Propomos o estudo da realização do objeto direto no Português Brasileiro (PB) na referência ao interlocutor, a partir de um corpus formado essencialmente por textos produzidos por alunos do Ensino Fundamental II de uma escola particular da cidade de São Paulo. Estes textos consistem em uma proposta de redação direcionada à produção do objeto direto na referência ao interlocutor, orientados aos registros formal e informal da língua. Objetivamos identificar o tipo de complemento produzido pelos alunos nos dois registros. Interessa-nos investigar, sobretudo, as formas pronominais acusativas de 2a pessoa bem como a posição dos clíticos para estabelecer diálogo com os trabalhos que tratam das formas pronominais acusativas de 3a pessoa. Para isto, utilizamos o método variacionista de análise quantitativa, conforme estabelecido por Labov, e já consagrado em inúmeros estudos. Os resultados obtidos serão norteados pelas hipóteses descritas ao longo da introdução deste estudo, e a partir da confirmação de algumas e descarte de outras, buscaremos estabelecer uma adequação descritiva suficiente para comprovar o desaparecimento do clítico acusativo de 3a pessoa aplicado em referência ao interlocutor (Ramos 1999), substituído pela forma \"te\", ou para realinhar o clítico \"o\" no sistema pronominal da variedade paulistana do português brasileiro. / The aim of this study of the effectiveness of the direct object in Brazilian Portuguese (BP) at the interlocutor\'s reference, from a corpus essentially made by texts produced by students from a private school at São Paulo city. These texts consist in a request for composition directed to the production of the direct object at the interlocutor\'s reference, guided to the formal and informal registers of the language. The objective defined here is identifying the kind of complement that is produced by the students at the formal and informal registers. The main intention is investigate the second person accusatives pronominal forms as well as the clitics position, to establish connection with studies that work with the third person accusatives pronominal forms. In this sense, it was used the quantitative method of analysis, as establish by Labov, and already considerate in many studies. The results will be guided by the hypotheses described at the introduction of this study and from the confirmation of some hypotheses and the discard of others there will be establish a suit descriptive sufficient to corroborate the useless of the third person accusative clitic applied at the interlocutor\'s reference (Ramos 1999), replaced by the form \"te\" or to align the clitic \"o\" at the pronominal system of varieties of the Brazilian Portuguese from São Paulo.

Propomos o estudo da realização do objeto direto no Português Brasileiro (PB) na referência ao interlocutor, a partir de um corpus formado essencialmente por textos produzidos por alunos do Ensino Fundamental II de uma escola particular da cidade de São Paulo. Estes textos consistem em uma proposta de redação direcionada à produção do objeto direto na referência ao interlocutor, orientados aos registros formal e informal da língua. Objetivamos identificar o tipo de complemento produzido pelos alunos nos dois registros. Interessa-nos investigar, sobretudo, as formas pronominais acusativas de 2a pessoa bem como a posição dos clíticos para estabelecer diálogo com os trabalhos que tratam das formas pronominais acusativas de 3a pessoa. Para isto, utilizamos o método variacionista de análise quantitativa, conforme estabelecido por Labov, e já consagrado em inúmeros estudos. Os resultados obtidos serão norteados pelas hipóteses descritas ao longo da introdução deste estudo, e a partir da confirmação de algumas e descarte de outras, buscaremos estabelecer uma adequação descritiva suficiente para comprovar o desaparecimento do clítico acusativo de 3a pessoa aplicado em referência ao interlocutor (Ramos 1999), substituído pela forma \"te\", ou para realinhar o clítico \"o\" no sistema pronominal da variedade paulistana do português brasileiro. / The aim of this study of the effectiveness of the direct object in Brazilian Portuguese (BP) at the interlocutor\'s reference, from a corpus essentially made by texts produced by students from a private school at São Paulo city. These texts consist in a request for composition directed to the production of the direct object at the interlocutor\'s reference, guided to the formal and informal registers of the language. The objective defined here is identifying the kind of complement that is produced by the students at the formal and informal registers. The main intention is investigate the second person accusatives pronominal forms as well as the clitics position, to establish connection with studies that work with the third person accusatives pronominal forms. In this sense, it was used the quantitative method of analysis, as establish by Labov, and already considerate in many studies. The results will be guided by the hypotheses described at the introduction of this study and from the confirmation of some hypotheses and the discard of others there will be establish a suit descriptive sufficient to corroborate the useless of the third person accusative clitic applied at the interlocutor\'s reference (Ramos 1999), replaced by the form \"te\" or to align the clitic \"o\" at the pronominal system of varieties of the Brazilian Portuguese from São Paulo.

