Linguistic Approaches to Portuguese As an Additional Language.

Intro -- Linguistic Approaches to Portuguese as an Additional Language -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgements -- Foreword -- Introduction -- Part 1. Linguistic components of language transfer in PAL research -- Part 2. Linguistic insights into the PAL acquisition process -- Part 3. Linguistic results informing PAL instruction -- Part 1. Linguistic components of language transfer in PAL research -- The roles of L1 Spanish versus L2 Spanish in L3 Portuguese morphosyntactic development -- 1. Introduction -- 2. Differential object marking -- 2.1 DOM in Spanish -- 2.2 Acquisition of DOM in Spanish -- 2.3 Transfer of DOM at the initial stages: Giancaspro et al. (2015) -- 3. Research question and predictions -- 4. Methodology -- 4.1 Participants -- 4.2 Judgment task -- 5. Results -- 6. Discussion -- 7. Conclusion -- References -- Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals: Data from production -- 1. Introduction -- 2. Cross-linguistic effects in L2 and HL acquisition -- 3. Morpho-syntactic distinctions -- 3.1 Null subject distribution -- 3.1.1 European Portuguese -- 3.1.2 Brazilian Portuguese -- 3.2 Null object distribution -- 3.2.1 European Portuguese -- 3.2.2 Brazilian Portuguese -- 4. Research questions and hypotheses -- 5. Methodological approach -- 5.1 Participants -- 5.2 Mode trigger -- 5.3 Elicited production task -- 6. Results -- 6.1 Null vs. overt pronominal subjects -- 6.2 Null vs. overt pronominal objects -- 7. Discussion -- 8. Conclusion -- References -- Learning to perceive, produce and recognise words in a non-native language: Australian English vs. European Spanish learners of Brazilian Portuguese -- Introduction -- 1. Part one -- 1.1 Portuguese as a second or additional language.

1.2 The acquisition of L2 Brazilian Portuguese speech perception and production -- 2. Part two -- 2.1 Perceiving, understanding and producing Brazilian Portuguese -- 2.2 The Second Language Linguistic Perception model: A comprehensive theoretical and computational framework of L2 development -- 2.3 Non-native perception of Brazilian Portuguese vowels -- 2.3.1 Overview of Elvin (2016)'s non-native perception study -- 2.3.2 Methodology -- 2.3.3 Main findings -- 2.4 Spoken word recognition -- 2.4.1 Overview of the non-native spoken word recognition study in Elvin (2016) -- 2.4.2 Methodology -- 2.4.3 Main findings -- 2.5 Non-native production of Brazilian Portuguese vowels -- 2.5.1 Overview of Elvin, Escudero, Williams &amp -- Best (2016a) and Elvin, Williams &amp -- Escudero (2016b) -- 2.5.2 Methodology -- 2.5.3 Main findings -- 3. Discussion and conclusion -- References -- Multi-directionality in language transfer: Development of the vowel system of Brazilian Portuguese as a second (L2) or third language (L3) -- Introduction -- Basic characteristics of complex, adaptive systems -- The present study -- Research questions and procedures -- Method -- Participants -- Tasks -- Results -- The effect of additional language systems on L1 production -- The effect of the L1 and L2 systems on L3 production -- Conclusion -- References -- Part 2. Linguistic insights into the PAL acquisition process -- The Lexical Aspect Hypothesis -- Introduction -- 1. The Lexical Aspect Hypothesis: Literature review -- 1.1 The Lexical Aspect Hypothesis: LAH -- 1.2 The Lexical Aspect Hypothesis in Romance languages -- 2. Inflectional morphology -- 2.1 Variation -- 3. The categories of tense and aspect in Portuguese and Chinese -- 3.1 Tense and aspect in Portuguese -- 3.2 Tense and aspect in Chinese (Mandarin and Cantonese) -- 3.2.1 Cantonese.

