Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v1a13
Celeste Rodrigues, Jéssica Gomes
In an early stage of learning to write, diphthongs are complex structures that cause difficulties for many children. In addition to having a two-character representation, diphthongs have different phonetic forms that seem to interfere with children’s consolidation of the conventional spelling, depending on whether their dialect more or less resembles the graphic form of the structure. Based on the idea that, unlike the northern dialect, the southern dialect produces the diphthong /eI/ as [e], the goal of the present paper is to analyze the behavior of children from Alentejo and Trás-os-Montes (from Elvas (E), Vila Nova de Santo André (VNSA), Bragança (B) and Chaves (Ch)) from the 2nd year of schooling regarding this structure. It is also known that /eI/ centralization occurs in some regions beyond Lisbon, and its effect on children’s writing outside the capital is unknown. As such, written productions from the mentioned localities will be observed in order to compare the results with those from Lisbon (L) and Porto (P) of the same diphthong, reported by Rodrigues & Lourenço (2017). Our results concerning writing indicate that children from the South of the country (L, E + VNSA) have more difficulty in stabilizing the spelling of the diphthong than children from the North (P, B + Ch). The order of the hit rates is as follows: P >> B + Ch >> E + VNSA >> L, which confirms the existence of possible effect of dialect on the spelling performance of these children. The non-conventional forms (FNCs) varied according to dialectal region. In the two Alentejo localities, there was a preference for the erroneous forms <*e>/<*é> and <*ai>, which allows us to hypothesize that, in addition to the to the single vowel [e] form already described by dialectal studies, the oral form [ɐj] is also present there. In turn, in the localities of Bragança and Chaves, the FNC <*ai> was the most frequent, suggesting that the pronunciation in this region may be [ɐj] in addition to [ej]. Only the oral productions of the students who presented FNCs were analyzed, to try to understand whether the FNCs adopted derived from a direct transposition from their orality to writing. The observed orality data revealed that (i) there are children who establish a direct relation between oral form produced and FNC adopted, (ii) there are children whose oral and written production have no relation, thus, there is no transposition in writing of the oral form and, finally, (iii) there are children whose production in writing and/or orality varies depending on the lexical item. These results suggest that the analysis of children’s writing and speech may be a way to discover new clues for the development of other sociolinguistic work on Portuguese.
在学习写作的早期阶段，双元音是复杂的结构，给许多孩子带来了困难。除了有两个字符的表示外，双元音还有不同的语音形式，这似乎会干扰儿童对传统拼写的巩固，这取决于他们的方言是否或多或少类似于结构的图形形式。基于与北部方言不同，南部方言产生双元音/eI/ as [e]这一观点，本文的目标是分析阿连特茹和Trás-os-Montes(来自埃尔瓦斯(e)， VNSA)，布拉干帕拉(B)和查维斯(Ch))的儿童在上学二年级时关于这种结构的行为。众所周知，/eI/集中化发生在里斯本以外的一些地区，它对首都以外的儿童写作的影响尚不清楚。因此，将观察来自上述地区的书面作品，以便将结果与Rodrigues & loureno(2017)报告的里斯本(L)和波尔图(P)的相同双元音的结果进行比较。我们关于写作的研究结果表明，来自南方的儿童(L, E + VNSA)在稳定双元音拼写方面比来自北方的儿童(P, B + Ch)更困难。正确率的顺序为:P >> B + Ch >> E + VNSA >> L，这证实了方言对这些儿童拼写表现可能存在影响。在不同的方言地区，非常规形式(fnc)各不相同。在阿连特茹的两个地区，人们倾向于使用错误的形式/ and，这让我们可以假设，除了方言研究中已经描述的单元音[e]形式之外，那里还存在口头形式[j]。反过来，在布拉干帕拉和查维斯地区，FNC是最常见的，这表明该地区的发音可能除了[ej]之外还有[j]。我们只分析了呈现FNCs的学生的口头作品，以试图了解所采用的FNCs是否源于口头到书面的直接转换。观察到的口头数据显示:(i)有些孩子在口头形式的产生和采用的FNC之间建立了直接的关系，(ii)有些孩子的口头和书面的产生没有关系，因此，书面的口头形式没有移位，最后，(iii)有些孩子的书面和/或口头的产生取决于词汇项目。这些结果表明，对儿童写作和说话的分析可能是发现其他社会语言学研究葡萄牙语发展的新线索的一种方式。
