[pt] De maneira geral, nas gramáticas tradicionais de Língua Portuguesa, as conjunções / locuções conjuntivas concessivas são expostas em uma lista sem qualquer observação sobre suas condições de uso e seus aspectos semânticos, como se pudessem ser utilizadas de forma aleatória. Isso dificulta o ensino de Português, principalmente como segunda língua. Como há construções intrínsecas aos usuários nativos da língua, essas precisam ser mais bem detalhadas para que o falante não nativo consiga atingir um nível relevante de competência linguística. Para isso, baseando-nos na perspectiva funcionalista da linguagem, que entende que as escolhas gramaticais dependem do contexto em que estão inseridos os enunciados, este trabalho tem o objetivo de verificar as estruturas morfossintáticas em que ocorrem as orações concessivas e de observar os diferentes sentidos secundários que cada conjunção ou locução conjuntiva concessiva pode trazer ao enunciado. Com isso, faremos um estudo que tentará facilitar o ensino das conjunções / locuções conjuntivas concessivas, visando à aprendizagem dos falantes não nativos de português. / [en] In an ordinary way, in Portuguese traditional grammars, the concessive conjunctions are exposed on a list without any observation about their conditions of use and their semantic aspects, as if they could be used in an interchangeable manner. This makes difficult the teaching of Portuguese, especially as second language. There are constructions that are intrinsic to the native speakers of the language, so they need to be well detailed so that the non-native speaker achieve a relevant level of linguistic competence. For this propose, we based ourselves on the functionalist perspective of language, which understands that the grammatical choices depend on the context where the phrases are placed. Our goal is to verify the morphosyntatic structures where the concessive sentences appear and to observe the different secondary senses that each concessive conjunction can have in a sentence. Then, we will do a work that will facilitate the teaching of concessive conjunctions, aiming the learning of non-native speakers of Portuguese.

O presente estudo buscou investigar os efeitos do VOT Positivo (com ou sem informação contextual) na inteligibilidade de sentenças curtas em Inglês, produzidas por brasileiros, por parte de falantes nativos de Inglês Americano (6) e aprendizes proficientes de Inglês (12). Esses 18 participantes transcreveram sentenças com e sem informação contextual, produzidas com plosivas-alvo sonoras, surdas sem aspiração e surdas com aspiração. Cada participante transcreveu 112 sentenças através do software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) com um tempo-limite para respostas de 20 segundos. Os dados obtidos através da tarefa foram analisados objetivamente, dividindo as transcrições em categorias binárias “correta” (alto grau de inteligibilidade/inteligibilidade plena) e “incorreta” (baixo grau de inteligibilidade/inteligibilidade praticamente inexistente). Em geral, os níveis de acuidade não variaram consideravelmente entre os 18 participantes, embora possamos dizer que falantes nativos de Inglês Americano tiveram desempenho relativamente melhor. A análise das transcrições sugere que, enquanto é possível que fatores externos às variáveis controladas por este estudo tenham tido papel fundamental no desempenho dos participantes, a informação contextual talvez tenha remediado a falta do VOT Positivo como uma pista para atingir inteligibilidade. / The present study aimed to investigate the effects of Positive VOT (with or without contextual information) on the intelligibility of short English sentences produced by Brazilians to native speakers of American English (6) and proficient Brazilian learners (12). These 18 participants transcribed sentences produced with voiceless unaspirated and voiceless aspirated stop segments, with and without contextual information. Each participant transcribed 112 sentences through software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) with a response-time limit of 20 seconds. The data obtained from the task was analyzed objectively, assigning transcriptions to binary accurate (high intelligibility) or inaccurate (low-to-no intelligibility) categories. Overall, accuracy levels did not vary considerably amongst the 18 participants, although it can be said that native speakers of American English performed slightly better. The analysis of the transcriptions suggests that, while factors external to the variables controlled by this study might have played fundamental roles in the overall performance of the task, contextual information may possibly have remedied the absence of Positive VOT as a cue for achieving sentence intelligibility.