This study investigates how seven Chinese sentence-final particles (SFP le, ne1, ma, ne2, ba1, ba2 and a; hereafter SFP) and their features are represented in English speakers’ L2 Chinese. In this research, SFPs are analysed as heads instantiating different positions in the CP domain (Paul 2009, 2014, 2015), which are head-final, and in particular, they are considered to carry semantic, syntactic and discourse features. As there is no SFP in English, the features on Chinese SFPs are realised by a variety of syntactic means. Through a proficiency test and six experimental tasks, data from 76 participants (including 18 Chinese native speakers, 20 low-intermediate learners, 20 high-intermediate learners and 18 advanced learners) were collected. Results show that English-speaking L2 learners can easily establish the basic syntactic structure of Chinese SFPs and successfully acquire the features attached to SFPs ma, ba1 and a. However, they have significant difficulty in acquiring the features attached to SFPs le, ne1, ne2 and ba2. In general, syntactic features on Chinese SFPs are intact in L2 grammars, whereas semantic features (i.e. syntax-semantics interfaces) are very vulnerable. In addition, it is found that not all discourse features (syntax-discourse interfaces) are problematic. Findings indicate that both L1 grammar (i.e. L1 transfer) and L2 input (frequency, saliency and complexity) play important roles in affecting learners’ acquisition of the features attached to Chinese SFPs. In particular, learners seem to transfer all feature sets from their L1 English. Semantic features that have been transferred from their L1 English but that are neither confirmed nor disconfirmed by the Chinese input have become dormant in the L2 Chinese, which complements the Dormant Feature Hypothesis (Yuan 2014). Furthermore, the homomorphous SFPs which exhibit a ‘one-to-many’ form-meaning connection are believed to complicate learners’ recognition and acquisition of relevant features on SFPs. It is also demonstrated that the mapping of a feature across CP domains (i.e. from a two-CP structure to a one-CP structure) can be problematic and difficult. The discourse feature needs to be reassembled in L2 grammars, which advances the arguments of the Feature Reassembly Hypothesis (Lardiere 2008, 2009a,b).

In an attempt to investigate the impact of planning on second language (L2) oral production, an experimental study that contrasted the effects of two types of pre-task planning (strategic planning vs. rehearsal) on the L2 oral task performance of 64 Japanese university EFL learners under different modality (aural vs. written) and language (L1 vs. L2) conditions of pre-task input was conducted. The main aim was to determine whether strategic planning (i.e., silent preparation) and rehearsal (i.e., active practice) before L2 oral tasks differentially impact performance in terms of fluency, complexity, and accuracy. An additional aim was to examine the effects on performance of providing pre-task input to assist planning. Furthermore, I elicited the learners’ perceptions of the value of the pre-task input toward assisting their oral task performance via 5-point Likert scale post-task questionnaires. No difference was found between strategic planning and rehearsal in their effects on L2 oral task performance regarding fluency, complexity, or accuracy. This result suggests that, when it comes to pre-task planning, L2 teachers can generally have their learners engage in either strategic planning or rehearsal without differentially impacting their task performance. Concerning the provision of pre-task input, the L1 and L2 input induced commensurate levels of fluency and complexity. However, the L2 input led to significantly greater accuracy of oral production than did the L1 input. This finding is important as it suggests that L2 learners can possibly acquire something from the input provided to them in the course of pre-task planning. Moreover, the post-task questionnaire results corroborated this finding as the participants indicated that the L2 input significantly enhanced their accuracy and also helped them use a wider range of vocabulary during the tasks. Thus, if the aim of a teaching or testing situation is oriented toward fluency, the results indicate that it makes no difference whether pre-task input is in learners’ L1 or L2. In contrast, if the aim is oriented toward accuracy, then teachers and testers should provide L2 input in order to facilitate optimal performance. / Language Arts