Pub Date : 2021-01-01DOI: 10.21747/1647-4058/eling10_2a3
Mariana Sofia Silva
Eventhoughtraditionalgrammarviewspassiveconstructionsasmere“mirrors”oftheiractivecounterparts,manytheoreticiansarguethatpassiveconstructionshavetheirownindependentsyntacticstructure.Inthispaper,wetakeacontrastiveapproachonimpersonalpassiveconstructions.Intheseconstructions,theNPremainsintheclassicalDirectObjectposition,butittriggersagreement,whichshowsthatitbehavesasSubject.Thismaybeduetoatransmissionofnominativecaseinformationfromanemptycategory.ThisispossibleinEuropeanPortuguese,butnotinFrench,duetodifferencesinwhichconcernstheNullSubjectParameter in these two languages.
{"title":"As construções passivas impessoais: uma análise contrastiva entre o português europeu e o francês","authors":"Mariana Sofia Silva","doi":"10.21747/1647-4058/eling10_2a3","DOIUrl":"https://doi.org/10.21747/1647-4058/eling10_2a3","url":null,"abstract":"Eventhoughtraditionalgrammarviewspassiveconstructionsasmere“mirrors”oftheiractivecounterparts,manytheoreticiansarguethatpassiveconstructionshavetheirownindependentsyntacticstructure.Inthispaper,wetakeacontrastiveapproachonimpersonalpassiveconstructions.Intheseconstructions,theNPremainsintheclassicalDirectObjectposition,butittriggersagreement,whichshowsthatitbehavesasSubject.Thismaybeduetoatransmissionofnominativecaseinformationfromanemptycategory.ThisispossibleinEuropeanPortuguese,butnotinFrench,duetodifferencesinwhichconcernstheNullSubjectParameter in these two languages.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80374919","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 : 2021-01-01DOI: 10.21747/16466195/lingespa18
João Veloso
This study assumes that the internal structure of vowels consists of the combination of elements which can be iterated. According to previous research, it is also assumed that element iteration in Portuguese provides vowels with inherent weight; word-finally, such vowels are stress-attractors. Notwithstanding, Portuguese has a great amount of words with unstressed final [u] (i.e., a vowel consisting of the iteration of {U}), as it is the case of inflected forms of nouns and adjectives. After analysing diachronic and morphological data, it is proposed that element iteration can have different representations at the lexical and the post-lexical levels. On the basis of this observation, it is proposed that element iteration functions as a weight- and stress-assigner only when lexically specified
{"title":"Element Iteration Respecification Unstressed Word-Final [u] in Portuguese","authors":"João Veloso","doi":"10.21747/16466195/lingespa18","DOIUrl":"https://doi.org/10.21747/16466195/lingespa18","url":null,"abstract":"This study assumes that the internal structure of vowels consists of the combination of elements which can be iterated. According to previous research, it is also assumed that element iteration in Portuguese provides vowels with inherent weight; word-finally, such vowels are stress-attractors. Notwithstanding, Portuguese has a great amount of words with unstressed final [u] (i.e., a vowel consisting of the iteration of {U}), as it is the case of inflected forms of nouns and adjectives. After analysing diachronic and morphological data, it is proposed that element iteration can have different representations at the lexical and the post-lexical levels. On the basis of this observation, it is proposed that element iteration functions as a weight- and stress-assigner only when lexically specified","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88095316","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 : 2021-01-01DOI: 10.21747/16466195/lingespa17
I. Oliveira
The main objective of this article is to reflect on the notion of degree and the structures that allow its expression, highlighting its importance for reading comprehension and the development of (meta)linguistic and communicative skills of the student. So, first, there will be a brief review of the expression of degree and reading comprehension. In order to frame the theme and the contents at the teaching level, an analysis of the normative documents that guide the teaching of Portuguese in the Primary School and 2nd Cycles of Basic Education will be presented, showing how the expression of degree arises proposal for approach. In this sense, the different guiding documents for the teaching of Portuguese will be analyzed, by years of schooling, identifying the domains in which the content appears, recording its direct and indirect occurrences. This content is mainly proposed in the domain of grammar. Later, the work A girafa que comia estrelas, of José Eduardo Agualusa, will be explored, showing how the degree’s expression mechanisms help in the construction of the meanings of the text. Finally, there will be a brief reflection on the need for scientific and solid knowledge about the structure and functioning of language in order to access the meaning of the text and outline relevant and consequential pedagogical activities
