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Os processos verbais são o foco de nossa análise para investigar a forma como o dizer é construído em artigos acadêmicos produzidos por alunos de Letras, compreendendo que a representação do dizer se faz por meio desses processos, os quais materializam "vozes" que corroboram opiniões, ideias e pensamentos, ao introduzirem o discurso direto e indireto. Propomo-nos, então, a averiguar, à luz da Linguística Sistêmico-Funcional, como os graduandos em Letras se apropriam deste tipo de processo para construírem seus artigos.Verbal processes are the focus of our analysis, which aims at investigating how the act of saying is built up in academic papers by students of Languages and Literature, bearing in mind that the representation of saying is carried by these processes, which materialize "voices" that introduce opinions, ideas and thoughts, in direct and indirect speech. Therefore we aim at investigating, following the principles of Systemic Functional Linguistics, how those students approach this kind of process to build their articles.

ABSTRACT Typical resultative constructions in English are unavailable in Brazilian Portuguese (BP) and in Romance. This fact has been attributed by previous studies to different event-framings, following the Talmian view. English would illustrate the satellite-framing pattern, whereas Romance would illustrate the verb-framing pattern. Literature in BP has mainly focused on describing properties of different sentences similar to resultatives of the English type. A large part of the debate has been devoted to answering whether these can be classified as true resultatives. Much less attention has been dedicated to a proper description of the framing patterns in BP. This paper fills in this gap and, by doing so, argues that BP admits both framing patterns. The v-framing pattern is highly productive, exemplified by numerous complex parasynthetic verbs that entail a result. The s-framing pattern is marginal, illustrated by a small sample of modified resultatives and verb-particle constructions. This paper supports the framing analysis, but recasts its merits in light of new connections established among (apparent) resultatives in BP.

ABSTRACT This paper discusses the benefits of information and communications technology (ICT) in the contextual target situation analysis at a distance to design online critical English for academic purposes (CEAP) courses. A contextual investigation of the publishing process of high-impact journals in computer science is presented, which is aimed at identifying issues that might influence the publication of Brazilian researchers’ papers. The beliefs and experiences of Brazilian authors in the aforementioned process were analyzed through electronic questionnaires and remote interviews. Moreover, research articles’ reviews were studied to identify the community´s criteria for accepting or rejecting papers. Via ICT, a wider contextual analysis was possible with participants located in different parts of the world. Results provided relevant information about researching and publishing in the field, which may substantiate the design of tasks aimed at improving students’ critical academic literacy. For developing continental countries such as Brazil, saving time and resources through ICT in CEAP courses’ design means the possibility of investing in a more relevant instruction, which better attends to students’ contextual needs and wants.

ABSTRACT This paper aims to investigate practices in teacher education in the context of the Teletandem Brasil Project (Vassallo & Telles, 2006). Through web conferencing tools, the project pairs up Brazilian university students learning foreign languages with foreign university students learning Portuguese. The partnerships are supported by mediation sessions conducted by professors and researchers of the Teletandem Project. In this paper, we present some theoretical concepts related to telecollaboration (Belz, 2003; O’Dowd, 2007; 2018), besides providing a detailed description and comparison of four editions of preparatory courses for teletandem mediators, organized by researchers of the project. The results of the analysis may provide alternatives for teacher education in a context of growing transcultural connections.

ABSTRACT This paper discusses a collaborative action research project integrating a focus on ideological awareness with genre-based pedagogy in the university literacy classroom. Through explicit instruction on the argumentative genre and reflection on the linguistic correlates of neoliberal ideology, we guided students in developing enhanced awareness of neoliberalism and its influence on environmental policy. In the independent writing stage, students’ argumentation revealed critical stances towards neoliberalism and adequate command of the target genre. The paper closes with general reflections and recommendations for the adoption of an explicitly critical approach in university literacy education.

ABSTRACT One of the most popular semantic representation languages in Natural Language Processing (NLP) is Abstract Meaning Representation (AMR). This formalism encodes the meaning of single sentences in directed rooted graphs. For English, there is a large annotated corpus that provides qualitative and reusable data for building or improving existing NLP methods and applications. For building AMR corpora for non-English languages, including Brazilian Portuguese, automatic and manual strategies have been conducted. The automatic annotation methods are essentially based on the cross-linguistic alignment of parallel corpora and the inheritance of the AMR annotation. The manual strategies focus on adapting the AMR English guidelines to a target language. Both annotation strategies have to deal with some phenomena that are challenging. This paper explores in detail some characteristics of Portuguese for which the AMR model had to be adapted and introduces two annotated corpora: AMRNews, a corpus of 870 annotated sentences from journalistic texts, and OpiSums-PT-AMR, comprising 404 opinionated sentences in AMR.

ABSTRACT This paper discusses core principles such as play, collaboration, and agency that support the online workshops offered by the Global Play Brigade (GPB), an international community of activists from different areas, who got together to fight against the global crisis that threatened the world in so many ways due to the covid-19 pandemic. To exemplify part of the theoretical and methodological approach involved in the plan and, the workshop, as well as its goals, one of the sessions will be described along with perspectives aligned to Spinoza, Vygotsky, Freire, and some other authors to promote understanding of how people can be affected towards social change. It is known that there are many facets to the current turmoil, so the GPB seeks to create spaces in which creativity and critical thinking can create possibilities for emotional support, development, hope, and action.

ABSTRACT Answering Cavalcanti’s (2006) call to an Applied Linguistics enacted at its interfaces with other disciplines, in this paper we are inspired by an other globalisation, a concept coined by the geographer Milton Santos. Having the internationalisation of higher education as a process that embraces both of our studies, we look at it with suspicion in order to start framing an other internationalisation. To pursue that, we present two narrative scenes that took place at University of Campinas with undergraduate international students pertaining to different academic mobility programs who were learning/learned Portuguese as an Additional Language (PAL). These narratives index evaluations about the internationalisation process at the university and, in our view, reflect limited experiences of reterritorialisation from different angles. Considering the localities of the context, we propose some lessons to be learned and enacted towards an other internationalisation, including some more specific lessons oriented towards PAL policy.

