966; 1974)1 and the anthropology of enunciation (Dessons, 2006), this study suggests that both teacher and student discourses are rooted in speaker and language analyst categories. Analysis of dialogues between a teacher and her students in a Portuguese as an additional language classroom revealed two mechanisms: (1) the teacher&#8217;s history of utterances, and (2) the learners&#8217; inquiries. Both mechanisms address reorganization of form and meaning based on previous experiences in the language. Importance of language awareness and implications for teacher education are discussed. 10 01 JB code ihll.24.ind 299 300 2 Miscellaneous 18 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20200326 2020 John Benjamins B.V. 02 WORLD 13 15 9789027205001 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 105.00 EUR R 01 00 88.00 GBP Z 01 gen 00 158.00 USD S 631017460 03 01 01 JB John Benjamins Publishing Company 01 JB code IHLL 24 Hb 15 9789027205001 13 2019058036 BB 01 IHLL 02 2213-3887 Issues in Hispanic and Lusophone Linguistics 24 <TitleType>01</TitleType> <TitleText textformat="02">Linguistic Approaches to Portuguese as an Additional Language</TitleText> 01 ihll.24 01 https://benjamins.com 02 https://benjamins.com/catalog/ihll.24 1 B01 Karina Veronica Molsing Molsing, Karina Veronica Karina Veronica Molsing Pontifical Catholic University of Rio Grande do Sul 2 B01 Cristina Becker Lopes Perna Becker Lopes Perna, Cristina Cristina Becker Lopes Perna Pontifical Catholic University of Rio Grande do Sul 3 B01 Ana Maria Tramunt Ibaños Tramunt Ibaños, Ana Maria Ana Maria Tramunt Ibaños Pontifical Catholic University of Rio Grande do Sul 01 eng 310 x 300 LAN009000 v.2006 CFDM 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.ROM Romance linguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 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. 04 09 01 https://benjamins.com/covers/475/ihll.24.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205001.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205001.tif 06 09 01 https://benjamins.com/covers/1200_front/ihll.24.hb.png 07 09 01 https://benjamins.com/covers/125/ihll.24.png 25 09 01 https://benjamins.com/covers/1200_back/ihll.24.hb.png 27 09 01 https://benjamins.com/covers/3d_web/ihll.24.hb.png 10 01 JB code ihll.24.ack vii 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code ihll.24.for ix x 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 10 01 JB code ihll.24.int 1 7 7 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Karina Veronica Molsing Molsing, Karina Veronica Karina Veronica Molsing Pontifícia Universidade Católica do Rio Grande do Sul 2 A01 Cristina Becker Lopes Perna Becker Lopes Perna, Cristina Cristina Becker Lopes Perna Pontifícia Universidade Católica do Rio Grande do Sul 3 A01 Ana Maria Tramunt Ibaños Tramunt Ibaños, Ana Maria Ana Maria Tramunt Ibaños Pontifícia Universidade Católica do Rio Grande do Sul 10 01 JB code ihll.24.p1 12 106 95 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;1. Linguistic components of language transfer in PAL research</TitleText> 10 01 JB code ihll.24.01cab 11 33 23 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development</TitleWithoutPrefix> 1 A01 Jennifer Cabrelli Cabrelli, Jennifer Jennifer Cabrelli University of Illinois at Chicago 2 A01 Michael Iverson Iverson, Michael Michael Iverson Indiana University 3 A01 David Giancaspro Giancaspro, David David Giancaspro University of Richmond 4 A01 Becky González González, Becky Becky González University of Iowa 20 differential object marking (DOM) 20 morphosyntax 20 multilingualism 20 Portuguese 20 Spanish 20 third language (L3) acquisition 20 transfer 01 This study explores the rate of L3 development among learners that transfer their L1 versus L2, via examination of differential object marking (DOM) by English/Spanish bilingual learners of L3 Brazilian Portuguese (BP). At the L3 initial stages, L1 English/L2 Spanish and L1 Spanish/L1 English speakers transfer non-facilitative DOM from Spanish (Giancaspro et&#160;al., 2015). We compare these groups with advanced L3 BP learners to test the hypothesis that L2 transfer is overcome faster than L1 transfer. Data from advanced L3 BP groups show that the L1 Spanish group patterns with both initial stages Spanish groups. However, the L2 Spanish group patterns with BP controls, suggesting that the L2 Spanish group has overcome non-facilitative transfer, while the L1 Spanish group has not. 10 01 JB code ihll.24.02cas 35 59 25 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals</TitleText> <Subtitle textformat="02">Data from production</Subtitle> 1 A01 Tammer Castro Castro, Tammer Tammer Castro UiT The Arctic University of Norway 2 A01 Jason Rothman Rothman, Jason Jason Rothman