本文的主要目的是反思学位的概念和允许其表达的结构，强调其对阅读理解和学生(元)语言和交际技能的发展的重要性。所以，首先，我们将简要回顾一下程度的表达和阅读理解。为了在教学层面构建主题和内容，将对指导小学和基础教育第二阶段葡萄牙语教学的规范性文件进行分析，展示学位的表达如何产生方法建议。从这个意义上说，葡萄牙语教学的不同指导性文件将被分析，通过多年的学校教育，确定内容出现的领域，记录其直接和间接出现。这些内容主要是在语法领域提出的。随后，将探讨jos Eduardo Agualusa的作品A girafa que comia estrelas，展示学位的表达机制如何帮助构建文本的意义。最后，将简要反思关于语言结构和功能的科学和坚实知识的必要性，以便获得文本的意义并概述相关和相应的教学活动
{"title":"Olímpia era tão alta que a sua cabeça desaparecia entre as nuvens a expressão de grau na obra A girafa que comia estrelas de José Eduardo Agualusa","authors":"I. Oliveira","doi":"10.21747/16466195/lingespa17","DOIUrl":"https://doi.org/10.21747/16466195/lingespa17","url":null,"abstract":"The main objective of this article is to reflect on the notion of degree and the structures that allow its expression, highlighting its importance for reading comprehension and the development of (meta)linguistic and communicative skills of the student. So, first, there will be a brief review of the expression of degree and reading comprehension. In order to frame the theme and the contents at the teaching level, an analysis of the normative documents that guide the teaching of Portuguese in the Primary School and 2nd Cycles of Basic Education will be presented, showing how the expression of degree arises proposal for approach. In this sense, the different guiding documents for the teaching of Portuguese will be analyzed, by years of schooling, identifying the domains in which the content appears, recording its direct and indirect occurrences. This content is mainly proposed in the domain of grammar. Later, the work A girafa que comia estrelas, of José Eduardo Agualusa, will be explored, showing how the degree’s expression mechanisms help in the construction of the meanings of the text. Finally, there will be a brief reflection on the need for scientific and solid knowledge about the structure and functioning of language in order to access the meaning of the text and outline relevant and consequential pedagogical activities","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"126 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78435293","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 : 2021-01-01DOI: 10.21747/16466195/ling16a1
C. Alcântara, C. Matzenauer
calization of the lateral in syllabic coda provided French with forms that have rounded posterior vowels, such as /, / (cf. salvus > fr. saufs // ‘salvo’; pulmonem > poumon // ‘pulmão’), and rounded front ones, such as /, / (cf. filtrum > feutre // ‘feltro’; pul(i)cem > puce // ‘pulga’). The latter did not exist in the Latin vowel system; thus, they were unknown, unlike the former. In the diachronic context, this study focuses on the evolution of Latin forms bearing ‘l pinguis’, which resulted in French words with rounded vowels, either [- post] // or [+ post] //. This paper argues that one of the sources of rounded front vowels in French is the Latin sequence of vowel + lateral liquid in the medial position of the word. The explanation is provided with the support of Autosegmental Phonology, by the features that comprise the internal structure of the segments of the sequence. The corpus under study was collected in historical grammars, etymological dictionaries and historical compendia of French phonetics and phonology
{"title":"A vocalização da lateral posvocálica em Francês","authors":"C. Alcântara, C. Matzenauer","doi":"10.21747/16466195/ling16a1","DOIUrl":"https://doi.org/10.21747/16466195/ling16a1","url":null,"abstract":"calization of the lateral in syllabic coda provided French with forms that have rounded posterior vowels, such as /, / (cf. salvus > fr. saufs // ‘salvo’; pulmonem > poumon // ‘pulmão’), and rounded front ones, such as /, / (cf. filtrum > feutre // ‘feltro’; pul(i)cem > puce // ‘pulga’). The latter did not exist in the Latin vowel system; thus, they were unknown, unlike the former. In the diachronic context, this study focuses on the evolution of Latin forms bearing ‘l pinguis’, which resulted in French words with rounded vowels, either [- post] // or [+ post] //. This paper argues that one of the sources of rounded front vowels in French is the Latin sequence of vowel + lateral liquid in the medial position of the word. The explanation is provided with the support of Autosegmental Phonology, by the features that comprise the internal structure of the segments of the sequence. The corpus under study was collected in historical grammars, etymological dictionaries and historical compendia of French phonetics and phonology","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90529924","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 : 2021-01-01DOI: 10.21747/16466195/lingespa22
S. Rodrigues, Filomena Viegas, Carmo Oliveira
This article has as framework the inductive approach to grammar teaching, in which the students are expected to discover and to recognize grammar rules through data observation, detection of regularities and generalization. It is based on Ana Maria Brito’s works in which grammar learning is viewed as “discovery learning”. In the first part, the author’s body of work on this subject is revisited, in order to create an unified suggestion of grammar teaching. In a second part, a teaching sequence plan is presented: based on grammar teaching as reflective activity, it shows a consistent and articulated development of learner’s syntactic knowledge from early ages, namely from the 1st cycle of basic education
