Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a16
V. Magalhães
In this article we will address the issue of collective nouns in European Portuguese, focusing our attention on collective nouns that denote organized groups of humans. We will begin by questioning the definition of collective nouns, introducing, for this purpose, a distinction between collective reference and a general sense of group. Then we will explore the variability that characterizes collective nouns through the application of some grammaticality tests. Further on, we will argue that a collective noun can be interpreted not only as a single collective entity, as proposed by Raposo (2013), but also as a plural entity (Ritchie 2018), which grant access to the atoms that constitute it. Finally, we will present two semantic problems involving collective nouns. First, we will discuss the relationship that can be established between collective nouns and certain proper nouns. Second, a comparison between collective nouns and some other plural expressions will be explored. In short, we will defend collective nouns as entities that, in a unique way in relation to other nouns and nominal expressions, introduce a collective reference in discourse.
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v1a1
Maria Aldina Marques
relationship between linguistic system and use is central to the construction of the discourses as communicative practices. This is the theoretical framework from which we propose to analyze how certain grammatical structures are at the service of strategies of enunciative erasure (French effacement énonciatif), as linguistic mechanisms where the voices of discourse are constructed but pretending that they do not exist. It is through the analysis of the structure Há quem X that we intend to show this interrelationship between discourse and system anchored in the concept of dialogism. Our objective is, specifically, to analyze the use of this structure as a discursive strategy of enunciative erasure, in a speech celebrating the Centenary of the Portuguese Republic, held in the Portuguese parliament. It stands out in the analysis that Há quem X is a complex dialogic structure, which serves a strategy of erasing the enunciative voice of the speaker, but also the erasure of other voices, an enunciative process with implications for discourse organization, namely argumentative and illocutionary dimensions, within the ongoing global process of referencing.
作为交际实践，语言系统与语言使用之间的关系是话语建构的核心。从这个理论框架出发，我们打算分析某些语法结构是如何为发音消除策略服务的，作为一种语言机制，话语的声音被构建起来，但假装它们不存在。正是通过对结构h quem X的分析，我们打算在对话的概念中显示话语和系统之间的相互关系。具体来说，我们的目标是分析在葡萄牙议会举行的庆祝葡萄牙共和国一百周年的演讲中，这种结构作为一种表述性擦除的话语策略的使用。在分析中，h quem X是一个复杂的对话结构，它是一种消除说话者发声的策略，也是一种消除其他声音的策略，这是一个在持续的全球引用过程中对话语组织(即论证和言外之言维度)产生影响的发声过程。
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling17a2
Inês Cantante
The present investigation aimed to assess whether color adjectives, considering that they are qualificatives, could accept graduation and, if so, what type of scale they would be associated with. The paper begins by focusing on some of the existing literature on gradable adjectives, presenting, afterwards, some works specifically focused on color adjectives. The quantification of color adjectives was analyzed through the combination of the selected adjectives (primary colors: yellow, blue and red plus black and white) with the quantifiers muito and pouco. The results show that, in EP, the semantic investigation of this type of adjective is complex, since the readings obtained were not linear. In fact, there is, on the one hand, a typically gradable reading, which promotes a movement of the adjectives to a higher or lower point of the scale. It is possible, on the other hand, to obtain metaphorical readings, whose non-literal uses can have diverse meanings, which can either refer to physical or emotional states, skin tones, or even meanings that are very specific for EP, such as, for example, to make ayellow smile. It is thus difficult to evaluate the type of scale associated with these adjectives, since, in the case of intensity readings, there may indeed be an approximation to a representative prototype of the color, but the same does not apply to metaphorical readings
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling17a4
Queneth Pires
e starting point for this study is the observation that, by generalizing its use in the Angolan context, the treatment form you will acquire, as is registered in the diatopic and diastratic varieties of PE, distinct semantic values, pragmatic and discursively determined. It is because of the context (formal, informal) and the relationship (vertical, horizontal) that you registers considerable rates of occurrence in Angola, including in contexts in which, according to the standard norm, such use is discouraged. Data were obtained by applying a questionnaire with twenty questions, all simulating real communication situations. The questionnaire was distributed and filled out online by 115 participants of different educational levels, provinces of residence, age group and sex. From the data analysis, which follows an eminently qualitative approach, it was possible to identify different types of use of you: you of intimacy, you of intimacy-affection, you of respect-affection, you of superiority, you of inferiority, you of detachment; you interpolate, you derogatory. The discursive context, the type of expressive act, of praise or criticism, formal or informal, the relationship between the interlocutors, of power, solidarity, or proxemics, are determining variables for the association of one of those semantic values to you. The conclusion is the following: when a positive semantic value is associated with you, it occurs in an expressive speech act of praise and the pronominal treatment presents percentage data (very) close to the data related to the nominal treatment; when, on the contrary, it occurs in expressive acts of criticism, it reveals itself to be considerably threatening from the negative face, which is reflected in the reduction of its use, translated into (very) low percentage rates, compared to percentage rates related to nominal treatment. Therefore, the less used the youwill be, the more threatening it is to the negative face of the addressee.