ABSTRACT The aim of this paper is to offer some remarks on the important contribution of Prof. Marilda Cavalcanti to the development of the academic discipline called ‘Applied Linguistics’ in Brazil. It seeks to pay tribute to this great scholar and researcher for her pioneering spirit and dedication to the consolidation of the discipline in the Brazilian academic scenario, all too often in what appeared to many to be a gesture of rowing against the tide. After presenting a brief round-up of the challenges encountered by the pioneers and their tireless efforts to rid the field of the chokehold put on it by the so-called ‘theoretical’ linguistics, historically its ‘elder sister’, the text also proceeds to look at the ‘north-south’ stand-off that our researchers have been subjected to by their colleagues from the north, who still have difficulty in recognising that academic work of excellence can be carried out in our neck of the woods without the blessing or tutelage of whomsoever.

Este artigo apresenta um estudo de citações em escrita acadêmica na perspectiva da análise de citações e dos estudos de gêneros do discurso (Moravcsik & Murugesan, 1975; Swales, 1986, 1990, 2004; Bhatia, 2004). O estudo enfoca o uso de citações por membros expertos e membros novatos da comunidade acadêmica de Linguística e consistiu na análise e comparação de nove artigos acadêmicos e treze trabalhos finais de disciplina. Os resultados mostram que as escolhas linguísticas que orientam a escrita das citações são em grande parte compartilhadas pelos membros expertos (autores dos artigos acadêmicos) e pelos novatos (alunos de curso de pós-graduação, autores dos trabalhos finais de disciplina), haja vista que ambos fazem uso de citações confirmativas, em detrimento de negativas. Todavia, membros expertos, ao contrário dos novatos, utilizam a própria voz para confrontar outros autores. As implicações deste estudo reiteram a necessidade de os Cursos de Letras terem uma abordagem de ensino e aprendizagem de escrita acadêmica baseada em gêneros do discurso visando desenvolver a consciência retórica dos alunos em relação à escrita acadêmica e, consequentemente, ao uso de citações em textos escritos, de maneira a empoderar os alunos a construir um posicionamento autoral em sua comunidade discursiva.This article reports on a study of citations in academic writing from the perspective of citation analysis and genre analysis (Moravcsik & Murugesan, 1975; Swales, 1986, 1990, 2004; Bhatia, 2004). The study focuses on the use of citations by expert and novice members of the Linguistics community and presents a comparative analysis of nine research articles and thirteen student term papers in that area. The results show that the linguistic choices that guide the writing of citations are largely shared by the expert members (authors of the research articles) and the novice ones (graduate students authoring the papers) in that both tend to choose confirmative over negative citations. Unlike novices, however, expert members tend to use their own voices to confront other authors. The implications of this study reinforce the need for Language Teaching Education Programs to offer a genre-based approach to discourse aimed at developing students' rhetorical consciousness about academic writing, and consequently about the use of citations in written texts, thereby enabling novices to build up an authorial positioning within their discourse community.

Tomando por base estudos desenvolvidos na Linguística Sistêmico-Funcional (LSF), neste trabalho, investigamos a representação do ator social da então Ministra da Casa Civil, Dilma Rousseff, em revistas semanais brasileiras de informação geral (Veja, Época e Istoé), em sua versão on line, com o objetivo de discutir a forma como essas revistas representam a referida atora social, apoiando, principalmente, no inventário sócio-semântico proposto por Theo van Leeuwen (1996, 1997, 2008).Based on research in Systemic Functional Linguistics (SFL) this paper studies the representation of the social actor Dilma Rousseff, when she was Minister of "casa Civil" of the Brazilian Government and was a pre-candidate to the presidency of the country. The data are taken from the on line version of the weekly magazines of general information Veja, Época e IstoÉ. The purpose of the paper is to discuss the magazines' representation of that social actor, based on Theo van Leeuwen's (1996, 1997, 2008) socio-semantic inventory.

Este artigo discute a viabilidade da utilização de ferramentas da Linguística de Corpus na análise do discurso pedagógico. Para tanto, são apresentados dois estudos de caso. O primeiro focaliza o discurso de professores de língua inglesa de um renomado curso de idiomas do Rio de Janeiro acerca da implementação de recursos tecnológicos na sala de aula. O segundo estudo, por sua vez, busca perceber qual é o posicionamento de professores universitários de literaturas em língua inglesa sobre literatura e seu ensino. Os resultados apontam para a riqueza dos dados contextuais que podem ser depreendidos a partir de uma análise linguística de base empírica. Em última análise, o artigo revela a importância e a flexibilidade da abordagem de corpus na análise do discurso, que pode ser aplicada a inúmeros contextos.This paper discusses the feasibility of using Corpus Linguistics tools in the analysis of pedagogic discourse. For doing this, two case studies are presented. The first one focuses on the discourse of English language teachers of a well-known languages course in Rio de Janeiro about the implementation of technological resources in the classroom. The second study, in its turn, seeks to realize the position held by university professors of literatures in English language with regard to literature and its teaching. The results point out to the richness of contextual data which can be inferred from a linguistic analysis with an empirical basis. All in all, the paper uncovers the importance and flexibility of the corpus approach in discourse analysis, which may be applied to several contexts.

O principal objetivo deste artigo é responder aos comentários e críticas feitos por Petersen, no artigo A tripartição pronominal e o estatuto das proformas Ce, Ocê e Você, publicado nesta Revista, às nossas análises apresentadas em Vitral (1996) e Ramos (1997) que tomam a forma cê como um clítico e como uma das etapas de um processo de gramaticalização que teve como fonte a expressão Vossa Mercê.The main goal of this paper is to reply the critical analysis made by Petersen in her paper A tripartição pronominal e o estatuto das proformas Ce, Ocê e Você, published in this journal, concerning our analysis presented in Vitral (1996) and Ramos (1997) which take the form cê to be a clitic and one of the stages of a grammaticalization process that had as source the expression Vossa Mercê.