{"title":"Ensinar gramática Percursos que se criam, caminhos que se trilham","authors":"S. Rodrigues, Filomena Viegas, Carmo Oliveira","doi":"10.21747/16466195/lingespa22","DOIUrl":"https://doi.org/10.21747/16466195/lingespa22","url":null,"abstract":"This article has as framework the inductive approach to grammar teaching, in which the students are expected to discover and to recognize grammar rules through data observation, detection of regularities and generalization. It is based on Ana Maria Brito’s works in which grammar learning is viewed as “discovery learning”. In the first part, the author’s body of work on this subject is revisited, in order to create an unified suggestion of grammar teaching. In a second part, a teaching sequence plan is presented: based on grammar teaching as reflective activity, it shows a consistent and articulated development of learner’s syntactic knowledge from early ages, namely from the 1st cycle of basic education","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89867764","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 : 2021-01-01DOI: 10.21747/16466195/lingespa14
Giampaolo Salvi
This paper takes into account some asymmetries found in Medieval Portuguese coordinate structures containing infinitival clauses. These are cases of coordination of a non-inflected infinitive with an inflected one and cases of apparent extraction of an element from the first clause of a coordinate structure. Both asymmetries can be eliminated if we assume that the coordination takes place at a higher structural level than that of the infinitival clauses; however, this solution entails that we have to postulate a gap in the second conjunct with the ellipsis of some elements (and/or the presence of some abstract elements) recoverable on the basis of elements expressed in the first conjunct. We show that only this more abstract hypothesis can explain in a direct manner the data examined in this work.
{"title":"Coordenações assimétricas no português antigo","authors":"Giampaolo Salvi","doi":"10.21747/16466195/lingespa14","DOIUrl":"https://doi.org/10.21747/16466195/lingespa14","url":null,"abstract":"This paper takes into account some asymmetries found in Medieval Portuguese coordinate structures containing infinitival clauses. These are cases of coordination of a non-inflected infinitive with an inflected one and cases of apparent extraction of an element from the first clause of a coordinate structure. Both asymmetries can be eliminated if we assume that the coordination takes place at a higher structural level than that of the infinitival clauses; however, this solution entails that we have to postulate a gap in the second conjunct with the ellipsis of some elements (and/or the presence of some abstract elements) recoverable on the basis of elements expressed in the first conjunct. We show that only this more abstract hypothesis can explain in a direct manner the data examined in this work.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78087118","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 : 2021-01-01DOI: 10.21747/16466195/lingespa4
A. Martins
The expansion of proclisis in contexts that typically exclude it in European Portuguese has been described as a syntactic feature that characterizes Angolan Portuguese. This article studies the presence of this feature in the literary language, based on a corpus of texts by Angolan and Mozambican authors, representing two generations: authors born in the colonial period (the Angolan Pepetela and the Mozambicans Mia Couto and Paulina Chiziane) and authors born after the independence of their countries (the Angolan Ondjaki and the Mozambican Lucílio Manjate). The study results show that proclisis has a stronger presence in the works of Angolan authors than Mozambican authors, suggesting that the shift towards the generalization of proclisis is more advanced, socially widespread and accepted in Angolan Portuguese than in Mozambican Portuguese, although it is visible in both. It is in non-finite domains that the contrast between the two African varieties is more evident. Not only is the frequency of proclisis to the infinitive higher in the Angolan Portuguese corpus, but only there is proclisis to the past participle attested. Comparing the two generations of writers, we see a significant rise of proclisis to the infinitive between Pepetela and Ondjaki and it is in Ondjaki’s works that proclisis to the past participle occurs. Regarding the Mozambican Portuguese corpus, however, there seems to be a regression in the advance of proclisis between Mia Couto and Manjate. A closer look at Rabhia, by Manjate (2017), suggests that young speakers with a high level of education may perceive the spread of proclisis as a socially marked feature.