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a8
João Veloso
Semantic compositionality, as the principle that makes it possible to compute the global meaning of a complex unit from the specific meanings of its constituents, is usually accepted (at least when Indo-European languages are considered) as exclusive of sentences. Even in the case of complex words, the role of compositionality is accepted very limitedly only. In languages like Chinese, though, where most simple words are monosyllabic – thus, generating a high rate of homophones –, forming complex words on the basis of the compositional combination of simple words is a highly productive, systematic linguistic resource of the language. In this paper, we shall argue for the need of always assessing linguistic principles, such as compositionality, in relation to particular languages; in tandem with this tenet, we shall favour the view of Chinese complex words as compositional structures (differently from what occurs in Indo-European languages, namely). This conclusion is in line with previous studies on this subject.
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a1
G. Kleiber
We aim to study the Aktionsart or lexical aspect of chromatic verbal expressions such as rougir de colère (blush with anger). The aim is twofold. First, to show that the verb blush in these expressions is not the same as the one that appears in purely chromatic uses such as Les pommes rougissent au soleil (Apples blush in the sun). Secondly, to explain the originality of Aktionsart’s “chromo-affective” use of blush
我们的目的是研究彩色语言表达的动作或词汇方面，如rougir de col(愤怒的脸红)。其目的是双重的。首先，为了证明动词blush在这些表达中与出现在纯色用法中的动词blush是不一样的，例如Les pommes rougissent au soleil(苹果在阳光下脸红)。其次，解释Aktionsart对腮红的“色彩情感”使用的独创性
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a7
I. Duarte, Alexandra Guedes Pinto, S. Rodrigues
The present study takes an integrated approach of grammatical elements and structures from the perspective of their functioning in texts/discourses. It focusses the semantic-pragmatic and argumentative-discursive values of utterances represented by the conceptual scheme Yes... But..., in academic writing, in particular master’s theses and reports. Its object are discursive sequences with a composite argumentative movement comprising concession and contrast /counter-argumentation. From a wide universe of works, made up of final reports from FLUP Master’s students, from the years 2020-2022, five works were selected in which the discursive sequences in focus frequently occur. The set of clipped sequences constituted the corpus of this study. After the theoretical framework, an exploratory analysis of qualitative and interpretative nature was carried out, based on procedures such as: the segmentation of utterances with movements of concession and contrast, starting from the identification of linguistic elements related to the conceptual scheme Yes..., But...; the categorization and description of these segments, taking into account syntactic-semantic and pragmatic-discursive dimensions; the comparison of the values displayed by the sequences of the different categories; the explanation of the occurrences in the academic genre in question; the articulation of the linguistic elements with the enunciative, interactional and contextual dimensions of discourse production. The results show that contrastive constructions, such as adversative and concessive, acquire, in discourse, very similar semantic-pragmatic and discursive-argumentative functions, serving to mark mitigated discordant polyphony and a confrontational strategy that combines agreement (even if partial) with disagreement, a strategy that proves to be particularly appropriate in the discursive genre under analysis. They also demonstrate that this movement is present in academic works with higher classifications, in the final assessment of the course, working as evidence of the author’s capacity for problematization and critical, divergent thinking. In this way, it may come to function as a specific marker to improve the academic writing competence.