This paper aims at contributing to the description of Portuguese from the point of view of Systemic Functional Grammar, particularly in relation to the description of the clause as an exchange. While assuming that the interpersonal organization of the Portuguese clause involves phenomena that are similar across different languages, such as Mood systems, for instance, the paper wants nevertheless to show that there are systemic options (and their structural realizations) that are specific to Portuguese, particularly if compared to the same options in English, a language whose descriptions have so often and too strongly been imposed on Portuguese. Starting with a general description of some aspects of the Portuguese language, the paper then proceeds to a description of Mood types and the system of choices associated with them. By raising some questions and doubts concerning the description of the elements that in Portuguese carry the negotiation forward, the paper ends up proposing a description that sees Portuguese as a Finite-less language, that is, a language that does not have Finite, a function that proved to be appropriate for the description of the English language but fails to be so when considered from the point of view of Portuguese.Este texto visa contribuir para a descrição do português do ponto de vista da Gramática Sistémico-Funcional, particularmente no que diz respeito à descrição da oração como troca. Embora assuma que a organização interpessoal da oração em português envolve fenómenos que são semelhantes em várias línguas distintas, como os sistemas de Modo oracional, por exemplo, o texto pretende ainda assim demonstrar que há opções de sistema (e suas realizações estruturais) que são específicas do português, sobretudo quando comparadas com as mesmas opções em inglês, uma língua cujas descrições têm amiúde e fortemente sido impostas ao português. O texto começa com uma descrição geral de alguns aspectos da língua portuguesa e avança depois para uma descrição das tipologias do Modo oracional e das escolhas associadas às mesmas. Levantando algumas questões e dúvidas relativamente à descrição dos elementos que em português contribuem para a negociação e a troca, o texto acaba por propor uma descrição que encara a língua portuguesa como uma língua sem Finito, isto é, como uma língua que não tem o Finito como uma das funções do Modo oracional, já que esta sendo apropriada para a descrição da língua inglesa perde em pertinência quando pensada do ponto de vista da língua portuguesa.

This paper is part of a research project whose central aim is to empirically investigate the multiple readings of 'metaphors' in literary texts. The methodology employed is interpretive and the main research technique is the 'Group-Think Aloud'. In this paper, the data discussed were generated by a group of readers engaged in the reading of 'The Pulverized Mountain', a poem by Drummond de Andrade. The analysis focuses on the interpretations of the final verses that, due to incongruities presented, constitute enigmas for the reader to decipher. Analysis has shown that the apparent data chaos and complexity has, in fact, an organization in inferential chains co-constructed by metonymic and metaphoric processes.Este trabalho faz parte do projeto de pesquisa que tem como objetivo central investigar empiricamente as múltiplas leituras de metáforas em textos literários. A metodologia é a interpretativista e a técnica principal de pesquisa é o 'Pensar Alto em Grupo'. Neste trabalho são discutidos os dados de um grupo de leitores lendo o poema 'A Montanha Pulverizada', de Drummond de Andrade. O foco da análise são as interpretações dos versos finais, que, devido às incongruências que apresentam, constituem enigmas para o leitor decifrar. A análise mostrou que o aparente caos e complexidade dos dados têm, de fato, uma organização em cadeias inferenciais co-construídas por processos metonímicos e metafóricos.

Genre-based approaches to working with specific disciplinary discourses are reexamined in the light of systemic functional theory. This paper discusses how the Systemic Functional Linguistics (SFL) stratified model of language is used for research writing workshops held at a physics and engineering institute where English dominates as a lingua franca. The paper gives a rationale for a pedagogy focusing on interpersonal and textual strands of meaning. It provides an explicit discussion of the way in which corpus-informed materials have been used with multidisciplinary and mixed-ability groups of scientists. Such an SFL approach to exploiting language corpora for pedagogic purposes shows the pertinence of a tripartite view of language, which provides effective means of developing key aspects of disciplinary discourses by combining subject specialist expertise in the management of content representation in specific fields (ideational meanings), with linguist expertise in evaluating language alternatives for content appraisal (interpersonal meanings) and organisation (textual meanings).As abordagens baseadas em gênero destinadas a trabalhar com discurso especializado são reexaminadas à luz da teoria sistêmico-funcional. Neste artigo discute-se como o modelo de linguagem estratificada da Lingüística Sistêmico-Funcional (LSF) é usado em oficinas de produção escrita acadêmica que ocorrem num instituto de engenharia e física onde o inglês é a língua franca dominante. O artigo traz a justificativa para a aplicação de uma pedagogia cujo foco é o entrelaçamento do significado textual e interpessoal. Traz uma discussão explícita da forma pela qual materiais informados por corpus são usados com grupos de cientistas multidisciplinares com habilidades variadas. Tal abordagem sistêmico-funcional de exploração de corpora para fins pedagógicos mostra a importância de uma visão tripartite de linguagem, que oferece meios efetivos para o desenvolvimento de aspectos essenciais de discursos disciplinares. Isso se dá ao agregar o conhecimento especializado no gerenciamento da representação de conteúdo em áreas específicas (significados ideacionais) ao conhecimento especializado lingüístico em avaliar as alternativas de linguagem para o conteúdo de avaliatividade (significados interpessoais) e organização (significados textuais).