{"title":"O quaijo que xerava bem um estudo de produções escritas e orais do ditongo de crianças de dois dialetos portugueses","authors":"Celeste Rodrigues, Jéssica Gomes","doi":"10.21747/16466195/ling2022v1a13","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a13","url":null,"abstract":"In an early stage of learning to write, diphthongs are complex structures that cause difficulties for many children. In addition to having a two-character representation, diphthongs have different phonetic forms that seem to interfere with children’s consolidation of the conventional spelling, depending on whether their dialect more or less resembles the graphic form of the structure. Based on the idea that, unlike the northern dialect, the southern dialect produces the diphthong /eI/ as [e], the goal of the present paper is to analyze the behavior of children from Alentejo and Trás-os-Montes (from Elvas (E), Vila Nova de Santo André (VNSA), Bragança (B) and Chaves (Ch)) from the 2nd year of schooling regarding this structure. It is also known that /eI/ centralization occurs in some regions beyond Lisbon, and its effect on children’s writing outside the capital is unknown. As such, written productions from the mentioned localities will be observed in order to compare the results with those from Lisbon (L) and Porto (P) of the same diphthong, reported by Rodrigues & Lourenço (2017). Our results concerning writing indicate that children from the South of the country (L, E + VNSA) have more difficulty in stabilizing the spelling of the diphthong than children from the North (P, B + Ch). The order of the hit rates is as follows: P >> B + Ch >> E + VNSA >> L, which confirms the existence of possible effect of dialect on the spelling performance of these children. The non-conventional forms (FNCs) varied according to dialectal region. In the two Alentejo localities, there was a preference for the erroneous forms <*e>/<*é> and <*ai>, which allows us to hypothesize that, in addition to the to the single vowel [e] form already described by dialectal studies, the oral form [ɐj] is also present there. In turn, in the localities of Bragança and Chaves, the FNC <*ai> was the most frequent, suggesting that the pronunciation in this region may be [ɐj] in addition to [ej]. Only the oral productions of the students who presented FNCs were analyzed, to try to understand whether the FNCs adopted derived from a direct transposition from their orality to writing. The observed orality data revealed that (i) there are children who establish a direct relation between oral form produced and FNC adopted, (ii) there are children whose oral and written production have no relation, thus, there is no transposition in writing of the oral form and, finally, (iii) there are children whose production in writing and/or orality varies depending on the lexical item. These results suggest that the analysis of children’s writing and speech may be a way to discover new clues for the development of other sociolinguistic work on Portuguese.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90577228","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/ling17a3
Leticia Quesada Vázquez
The present work is aimed at examining how efficient it is to teach language rhythm to enhance English for Specific Purposes (ESP) learners’ fluency. 298 Spanish/Catalan speakers participated in the experiment, among which 42 students fulfilled treatment and were examined as subjects of the study. For ten weeks, participants took pronunciation instruction within their regular lessons. The pronunciation sessions lasted thirty minutes and followed a communicative framework. Students were divided into an experimental group, with explicit rhythm training, and a control group, without it. The total number of pauses and unfilled pauses were counted and compared to assess their frequency performing ANOVAs and t-tests. Descriptive analysis shows that the experimental group tends to pause less and make fewer unfilled pauses after training. However, statistical significance is only reached for the independent-samples t-test of the effect sizes of the number of unfilled pauses. Therefore, these findings suggest a greater command over pausing when rhythm is explicitly taught, and a consequent improvement of fluency in the second language, despite statistical results not always being significant.
