Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem por objetivo refletir sobre a relação linguagem e identidade nas falas de imigrantes guianenses que vivem no espaço urbano de Boa Vista capital do estado de Roraima. Trata-se de uma pesquisa sob o viés da Linguística Aplicada por ser uma área transdisciplinar que permitiu o diálogo com outras áreas do conhecimento como a História, a Geografia, as Ciências Sociais, a Literatura, a Música, os Estudos Culturais, a Psicologia Social, o Direito e a Análise do Discurso. Os registros foram coletados por meio da elaboração de Diário de Campo e de nove entrevistas semiestruturadas gravadas em áudio e devidamente autorizadas pelos sujeitos. Em seguida, elaborei a roteirização das entrevistas a fim de localizar os dados de análise. A partir da reflexão suscitada pela pergunta de pesquisa Como a linguagem influencia na constituição identitária de imigrantes guianenses que vivem em Boa Vista - RR?, teci a escrita apresentando inicialmente tanto as teorias que embasam o trabalho quanto os sujeitos envolvidos para, em seguida, elaborar as análises reflexivas sobre a linguagem em uso dos imigrantes, o ser ou não ser guianense à luz do Estatuto do Estrangeiro e sobre as percepções de si e dos outros presentes no jogo linguístico do aqui e do "lá".

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Objetivo, nesta pesquisa, refletir sobre o processo de (re)construção de identidades maranhenses que vivem em Boa Vista-RR a partir de suas falas.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem por objetivo investigar como um contexto sócio-linguístico-cultural fronteiriço influencia na constituição do sujeito que ali mora e estuda. Esta é uma pesquisa orientada à luz da Linguística Aplicada, uma área de pesquisa que se interessa por novas teorizações e que dialoga com outras áreas do conhecimento, como Estudos Culturais e Sociolinguística. Esta pesquisa mostra-se pertinente à comunidade acadêmica e aos colegas professores atuantes no cenário educacional, por suscitar questionamentos acerca de sujeitos de minorias linguísticas, moradores na fronteira que convivem e interagem em um meio de dimensões culturais que se movimentam bidirecionalmente e, também se complementam, na perspectiva da transculturalidade. Trata-se de um estudo de cunho etnográfico com abordagem de pesquisa predominantemente qualitativa. Os registros foram coletados através da observação participante, do diário de campo e das entrevistas semiestruturadas gravadas apenas em áudio mediante a autorização dos sujeitos ou de seus responsáveis. Um total de 10 sujeitos foram entrevistados, sendo 8 alunos, 1 professor e 1 secretária da escola. As análises empreendidas indicaram a marcação da diferença e da identidade dos alunos pela língua. / This study aims to investigate how a socio-cultural-linguistic border context influences the constitution of the individual that lives and study there. This work is oriented under the bias of Applied Linguistics, a mixed area of research that is interested in new theories and dialogues with other areas of knowledge such as Cultural Studies and Sociolinguistics. This research is relevant to the academic community and to all the teachers that work in this educational system, by raising questions about linguistic minorities individuals, residents on the border who live and interact in an environment of cultural dimensions that moves bidirectionally and also complement each other, in the perspective of transculturality. This is an ethnographic study with predominantly qualitative research approach. The records were collected through participant observation, field diary and semi-structured interviews recorded in audio only with the permission of the individuals or their legal guardians. A total of 10 individuals were interviewed, 8 students, 1 teacher and 1 secretary of the school. The analysis undertaken indicated the marking of difference and identity of students by language.

