The Portuguese language has been expanding in the People’s Republic of China (PRC). The present state of the economic and commercial relations between China and the Portuguese speaking countries has led to a greater demand for Portuguese language courses, as a way of accessing the job market more easily. President Xi Jinping (Zhang 2017) presented the Belt and Road Initiative signalling that the inclusion of the Portuguese language in this grand strategy will lead to a rising interest in hiring individuals that know it. To understand what is the Belt and Road Initiative and how it may influence Portuguese language teaching in the PRC is a starting point to propose actions that may contribute to the strengthening of the Portuguese language’s role in the AsiaPacific region and adapt to the Chinese job market.
{"title":"PORTUGUESE LANGUAGE TEACHING AS PART OF THE BELT AND ROAD INITIATIVE","authors":"Luís Pestana","doi":"10.21814/DIACRITICA.446","DOIUrl":"https://doi.org/10.21814/DIACRITICA.446","url":null,"abstract":"The Portuguese language has been expanding in the People’s Republic of China (PRC). The present state of the economic and commercial relations between China and the Portuguese speaking countries has led to a greater demand for Portuguese language courses, as a way of accessing the job market more easily. President Xi Jinping (Zhang 2017) presented the Belt and Road Initiative signalling that the inclusion of the Portuguese language in this grand strategy will lead to a rising interest in hiring individuals that know it. To understand what is the Belt and Road Initiative and how it may influence Portuguese language teaching in the PRC is a starting point to propose actions that may contribute to the strengthening of the Portuguese language’s role in the AsiaPacific region and adapt to the Chinese job market.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Larisse Lázaro Santos Pinheiro, Sara Araújo, Eugénia Fernandes
This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.
这是对第二届葡萄牙语作为附加语言教学研讨会上发表的一项研究的初步研究。本研究旨在分析《外国人葡萄牙语熟练证书》（Celpe-Bras）（2014年版和2017年版）中任务交互中使用的多模式提示，以及它们与考试的交际结构之间的关系。作者如Brown（2007）、Weir（2005）、Scaramucci（2000；2001；2003）、Ebel e Frisbie（1991）、Kress e van Leeuwen（2006），Bakhtin（1997）、Fairclough（1992；2001；2003；2006）和Thompson（1995）构成了本研究的理论基础。这是一项定性研究，也是一项通过文献分析进行的案例研究。这一分析使我们能够反思考试的交际性质，以及它的交际任务和文化基础，这是塞尔佩·布拉斯的三个基础，关于提示的文本类型及其不同类型的符号。
{"title":"MULTIMODALITY IN CELPE-BRAS","authors":"Larisse Lázaro Santos Pinheiro, Sara Araújo, Eugénia Fernandes","doi":"10.21814/DIACRITICA.443","DOIUrl":"https://doi.org/10.21814/DIACRITICA.443","url":null,"abstract":"This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liliana P. L. Gonçalves, Carlos Figueiredo, J. Jatobá
The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.
{"title":"‘WHAT DO I NEED FEEDBACK FOR?’","authors":"Liliana P. L. Gonçalves, Carlos Figueiredo, J. Jatobá","doi":"10.21814/DIACRITICA.444","DOIUrl":"https://doi.org/10.21814/DIACRITICA.444","url":null,"abstract":"The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cf. L. E. García & X. L. Viñas (Eds.) (2014), Lingua, texto, diacronía. Estudos de lingüísticahistórica. Monografía 9 da Revista Galega de Filoloxía. A Coruña: Universidade da Coruña;Mariño Paz, Ramón, e Xavier Varela Barreiro (Eds). (2016), Lingüística histórica e edición detextos galegos medievais. Anexo 73 de Verba. Santiago de Compostela: Universidade de Santiagode Compostela; Mariño Paz, Ramón, e Xavier Varela Barreiro (Eds.) (2016), A lingua galega nosolpor medieval. Santiago de Compostela: Conselho da Cultura Galega.