{"title":"A “língua desportuguesa”. Próclise no português angolano e no português moçambicano","authors":"A. Martins","doi":"10.21747/16466195/lingespa4","DOIUrl":"https://doi.org/10.21747/16466195/lingespa4","url":null,"abstract":"The expansion of proclisis in contexts that typically exclude it in European Portuguese has been described as a syntactic feature that characterizes Angolan Portuguese. This article studies the presence of this feature in the literary language, based on a corpus of texts by Angolan and Mozambican authors, representing two generations: authors born in the colonial period (the Angolan Pepetela and the Mozambicans Mia Couto and Paulina Chiziane) and authors born after the independence of their countries (the Angolan Ondjaki and the Mozambican Lucílio Manjate). The study results show that proclisis has a stronger presence in the works of Angolan authors than Mozambican authors, suggesting that the shift towards the generalization of proclisis is more advanced, socially widespread and accepted in Angolan Portuguese than in Mozambican Portuguese, although it is visible in both. It is in non-finite domains that the contrast between the two African varieties is more evident. Not only is the frequency of proclisis to the infinitive higher in the Angolan Portuguese corpus, but only there is proclisis to the past participle attested. Comparing the two generations of writers, we see a significant rise of proclisis to the infinitive between Pepetela and Ondjaki and it is in Ondjaki’s works that proclisis to the past participle occurs. Regarding the Mozambican Portuguese corpus, however, there seems to be a regression in the advance of proclisis between Mia Couto and Manjate. A closer look at Rabhia, by Manjate (2017), suggests that young speakers with a high level of education may perceive the spread of proclisis as a socially marked feature.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83989005","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 : 2021-01-01DOI: 10.21747/16466195/ling16a3
Liliana Correia, Cristina Flores
Empirical research in the field of bi-/multilingualism has shown that the acquisition of two (or more) languages during childhood is significantly influenced by the sociolinguistic experience of each individual, namely by the quantity and the quality of language exposure to the target languages (Unsworth 2016a). In fact, the heterogeneity of sociolinguistic contexts in which bilingual acquisition takes place leads to variation in the quantity and quality of the input to which bilingual children are exposed on a daily basis, which, in turn, originates individual variation in the levels of language development in the languages under acquisition, mainly, in the minority language (also known as heritage language/HL; cf. Montrul 2016). In order to assess the effect of language experience on bilingual development, studies usually resort to sociolinguistic questionnaires, which allow the researcher to outline the sociolinguistic profile of the subjects under analysis, as well as to obtain crucial information about predictive variables of bilingual development (see Unsworth 2019). In this paper, we present a sociolinguistic questionnaire, in Portuguese, developed for the collection of data on the sociolinguistic experience of bilingual children, between the ages of six and ten, with a migration background – the Questionário Sociolinguístico Parental para Famílias Emigrantes Bilingues (QuesFEB). This parental questionnaire, intended for researchers who conduct studies in the field of heritage bilingualism, has as its main objective the collection of biographical and sociolinguistic information not only for the detailed characterisation of the context in which bilingual children acquire the heritage language, but also, and mainly, for the quantification of their language experience in the target language, enabling the assessment of the effect that variables related to input quantity and quality have on that language. Besides providing a detailed description of the content of the sections that compose the QuesFEB, we will present, in detail, the method of codification and calculation of four key variables that have been found to be predictive of HL development, namely: (i) current quantity of HL use (i.e., input and output) in the household; (ii) quantity of cumulative exposure to the HL in the household; (iii) quantity of HL use (i.e., input and output) with migrant grandparents who are native speakers of the language of origin; and (iv) richness of the language exposure to the HL.