Este artigo tem por objetivo discutir como o processo de observação em sala de aula é entendido por docentes observadores. Pauta-se na pesquisa crítica, fundamentandose teoricamente na Teoria da Atividade (Engeström, 1987, 1999a, 1999b), nos autores que discutem linguagem e reflexão crítica (Magalhães, 2000; Liberali, 1994) e no papel do discurso na construção dos significados (Halliday, 1985; Halliday & Hasan, 1989). O artigo apresenta uma introdução, justificando a importância do procedimento de observação no desenvolvimento de professores, e está organizado em três partes: fundamentação teórica sobre o processo de observação; metodologia, onde descrevo procedimentos de registro da observação; e discussão dos registros coletados, à luz da lingüística sistêmico-funcional. Do ponto de vista do observador, os resultados mostramnos que a observação pode ser instrumento de desenvolvimento apenas para o participante observado. O poder da observação como instrumento de medida e avaliação mostra-se fortemente marcado pelas escolhas lexicais dos participantes.This paper aims to discuss how the process of observation in classes is understood by observing teachers. It is based on critical research and the theoretical frame refers to the Activity Theory (Engeström, 1987, 1999a, 1999b), in authors that discuss language and critical reflection (Magalhães, 2000; Liberali, 1994), and the role of speech in the construction of meanings (Halliday, 1985; Halliday & Hasan, 1989). The paper presents an introduction in which I justify why observation is an important procedure on development of teachers and it is organized in three sections: the theoretical frame about the process of observation; the methodology that describes procedures of collected data; and the discussion of data, supported by systemic functional linguistics. According the observer, the results show us that the observation can be instrument of development only for the observed participant. The power of the observation as instrument of measure and evaluation is strongly marked by the lexical choices of the participants.

This paper presents a mapping of the Systemic Functional Translation Studies (SFTS) tradition in the Brazilian environment, from its genesis up to developments in the 2000's. While studies during the earlier period are informed by the concept of "translation as (re)textualization", more recent SFTS research can be charted along the 'cline of instantiation', translations being investigated as "instantiations-in-contexts", cross-lingual functional varieties of language, or still as sources of SFL-based language description of Brazilian Portuguese. From late 90's on, computerized corpora and corpus-based methodologies have been integrated into Brazilian SFTS, for which annotation methods for the tagging of SFL categories have been developed. The paper ends with a consideration of Brazilian SFTS against the background of international SFTS as disseminated in the 2nd HCLS.Este trabajo presenta un mapeo de los Estudios de Traducción Sistémico-Funcionales en Brasil, desde su origen hasta la década de 2000. En el período inicial, los estudios se basan en el concepto de "traducción como (re)textualización"; más recientemente, la investigación puede ubicarse a lo largo del "continuo de la instanciación" y las traducciones, estudiadas como "instanciaciones en contexto", variedades funcionales entre lenguas diferentes, o como fuentes de descripciones de base sistémico-funcional del portugués brasileño (PB). A partir de los ´90, se integraron a la investigación brasileña los corpora computarizados y las metodologías de corpus, para los que se desarrollaron específicamente códigos de anotación de base sistémico-funcional. El trabajo finaliza con una comparación de la investigación en Brasil y la del contexto internacional, divulgada en el Segundo Congreso HCLS, en 2008.Este trabalho apresenta um mapeamento dos Estudos da Tradução Sistêmico-Funcionais no Brasil, desde sua origem até a década de 2000. No período inicial, os estudos são informados pelo conceito de "tradução como (re)textualização"; mais recentemente, a pesquisa pode ser mapeada ao longo do 'contínuo da instanciação', em que traduções podem ser investigadas como "instanciações-em-contexto", variedades funcionais entre línguas diferentes, ou fontes de descrições de base sistêmico-funcional do Português Brasileiro (PB). A partir de 90, corpora computadorizados e metodologias de corpus foram integrados à pesquisa brasileira, para o que códigos de anotação de base sistêmico-funcional foram especificamente produzidos. O trabalho termina com uma comparação da pesquisa no Brasil à pesquisa no contexto internacional, divulgada no congresso 2nd HCLS, 2008.

O presente artigo articula uma relação possível entre tradução e corpo a partir de uma perspectiva pragmática e não-sublimada da significação, tal como sugerida por Wittgenstein em suas Investigações Filosóficas. A partir da consideração de formulações teóricas no realismo encarnado e em campos afins sobre o papel do corpo na cognição e da análise crítica do conceito de somática da tradução, formulado por Douglas Robinson (1991), o trabalho aponta para o caráter situado e social do corpo do tradutor.The present paper brings about a possible articulation between translation and body from a non-sublimated, pragmatic perspective on meaning, as suggested by Wittgenstein in his Philosophical Investigations. By considering theoretical elaborations within embodied realism and elsewhere on the role of the body in cognitive processes, together with a critique of the concept of translation somatics, as proposed by Douglas Robinson (1991), the paper highlights the situated and social character of the translator's body.

O objetivo principal deste trabalho foi propor uma reflexão sobre o processo a ser utilizado para a elaboração de um léxico bilíngüe na subárea de cardiologia. Para tanto, tomamos como base os conceitos dos estudos da tradução baseados em corpus, da lingüística de corpus e da terminologia. Como material para compor os corpora utilizamos artigos de cardiologia escritos em português e traduzidos para o inglês, assim como artigos originalmente escritos em português e em inglês. Com base no léxico proposto, pudemos notar algumas diferenças e algumas correspondências de uso entre os termos que aparecem no subcorpus de estudo de textos originais e traduzidos e nos corpora comparáveis em português e em inglês. Essa diferença apontaria que os termos não seriam unívocos dentro dessa linguagem de especialidade devido às diferenças de uso pelos especialistas de cardiologia para designar um mesmo referente.This paper aims at proposing a reflection on the process for elaborating a bilingual lexicon of cardiology. The methodology used is that of corpus-based translation studies; that of corpus linguistics; as well as that of terminology. The material used in this study was composed of papers of cardiology written in Portuguese and translated into English and articles originally written in Portuguese and in English. Based on the lexicon proposed we have seen that there are some differences and correspondences between the use of terms in the articles from the subcorpus of study composed of original and translated texts and the use of terms in the comparable corpora in Portuguese and in English. This difference indicates that the terms are not univocal in the medical language due to the differences in use by cardiologists to name the same referents.