{"title":"Rhythm instruction to improve ESP students’ fluency A study of pausing","authors":"Leticia Quesada Vázquez","doi":"10.21747/16466195/ling17a3","DOIUrl":"https://doi.org/10.21747/16466195/ling17a3","url":null,"abstract":"The present work is aimed at examining how efficient it is to teach language rhythm to enhance English for Specific Purposes (ESP) learners’ fluency. 298 Spanish/Catalan speakers participated in the experiment, among which 42 students fulfilled treatment and were examined as subjects of the study. For ten weeks, participants took pronunciation instruction within their regular lessons. The pronunciation sessions lasted thirty minutes and followed a communicative framework. Students were divided into an experimental group, with explicit rhythm training, and a control group, without it. The total number of pauses and unfilled pauses were counted and compared to assess their frequency performing ANOVAs and t-tests. Descriptive analysis shows that the experimental group tends to pause less and make fewer unfilled pauses after training. However, statistical significance is only reached for the independent-samples t-test of the effect sizes of the number of unfilled pauses. Therefore, these findings suggest a greater command over pausing when rhythm is explicitly taught, and a consequent improvement of fluency in the second language, despite statistical results not always being significant.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89525679","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/ling2022v2a4
Idalina Ferreira, Luís Filipe Cunha, A. Leal, Purificação Silvano, Fátima Silva
The aim of this paper is to analyze the semantic behavior of adjectives that have been designated as temporal and aspectual in the literature, regarding the readings they can display. For this purpose, sixteen of these adjectives were selected and fifty occurrences of each one were randomly chosen and investigated. Overall, we observed a significant variety of readings associated with all the adjectives under scrutiny, which to greater or lesser degrees can express temporal, aspectual, temporo-aspectual values, and readings of qualificative and relational adjectives. This diversity of possible readings raises problems for proposals that intend to classify this group of adjectives in a static manner (i.e., without considering the context).
{"title":"O eterno caso dos adjetivos temporais e aspetuais um contributo para a sua caracterização semântica","authors":"Idalina Ferreira, Luís Filipe Cunha, A. Leal, Purificação Silvano, Fátima Silva","doi":"10.21747/16466195/ling2022v2a4","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v2a4","url":null,"abstract":"The aim of this paper is to analyze the semantic behavior of adjectives that have been designated as temporal and aspectual in the literature, regarding the readings they can display. For this purpose, sixteen of these adjectives were selected and fifty occurrences of each one were randomly chosen and investigated. Overall, we observed a significant variety of readings associated with all the adjectives under scrutiny, which to greater or lesser degrees can express temporal, aspectual, temporo-aspectual values, and readings of qualificative and relational adjectives. This diversity of possible readings raises problems for proposals that intend to classify this group of adjectives in a static manner (i.e., without considering the context).","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"233 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77268995","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/ling2022v1a2
Ana Isabel Rodríguez-Piñero Alcalá
The globalized Information Society that has been taking shape in the 21st century with advances in new technologies requires its members to have a series of key skills, among which digital competence stands out as part of the capacity for permanent and autonomous learning. The Covid pandemic that we have been going through for almost three years has highlighted the need to train people in digital competence in order to continue carrying out their personal, educational and professional activities in all kinds of contexts and circumstances. The consultation of catalogues, bibliometric databases and digital repositories, such as Scopus, Dialnet or Recolecta, has allowed us to verify the interests that the subject arouses in the scientific community, particularly within the area of education. Thus, there is interest in identifying those digital skills that the teacher must master, in outlining the ICT skills that students need to acquire at each educational level, or in developing activities based on the specific use of applications or digital resources (use of blogs, wikis, social networks, gamification, etc.) for second and foreign language teaching.Using a fundamentally qualitative methodology, with a descriptive-interpretative epistemological orientation based on documentary analysis, the objective of this paper is to analyse the concept of digital competence and verify the place it occupies in the process of second and foreign language acquisition, especially following the publication of the complementary volume of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) in 2020. To this end, a conceptual delimitation has been introduced between competence digital and a series of concepts related to it, such as digital literacy, information literacy or media competence, very present in contemporary academic, scientific, political and economic discourse; the concept of digital competence, understood as a macrocompetence, has been organized in the various (sub)competences it is made up of, and we examine the place that digital competence occupies in each person’s set of competences and in relation to the communication skills, mainly within the field of second and foreign language acquisition. After this systematic review, we conclude that, although the contributions of the complementary volume of the CEFR are undoubtedly important, they are specifically limited to audiovisual comprehension and online interaction, hence we end by proposing language activities that take into consideration all language skills and all channels of communication.
