Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL <p>Os linguistas e todos os que se interessam pelos estudos da linguagem têm, desde 2006, um espaço de publicação e de debate, a <em>Linguística – Revista de Estudos Linguísticos da Universidade do Porto</em>. Esta revista, uma publicação da Faculdade de Letras da Universidade e do Porto e do Centro de Linguística da mesma Universidade, aceita propostas de artigos sobre qualquer tópico linguístico, resultado de investigação fundamental e aplicada, em qualquer quadro teórico.</p> pt-PT linguistica@letras.up.pt (António Leal) mselas@letras.up.pt (Mariana Selas) Thu, 03 Dec 2020 00:00:00 +0000 OJS 3.3.0.3 http://blogs.law.harvard.edu/tech/rss 60 Volume completo https://ojs.letras.up.pt/index.php/EL/article/view/10117 . Revista de Estudos Linguísticos Linguística Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10117 Thu, 03 Dec 2020 00:00:00 +0000 Introdução https://ojs.letras.up.pt/index.php/EL/article/view/10089 . João Veloso Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10089 Thu, 03 Dec 2020 00:00:00 +0000 Saussure, Kant e o conceito de langue https://ojs.letras.up.pt/index.php/EL/article/view/10090 . Alexandra Soares Rodrigues Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10090 Thu, 03 Dec 2020 00:00:00 +0000 O tripé da alfabetização: consciência fonológica, princípio alfabético e letramento https://ojs.letras.up.pt/index.php/EL/article/view/10092 <p>This article deals with the teaching reading and writing tripod: phonological awareness, explanation of the alphabetical principle and literacy. Rigatti-Scherer’s research (2008) presents evidence regarding the three guiding axes. Are they: developing phonological awareness throughout the literacy period provides the learning of writing more effectively and that, being established, provides better performance in phonological awareness; the explanation of the alphabetical principle during the teaching reading and writing period facilitates the learning<br />of writing for students of regular classes and students with special needs; literacy enables interaction and the real use of reading and writing functions. The balanced three “feet” support teaching reading and writing.</p> Ana Paula Rigatti Scherer Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10092 Thu, 03 Dec 2020 00:00:00 +0000 Direito (Penal), linguagem e «juridiquês» https://ojs.letras.up.pt/index.php/EL/article/view/10093 <p>The author analyses some aspects of the intricate relationship between Law, especially Criminal Law, language and power, then proposing a classification for the aims legal texts and its own language carry out. Finally, he addresses the technical-dogmatic complexity of that same language, reviewing legislative measures in order to reduce it and speaking out against the mere hollow formulas that abound in a wide variety of legal statutes.</p> André Lamas Leite Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10093 Thu, 03 Dec 2020 00:00:00 +0000 Las Facultades de Educación en las Universidades Tradicionales y en las «Universidades de la Tercera Edad» : Un Modelo de Cooperación https://ojs.letras.up.pt/index.php/EL/article/view/10094 <p>This article presents a subject that is more and more debated today, that is, that the Universities of the Third Age can not pretend to have the vocation of every University wich is teaching, researching and sevices to the collectivity. For this reason, it seems urgent to present a model of partnership between traditional universities and Universities of the Third Age.<br />This model will assure the futurs interveners that work whith the elderlies a better training for them. Determining the roles of the teachers, supervisor and students will permit creating the conditions of a better cooperation. This cooperation will permit to join the Universities of the Third Age whith the Faculties of Education of the Traditional Universities and better articulate the theoretical and practical training of the futurs interveners that work with the elderlies contribuating to their profesional identity.</p> André Lemieux, Gérald Boutin, Mariano Sánchez Martínez Molina, Jean Riendeau Lavoie Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10094 Thu, 03 Dec 2020 00:00:00 +0000 Aspetos do processamento dos conceitos na aprendizagem da leitura e da escrita em L2 de nível avançado https://ojs.letras.up.pt/index.php/EL/article/view/10095 <p>Deep reading and writing in a second language (L2) imply understanding multiple layers of meaning as well as evoking resources that enable (re)coding them. In what concerns learning how to read and write in a L2 as an adult learner in higher levels of proficiency, reading comprehension and the consequences of its (re)creative results in written production demand a deep grasp and reuse of meaning. Bearing in mind that reading and writing are two sides of the same coin (Pinto 2014) in their neurologic and cognitive root (Luria 1980) whose collaborative mechanics (Emig 1983; Pinto 2014) depends on several converging areas of the brain, we intend to revisit the neurolinguistic mechanisms underlying concept comprehension and evocation in hopes of shedding light on some of the processes involved in deep reading comprehension and subsequent written production.