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
01
Linguistic Approaches to Portuguese as an Additional Language
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
01
Acknowledgements
10
01
JB code
ihll.24.for
ix
x
2
Miscellaneous
2
01
Foreword
10
01
JB code
ihll.24.int
1
7
7
Chapter
3
01
Introduction
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
01
Part 1. Linguistic components of language transfer in PAL research
10
01
JB code
ihll.24.01cab
11
33
23
Chapter
5
01
The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development
The
roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development
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 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
01
Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals
Data from production
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’ outcomes.
10
01
JB code
ihll.24.03elv
61
82
22
Chapter
7
01
Learning to perceive, produce and recognise words in a non-native language
Australian English vs. European Spanish learners of Brazilian Portuguese
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 naïve 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
01
Multi-directionality in language transfer
Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3)
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
01
Part 2. Linguistic insights into the PAL acquisition process
10
01
JB code
ihll.24.05mar
109
148
40
Chapter
10
01
The Lexical Aspect Hypothesis
The
Lexical Aspect Hypothesis
Off-line evidence from Chinese learners of European Portuguese as an L2
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 <lexical aspect> 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’ 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
01
How learners of Portuguese as an additional language talk about their experience from a cognitive perspective
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 & 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
01
Part 3. Linguistic results informing PAL instruction
10
01
JB code
ihll.24.07fle
167
190
24
Chapter
13
01
Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3
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’s concept of “pedagogic mediation” 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
01
Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning
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’s cognitive aptitude (as measured by the High-level Language Aptitude Battery, Hi-LAB; Doughty et al., 2010; Linck et 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
01
Autonomous Portuguese L3 learning through an adaptive platform
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 “conversion” 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
01
Exploring second language acquisition
The role of implict and explicit knowledge in native and target languages
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
01
The linguistic and anthropological dimensions within enunciation in additional languages
The
linguistic and anthropological dimensions within enunciation in additional languages
A look at a Portuguese language instructional setting
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’s history of utterances, and (2) the learners’ 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
01
Index
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
01
Linguistic Approaches to Portuguese as an Additional Language
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
01
Acknowledgements
10
01
JB code
ihll.24.for
ix
x
2
Miscellaneous
2
01
Foreword
10
01
JB code
ihll.24.int
1
7
7
Chapter
3
01
Introduction
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
01
Part 1. Linguistic components of language transfer in PAL research
10
01
JB code
ihll.24.01cab
11
33
23
Chapter
5
01
The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development
The
roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development
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 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
01
Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals
Data from production
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’ outcomes.
10
01
JB code
ihll.24.03elv
61
82
22
Chapter
7
01
Learning to perceive, produce and recognise words in a non-native language
Australian English vs. European Spanish learners of Brazilian Portuguese
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 naïve 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
01
Multi-directionality in language transfer
Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3)
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
01
Part 2. Linguistic insights into the PAL acquisition process
10
01
JB code
ihll.24.05mar
109
148
40
Chapter
10
01
The Lexical Aspect Hypothesis
The
Lexical Aspect Hypothesis
Off-line evidence from Chinese learners of European Portuguese as an L2
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 <lexical aspect> 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’ 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
01
How learners of Portuguese as an additional language talk about their experience from a cognitive perspective
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 & 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
01
Part 3. Linguistic results informing PAL instruction
10
01
JB code
ihll.24.07fle
167
190
24
Chapter
13
01
Implementing the concept of ‘pedagogic mediation’ with the use of language corpora for the teaching of Portuguese as an L2 or L3
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’s concept of “pedagogic mediation” 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
01
Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning
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’s cognitive aptitude (as measured by the High-level Language Aptitude Battery, Hi-LAB; Doughty et al., 2010; Linck et 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
01
Autonomous Portuguese L3 learning through an adaptive platform
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 “conversion” 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
01
Exploring second language acquisition
The role of implict and explicit knowledge in native and target languages
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
01
The linguistic and anthropological dimensions within enunciation in additional languages
The
linguistic and anthropological dimensions within enunciation in additional languages
A look at a Portuguese language instructional setting
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’s history of utterances, and (2) the learners’ 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
01
Index
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