{"title":"El lugar de la competencia digital en la enseñanza y aprendizaje de lenguas segundas y extranjeras","authors":"Ana Isabel Rodríguez-Piñero Alcalá","doi":"10.21747/16466195/ling2022v1a2","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a2","url":null,"abstract":"The globalized Information Society that has been taking shape in the 21st century with advances in new technologies requires its members to have a series of key skills, among which digital competence stands out as part of the capacity for permanent and autonomous learning. The Covid pandemic that we have been going through for almost three years has highlighted the need to train people in digital competence in order to continue carrying out their personal, educational and professional activities in all kinds of contexts and circumstances. The consultation of catalogues, bibliometric databases and digital repositories, such as Scopus, Dialnet or Recolecta, has allowed us to verify the interests that the subject arouses in the scientific community, particularly within the area of education. Thus, there is interest in identifying those digital skills that the teacher must master, in outlining the ICT skills that students need to acquire at each educational level, or in developing activities based on the specific use of applications or digital resources (use of blogs, wikis, social networks, gamification, etc.) for second and foreign language teaching.Using a fundamentally qualitative methodology, with a descriptive-interpretative epistemological orientation based on documentary analysis, the objective of this paper is to analyse the concept of digital competence and verify the place it occupies in the process of second and foreign language acquisition, especially following the publication of the complementary volume of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) in 2020. To this end, a conceptual delimitation has been introduced between competence digital and a series of concepts related to it, such as digital literacy, information literacy or media competence, very present in contemporary academic, scientific, political and economic discourse; the concept of digital competence, understood as a macrocompetence, has been organized in the various (sub)competences it is made up of, and we examine the place that digital competence occupies in each person’s set of competences and in relation to the communication skills, mainly within the field of second and foreign language acquisition. After this systematic review, we conclude that, although the contributions of the complementary volume of the CEFR are undoubtedly important, they are specifically limited to audiovisual comprehension and online interaction, hence we end by proposing language activities that take into consideration all language skills and all channels of communication.","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":"88785453","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/ling2022v1a16
G. Matos, Nádia Canceiro
In Portuguese, mas ‘but’ occurs in two different structural constructions, one mainly involving contrast between two non-sentential phrases, Contraste Sintagmático ‘Phrasal Contrast’, and the other contrasting two sentences and presenting ellipsis, TP ellipsis with polarity items. In languages as Spanish and German, contrastive coordination typically correlates two different conjunctions with two constructions exhibiting distinct values, the corrective and the counter-expectation value. Relying on work of the past two decades on adversative coordination with corrective and counter-expectation values, the current paper aims at determining to what extend it is possible to establish a univocal correlation between the values of the adversative coordination and the constructions of Contraste Sintagmático and TP ellipsis in portuguese. It is also our goal to develop a more accurate analysis of these constructions.
{"title":"Construções contrastivas com “mas”, Contraste Sintagmático e Elipse do TP","authors":"G. Matos, Nádia Canceiro","doi":"10.21747/16466195/ling2022v1a16","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a16","url":null,"abstract":"In Portuguese, mas ‘but’ occurs in two different structural constructions, one mainly involving contrast between two non-sentential phrases, Contraste Sintagmático ‘Phrasal Contrast’, and the other contrasting two sentences and presenting ellipsis, TP ellipsis with polarity items. In languages as Spanish and German, contrastive coordination typically correlates two different conjunctions with two constructions exhibiting distinct values, the corrective and the counter-expectation value. Relying on work of the past two decades on adversative coordination with corrective and counter-expectation values, the current paper aims at determining to what extend it is possible to establish a univocal correlation between the values of the adversative coordination and the constructions of Contraste Sintagmático and TP ellipsis in portuguese. It is also our goal to develop a more accurate analysis of these constructions.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84309938","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/ling2022v1a8
Ângela Filipe Lopes, M. Pinto
The paper proposes to look at idea density as a measure of lexical richness and precision in L2 Portuguese. Idea density (Kemper et al. 2001; Snowdon et al. 1999) is a measure of lexical richness and precision that has been associated with grammatical complexity in a study about the quality of L1 writing at different stages of life. Nevertheless, we argue that the same analysis methodology can be useful in the evaluation of L2 Portuguese writing. Thus, we propose the analysis of a writing task, a synthesis, written by a group of adult learners of advanced L2 Portuguese based on the same method used by Snowdon et al. (1999). The results show that idea density found in the written texts is not very high, which may be due to a lack of motivation for writing, as well as to lack of familiarity with the written register.