</p> Ângela Filipe Lopes Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10095 Thu, 03 Dec 2020 00:00:00 +0000 Professora Maria da Graça Lisboa Castro Pinto. A professora da generosidade exigente e da curiosidade inesgotável https://ojs.letras.up.pt/index.php/EL/article/view/10096 . Catarina Soares Martins Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10096 Thu, 03 Dec 2020 00:00:00 +0000 Contributos para a descrição linguística da Língua Gestual Portuguesa: planos morfológico e morfossintático https://ojs.letras.up.pt/index.php/EL/article/view/10097 <p>In this text we analyze some similarities and differences between sign languages and oral languages, starting from some recent research. We intend to show that Portuguese Sign Language (LGP) is a natural language in which the combination of the units of the system (the kereme, the sign and the sentence) is carried out by articulating processes of linearity and simultaneity, in a syntactic space with many morphosyntactic, textual and pragmatic potentialities. We will mainly analyze morphological and morphosyntactic areas, related to different types of verbs, their properties and values.</p> Celda Morgado, Ana Maria Brito Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10097 Thu, 03 Dec 2020 00:00:00 +0000 Os níveis de consciência fonológica integrados aos demais níveis de consciência linguística https://ojs.letras.up.pt/index.php/EL/article/view/10098 <p>This article presents an excerpt from the research entitled ‘Discovering rhymes in poems: a study on the effects of rhymes on phonological awareness and their relationship with other levels of linguistic awareness during the literacy process’. The study was carried out through the recording and transcription of nine weekly poem workshops, with an average duration of 50 minutes, carried out with a group of twenty first-year elementary school children from a Brazilian school. The speeches of the workshop participants were fully transcribed, and served<br />as material for the qualitative analysis of how children understand and reflect on language from poems with rhymes. These data made it possible to verify different behaviors in the levels of linguistic awareness considered here (phonological, morphological, syntactic, semantic, pragmatic, textual), permeated by the phonological plane, and to identify different categories in<br />the interaction between them. The results of this investigation are discussed, which allowed us to affirm that activities with poems marked by rhymes, with children in the literacy phase, can be a facilitator of the development of phonological awareness in an integrated way with the other levels of linguistic awareness.</p> Clarice Lehnen Wolff Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10098 Thu, 03 Dec 2020 00:00:00 +0000 Um percurso linguístico inspirador para a didática da língua materna https://ojs.letras.up.pt/index.php/EL/article/view/10099 . Cristina Manuela Sá Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10099 Thu, 03 Dec 2020 00:00:00 +0000 Teaching foreign languages to seniors: Some insights from pre-service EFL teachers https://ojs.letras.up.pt/index.php/EL/article/view/10100 <p>The study of adult-learning does not have a very long tradition, as it was initiated by Malcolm Knowles in the United States in the middle of the 20th century. However, a fastgrowing interest in this area of research can now be observed due to ageing populations, especially in the European context (Ramirez Gomes 2016, Gabryś-Barker 2018). Among others, it is perceived as an acute problem in Polish society Thus, numerous institutions have come into being attempting to accommodate seniors in modern society by offering a wide<br />range of educational opportunities, among them the Third Age Universities (Gabryś-Barker 2018, Grotek 2018). The main focus of this article lies in assessing the adequacy of teacher training for the specific context of teaching foreign language to late adults by pre-service EFL teachers. The data demonstrates clearly an urgent need for more instruction in teaching a FL to<br />senior learners. It appears that the pre-service teachers participating in the survey have a very critical view of their present training programme. Thus, their awareness of the specificity of the process is not very well-developed and ideas proposed are not well-grounded in theory, instead they follow intuitive and experiential assumptions. <br />This text is a tribute to Professor Graca Pinto`s achievements in the educational research on (late) adults, who along with such scholars in America as first Eduard C. Lindeman or later on Malcolm Knowles was one of the first scholars in Europe to undertake and pursue this important research area in her admirable scholarly career. Muito obrigada.