{"title":"Contraste, concessão e contra-argumentação em textos académicos uma análise exploratória","authors":"I. Duarte, Alexandra Guedes Pinto, S. Rodrigues","doi":"10.21747/16466195/ling2022v2a7","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v2a7","url":null,"abstract":"The present study takes an integrated approach of grammatical elements and structures from the perspective of their functioning in texts/discourses. It focusses the semantic-pragmatic and argumentative-discursive values of utterances represented by the conceptual scheme Yes... But..., in academic writing, in particular master’s theses and reports. Its object are discursive sequences with a composite argumentative movement comprising concession and contrast /counter-argumentation. From a wide universe of works, made up of final reports from FLUP Master’s students, from the years 2020-2022, five works were selected in which the discursive sequences in focus frequently occur. The set of clipped sequences constituted the corpus of this study. After the theoretical framework, an exploratory analysis of qualitative and interpretative nature was carried out, based on procedures such as: the segmentation of utterances with movements of concession and contrast, starting from the identification of linguistic elements related to the conceptual scheme Yes..., But...; the categorization and description of these segments, taking into account syntactic-semantic and pragmatic-discursive dimensions; the comparison of the values displayed by the sequences of the different categories; the explanation of the occurrences in the academic genre in question; the articulation of the linguistic elements with the enunciative, interactional and contextual dimensions of discourse production. The results show that contrastive constructions, such as adversative and concessive, acquire, in discourse, very similar semantic-pragmatic and discursive-argumentative functions, serving to mark mitigated discordant polyphony and a confrontational strategy that combines agreement (even if partial) with disagreement, a strategy that proves to be particularly appropriate in the discursive genre under analysis. They also demonstrate that this movement is present in academic works with higher classifications, in the final assessment of the course, working as evidence of the author’s capacity for problematization and critical, divergent thinking. In this way, it may come to function as a specific marker to improve the academic writing competence.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82951366","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}
Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a6
Inês Cantante, Rute Rebouças
The modal and evidential domains are not always easily distinguishable. Even though some languages do have specific modal and evidential markers, European Portuguese does not behave the same way, having, therefore, several ways and mechanisms to mark both evidentiality and modality. The present study, based on examples retrieved from the European Portuguese corpus CETEMpúblico, thus, intends to evaluate if the traditionally considered modal adjectives, suposto (supposed) and alegado (alledged), and their corresponding adverbial forms, can convey evidential values and contribute to signal a distinction between the two domains. The examples show that these adjectives and adverbs behave distinctively from each other: suposto (and supostamente) conveys suppositional evidentiality, while alegado (and alegadamente) conveys reportative evidentiality. Even though the preferred interpretation is an evidential one, they both allow for an epistemic modal reading. This means, put differently, that, although these adjectives and adverbs have the capacity to represent both domains, modality seems to always come second: the transmission of evidential values is therefore stronger than the expression of epistemic modal values (of uncertainty). However, the epistemic reading of alegado, in particular, seems to be related to the fact that the author does not mean to compromise him/herself with the veracity of the proposition, rather than convey a certain degree of uncertainty.
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a11
Natalia Czopek
The present study is dedicated to the description of one of the areas in which an asymmetry in the linguistic choices available to Cape Verdeans is easily noticed, that is, the national education system. Firstly, we will trace the socio-historical context of the use of Portuguese and Cape Verdean in higher education, including some information about basic and secondary education. In the second part, we will present the results of the research carried out in 2016/2017 on the island of São Vicente, in Cape Verde, referring to the opinions of university students and the teaching staff regarding, for instance, the mandatory use of the Portuguese language in the school environment or the scarce presence of the national language in the formal higher education. For the purposes of this study, we chose 60 interviews: 37 with students from the University of Mindelo (UM), 15 with students from the University of Cape Verde (Uni-CV) and 8 with university professors, specialists in different scientific areas (Uni-CV, UM). The methodology applied for its description will be qualitative, with summarizing quantitative elements. The final observations, due to the small number of participants, cannot be considered as representative of the opinion of the entire population of São Vicente island, but they can, however, constitute a starting point for more comprehensive studies.