本文建议将概念密度作为衡量二语葡萄牙语词汇丰富性和准确性的指标。想法密度(Kemper et al. 2001;斯诺登等人(1999)在一项关于人生不同阶段L1写作质量的研究中，是词汇丰富度和准确性与语法复杂性相关的衡量标准。然而，我们认为同样的分析方法可以用于评估第二语言葡萄牙语写作。因此，我们建议对一组成人高级第二语言葡萄牙语学习者的写作任务进行分析，该任务是基于Snowdon等人(1999)使用的相同方法编写的。结果表明，在书面文本中发现的思想密度不是很高，这可能是由于缺乏写作动机，以及缺乏对书面注册的熟悉。
{"title":"Medir a qualidade da escrita em Português L2 a densidade de ideias","authors":"Ângela Filipe Lopes, M. Pinto","doi":"10.21747/16466195/ling2022v1a8","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a8","url":null,"abstract":"The paper proposes to look at idea density as a measure of lexical richness and precision in L2 Portuguese. Idea density (Kemper et al. 2001; Snowdon et al. 1999) is a measure of lexical richness and precision that has been associated with grammatical complexity in a study about the quality of L1 writing at different stages of life. Nevertheless, we argue that the same analysis methodology can be useful in the evaluation of L2 Portuguese writing. Thus, we propose the analysis of a writing task, a synthesis, written by a group of adult learners of advanced L2 Portuguese based on the same method used by Snowdon et al. (1999). The results show that idea density found in the written texts is not very high, which may be due to a lack of motivation for writing, as well as to lack of familiarity with the written register.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"30 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83601556","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/ling2022v1a11
A. Silva
Evidentiality or, following the French linguistic tradition, “mediativity” is a complex and controversial category, with an already extensive body of literature devoted to other languages and a few studies focusing on Portuguese. As a conceptual category, abstracting away from its linguistic means of expression, which is to some extent present in languages such as Portuguese that lack a specific grammatical system for its codification, evidentiality/mediativity raises two main issues which are yet to be addressed: the first question concerns the definition of its status as a grammatical, semantic or discursive category and of its conceptual basis, traditionally characterized as referring to the source of information for the propositional content of the utterance, while the second touches upon its demarcation with respect to the conceptual category of epistemic modality. The aim of this study is to provide an answer to both questions from a cognitive-functional, usage-based perspective, on the basis of two grammaticalized evidential/mediative markers of Portuguese, namely the compound form of the future and the verb parecer ‘seem’ followed by a non-finite verb or a finite clause. We sustain the view that evidentiality provides an indication about the source and reliability of the information, and that reliability does not necessarily involve degrees of epistemic speaker commitment or degrees of (un)certainty. While the reportative evidential uses of the compound form of the future in Modern European Portuguese, typical of news reports, and of parecer provide evidence for the relative independence of evidentiality in relation to epistemic modality, the inferential evidential uses of the compound future and of parecer reveal a close link, and even a partial overlap, between evidentiality and epistemic modality. Both reportative and inferential uses of these evidential markers contribute to the speaker’s epistemic control in the discourse and speaker’s intersubjective alignment. While the inferential uses of the compound future and of parecer stemmed from diachronic cognitive and pragmatic-discursive processes of subjectification, the reportative uses of these evidential markers resulted from diachronic cognitive and pragmatic-discursive processes of intersubjectification.
{"title":"Evidencialidade/mediatividade, modalidade epistémica e (inter)subjetividade","authors":"A. Silva","doi":"10.21747/16466195/ling2022v1a11","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v1a11","url":null,"abstract":"Evidentiality or, following the French linguistic tradition, “mediativity” is a complex and controversial category, with an already extensive body of literature devoted to other languages and a few studies focusing on Portuguese. As a conceptual category, abstracting away from its linguistic means of expression, which is to some extent present in languages such as Portuguese that lack a specific grammatical system for its codification, evidentiality/mediativity raises two main issues which are yet to be addressed: the first question concerns the definition of its status as a grammatical, semantic or discursive category and of its conceptual basis, traditionally characterized as referring to the source of information for the propositional content of the utterance, while the second touches upon its demarcation with respect to the conceptual category of epistemic modality. The aim of this study is to provide an answer to both questions from a cognitive-functional, usage-based perspective, on the basis of two grammaticalized evidential/mediative markers of Portuguese, namely the compound form of the future and the verb parecer ‘seem’ followed by a non-finite verb or a finite clause. We sustain the view that evidentiality provides an indication about the source and reliability of the information, and that reliability does not necessarily involve degrees of epistemic speaker commitment or degrees of (un)certainty. While the reportative evidential uses of the compound form of the future in Modern European Portuguese, typical of news reports, and of parecer provide evidence for the relative independence of evidentiality in relation to epistemic modality, the inferential evidential uses of the compound future and of parecer reveal a close link, and even a partial overlap, between evidentiality and epistemic modality. Both reportative and inferential uses of these evidential markers contribute to the speaker’s epistemic control in the discourse and speaker’s intersubjective alignment. While the inferential uses of the compound future and of parecer stemmed from diachronic cognitive and pragmatic-discursive processes of subjectification, the reportative uses of these evidential markers resulted from diachronic cognitive and pragmatic-discursive processes of intersubjectification.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83156474","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/ling2022v1a14