Este artigo tem o objetivo analisar a interação por meio dos discursos no romance, partindo do princípio que não são formas sintáticas de transmissão das falas e dos pensamentos das personagens, mas representações da interação entre sujeitos e suas posições axiológicas. Analisa a relação entre Lingüística e Literatura, partilhando a visão de Maingueneau segundo a qual não se pode continuar a pensar dicotomicamente essa relação, uma vez que as duas ciências da linguagem trazem novas descobertas para o texto literário. Tomando por base a teoria bakhtiniana, faz um estudo dos discursos num fragmento de Capitães da Areia, que revela o embate de visões de mundo, a das elites e a dos excluídos, representados artisticamente nesse romance.The aim of this paper is to analyse the interaction in the novel, starting from the principle that discourses can not be structured as reported speeches, for they are representations of the interaction between subjects and their axiological positions. This paper also analyses the relationship between Linguistics and Literature, sharing Maingueneau's view that one can not continue to think this relationship dichotomically, for both sciences of language bring new discoveries for the literary text. Taking Bakhtinian discourse theory as our base, this article studies the discourses in a fragment of Capitães de Areia, which reveals the clash of views of the world: that of the elite and that of the excluded, represented artistically in the novel.

This paper discusses the life-cycle of languages: languages die, new languages are born, and languages undergo radical changes in form and structure. This paper considers three changes in the history of English: loss of split genitives, introduction of new inflectional categories, and loss of verb movement. The proposal is that these changes are the result of children's reanalysis during language acquisition, based on the interaction between primary linguistic data and universal grammar. These processes of I-language reanalysis lead to the gradual emergence of new E-languages.Este artigo discute o ciclo de vidas das línguas. Algumas línguas morrem, outras nascem e outras sofrem profundas mudanças na forma e na estrutura. Consideraremos aqui três mudanças na história do Inglês: perda de genitivo cindido, introdução de novas categorias flexionais e perda de movimento do verbo. De acordo com a nossa proposta, essas mudanças são resultado de reanálise durante o processo de acquisição devido à interação entre os dados lingüísticos primários e a gramática universal. Esses processos de reanálise na linguagem conduzem o nascimento gradual de novas línguas.

This article presents some considerations into metaphor in language and thought- 'the topic and title of the first conference of its kind in Brazil'. The paper focuses on the discussions presented in the round table, which were mostly directed to the empirical research on metaphor in Applied Linguistics. This integrative and retrospective reflection on the papers presented will be conducted from the perspective of the debate into the relationship between metaphor in language and in thought. This central issue is at the core of my proposal for four different approaches to metaphor, based on the interdependence between language and thought as system and as use:1) metaphor in language as system; 2) metaphor in thought as system; 3) metaphor in language as use and 4) metaphor in thought as use. It is within the framework of these categories that metaphors should be studied, with a certain degree of autonomy, so that their interdependence can be better understood.Este artigo apresenta algumas considerações sobre a metáfora na língua e no pensamento - "o tópico e título da primeira conferência desse tipo no Brasil". Focaliza as discussões apresentadas nas falas da plenária, que são principalmente direcionadas para a pesquisa empírica sobre metáfora na Lingüística Aplicada. Esta reflexão retrospectiva que integra os trabalhos apresentados é conduzida a partir da perspectiva do debate sobre a relação entre metáfora na língua e no pensamento. Esta questão é central na minha proposta de quatro diferentes abordagens da metáfora, com base na interdependência entre língua e pensamento como sistema e como uso: 1) metáfora na língua como sistema; 2) metáfora no pensamento como sistema; 3) metáfora na língua em uso; 4) metáfora no pensamento em uso. A metáfora deveria ser estudada a partir dessas categorias, com um certo grau de autonomia, de modo que as sua interdependência possa ser melhor entendida.

Através da história do ensino de línguas não-maternas, a relação entre essa especialidade e a literatura tem sido favorecida por uma aprovação consensual cuja pertinência é questionada aqui. Tal aprovação se apresenta mais fincada no imaginário e na tradição do que em contribuições que a literatura realmente possa trazer para essa especialidade. Isso, considerando as prioridades a partir das quais as diversas teorias hoje atuantes no ensino de línguas não-maternas organizam o trabalho didático. Este trabalho discute a legitimação do funcionamento do literário nesse tipo de ensino porque considera que os próprios conceitos genéricos tradicionais de literatura com que ainda se opera não são consistentes com o que exige a prática pedagógica.Throughout the history of foreign language teaching, the relationship between literature and foreign language teaching has been assumed as pertinent. This paper questions that assumption and explains its consensual bases as supported more by the imagination and by the tradition than by the contributions that literature can bring to foreign language teaching. Considering the priorities at the foundations of the several theories that organize the didactic work, the own generic concepts of literature with which those theories work are not consistent with the pedagogic practice needs. This paper discusses a way of approach to literature having in view to meet those needs.

In this paper I set out from Brazilian social theories on race to analyse a contemporary corpus of news reports in a Brazilian broadsheet newspaper. The aim is investigating change in mediated discourses on race. Based on Critical Discourse Analysis (CDA) and with the help of corpus linguistics methodological tools I focus on lexical items used to categorise race, the semantic relations created and their association with discourse representation in the newspaper. The combined analysis of semantic relations and interdiscursivity has allowed for the perception of tensions over the use of terms from different semantic fields to categorize race and of conflicting discourses of race classification in the paper. The analysis has also allowed for a cautious interpretation of dialogicality and of different orientations to racial difference, following the social research inventories in Fairclough (2003) in the reports.Neste trabalho parto de teorias sociais sobre a questão racial para analisar um corpus de reportagens contemporâneas de um jornal brasileiro de grande circulação. O objetivo é investigar a mudança nos discursos mediados sobre a questão racial. Com base na teoria da Análise Crítica do Discurso (ACD) e com o suporte de ferramentas metodológicas da lingüística de corpus, focalizo os itens lexicais usados para categorizar raça e as relações semânticas que estes constroem associados com a representação de discurso no jornal. A análise combinada das relações semânticas e da interdiscursividade permitiu perceber que há uma tensão no uso de termos de campos semânticos diferentes para categorizar a questão racial e discursos conflitantes sobre a classificação de raça no jornal. A análise também permitiu uma interpretação cautelosa da dialogicidade e das diversas orientações para a diferença racial, utilizando os inventários de pesquisa social de Fairclough (2003).