</p> Danuta Gabryś-Barker Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10100 Thu, 03 Dec 2020 00:00:00 +0000 Different Degrees of Accent in Foreign/Second Language Learning: a Case of Overcompensation https://ojs.letras.up.pt/index.php/EL/article/view/10101 . Edward Y. Odisho Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10101 Thu, 03 Dec 2020 00:00:00 +0000 A construção de sentido em três discursos políticos: coesão e relações retóricas https://ojs.letras.up.pt/index.php/EL/article/view/10102 <p>This paper reports the analysis of the processes of meaning construction in three speeches of Marcelo Rebelo de Sousa that were produced in a short period of time, although in different contexts. These speeches reproduce genres that circulate in the domain of political discourse and, in their analysis, we make their conditions of production and their global plan explicit. In addition, the most frequent cohesion mechanisms, the rhetorical relations associated with those same mechanisms and their contribution to the textual organization and meaning construction are identified. In general, our analysis shows that, although with different production contexts, the three speeches use to a large extent the same textualization mechanisms to ensure cohesion, with an emphasis on lexical reiteration, direct anaphor and structural parallelism. However, discourse markers, which function as cue-words for the inference of rhetorical relations, occur with an apparent low frequency. In their absence, other linguistic units/ structures provide the information needed to establish rhetorical relations. For instance, there is a connection between structural parallelism and discourse markers, as the former is more frequent when the latter are less used. Our analysis not only led to the identification of a set of rhetorical relations (at the content level and structure level) that are relevant to the construction of the text meaning, but also to the conclusion that, typically, the same rhetorical relation can rely on different mechanisms of cohesion and, conversely, the same cohesion mechanism can trigger different rhetorical relations.</p> Fátima Oliveira, Fátima Silva, Purificação Silvano, António Leal, Luís Filipe Cunha, Idalina Ferreira Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10102 Thu, 03 Dec 2020 00:00:00 +0000 Cognilingua(gem) e Linguistica https://ojs.letras.up.pt/index.php/EL/article/view/10103 . Francisco Gomes de Matos Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10103 Thu, 03 Dec 2020 00:00:00 +0000 Pleasures and Pains about Remote Work Experience during the Covid-19 Global Pandemic: A diatextual approach https://ojs.letras.up.pt/index.php/EL/article/view/10104 <p>The Covid-19 global pandemic has radically redesigned social, economic and cultural pivots of human life. Among these, individual professional experience has been completely upset by the introduction of remote/smart working modalities thus imposing workers to fast cope with this great change, adapting to different workloads and time schedules and in some cases even learning new skills. One of the most evident consequence for many people has been a<br />stressful management of the work/family balance, because both life domains required attention and engagement. The consequence being a high perception of overload and a poor quality of life. In view of the above, adopting an applied psycholinguistic perspective, the present study aimed to investigate how individuals made sense of the experience of smart working during phase 2 of the Covid-19 pandemic. Individual in-depth interviews were conducted with a<br />group of 18 workers and diatextual analysis was used to analyze the discursive texture binding the interlocutors to the wider context of talk.</p> Giuseppe Mininni, Amelia Manuti Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10104 Thu, 03 Dec 2020 00:00:00 +0000 A leitura e a compreensão da oralidade: como leitores e não leitores compreendem o “mas” argumentativo https://ojs.letras.up.pt/index.php/EL/article/view/10105 <p>This piece of research aimed at investigating the role of reading knowledge in the manner of understanding oral statements whose interphrasal relation is constituted by mas as an argumentative articulator of opposition. Following Olson (1977, 1996, 1997, 1999, 2009) and Olson and Oatley (2013), who argue that reading can cause changes in the way oral verbal language is processed, the general hypothesis of the study is that knowing to read influences the comprehension of oral statements linked by mas, as reading may serve as a model to understand and