{"title":"ALEXANDRE RODRÍGUEZ GUERRA (ED.) LINGÜÍSTICA HISTÓRICA E DIALECTOLOXÍA: COORDENADAS DO CAMBIO LINGÜÍSTICO.","authors":"Pedro Dono López","doi":"10.21814/DIACRITICA.452","DOIUrl":"https://doi.org/10.21814/DIACRITICA.452","url":null,"abstract":"Cf. L. E. García & X. L. Viñas (Eds.) (2014), Lingua, texto, diacronía. Estudos de lingüísticahistórica. Monografía 9 da Revista Galega de Filoloxía. A Coruña: Universidade da Coruña;Mariño Paz, Ramón, e Xavier Varela Barreiro (Eds). (2016), Lingüística histórica e edición detextos galegos medievais. Anexo 73 de Verba. Santiago de Compostela: Universidade de Santiagode Compostela; Mariño Paz, Ramón, e Xavier Varela Barreiro (Eds.) (2016), A lingua galega nosolpor medieval. Santiago de Compostela: Conselho da Cultura Galega.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48363908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.
{"title":"TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING","authors":"Catarina Castro","doi":"10.21814/DIACRITICA.434","DOIUrl":"https://doi.org/10.21814/DIACRITICA.434","url":null,"abstract":"Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Izabelly Correia dos Santos Brayner, Antonio Henrique Coutelo de Moraes, Wanilda Maria Alves Cavalcanti
Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.
{"title":"WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE","authors":"Izabelly Correia dos Santos Brayner, Antonio Henrique Coutelo de Moraes, Wanilda Maria Alves Cavalcanti","doi":"10.21814/DIACRITICA.440","DOIUrl":"https://doi.org/10.21814/DIACRITICA.440","url":null,"abstract":"Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49391232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution presents the analysis of the position of the Portuguese language within two Portuguese communities located in North America: in Montreal, Quebec, Canada and in Bridgeport, Connecticut, United States of America. Enrollments are decreasing within the communitarian schools of the two communities, and some actors within these institutions are mobilizing discourses about the power of Portuguese as a global language of the future, a language of business. Thanks to our ethnographic approach, we observed discourses promoted by these institutions not anymore as a Heritage Language (HL), but ‘selling’ Portuguese as a new language for the future. Moreover, we realized how the nationalist paradigm in which one language is equal to one nation or community, and this refers to one norm, is maintained to support this new position. Due to a qualitative methodology, mixing interactional observation and semi-structured interviews, we aimed to articulate discursive analysis and analysis of language practices, mainly focusing on the perception and the identification of what is perceived as the ‘good’ Portuguese. Speakers continue to interrogate mixed or hybrid practices according to their repertoires and considering each context or situation. This may help questioning the complex ideology of ‘purity’ of a language.
{"title":"HOW TO ‘SELL’ THE PORTUGUESE LANGUAGE? PROMOTING THE PORTUGUESE LANGUAGE WITHIN TWO NORTH AMERICA COMMUNITIES","authors":"Fabio Scetti","doi":"10.21814/DIACRITICA.436","DOIUrl":"https://doi.org/10.21814/DIACRITICA.436","url":null,"abstract":"This contribution presents the analysis of the position of the Portuguese language within two Portuguese communities located in North America: in Montreal, Quebec, Canada and in Bridgeport, Connecticut, United States of America. Enrollments are decreasing within the communitarian schools of the two communities, and some actors within these institutions are mobilizing discourses about the power of Portuguese as a global language of the future, a language of business. Thanks to our ethnographic approach, we observed discourses promoted by these institutions not anymore as a Heritage Language (HL), but ‘selling’ Portuguese as a new language for the future. Moreover, we realized how the nationalist paradigm in which one language is equal to one nation or community, and this refers to one norm, is maintained to support this new position. Due to a qualitative methodology, mixing interactional observation and semi-structured interviews, we aimed to articulate discursive analysis and analysis of language practices, mainly focusing on the perception and the identification of what is perceived as the ‘good’ Portuguese. Speakers continue to interrogate mixed or hybrid practices according to their repertoires and considering each context or situation. This may help questioning the complex ideology of ‘purity’ of a language.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the dominant tendency to remove literature from education, both in the scientific and the humanistic fields, many studies suggest ideas to continue using literary texts in the classroom, especially in first and second language teaching. The emergence of the intercultural approach in the last decades has been crucial in the attempt to recover the literary text as an innovative strategy that allows making the language classes into an open window to the world and, especially, to a specific culture. Based on that intercultural perspective, in the present work, we will review the arguments for the defence of literature in the language classroom. Thereby we can substantiate and contextualize our strategy of teaching Portuguese as a Foreign Language through literature, in order to promote students learn and recognise linguistic and cultural patterns. We believe this is the way to make PFL students conscious of the existence of topics that remain in the Portuguese linguistic and cultural imagination, and thus make them better speakers and mediators between their origin culture and Portuguese culture.