{"title":"Questionário sociolinguístico parental para famílias emigrantes bilingues (QuesFEB) uma ferramenta de recolha de dados sociolinguísticos de crianças falantes de herança","authors":"Liliana Correia, Cristina Flores","doi":"10.21747/16466195/ling16a3","DOIUrl":"https://doi.org/10.21747/16466195/ling16a3","url":null,"abstract":"Empirical research in the field of bi-/multilingualism has shown that the acquisition of two (or more) languages during childhood is significantly influenced by the sociolinguistic experience of each individual, namely by the quantity and the quality of language exposure to the target languages (Unsworth 2016a). In fact, the heterogeneity of sociolinguistic contexts in which bilingual acquisition takes place leads to variation in the quantity and quality of the input to which bilingual children are exposed on a daily basis, which, in turn, originates individual variation in the levels of language development in the languages under acquisition, mainly, in the minority language (also known as heritage language/HL; cf. Montrul 2016). In order to assess the effect of language experience on bilingual development, studies usually resort to sociolinguistic questionnaires, which allow the researcher to outline the sociolinguistic profile of the subjects under analysis, as well as to obtain crucial information about predictive variables of bilingual development (see Unsworth 2019). In this paper, we present a sociolinguistic questionnaire, in Portuguese, developed for the collection of data on the sociolinguistic experience of bilingual children, between the ages of six and ten, with a migration background – the Questionário Sociolinguístico Parental para Famílias Emigrantes Bilingues (QuesFEB). This parental questionnaire, intended for researchers who conduct studies in the field of heritage bilingualism, has as its main objective the collection of biographical and sociolinguistic information not only for the detailed characterisation of the context in which bilingual children acquire the heritage language, but also, and mainly, for the quantification of their language experience in the target language, enabling the assessment of the effect that variables related to input quantity and quality have on that language. Besides providing a detailed description of the content of the sections that compose the QuesFEB, we will present, in detail, the method of codification and calculation of four key variables that have been found to be predictive of HL development, namely: (i) current quantity of HL use (i.e., input and output) in the household; (ii) quantity of cumulative exposure to the HL in the household; (iii) quantity of HL use (i.e., input and output) with migrant grandparents who are native speakers of the language of origin; and (iv) richness of the language exposure to the HL.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81896241","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 : 2021-01-01DOI: 10.21747/16466195/ling16a2
Jéssica Gomes, Celeste Rodrigues
e possible preservation of the phonological distinction between the voiceless post-alveolar affricate /tS/ and the voiceless post-alveolar fricative /S/ - corresponding to the graphic forms and , respectively - in only a few dialects in the north of the country could be motivating different behaviors from children speaking different regional varieties of Portuguese in their first years of schooling. Since this study has not yet been done, this paper intends to analyze the written productions of Portuguese children from three linguistic areas of Portugal, represented here by children from the cities of Lisbon, Porto, and Chaves, about the spellings and , to understand whether there is any relationship between the preservation or non-preservation of this phonological distinction and the children’s orthographic performance. Thus, the written productions of students belonging to the three dialectal regions mentioned above will be analyzed based on data from the EFFE-On corpus (Rodrigues, Lourenço-Gomes, Alves, Janssen & Gomes 2015) with the phonological distinction between /tS/ and /S/ having been preserved in some and neutralized in others. Therefore, it will be possible to measure the impact that the students’ dialect can have on their orthographic performance, as well as perceive any differences in performance related to the grapheme vs. the digraph . Two groups of children were created for the analysis: a group with typical and another with atypical phonological development children. The differences observed point to a need to deepen the discussion concerning the sound aspect of language in the classroom, beginning in the first years of schooling - especially during the literacy phase.
{"title":"O grafema e o dígrafo um estudo longitudinal do desempenho ortográfico de crianças de três dialetos portugueses","authors":"Jéssica Gomes, Celeste Rodrigues","doi":"10.21747/16466195/ling16a2","DOIUrl":"https://doi.org/10.21747/16466195/ling16a2","url":null,"abstract":"e possible preservation of the phonological distinction between the voiceless post-alveolar affricate /tS/ and the voiceless post-alveolar fricative /S/ - corresponding to the graphic forms and , respectively - in only a few dialects in the north of the country could be motivating different behaviors from children speaking different regional varieties of Portuguese in their first years of schooling. Since this study has not yet been done, this paper intends to analyze the written productions of Portuguese children from three linguistic areas of Portugal, represented here by children from the cities of Lisbon, Porto, and Chaves, about the spellings and , to understand whether there is any relationship between the preservation or non-preservation of this phonological distinction and the children’s orthographic performance. Thus, the written productions of students belonging to the three dialectal regions mentioned above will be analyzed based on data from the EFFE-On corpus (Rodrigues, Lourenço-Gomes, Alves, Janssen & Gomes 2015) with the phonological distinction between /tS/ and /S/ having been preserved in some and neutralized in others. Therefore, it will be possible to measure the impact that the students’ dialect can have on their orthographic performance, as well as perceive any differences in performance related to the grapheme vs. the digraph . Two groups of children were created for the analysis: a group with typical and another with atypical phonological development children. The differences observed point to a need to deepen the discussion concerning the sound aspect of language in the classroom, beginning in the first years of schooling - especially during the literacy phase.","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90104693","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 : 2021-01-01DOI: 10.21747/16466195/ling16r1
Inês Cantante
{"title":"Elena Castroviejo, Louise McNally e Galit Sassoon (Eds.). The Semantics of Gradability, Vagueness, and Scale Structure. Experimental Perspectives","authors":"Inês Cantante","doi":"10.21747/16466195/ling16r1","DOIUrl":"https://doi.org/10.21747/16466195/ling16r1","url":null,"abstract":"","PeriodicalId":53272,"journal":{"name":"Linguistica Revista de Estudos Linguisticos da Universidade do Porto","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75939045","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：