UiT The Arctic University of Norway 3 A01 Marit Westergaard Westergaard, Marit Marit Westergaard UiT The Arctic University of Norway 20 bilingualism 20 cross-linguistic effects 20 empty categories 20 interface 20 Portuguese 01 This study explores the production of subject and object pronouns in the case of Brazilian Portuguese (BP) and European Portuguese (EP) early and late bidialectal bilinguals. The distribution of empty categories in the two systems differs in terms of syntactic and semantic constraints. In this light, we test the extent to which Brazilians acquiring EP naturalistically in Portugal display cross-linguistic effects. Our results indicate that cross-linguistic effects are found both in BP and EP for late learners, but only in BP for early learners. We believe that the high degree of typological proximity between BP and EP and the structural differences between subjects and objects can better explain these learners&#8217; outcomes. 10 01 JB code ihll.24.03elv 61 82 22 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Learning to perceive, produce and recognise words in a non-native language</TitleText> <Subtitle textformat="02">Australian English vs. European Spanish learners of Brazilian Portuguese</Subtitle> 1 A01 Jaydene Elvin Elvin, Jaydene Jaydene Elvin California State University 2 A01 Daniel Williams Williams, Daniel Daniel Williams University of Potsdam 3 A01 Paola Escudero Escudero, Paola Paola Escudero Western Sydney University 20 Australian English 20 Brazilian Portuguese 20 European Spanish 20 non-native speech perception 20 speech production 20 spoken word recognition 01 This chapter investigates three important skills that facilitate L2 communication: (1) perception (listening), (2) spoken word recognition (understanding) and (3) production (speaking) and their interrelation. In Part One, we present a review of the literature pertaining to L2 acquisition in Portuguese, with a particular focus on phonological acquisition. In Part Two, we review a series of recent studies that investigated the acquisition of Brazilian Portuguese vowels by na&#239;ve Australian English (AusE) and European Spanish (ES) listeners at the initial stage of learning. Each study targets one of the aforementioned skills and we will discuss the interrelation between them at the initial stage of L2 acquisition. We conclude the chapter by discussing the implications of this research for second-language learners and teachers of Portuguese. 10 01 JB code ihll.24.04per 83 106 24 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Multi-directionality in language transfer</TitleText> <Subtitle textformat="02">Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3)</Subtitle> 1 A01 Leticia Pereyron Pereyron, Leticia Leticia Pereyron Escola Superior de Propaganda e Marketing 2 A01 Ubiratã K. Alves Alves, Ubiratã K. Ubiratã K. Alves Universidade Federal do Rio Grande do Sul 20 complex dynamic systems 20 multilingualism 20 vowel transfer 01 This study addresses the multi-directionality of vowel transfer by L1 Riverplate Spanish learners of Brazilian Portuguese. We verify the influence of the second language (L2) and the third language (L3) on the production of the mother tongue (L1). Our results showed that (1) the development of the Brazilian Portuguese vowel system was highly dependent on the language systems the participants had previously acquired, and (2) the presence of an L2 or L3 system also affected the L1 (and the L2 system, in the case of the acquisition of an L3). These results shed some light on the multi-directionality of language transfer, as they show that all language systems are in constant development and interaction throughout the whole lifespan. 10 01 JB code ihll.24.p2 110 164 55 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;2. Linguistic insights into the PAL acquisition process</TitleText> 10 01 JB code ihll.24.05mar 109 148 40 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">The Lexical Aspect Hypothesis</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Lexical Aspect Hypothesis</TitleWithoutPrefix> <Subtitle textformat="02">Off-line evidence from Chinese learners of European Portuguese as an L2</Subtitle> 1 A01 Custodio Martins Martins, Custodio Custodio Martins University of Saint Joseph 2 A01 Mário Pinharanda-Nunes Pinharanda-Nunes, Mário Mário Pinharanda-Nunes University of Macau 20 Aspect Hypothesis 20 Chinese 20 L2 verbal morphology 20 Portuguese 20 SLA 01 This chapter investigates the acquisition of tense and aspect by Chinese learners of Portuguese as an L2 from a variationist perspective (Bayley, 2013). Difficulties in acquiring the aspectual contrasts set by the Perfect Preterit and Imperfect Preterit tenses in Romance languages have been widely documented (Blyth, 2005; Giacalone-Ramat, 2002; Kihlstedt, 2002; Martins, 2008). This study investigates the role of &#60;lexical aspect&#62; for the marking of Perfect and Imperfect Preterit following the tenets of the Lexical Aspect Hypothesis (LAH). It intends to design a different look into the LAH, as it considers other variables in interaction. Results show that lexical aspect plays a significant role in the learners&#8217; use of inflectional morphology for both verb tenses, showing the dynamics of the interlanguage continuum. 