Neste artigo, confronto três abordagens paralelistas sobre o papel das restrições de fidelidade na gramática universal: (a) a otimalidade clássica (Prince & Smolensky, 1993), (b) a teoria da correspondência (McCarthy & Prince, 1995) e (c) a simpatia (McCarthy & Prince, 1998). Ilustrando cada modelo com dados do português, procuro mostrar que as divergências decorrem do nível de representação utilizado como parâmetro. Argumento que a simpatia, originalmente proposta por McCarthy (1998) para dar conta de processos fonológicos opacos, pode ser estendida para a análise de processos morfológicos não-concatenativos, como o truncamento e o blend lexical.This paper discusses aspects of brazilian portuguese morphology-phonology interface within the framework of optimality theory. The paper rewiews the notion of faithfulness in three parellel models: (a) classic optimality (Prince & Smolensky, 1993), (b) correspondence (McCarthy & Prince, 1995; Benua, 1995) and (c) sympathy (McCarthy, 1998). While McCarthy's (1998) sympathy theory is a response to explaining phonological opacity within parallel optimality theory, it is demonstrated that non-concatenative morphology process, like truncation and lexical blend, also can be described with this framework.

ABSTRACT Analyzing data from a project carried out during the Covid-19 pandemics, this paper is motivated by the viable transformation that the history of a student with specific intellectual educational needs (SIEN) - and the understanding that the educators working with him have of this history - allow for a prospective view of teaching-learning, that focuses on possibilities rather than the determinations, which would be the emphasis of a more linear, banking view of teaching-learning (Freire, 1970) and development. It is based on multiple theoretical backgrounds, i.e., discussions about specific intellectual educational needs (Fidalgo & Carvalho, 2020; Carvalho et al., in print; Fidalgo & Magalhães, 2017), critical-collaborative research methodology (Magalhães, 2011, 2018; Magalhães & Fidalgo, 2019), multiliteracies (Magalhães & Carrijo, 2019), transformative agency (Ninin & Magalhães, 2017) - all of which are organized within the Cultural-Historical Theory (Vygotsky, 1924-1934/1993).

ABSTRACT Although Brazilian Sign Language - Libras - was legally recognized in 2002 as the national language for deaf people, their access to interpreted information (i.e., information in their own language), especially in the media, is still very precarious. In the context of the pandemic, having access to information and guidance in one’s first language can be decisive in caring for and maintaining life. With this in mind, this paper aims at pointing out the barriers experienced by deaf people in Brazil, considering the absence of Brazilian Sign Language translators and interpreters in mainstream journalism and in channels of organizations that are responsible for explanations and guidelines regarding care and prevention. We also seek to reflect about the socio-emotional effects caused by the lack of clear information, and how this may risk causing excessive concern and panic. In order to achieve that, we adopt a qualitative perspective of investigation stemming from the collection of testimonies from deaf people about their experiences in the context of the pandemic. The testimonials, collected by means of a semi-structured questionnaire, allowed us to point out the urgency for greater accessibility in the media context, and the risks resulting from the absence of accurate information both for deaf and hearing people.

This paper investigates what the semantics of generic sentences in Brazilian Portuguese (BP) says about the denotation of Noun Phrases in that language. More specifically, it addresses the syntactic and semantic differences among the indefinite nominals that get a generic interpretation in BP. The paper may also be taken to test well-known hypotheses about the functioning of genericity in natural languages.

Este trabalho apresenta uma retrospectiva do conceito de parâmetro na teoria de Princípios e Parâmetros e mostra que: a) no primeiro estágio da teoria, os parâmetros eram concebidos como propriedades associadas a Princípios e b) no segundo estágio, como propriedades do léxico, mais especificamente do léxico funcional.. Essa segunda visão também sofreu uma evolução, de um conceito substantivo, para um conceito formal de classes funcionais. O trabalho discute ainda a noção de parâmetros associados a diferentes níveis de representação.This paper presents an overview of the concept of parameter in the Principles and Parameters theory, showing that a) in the first stage parameters were conceived as variation associated to the Principles and b) in the second stage as properties of the lexicon, and more specifically as properties of functional categories. The latter view has also developed from a substantive conception of functional categories to a more formal abstract characterization of functional heads. The paper also discusses parameters related to different levels of representation.

Apesar de o kadiwéu apresentar as mesmas características tipológicas das línguas analisadas por Baker (1995), este trabalho mostra que o parâmetro da polissíntese proposto por Baker, de acordo com o qual as línguas polissintéticas seriam línguas de argumentos pronominais, não se sustenta para esta língua. Este artigo oferece, então, uma análise alternativa à teoria dos argumentos pronominais para o kadiwéu sustentando que sintagmas nominais são argumentos verbais nesta língua polissintética, como em qualquer outra língua melhor conhecida. Nesta perspectiva, uma das característica principais das línguas polissintéticas, a suposta violação da Condição C (e.g. <>i quer que João i ame Maria, <>i quebrou a faca do João i), deriva de movimento sintático decorrente da natureza do sistema-v do kadiwéu. Este texto, assim, questiona a existência de um parâmetro da polissíntese e desenvolve um insight de Fukui & Speas (1996) que prevê que a sintaxe de uma dada língua decorre das categorias funcionais presentes no léxico desta língua.Although kadiwéu presents the same typological facts as the languages analyzed by Baker (1995), this work shows that Baker's polysynthesis parameter , according to which polysynthetic languages are pronominal argument languages, cannot be applied to this language. This paper offers, then, an alternative analysis to the pronominal argument theory for kadiwéu by arguing that nominal phrases are the verbal arguments in this polysynthetic language, like in any other better known language. On this view, one of the main properties of the polysynthetic languages, the so-called Condition C violation (e.g. <>i wants John i to love Mary, <> i broke John i's knife), follows from syntactic movement due to the nature of the Kadiwéu v-system. That is, this paper questions the existence of a polysynthesis parameter and develops Fukui & Speas (1996) insight that the syntax of a given language follows from the functional categories present in this language's lexicon.