analyze linguistic units, favoring the understanding of this element as an argumentative articulator of opposition among implicit contents. To conduct this research, an experiment was carried out with 19 adult students divided into two groups: readers and non readers. The participants were invited to judge grammaticality of stimuli, and the accuracy and response time (RT) of the participants were evaluated. The results allowed us to conclude,<br />through hypothesis validity, that the accuracy indicated a significantly superior success of the group of participants classified as being readers. Besides, qualitative differences observed in the RT suggest that the readers group was able to perceive the ungrammaticality of the statements.</p> Helena Cristina Weirich, Ana Cláudia de Souza Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10105 Thu, 03 Dec 2020 00:00:00 +0000 A escrita da Introdução do Relatório por estudantes de Mestrados em Ensino: um estudo de homenagem a Graça Pinto https://ojs.letras.up.pt/index.php/EL/article/view/10106 . Isabel Margarida Duarte, Alexandra Guedes Pinto, Sónia Valente Rodrigues Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10106 Thu, 03 Dec 2020 00:00:00 +0000 Desafios à memória, ou a tentativa de escrever algumas linhas de um pequeno texto memorialista https://ojs.letras.up.pt/index.php/EL/article/view/10107 . Isabel Martins Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10107 Thu, 03 Dec 2020 00:00:00 +0000 O fonema: categoria percetiva e categoria descritiva https://ojs.letras.up.pt/index.php/EL/article/view/10108 <p>Experimental studies in the field of speech perception have demonstrated, since the 1950s, that speech perception is, fundamentally, an instance of categorical processing.<br />Accordingly, the phoneme has been conceived of as a theoretical-descriptive linguistic unit and, simultaneously, as a perceptual category. In this paper, we shall see that, even before the more recent experimental methods, traditional views – such as the British school of descriptive phonetics and the American first structuralists – had anticipated some important aspects of the categorical perspectives on the phoneme. We shall defend that a broader view on this unit,<br />based on the combination from different subdisciplines and theoretical frameworks, could offer us stronger explanations of phonological systems, phonetic processing and the inter-relation between both objects of study.</p> João Veloso Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10108 Thu, 03 Dec 2020 00:00:00 +0000 Interjections and L2 learning and teaching https://ojs.letras.up.pt/index.php/EL/article/view/10109 <p>linguodidactics. In recent years, interest in describing interjections has grown. The pragmatic approach is the most successful in their description. A comparative study of interjections and onomatopoeia in the Russian and Bulgarian languages has been carried out. Various theoretical frameworks and perspectives for describing interjections and onomatopoeias are proposed,<br />but in this article they serve the goals of linguodidactics, teaching and learning a foreign language – L2. In our opinion, there is a need to study interjections at all stages of studying / teaching - from elementary to advanced, for greater expressiveness, communicative adequacy.<br />Using so called “small words” in a suitable situation and context, we compensate for the lack of vocabulary and maintain communication, express our attitude to what is being reported. Interjections are associated with the mastery of speech etiquette as well, with the borrowinginternationalisms. Interjections are used in the comics, jokes, cartoons, videos; they are related to the emoticons, emoji. They are included in the lexicon, grammar; with suitable intonation and nonverbal behavior they are a part of L2 linguistic, socio-cultural, strategic, discourse competence. Interjections are also pragmatic and discoursive markers, serving for successful communication, or may be a marker for code-switching in bilinguals.</p> Krasimira Petrova Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10109 Thu, 03 Dec 2020 00:00:00 +0000 Novas concepções sobre os processos de aprendizagem na alfabetização https://ojs.letras.up.pt/index.php/EL/article/view/10110 . Leonor Scliar-Cabral Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10110 Thu, 03 Dec 2020 00:00:00 +0000 Domínio ortográfico e consciência metalinguística: Conceções e argumentos dos alunos do ensino básico revelados na escrita colaborativa https://ojs.letras.up.pt/index.php/EL/article/view/10111 . Luís Filipe Barbeiro Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10111 Thu, 03 Dec 2020 00:00:00 +0000 Sous l’invocation de Valery Larbaud: Breves anotações sobre tradução https://ojs.letras.up.pt/index.php/EL/article/view/10112 . Luísa Benvinda Álvares Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10112 