本研究致力于描述一个很容易注意到佛得角人在语言选择上不对称的领域，即国家教育系统。首先，我们将追溯在高等教育中使用葡萄牙语和佛得角语的社会历史背景，包括一些关于基础和中等教育的信息。在第二部分中，我们将介绍2016/2017年在佛得角奥维森特岛进行的研究结果，参考大学生和教学人员的意见，例如，在学校环境中强制使用葡萄牙语或在正规高等教育中缺乏国语。为了本研究的目的，我们选择了60个访谈:37个来自明德洛大学(UM)的学生，15个来自佛得角大学(Uni-CV)的学生，8个来自大学教授，不同科学领域的专家(Uni-CV, UM)。对其描述所采用的方法将是定性的，同时总结定量因素。由于参与者人数较少，最后的意见不能被视为代表 o Vicente岛全体居民的意见，但它们可以构成更全面研究的起点。
{"title":"O português e a língua cabo-verdiana no sistema de educação superior na ilha de São Vicente em Cabo Verde","authors":"Natalia Czopek","doi":"10.21747/16466195/ling2022v2a11","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v2a11","url":null,"abstract":"The present study is dedicated to the description of one of the areas in which an asymmetry in the linguistic choices available to Cape Verdeans is easily noticed, that is, the national education system. Firstly, we will trace the socio-historical context of the use of Portuguese and Cape Verdean in higher education, including some information about basic and secondary education. In the second part, we will present the results of the research carried out in 2016/2017 on the island of São Vicente, in Cape Verde, referring to the opinions of university students and the teaching staff regarding, for instance, the mandatory use of the Portuguese language in the school environment or the scarce presence of the national language in the formal higher education. For the purposes of this study, we chose 60 interviews: 37 with students from the University of Mindelo (UM), 15 with students from the University of Cape Verde (Uni-CV) and 8 with university professors, specialists in different scientific areas (Uni-CV, UM). The methodology applied for its description will be qualitative, with summarizing quantitative elements. The final observations, due to the small number of participants, cannot be considered as representative of the opinion of the entire population of São Vicente island, but they can, however, constitute a starting point for more comprehensive studies.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80301354","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}
Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v1a3
A. Costa
Two case studies on academic writing aim at characterizing the writing profiles of students entering higher education through means other than the National Access Competition. The first case is the written task of an exam for students of professional and artistic courses applying for polytechnic institutes. The second one consists of the written diagnostic of a Workshop on Portuguese for Academic Purposes. Considering the Development Response as the aggregating textual genre, texts of the order of argument and explanation/exposition were analyzed. The study revealed globally higher results in case 1 (entrance test), difficulties across the whole set of texts, and specific problems in the group of students speaking varieties of Portuguese different from EP. Cross-cutting weaknesses were identified at the macrostructure level, such as the inclusion of counter-arguments and the elaboration of an adequate conclusion, as well as at the microstructure level, such as punctuation due to syntactic knowledge and limited use of contrastive and causal connectors. This characterization of students writing profiles at the entrance to higher education allows the development of intentional interventions in the writing practices of different scientific areas.
{"title":"Nas margens da escrita académica","authors":"A. Costa","doi":"10.21747/16466195/ling2022v1a3","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a3","url":null,"abstract":"Two case studies on academic writing aim at characterizing the writing profiles of students entering higher education through means other than the National Access Competition. The first case is the written task of an exam for students of professional and artistic courses applying for polytechnic institutes. The second one consists of the written diagnostic of a Workshop on Portuguese for Academic Purposes. Considering the Development Response as the aggregating textual genre, texts of the order of argument and explanation/exposition were analyzed. The study revealed globally higher results in case 1 (entrance test), difficulties across the whole set of texts, and specific problems in the group of students speaking varieties of Portuguese different from EP. Cross-cutting weaknesses were identified at the macrostructure level, such as the inclusion of counter-arguments and the elaboration of an adequate conclusion, as well as at the microstructure level, such as punctuation due to syntactic knowledge and limited use of contrastive and causal connectors. This characterization of students writing profiles at the entrance to higher education allows the development of intentional interventions in the writing practices of different scientific areas.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79532159","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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