O presente estudo buscou investigar os efeitos do VOT Positivo (com ou sem informação contextual) na inteligibilidade de sentenças curtas em Inglês, produzidas por brasileiros, por parte de falantes nativos de Inglês Americano (6) e aprendizes proficientes de Inglês (12). Esses 18 participantes transcreveram sentenças com e sem informação contextual, produzidas com plosivas-alvo sonoras, surdas sem aspiração e surdas com aspiração. Cada participante transcreveu 112 sentenças através do software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) com um tempo-limite para respostas de 20 segundos. Os dados obtidos através da tarefa foram analisados objetivamente, dividindo as transcrições em categorias binárias “correta” (alto grau de inteligibilidade/inteligibilidade plena) e “incorreta” (baixo grau de inteligibilidade/inteligibilidade praticamente inexistente). Em geral, os níveis de acuidade não variaram consideravelmente entre os 18 participantes, embora possamos dizer que falantes nativos de Inglês Americano tiveram desempenho relativamente melhor. A análise das transcrições sugere que, enquanto é possível que fatores externos às variáveis controladas por este estudo tenham tido papel fundamental no desempenho dos participantes, a informação contextual talvez tenha remediado a falta do VOT Positivo como uma pista para atingir inteligibilidade. / The present study aimed to investigate the effects of Positive VOT (with or without contextual information) on the intelligibility of short English sentences produced by Brazilians to native speakers of American English (6) and proficient Brazilian learners (12). These 18 participants transcribed sentences produced with voiceless unaspirated and voiceless aspirated stop segments, with and without contextual information. Each participant transcribed 112 sentences through software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) with a response-time limit of 20 seconds. The data obtained from the task was analyzed objectively, assigning transcriptions to binary accurate (high intelligibility) or inaccurate (low-to-no intelligibility) categories. Overall, accuracy levels did not vary considerably amongst the 18 participants, although it can be said that native speakers of American English performed slightly better. The analysis of the transcriptions suggests that, while factors external to the variables controlled by this study might have played fundamental roles in the overall performance of the task, contextual information may possibly have remedied the absence of Positive VOT as a cue for achieving sentence intelligibility.

O presente estudo buscou investigar os efeitos do VOT Positivo (com ou sem informação contextual) na inteligibilidade de sentenças curtas em Inglês, produzidas por brasileiros, por parte de falantes nativos de Inglês Americano (6) e aprendizes proficientes de Inglês (12). Esses 18 participantes transcreveram sentenças com e sem informação contextual, produzidas com plosivas-alvo sonoras, surdas sem aspiração e surdas com aspiração. Cada participante transcreveu 112 sentenças através do software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) com um tempo-limite para respostas de 20 segundos. Os dados obtidos através da tarefa foram analisados objetivamente, dividindo as transcrições em categorias binárias “correta” (alto grau de inteligibilidade/inteligibilidade plena) e “incorreta” (baixo grau de inteligibilidade/inteligibilidade praticamente inexistente). Em geral, os níveis de acuidade não variaram consideravelmente entre os 18 participantes, embora possamos dizer que falantes nativos de Inglês Americano tiveram desempenho relativamente melhor. A análise das transcrições sugere que, enquanto é possível que fatores externos às variáveis controladas por este estudo tenham tido papel fundamental no desempenho dos participantes, a informação contextual talvez tenha remediado a falta do VOT Positivo como uma pista para atingir inteligibilidade. / The present study aimed to investigate the effects of Positive VOT (with or without contextual information) on the intelligibility of short English sentences produced by Brazilians to native speakers of American English (6) and proficient Brazilian learners (12). These 18 participants transcribed sentences produced with voiceless unaspirated and voiceless aspirated stop segments, with and without contextual information. Each participant transcribed 112 sentences through software E-Prime 2.0 (SCHNEIDER, ESCHMAN & ZUCCOLOTTO, 2012) with a response-time limit of 20 seconds. The data obtained from the task was analyzed objectively, assigning transcriptions to binary accurate (high intelligibility) or inaccurate (low-to-no intelligibility) categories. Overall, accuracy levels did not vary considerably amongst the 18 participants, although it can be said that native speakers of American English performed slightly better. The analysis of the transcriptions suggests that, while factors external to the variables controlled by this study might have played fundamental roles in the overall performance of the task, contextual information may possibly have remedied the absence of Positive VOT as a cue for achieving sentence intelligibility.