Thu, 03 Dec 2020 00:00:00 +0000 Para uma tipologia da sintaxe conectiva em português https://ojs.letras.up.pt/index.php/EL/article/view/10113 <p>Connective syntax or attributive connective syntax – expression derived from the logicalsemantic concepts of “connecting”, “predicate”, “attribution of a quality” – is a descriptive model of how different languages establish attribution in several types of verbal and nonverbal head sentences. This formal model, based on a distinction between connective syntax and nuclear syntax, is situated within the framework of the theoretical reflection of several researchers gathered around C. Clairis (Clairis et al. 2005) and affiliated to the functionalist<br />tradition of André Martinet. It is on the theoretical proposals of these authors, already applied in different languages, that we have relied on to present the functioning of connective syntax in the Portuguese language. This paper is written in honor of Prof. Maria da Graça Castro Pinto. May the subject, even outside the mainstream of theoretical conceptions and editorial priorities, be of interest to the honored Professor, always attentive to the cognitive and linguistic<br />processes of the act of reading and of the writing proficiency, of the oral performance and of the grammatical knowledge, both inside and outside the school, in lifelong learning.</p> Maria do Céu Fonseca Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10113 Thu, 03 Dec 2020 00:00:00 +0000 A evolução de estudos neurocientíficos & linguísticos sobre habilidades linguísticas. The evolution of neuroscientific & linguistic studies about linguistic abilities https://ojs.letras.up.pt/index.php/EL/article/view/10114 <p>This article relates the evolution of neuroscientific and linguistic studies on linguistic skills: speaking, (listening), reading and writing, while highlighting that neuroscientific investigations have mapped, still in the 19th century, two brain areas of language - Broca and Wernicke - based on research on speech disorders (aphasias). As for linguistics, it officially began in the XX century, with Saussure, who prioritized speech (langue). The following linguistic skill researched by neurosciences, already in the 20th century, was reading and its difficulties<br />(dyslexia) through the theory of reading routes (Coltheart, 1978; Coltheart, Patterson, Marshall, 1980). In addition, Dehaene (2007) mapped the brain base of the reading activity, already in the XXI century. It should also be noted that the current interest in the study of reading by teachers from different academic disciplines, linguists, psycholinguists and researchers from the most different areas, is due to the great difficulties of reading and comprehension expressed by students of all degrees of education in Brazil. With regard to writing, even today there are few studies in neurosciences and even less in linguistics. Finally, it is added that it is essential to be very careful regarding the attribution of the diagnosis of developmental dyslexia (DD) to children, because there is still not a final scientific response related to the cause of this disorder.</p> Onici Claro Flôres Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10114 Thu, 03 Dec 2020 00:00:00 +0000 Complexidades Conceptuais e Inter-Relações: Alguns Contributos para a Definição do Ensino do Português como Língua Estrangeira https://ojs.letras.up.pt/index.php/EL/article/view/10115 <p>This article has as main objective to share some reflexions about the complexities and the interrelations inherent to the area of Portuguese as a Foreign Language (PFL), while looking at its connections with conected areas, since it is characterized, from the outset, as an eminently interdisciplinary domain. Going over, albeit briefly, some of the main epistemological and<br />terminological fluctuations (see Pinto, 2013) which have taken place in this scientific domain, it is worth noting the heterogeneity of the area, largely due to its variety and its open nature to non-linguistic factors, such as cultural, political and social issues, among others. This text, focusing mainly on PFL, with a focus on teaching contexts outside Portugal and other Portuguese speaking countries, is, therefore, a brief problematization solely intending to underline these<br />epistemic fluctuations (cf. Pinto, 2009), as well as to highlight some of the many challenges facing the PFL teacher at all times.</p> Paulo Osório Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10115 Thu, 03 Dec 2020 00:00:00 +0000 Uma pesquisa psicolinguística aproximamdo pessoas, instituições e nações https://ojs.letras.up.pt/index.php/EL/article/view/10116 . Vera Wannmacher Pereira Direitos de Autor (c) 2020 Linguística: Revista de Estudos Linguísticos da Universidade do Porto https://ojs.letras.up.pt/index.php/EL/article/view/10116 Thu, 03 Dec 2020 00:00:00 +0000