Validation in language testing is an ongoing process in which information is collected through investigations into the design, implementation, products and impacts of an assessment (Sireci, 2007). This includes the cognitive processes elicited from candidates by a test (Weir, 2005). This study investigated the English Speaking Board’s ESOL International examinations at levels B2 and C1 of the CEFR. The study considered the role of discourse competence in successful performances through examination of cognitive phases employed by candidates and metadiscourse markers and whether the use fit with models such as the CEFR and Field (2004) and so contributed to the validation argument. The study had two strands. The process strand of the study was largely qualitative and focussed on the cognitive processes which candidates used to compose their texts. Verbal reports were carried out with a total of twelve participants, six at each level. The product strand of the study analysed the use of metadiscourse markers in the scripts of sixty candidates in order to identify developing features of discourse competence at levels B2 and C1. The process strand of the study identified that there were statistically significant differences in the cognitive phases employed by the participants in the study. The investigation also identified a number of differences in what B2 and C1 learners attended to while carrying out the different phases. The product strand of the study found no statistically significant differences in the use of metadiscourse markers used by candidates at the two levels, but observed differences in the way particular metadiscourse markers were employed. These differences indicate the direction for a possible larger-scale study. Unlike previous studies into metadiscourse (Burneikaite, 2008; Plakans, 2009; Bax, Nataksuhara & Waller, forthcoming) the study controlled for task, text type and rhetorical pattern and nationality. The study suggested that discourse competence contributed to higher-level performances in writing and that the examinations under investigation elicited a wide range of cognitive phases from C1 candidates. The study also suggested that many of the CEFR’s statements about the development of discourse competence at the higher levels are correct.

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Translation is a challenge. More than just words, languages are ways of looking at the world and these unique perspectives make it hard to talk about a reality which might not exist in the language in which we are trying to express it. It becomes a greater challenge when one tackles theater as it is not a genre translation theories have studied extensively, which means the translator cannot rely on tradition. And the challenge reaches a new level when it comes to translating humor: humor is linguistically and culturally determined. Indeed, languages do not express humor using the same tools and peoples do not laugh about the same things. Dealing with these challenges, this work presents the translation of The Dinner Party, an American play by Neil Simon. Offering more than just the translation of the play in French, it aims at blending theory and practice. It thus brings the reader's attention to the way the translation has been done, with observations about the way the two cultures have tentatively been reconciled and about the linguistic phenomena which took place thanks to tools chosen in order to stay faithful to the text while making it not only grammatically correct but also pertinent and enjoyable. The tools identified by Chuquet turned out to be very productive, but case-by-case attention and creativity were also necessary. This work also brings to light some aspects which might call for further analysis, such as a specialized speech analysis of stage directions, through the presentation of a non-exhaustive but broad outline gathering theoretical background. This analytical step is indeed the prerequisite for any serious translation work: even before looking at the piece to be translated, one should be aware of what translating implies and make some decisions concerning the role of the translator. One also needs to explore the features of the original work they feel are necessary to take into consideration when translating.

This study aims to ascertain the relative importance of certain aspects of task design for the acquisition of vocabulary by high-proficiency second language speakers. Previous research suggests that vocabulary learning is most effective when "task-induced involvement" is high and that involvement can be measured as a sum of three components: need for the vocabulary in the task, searching for a meaning of a word or a word to fit a meaning, and evaluation of how the word meaning compares to that of other words or how the word fits in with surrounding words. We attempt to corroborate those premises and, further, to examine the hypothetical components of involvement separately and investigate whether they interact with each other and/or differ in impact on the learning process. To address this question, we administered a different task to each of four groups of high-proficiency learners of English, varying the search and evaluation components among the tasks. We measured the vocabulary gains on immediate and delayed tests and compared the results among the four groups. The results on the immediate test accord with earlier studies in showing greater gains for the groups with more task-induced involvement than for the control group. Concerning search and evaluation, the two components appear to compensate for each other, suggesting that the presence of either one is as effective as the presence of both. The delayed post-test results followed the same patterns, although the results are not statistically significant.

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No description available.

This study examines adverbial clause usage by women and men in three contexts: (1) single-gender and mixed-gender meetings of a US social club, (2) single-gender and mixed gender dyads speaking Ecuadorean Spanish, and (3) French speakers in informal interviews. The English results generally support past findings that women tend to use adverbial clauses to weaken their expressed commitments to the propositions they express, while men tend to use more of the clauses that strengthen the expressed commitments. However, the situation affects the specific clause types used, and the English results are not replicated in the Spanish or French data.