1 Abstract : The Master's thesis aims to describe the method and specifics of expressing the degrese of accuracy of time expressions in the written works of non-native speakers of Czech. The diploma thesis focuses on the general description of the expression of tempoval quantification by non-native speakers of Czech in written texts. Based on specialized resources, the graduate defines time indicators, in the next step she analyzes the most frequently used text book series entitled Czech for foreigners - Czech step by step by L. Holá, in which she monitors the presentation of time expressions, both grammatically and lexically, in terms of the range of indicators with regard to the level of language acquisition, but also in terms of the way of presentation of the indicators. In the following part, ananalysis of the occurrence of time indicators in the Merlin students' corpus is performed. The scope of use of time indicator is monitored with regard to the language skill level according to SERR, the degree of accuracy of the indication of time quantification, and the error typology of time means. Keywords: time quantification, time indicators, non-native speakers of Czech, language acquisition

No description available.

This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. In this study, 31 high school students from two ‘Spanish for Native and Heritage Speakers" classes peer-tutored second-year Spanish learners for an average of fifty minutes per week. The native/heritage Spanish-speaking students took a pre and post language attitudes, maintenance, and motivation survey and they completed two reflections during the course of the study. The native/heritage Spanish-speaking participants demonstrated a significant positive increase in language attitudes towards their native language, they also reported increased motivation to speak Spanish with friends and family after participating as peer tutors for their native language. There was no significant change in time spent in first language maintenance activities, namely: listening, reading, writing, and viewing in Spanish.