Neste artigo pretende-se traçar uma panorâmica dos estudos de fonologia realizados em Portugal, com especial incidência nas análises formalizadas que se desenvolveram a partir da obra de Chomsky e Halle (1968). Na Introdução referem-se obras que marcaram a fonologia do Português Europeu antes dessa data, e apresentam-se os principais trabalhos de carácter dialectal e filológico, os estudos fonéticos e as obras que se integram na linguística estrutural. Na apresentação das análises formais distingue-se a fonologia generativa clássica das teorias que lhe sucederam O artigo tem um anexo que contém a bibliografia exaustiva dos livros e artigos publicados em Portugal a partir dos anos 70.This paper is an overview of the phonological studies in Portuguese starting with the formal analyses developed in Portugal after the publication of The Sound Pattern of English (1968). The relevant works on European Portuguese published before Chomsky & Halle are included in the Introduction: the most important dialectal and philological works, phonetic studies as well as structural descriptions. Formal analyses are divided in two parts: those that follow standard generative phonology and those oriented by subsequent theories. The annex includes a comprehensive bibliography of all phonological books and papers published in Portugal after the seventies.

This paper reviews the problems of the deterministic and predictive view of language change initiated by nineteenth century linguists and shows that such a view is still present in many analyses proposed by twentieth century linguists. As an alternative to such a view, the paper discusses an approach along the lines of Niyogi and Berwick (1997), which takes the explanation for long-term tendencies to be a function of the architecture of UG and the learning procedure and of the way in which populations of speakers behave.

The study reports the results of the exploration of a machine-readable corpus of Brazilian Portuguese. The corpus was collected from news distributed on the Internet. The news items themselves consisted of excerpts from newspaper stories and TV transcripts. The focus of the paper is on the description of selected language features needed for the production of teaching materials for private Portuguese classes in Britain. Several lexical and grammatical items are described using corpus linguistics tools in what amounts to pioneering work on corpus analysis of Portuguese. The paper concludes that guidance provided by existing reference materials such as textbooks, grammars and dictionaries are inadequate since these sources are not based on samples of authentic language.

ABSTRACT This paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants.

ABSTRACT L2 writers tend to have difficulties in using reporting verbs (Bloch, 2010) because the choosing of reporting verb needs some considerations: the stance of the author whose claims are being reported, the stance of the writer, and the interpretation of the writer (Thompson and Ye, 1991). This article explores stance-taking in reporting verbs in the context of citations in undergraduate theses written by Mexican students in English as a Foreign Language. The corpus consists of thirty undergraduate theses written by non-native speakers of English in the field of English Language Teaching. I use corpus linguistics tools, i.e., concordances for the analysis of stance-taking which makes the expressions observable in their context. The findings show that undergraduates use reporting verbs to express their stance in their theses and that this varies depending on the chapter. This paper suggests a category of reporting verbs that is commonly used in EFL academic writing within the ELT discipline. I propose some educational implications, stressing the need to make students and their instructors aware that the choice of reporting verbs is not just a matter of stylistic choice, but it can be an expression of authorial identity.

Reflete-se neste texto sobre a expressão "pela primeira vez" e as ambigüidades que sua ocorrência gera em sentenças como "Ana e Juliana tocaram juntas pela primeira vez em Campinas no concerto de Natal de 1955". Atribui-se à expressão o papel de discutir prioridade cronológica a um evento entre outros de um mesmo tipo, e especula-se sobre as condições em que os diferentes adjuntos podem ser tomados como um dos elementos que definem o tipo de evento em questão. A reflexão que constitui o artigo é um pequeno fragmento de uma gramática de eventos, que por sua vez é parte da aspectologia, área de investigação que o Professor Ataliba T. de Castilho trilhou... pela primeira vez no Brasil há cerca de três décadas.In this paper I concern myself with the Portuguese expression "pela primeira vez"(= Engl. "for the first time") and with the ambiguities that its occurrence entails in sentences as "Ana e Juliana tocaram juntas pela primeira vez em Campinas no concerto de Natal de 1955" (=Ana and Juliana performed together for the first time in Campinas during the 1955 Christmas Concerto") Claming that "pela primeira vez" assigns precedence in time to a particular event among others of the same type, I speculate on the conditions in which different PPs belonging to the same sentence are taken as defining the relevant type of events. The reflections in this paper are intended to be a tiny fragment of the semantics of events, which is itself a part of aspectology.- an area of linguistic research that Professor De Castilho investigated...for the first time in Brazil three decades ago.

ABSTRACT This paper proposes a Critical Genre Analysis (CGA) (Motta-Roth, 2006; 2008a; 2008b) of the English Language test on the Brazilian National High School Exam (EL-ENEM), to, ultimately, discuss the language conception that underlies this test. The corpus of the analysis was composed of eight samples of the EL-ENEM genre. The results point out that EL-ENEM items provide the test takers with a contextualization about their reference texts. This contextualization, in most items, provide information regarding the genres of the reference texts. The items, then, demand the test takers to identify different types of information in the reference texts. The types of information that are demanded the most refer to the text’s content, objective, and topic. This way, the test takers must activate knowledge related to Semantics and Pragmatics, Register (context of situation) and Genre (context of culture), indicating a direction to the view of language as genre, adopted by the official documents that guide ENEM’s design.

ABSTRACT The French clitic pro-form en represents a wide range of heterogeneous constituents: de-PP complements and adjuncts, partitive objects, and prepositionless objects of cardinals. The main goal of this paper is to formalize this relationship computationally in terms of genitive case. This is apparently the first non-transformational counterpart to Kayne (1975)’s unified analysis, which derives en from a deep structure with de by means of syntactic transformations. Transformational grammars are problematic from the parsing perspective. In order to test our analysis automatically on a large amount of data, we implemented it in a computational grammar of French in the Lexical-Functional Grammar (LFG) formalism using the XLE system. This non-transformational framework is particularly fit for expressing systematic relationships between heterogeneous structures and has successfully been used for the implementation of natural language grammars since the 1980s. We tested the implementation on 320 grammatical sentences and on an equal number of ungrammatical examples. It analyzed all grammatical examples and blocked almost 95% of the ungrammatical ones, showing a high empirical adequacy of the grammar.