4. Verb semantics: identification of verb properties -- 5. The study: Methodological procedures -- 5.1 Introduction -- 5.2 Participants -- 5.3 Instruments of data collection -- 6. Discussion of the results -- 6.1 Results for Perfect Preterit: Discussion -- 6.1.1 Lexical aspect -- 6.1.2 Length of exposure -- 6.2 Results for Imperfect Preterit -- 6.2.1 Grammatical aspect -- 6.2.2 Type of task -- 7. Conclusions -- References -- How learners of Portuguese as an additional language talk about their experience from a cognitive perspective -- 1. Introduction -- 2. Research on metaphor/ metonymy and foreign language learning -- 3. Research questions -- 4. Methods -- 4.1 Participants and procedures -- 5. Metaphor use in learner discourse on learning Portuguese as an Additional Language -- 6. Final remarks -- References -- Part 3. Linguistic results informing PAL instruction -- Implementing the concept of 'pedagogic mediation' with the use of language corpora for the teaching of Portuguese as an L2 or L3 -- 1. Introduction -- 2. The use of a language corpus to teach an L2 -- 2.1 Direct and indirect uses of language corpora -- 2.2 Indirect uses: WHAT to teach -- 3. Theory- and data-driven approaches: Deductive and inductive processes -- 3.1 Deductive and inductive approaches -- 3.2 Guided induction -- 4. Applications of guided induction activities with Portuguese -- 4.1 Description of C-ORAL-BRASIL -- 4.2 Teaching the syntactic structure of gostar using a teacher-corpus approach -- 4.3 Teaching interactional functions using a teacher-corpus approach -- 5. Conclusion -- Acknowledgements -- References -- Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning -- Leveraging Spanish knowledge and cognitive aptitude in Portuguese learning -- Background -- Glosses as an instructional technique -- Aptitude and multilingualism -- Method.

Participants -- Design and procedures -- Materials -- Texts -- Target words -- Activities -- Measures -- Spanish cloze proficiency test -- Reading comprehension -- Vocabulary learning -- Cognitive aptitude -- Paired Associates (PA) -- Letter Sets (LS) -- Serial Reaction Time (SRT) -- Running Memory Span (RMS) -- Antisaccade (AS) -- Questionnaires -- Language History Questionnaire -- End-of-Session questionnaire -- Results -- Reading comprehension -- Rote Memory (PA) -- Explicit Induction (LS) -- Implicit Induction (SRT) -- Processing Speed (SRT) -- Updating (RMS) -- Inhibitory Control (AS) -- Vocabulary learning -- Condition -- Proficiency -- Test Time -- Cognate status -- Rote Memory (PA) -- Explicit Induction (LS) -- Implicit Induction (SRT) -- Processing Speed (SRT) -- Updating (RMS) -- Inhibitory Control (AS) -- Discussion -- Glosses vs. Control -- L2 proficiency -- Vocabulary retention -- Cognate status -- Aptitude -- Conclusions -- References -- Appendix A. Target words -- Appendix B. End-of-Session questionnaire -- Appendix C. Data analysis procedure and statistical models -- Autonomous Portuguese L3 learning through an adaptive platform -- Introduction -- The third language learning context -- Spanish to Portuguese conversion -- Existing HLT capabilities -- The current prototype -- Methods -- Participants -- Pilot 1 -- Pilot 2 -- Subject matter experts -- Results -- Overall usage statistics -- Lexical environment of the platform -- Individual tailoring -- Discussion -- Conclusions -- References -- Exploring second language acquisition -- 1. Introduction -- 2. Motivation for research -- 3. The role of implicit and explicit knowledge in second language acquisition -- 4. Research site, method and participants -- 4.1 Research method -- 4.2 Research analysis -- 4.2.1 Phase 1: Collecting multiple data sources.

4.2.2 Phase 2: Coding data as a display of explicit or implicit knowledge -- 4.2.3 Phase 3: Coding data by degree of difficulty -- 5. Research findings -- 5.1 Explicit L1 knowledge receives explicit L2 instruction -- 5.2 Implicit L1 knowledge receives explicit L2 instruction -- 5.3 Implicit L1 knowledge receives implicit L2 instruction -- 5.4 No explicit or implicit L1 knowledge receives implicit L2 instruction -- 5.5 No explicit or implicit L1 knowledge receives explicit L2 instruction -- 6. Discussion -- References -- Annexure A. Table of research participants -- The linguistic and anthropological dimensions within enunciation in additional languages: A look at a Portuguese language instructional setting -- Introduction -- 1. Discourse positioning: Speakers and language analysts -- 1.1 Intersubjectivity as the main element of culture -- 1.2 The linguistic and anthropological dimensions within enunciation -- 2. Context -- 3. Analysis -- 4. Discussion -- 5. Implications -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.