A pesquisa teve sua origem no interesse em pesquisar e diferenciar o uso dos tempos perfectivos do passado da língua italiana a saber, o passato prossimo (perfeito composto) e o passato remoto (perfeito simples), por parte de falantes nativos residentes na Itália - provenientes das regiões Sul, Centro e Norte - e aprendizes brasileiros em contexto de instrução formal. Ambos os tempos expressam ações pontuais, limitadas, acabadas e dinâmicas, mas pertencem a sistemas distintos, provocando, portanto, no discurso efeitos de sentido diferentes. O passato prossimo encaixa-se no sistema enunciativo, ou seja, é anterior ao momento da enunciação (momento de referência presente), ao qual se liga diretamente, enquanto o passato remoto é utilizado para ações concomitantes ao momento de referência passado, logo, pertence ao sistema dito enuncivo (FIORIN, 2010). Há, segundo gramáticas de consulta da língua italiana, contextos que favorecem a escolha desses tempos no discurso. Com base nessas premissas, decidimos desenvolver uma pesquisa de campo que consistiu na coleta de dados realizada nas três supracitadas regiões com o objetivo de compreender, primeiramente, se há de fato diferenças relativas ao emprego desses tempos e, em caso afirmativo, a quais fatores poderiam ser associadas. Os informantes realizaram duas tarefas: o relato oral de um conto de fadas e de uma experiência pessoal e, em seguida, a escrita dos mesmos dois gêneros. Os dados mostraram que os falantes do Sul, do Centro e do Norte da Itália escolhem o passato prossimo para expressar as ações perfectivas passadas nos relatos pessoais, tanto orais quanto escritos. O tempo passato remoto, por sua vez, foi mais frequente nas produções escritas dos contos de fadas dos falantes do Norte e adotado, parcialmente, pelos falantes do Sul. Na oralidade, entretanto, grande parte dos informantes das três regiões preferiram o presente do indicativo na execução desse tipo de narrativa. Dessa maneira, compreendemos que a utilização desses tempos está relacionada, principalmente, a dois eixos de variação linguística que correspondem à diafasia e à diamesia. A fim de investigar como aprendizes de italiano L2 escolhem a utilização de um dos dois tempos, a mesma atividade foi realizada com alunos do curso de graduação em Letras, com habilitação em português e italiano, da Universidade de São Paulo. Os participantes da pesquisa executaram as tarefas, em três momentos do processo de aquisição/aprendizagem da língua estrangeira, para que pudessem ser verificados os efeitos da instrução no uso das estruturas dos tempos perfectivos do passado a curto e a longo prazo. As análises permitiram identificar que, antes do ensino formal do passato remoto, os aprendizes apresentaram a tendência de associar os relatos pessoais orais e escritos ao passato prossimo e usar, por outro lado, na maioria dos casos, o presente nas narrativas dos contos de fadas. Após a instrução sobre o passato remoto, os resultados referentes aos relatos pessoais não tiveram alterações significativas, assim como também o conto de fadas oral. Entretanto, na produção escrita, alguns aprendizes começaram a fazer uso do passato remoto simples na caracterização das ações acabadas, pontuais e dinâmicas. Na última coleta de dados constatou-se que grande parte dos aprendizes manteve o uso do passato prossimo nos relatos pessoais, mas, ainda assim, alguns participantes preferiram utilizar o passato remoto. O presente do indicativo, por outro lado, predominou nas narrações orais dos contos de fadas, porém, na escrita foram observadas mais recorrências do perfectivo simples e composto. Os dados obtidos levam a pensar que os aprendizes seguem a tendência apresentada pelos nativos na seleção do tempo verbal nos gêneros relato pessoal oral e escrito e no conto de fadas oral. Entretanto, na escrita, após o ensino dos tempos perfectivos do passado e maior contato com a língua alvo, verificou-se uma tendência a empregar diferentes tempos verbais sem que haja, aparentemente, consciência dos efeitos que provocam no texto e no discurso. / The research had its origin in the interest in researching and differentiating the use of the perfective tenses of the past of the Italian language, namely passato prossimo (perfect compound) and the passato remoto (perfect simple), as used by native speakers from Southern, Central and Northern Italy and Brazilian learners undergoing formal instruction. Both tenses express specific, limited, finished and dynamic actions, but belong to distinct systems and create different effects of meaning in the discourse. Passato prossimo fits into the enunciative system, i.e., it is prior to the moment of utterance (present moment of reference), to which it connects directly, while passato remoto is used for actions concomitant to the past reference moment, it belongs to said enuncive system (FIORIN, 2010). According to Italian language grammar books, some contexts favor the choice of these tenses in the discourse. On the basis of these premises, we decided to develop a field survey that consisted of collecting data in the three regions mentioned, to understand, first, if there are any differences regarding the use of these tenses and, if so, what factors they would be associated with. The subjects had two tasks: to orally tell a fairy tale and a personal experience, and then to write the same two genres. Data showed that speakers from the Southern, Central and Northern Italy chose passato prossimo to express past perfective actions in personal reports, both oral and written. Passato remoto tense, in turn, was more frequent in the fairy tale writings of northern speakers and used, in part, by southern speakers too. However, orally, a large number of subjects from the three regions preferred the present indicative in this type of narrative. Thus, we understand that the use of these tenses is mainly related to two axes of linguistic variation that correspond to diaphasia and diamesia. To investigate how learners of Italian L2 chose to use one of the two tenses, the same activity was carried out with undergraduate students with qualification in Portuguese and Italian Language and Literature, at the University of São Paulo. The research participants performed the tasks in three moments of the process of foreign language acquisition/learning, so that the learning effects could be verified in the use of the structures of past perfective tenses in short and long terms. The analyses showed that learners associated the oral and written personal reports to passato prossimo before they formally studied passato remoto. However, in most cases, learners used the present tense in the fairy tale narratives. After studying formally passato remoto, the oral personal reports or fairy tales have not yielded significant changes. Yet, in the written production, some learners began to use the simple passato remoto in the characterization of finished, specific and dynamic actions. In the last data collection, we observed that most learners continued to use passato prossimo in personal reports, despite the fact that some participants still preferred to use passato remoto. Although the present indicative was predominant in oral narratives of fairy tales, the simple and compound perfective were more recurrent in writing. The data obtained seem to indicate that the learners follow the tendency presented by the natives in the choice of the verbal tense in oral and written personal narrative and in oral fairy tales. Nonetheless, in writing, after studying the past perfective tenses and having had more contact with the target language, the learners tended to use different verb tenses without apparently being aware of the effects created in the text or in the discourse.

(English) This master thesis deals with specific approach to Greek native speakers whilst teaching Czech as foreign language. On the basis of typological comparison of Czech with Modern Greek it seeks similarities and differences between those two languages and draws conclusions for teaching. This paper also concerns with concepts of grammar, teaching methods and presentation of selected grammatical categories from the didactics point of view. The practical part of the thesis proceeds from the research focused on Modern Greek verbal system and suggests that one of the alternatives how to teach the category of aspect to Greek native speakers is using temporal-aspectual markers. The purpose of this thesis is to provide Czech teachers with linguodidactic recommendations facilitating teaching students of Greek origin.

The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more information from the passage with signaling devices than from the passage without signaling devices. This hypothesis was not supported. Signaling devices helped good and average readers to recall significantly more information, while the group of poor readers was not affected by the presence of these signaling devices. The findings suggest that training non-native speakers in identifying and utilizing different rhetorical structures might facilitate their reading comprehension. There is also a parallel need in writing instruction so that writers can . offer this facility to their readers.