{"title":"LITERATURE IN PFL","authors":"Iolanda Ogando González","doi":"10.21814/DIACRITICA.438","DOIUrl":"https://doi.org/10.21814/DIACRITICA.438","url":null,"abstract":"Despite the dominant tendency to remove literature from education, both in the scientific and the humanistic fields, many studies suggest ideas to continue using literary texts in the classroom, especially in first and second language teaching. The emergence of the intercultural approach in the last decades has been crucial in the attempt to recover the literary text as an innovative strategy that allows making the language classes into an open window to the world and, especially, to a specific culture. Based on that intercultural perspective, in the present work, we will review the arguments for the defence of literature in the language classroom. Thereby we can substantiate and contextualize our strategy of teaching Portuguese as a Foreign Language through literature, in order to promote students learn and recognise linguistic and cultural patterns. We believe this is the way to make PFL students conscious of the existence of topics that remain in the Portuguese linguistic and cultural imagination, and thus make them better speakers and mediators between their origin culture and Portuguese culture.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48418919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perceiving and producing L2 oral stops is difficult for Chinese learners of European Portuguese (EP), namely the voicing distinction between these sounds (Shu 2014). The aim of the present study is to examine the degree of cross-linguistic similarity between the L1 and the L2 oral stops, in an attempt to shed light on the challenges Chinese learners of EP face when learning the L2 phonology (Batalha 1995; Martins 2008; Shu 2014).
{"title":"PERCEPTUAL ASSIMILATION OF STOPS BY CHINESE LEARNERS OF EUROPEAN PORTUGUESE","authors":"Diana Oliveira, Anabela Rato","doi":"10.21814/DIACRITICA.435","DOIUrl":"https://doi.org/10.21814/DIACRITICA.435","url":null,"abstract":"Perceiving and producing L2 oral stops is difficult for Chinese learners of European Portuguese (EP), namely the voicing distinction between these sounds (Shu 2014). The aim of the present study is to examine the degree of cross-linguistic similarity between the L1 and the L2 oral stops, in an attempt to shed light on the challenges Chinese learners of EP face when learning the L2 phonology (Batalha 1995; Martins 2008; Shu 2014). ","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study contributes to the description of East-Timorese Portuguese (ETP), focusing on the variable patterns of nominal agreement in number and gender operating in this variety. The relevance of the research hinges on the fact that ETP is an understudied non-native variety (NNV) of Portuguese. Given its emergent state, the study of this particular variety can furthermore shed light on the historical process that led to the formation of other NNV. NNV are a product of the non-native acquisition of a language that, in a given territory, takes on official status, this is to say, is a second language (SL). Comparing production data by NNV speakers and by foreign language (FL) learners can elucidate both common and specific patterns of behavior. In this study, texts written by ETP speakers and by PFL learners were compared. Results revealed similar trends in both samples, but also a greater preference of ETP speakers for not complying to full nominal agreement. In general, data suggest that variable patterns of nominal agreement are likely to emerge as a defining property of ETP, as is currently the case in other NNV of Portuguese, thus diverging from European Portuguese (EP).
{"title":"NOMINAL GENDER AND NUMBER IN THE DEVELOPMENT OF THE TIMORESE VARIETY OF PORTUGUESE","authors":"Isabel Almeida Santos, Cristina Martins, Isabel Pereira","doi":"10.21814/DIACRITICA.439","DOIUrl":"https://doi.org/10.21814/DIACRITICA.439","url":null,"abstract":"This study contributes to the description of East-Timorese Portuguese (ETP), focusing on the variable patterns of nominal agreement in number and gender operating in this variety. The relevance of the research hinges on the fact that ETP is an understudied non-native variety (NNV) of Portuguese. Given its emergent state, the study of this particular variety can furthermore shed light on the historical process that led to the formation of other NNV. NNV are a product of the non-native acquisition of a language that, in a given territory, takes on official status, this is to say, is a second language (SL). Comparing production data by NNV speakers and by foreign language (FL) learners can elucidate both common and specific patterns of behavior. In this study, texts written by ETP speakers and by PFL learners were compared. Results revealed similar trends in both samples, but also a greater preference of ETP speakers for not complying to full nominal agreement. In general, data suggest that variable patterns of nominal agreement are likely to emerge as a defining property of ETP, as is currently the case in other NNV of Portuguese, thus diverging from European Portuguese (EP).","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46354177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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