10 01 JB code ihll.24.06fer 149 164 16 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">How learners of Portuguese as an additional language talk about their experience from a cognitive perspective</TitleText> 1 A01 Luciane Corrêa Ferreira Corrêa Ferreira, Luciane Luciane Corrêa Ferreira Universidade Federal de Minas Gerais 2 A01 Desirée de Almeida Oliveira de Almeida Oliveira, Desirée Desirée de Almeida Oliveira Universidade Federal de Minas Gerais 20 metaphor 20 metonymies 20 Portuguese learning 01 This study aims to investigate how international students at a Brazilian university conceptualize their experience of learning Portuguese as an Additional Language (PAL). In the light of Cognitive Linguistics and at an interface with Applied Linguistics, we identify, analyze, and interpret metaphors and metonymies (Cameron, 2003, 2010; Lakoff &#38; Johnson, 1980) that emerge from a focus group discussion of learners of PAL about their experiences. Therefore, we investigate what the PAL learning process is like from an emic perspective. Building on previous work by Ferreira (2014), Gomes Jr. (2015), and Oliveira and Ferreira (2016), results point to the use of conceptual metaphors such as <sc>language is a container</sc>, <sc>culture is a parent</sc>, and <sc>language is a commodity</sc>. 10 01 JB code ihll.24.p3 168 297 130 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;3. Linguistic results informing PAL instruction</TitleText> 10 01 JB code ihll.24.07fle 167 190 24 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Implementing the concept of &#8216;pedagogic mediation&#8217; with the use of language corpora for the teaching of Portuguese as an L2 or L3</TitleText> 1 A01 Jonathan Fleck Fleck, Jonathan Jonathan Fleck California State University 2 A01 M. Rafael Salaberry Salaberry, M. Rafael M. Rafael Salaberry Rice University 3 A01 Hélade Scutti Santos Scutti Santos, Hélade Hélade Scutti Santos Rice University 20 C-ORAL BRASIL 20 deductive 20 guided induction 20 inductive 20 language corpus 20 Portuguese 01 Despite the salient benefits of using language corpora to guide and promote second language acquisition, it is not a straightforward proposition to develop a pedagogical approach based on the use of a language corpus. In the present chapter, we address the implementation of Flowerdew&#8217;s concept of &#8220;pedagogic mediation&#8221; through the use of a guided-induction, corpus-based approach to the teaching of Portuguese as a third language to speakers of Spanish and English. We use a contrastive approach and focus on linguistic properties that are systematically different in Portuguese and Spanish and that could potentially be subject to negative crosslinguistic influence. 10 01 JB code ihll.24.08bon 191 230 40 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning</TitleText> 1 A01 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla George Mason University 2 A01 Ewa Golonka Golonka, Ewa Ewa Golonka University of Maryland 3 A01 Nick B. Pandža Pandža, Nick B. Nick B. Pandža University of Maryland 4 A01 Jared A. Linck Linck, Jared A. Jared A. Linck University of Maryland 5 A01 Erica B. Michael Michael, Erica B. Erica B. Michael University of Maryland 6 A01 Martyn Clark Clark, Martyn Martyn Clark University of Maryland 7 A01 Alia Lancaster Lancaster, Alia Alia Lancaster University of Maryland 8 A01 Dorna Richardson Richardson, Dorna Dorna Richardson University of Maryland 20 aptitude 20 bilingual glosses 20 cognates 20 cross-linguistic influence 20 cross-training 20 inhibitory control 20 multilingualism 20 reading comprehension 20 third language acquisition 20 vocabulary learning 01 This chapter describes a study investigating the question of whether and to what extent the presence of the donor language (L2; Spanish) and the first language (L1; English) in a reading comprehension task facilitates or impedes lexical learning in a related language (L3; Portuguese). The study also addresses the role of the learner&#8217;s cognitive aptitude (as measured by the High-level Language Aptitude Battery, Hi-LAB; Doughty et&#160;al., 2010; Linck et&#160;al., 2013). We discuss the results in light of the importance of perceived similarities and differences between related languages in multilingual learning, as well as the importance of understanding the ways in which learners with different levels of cognitive aptitude may be differentially able to leverage existing linguistic knowledge. 