Linguistic Approaches to Portuguese as an Additional Language

Description

This book includes a selection of theoretical and practical accounts of the acquisition of Portuguese from a broad range of linguistic perspectives. This collection is particularly appealing in the broad academic sphere of language acquisition due to the fact that there has yet to be one entirely dedicated to Portuguese as an Additional Language (PAL). This volume showcases the breadth of research being carried out on topics ranging from the acquisition of aspects from the main language modules (syntax, morphology, semantics, phonology, and pragmatics) to applied perspectives involving corpus-based approaches and experimental methodologies. Moreover, we present studies addressing a variety of learning contexts and learner types. The target audience includes researching scholars with a background in second language acquisition studies interested in learning more about the acquisition of Portuguese as an Additional Language from linguistic perspectives. 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 & Best (2016a) and Elvin, Williams & 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