Daliborka Sarić
Starting from the relevant points of the Croatian aspectual system, we present a basic scheme of contrasts between the perfective/imperfective opposition in Croatian and Pretérito Perfeito/Imperfeito in Portuguese and analyze narrative texts written by B2 level Portuguese students, who are native speakers of Croatian. Focused on “deviations”, we try to identify the specificities of the interlanguage in question with regard to the use of the past verbal tenses, namely Pretérito Perfeito and Imperfeito. The occurrence of Imperfeito in the foreground of the narrative and in the coda, as well as the combination of this verbal tense with the simple durative adverbials point to the presence of some L1 features in narrative texts produced by our informants – just as in Croatian, the interlinguistic Imperfeito seems to have the unmarked status in the Pretérito Perfeito/Imperfeito opposition.
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Pub Date : 2022-01-01DOI: 10.21747/16466195/ling2022v2a14
P. Santos
Dogwhistles are communicative mechanisms for expressing subliminal meanings. In this paper, I take up the distinction, usual in the literature on the topic, between two types of dogwhistle: overt and covert, whereby in the latter, as opposed to the former, the preservation of the subliminal character of the message seems to be a necessary condition for the dogwhistle’s communicative success. I discuss various aspects of this distinction, arguing that both types of dogwhistle can be analysed as conversational implicatures bearing in mind, in particular, the canonical properties of cancelability and calculability.
{"title":"A pragmática dos dogwhistles algumas questões","authors":"P. Santos","doi":"10.21747/16466195/ling2022v2a14","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v2a14","url":null,"abstract":"Dogwhistles are communicative mechanisms for expressing subliminal meanings. In this paper, I take up the distinction, usual in the literature on the topic, between two types of dogwhistle: overt and covert, whereby in the latter, as opposed to the former, the preservation of the subliminal character of the message seems to be a necessary condition for the dogwhistle’s communicative success. I discuss various aspects of this distinction, arguing that both types of dogwhistle can be analysed as conversational implicatures bearing in mind, in particular, the canonical properties of cancelability and calculability.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74001123","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/ling2022v2a10
L. Trigo, Pavel Brazdil
Building a researchers affinity network through the automatic processing of their publications allows us to gain a perspective that goes beyond the networks established through co-authorship. The definition of the importance of each researcher is defined upon their bibliographic production volume, i.e., number of publications, and also upon their centrality in the general network of researchers. In fact, the centrality of a researcher in a network reveals its importance in communication flows with other researchers, thus assuming that communication between researchers is itself a relevant factor for organizational life and in its production. Both network and centrality concepts are better interpreted in a graphical way. In this study, we explore the workflow that will provide these visualizations and focus in the empirical selection of the most appropriate centrality measure. We also propose a centrality visualization method that facilitates the interpretation of the selected measures
{"title":"Visualização da relevância relativa de investigadores a partir da sua produção textual","authors":"L. Trigo, Pavel Brazdil","doi":"10.21747/16466195/ling2022v2a10","DOIUrl":"https://doi.org/10.21747/16466195/ling2022v2a10","url":null,"abstract":"Building a researchers affinity network through the automatic processing of their publications allows us to gain a perspective that goes beyond the networks established through co-authorship. The definition of the importance of each researcher is defined upon their bibliographic production volume, i.e., number of publications, and also upon their centrality in the general network of researchers. In fact, the centrality of a researcher in a network reveals its importance in communication flows with other researchers, thus assuming that communication between researchers is itself a relevant factor for organizational life and in its production. Both network and centrality concepts are better interpreted in a graphical way. In this study, we explore the workflow that will provide these visualizations and focus in the empirical selection of the most appropriate centrality measure. We also propose a centrality visualization method that facilitates the interpretation of the selected measures","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74835426","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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