ABSTRACT The purpose of this paper is to present the LITTERA corpus, an English-Spanish literary parallel speech corpus created for the purpose of language learning, and to sketch out a few pedagogical applications for the study of English phonology by Spanish-speaking language learners. It is composed of 25 literary texts that have been aligned with the Spanish translation and are accompanied by audio from the corresponding audiobooks. In this article, we will detail its conception, composition and features at length, as well as provide a few examples of how LITTERA can be applied in language learning, particularly within the realm of oral comprehension and speech production.

Abstract Stories and narrative represent meaningful communicative events, typical of human beings’ nature since everybody loves reading, telling, and listening to them. They may also constitute digital events, conveyed through virtual resources, and inserted in the convergence culture (Jenkins, 2006). Within this culture and responding to media expansion, there is transmedia, disseminating diverse but related contents, spread out through multiple media platforms, allowing meaning to converge from one to another. This context supports the transmedia storytelling concept: A transversal narrative process investigated by many researchers, but particularly by Jenkins (2006, 2011), Scolari (2013), and Gosciola (2014). This concept motivates the debate about transliteracy: a synchronized movement across, through and beyond contents and multiple media platforms. Considering this scenario, this article aims at presenting transmedia storytelling conceptually to exploit its potential to promote transliteracy. To reach this goal, transmedia storytelling concepts and features are discussed. After that, considerations are directed towards the transliteracy concept and implications. To conclude, remarks on the target relationship pointed out as the objective of the paper are addressed together with reflections upon the perception of transmedia storytelling and transliteracy as a concept and an area that are transdisciplinary, respectively.

ABSTRACT In this paper, an expanded version of the visual social actor network (van Leeuwen 2008) is suggested in integration with the classification of fields proposed by Martin (1992). In the context of multimodal critical discourse analysis, such network has provided a template for the discussion of the data aiming to reveal and interrogate the construal of women’s agency in the introductory part of the first film Sex and the City (2008). Overall results place women’s actions mostly in the private sphere but also reveal instances of gender performativity (Butler 1990) that question social norms for women mainly imposed by the media.

ABSTRACT This paper addresses the challenge of analysing texts for ideational grammatical metaphor. It undertakes this task from the perspective of recent work on field (Doran & Martin in press) and discourse semantics (Hao 2020a). In doing so it highlights the benefits of adopting a tri-stratal perspective on experiential and logical grammatical metaphor (Hao 2020b) - bringing all three of the most relevant strata (i.e. field, discourse semantics and lexicogrammar) into the picture.

ABSTRACT In this paper, I attempt to trace the evolution of LAEL over the 50 years of its history, intertwining the narrative with my own personal trajectory since my arrival in Brazil in 1976. The narrative makes no claim to being a step by step account of the different facets of the Programme’s history. Rather, the focus is on how its developments through the years mirror the fortunes of the very area of academic pursuit we call Applied Linguistics.

ABSTRACT This paper offers a Marxist grounding for a liberatory, critical-collaboratory dialogic praxis in educational contexts and examines the implications of such praxis for an understanding of the potential role of the school as a site of critical thinking. Aligning with Stetsenko’s ‘Transformative-Activist Stance’, the discussion centres on clarifying the methodological rationale for approaching language as a means of cultural action and social transformation based on Marx’s materialist conception of history and the educationally based dialogical approaches of Vygotsky and Freire.

ABSTRACT In Spanish, combining an indefinite plural article and a cardinal number leads to an approximative interpretation similar to that provided by approximators like ‘approximately’. In this paper, we advance a syntactic and semantic analysis of these structures. We show that the construction shares a number of properties with structures containing explicit approximative elements, so it justified to assume that a particular constituent contributes the approximative meaning. We propose that an approximative morpheme Approx is combined with the cardinal number; the morphological realization of this morpheme is as the plural affix on the indefinite article. We advance a denotation for Approx, and elaborate the necessary assumptions on the functioning of numerals for our analysis to work at a general level.

ABSTRACT Portuguese exhibits a great variety of wh-exclamative sentences, including sentential exclamatives, which are the main concern of this paper. Brazilian Portuguese sentential wh-exclamatives seem to provide evidence to propose a split Force in the periphery of the sentence (RIZZI, 1997) when one considers the cooccurrence of a relative and an exclamative in the same utterance. We assume there are at least two functional heads available in Force: a RelP (hosting relative WHs) and an ExclP, supposed to host exclamative WHs; analyzed data also show that exclamation must be higher than relativization in a Split Force projection, with some more place above ExclP for topicalizing other syntactic objects.

ABSTRACT The goal of this paper is to provide evidence in favour of the hypothesis that, regarding their internal temporal structure, semelfactive and achievement predicates are alike (i.e., both are atomic). In order to do so, I will study the readings these predicates obtain in two different contexts: when they are modified by for-phrases and when they combine with a progressive operator. The conclusion will be that when combined with elements that operate over intervals, semelfactives trigger a special reading (the iterative one), because these elements cannot operate within their internal temporal structure.

ABSTRACT This paper focuses on the investigation of the meaning of reduplication in Brazilian Sign Language (Libras) analyzing the contribution of each of its forms: repetition (\rep) and alternation (\alt). In order to check their role, we proceeded a data collection with a native signer during elicitation sessions following the methodology for semantic elicitation (Matthewson, 2004). We also collected a spontaneous datum with another signer. We show that \rep is related to aspectual distribution, and \alt is associated to two pieces of information - participant-related distribution and aspectual distribution. We propose a formal analysis for each of the forms as well as of the way they interact compositionally.