10 01 JB code ihll.24.09lin 231 258 28 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Autonomous Portuguese L3 learning through an adaptive platform</TitleText> 1 A01 Jared A. Linck Linck, Jared A. Jared A. Linck University of Maryland 2 A01 Martyn Clark Clark, Martyn Martyn Clark University of Maryland 3 A01 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla George Mason University 4 A01 Ewa Golonka Golonka, Ewa Ewa Golonka University of Maryland 5 A01 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland 6 A01 TaraLee Mecham Mecham, TaraLee TaraLee Mecham US Department of Defense 7 A01 William Burns Burns, William William Burns University of Maryland 20 adaptive learning 20 autonomous learning 20 cognitive science 20 educational data mining 20 human language technology 20 L3 acquisition 20 language learning technology 01 Despite increasing need for on-demand, autonomous language learning, difficult technical issues render this approach insufficient without a human in the loop (e.g., blended learning). In this chapter, we discuss how recent advances in human language technology (HLT), cognitive science, and second language acquisition (SLA) combined can address seemingly intractable problems (e.g., intelligent feedback on error). We introduce an HLT-enabled adaptive language learning platform and examine the results from a pilot study in which English native speakers highly proficient in Spanish as a second language used the platform to learn Portuguese as a third language. Such &#8220;conversion&#8221; training from Spanish to Portuguese provides an ideal testbed for these innovative HLT and SLA ideas. 10 01 JB code ihll.24.10fer 259 282 24 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Exploring second language acquisition</TitleText> <Subtitle textformat="02">The role of implict and explicit knowledge in native and target languages</Subtitle> 1 A01 Rita Ferraro Ferraro, Rita Rita Ferraro The University of New South Wales 20 English 20 explicit knowledge 20 implicit knowledge 20 learning 20 Portuguese 20 second language acquisition 01 This paper discusses the role of implicit and explicit knowledge in Second Language Acquisition (SLA). Through Action Research (AR) across a three-year period, involving 160 native English-speaking adult participants from Australia, with little to no exposure to second/foreign language learning, this research explores how language students draw on their explicit and implicit knowledge of their native language to inform their sense-making of a second language. This research finds that students utilise their explicit/implicit knowledge of their native language as a framework to make sense of the target language, in this case, Portuguese. It further finds that students with poor explicit knowledge in their native language have difficulty grasping explicit instruction in the target language. 10 01 JB code ihll.24.11som 283 297 15 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">The linguistic and anthropological dimensions within enunciation in additional languages</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">linguistic and anthropological dimensions within enunciation in additional languages</TitleWithoutPrefix> <Subtitle textformat="02">A look at a Portuguese language instructional setting</Subtitle> 1 A01 Bruna Sommer-Farias Sommer-Farias, Bruna Bruna Sommer-Farias University of Arizona 20 Benveniste 20 discourse 20 enunciation 20 Portuguese as an additional language 20 teacher education 01 Drawing from enunciative linguistics (Benveniste, 1966; 1974)1 and the anthropology of enunciation (Dessons, 2006), this study suggests that both teacher and student discourses are rooted in speaker and language analyst categories. Analysis of dialogues between a teacher and her students in a Portuguese as an additional language classroom revealed two mechanisms: (1) the teacher&#8217;s history of utterances, and (2) the learners&#8217; inquiries. Both mechanisms address reorganization of form and meaning based on previous experiences in the language. Importance of language awareness and implications for teacher education are discussed. 10 01 JB code ihll.24.ind 299 300 2 Miscellaneous 18 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20200326 2020 John Benjamins B.V. 02 WORLD 08 700 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 117 20 01 02 JB 1 00 105.00 EUR R 02 02 JB 1 00 111.30 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 88.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 20 01 gen 02 JB 1 00 158.00 USD