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Acquisition of academic vocabulary is paramount to students’ success in academic life, as well as for the process of writing publishable papers in English so that research can be shared more broadly (NAGY; TOWNSEND 2012; PAQUOT, 2014). While in countries such as The U.S. and England the practice of offering Writing Centers for academic writing thrives, the initiative is still quite shy in Brazil (CONS 2020), though some Writing Centers around the country have recently started to operate. The aim of this paper is to report how the training activities of the Writing Center at University of Caxias do Sul – UCS Writing Center - use the Corpus Linguistics approach (BERBER-SARDINHA 2004) to enhance acquisition of academic vocabulary, therefore providing better academic writing skills to professors and students of the institution and the community it targets. The article contextualizes the Writing Center within the University and presents a series of activities which were designed based on research of Corpus Linguistics’ application to the teaching and learning of English for Academic Purposes (EAP). The activities provide specific instances of how Corpus Linguistics resources can be an invaluable asset for the improvement of vocabulary in academic writing in English, being especially useful for researchers who wish to upgrade the quality of the language used in their international publications.

This paper proposes a reflection on the role of Latin in legal practices and legal culture. Specifically, this work argues that a proper understanding of the role of Latin in the legal world requires more attention regarding what this language brings to that field. To suit this, this study sheds some light on the historical-linguistic nature of the so-called “legal Latin” and also on the proliferation of glossaries and manuals of this modality of Latin that do not contain linguistic and historical-cultural reflections. Secondly, this paper calls into attention the importance of understanding Latin through the Latin language, especially for a less shallow understanding of the bases of Roman Law and the Legal History. Furthermore, this work highlights the linguistic character of Latin in terms of both the production of utterances and their comprehension through explicit linguistic reflection. Lastly, it draws attention to the importance of the Latin language and the Roman culture for the intellectual and academic training of jurists and lawyers.

In order to be multimodal, a communication medium needs to combine different modes of expression. In this paper, we claim that even though metaphors are communicated in the verbal mode in scientific texts, the construction of some of them involves multiple perception processes. Our data comprise a set of conventionalized metaphors that are used in scientific papers as pedagogical tools for explaining technical concepts. To access the multimodality of the metaphorical process in the scientific domain, we use the following conceptual constructs: metaphorical mappings (LAKOFF; JOHNSON, 1980), conceptual blending (FAUCONNIER; TURNER, 2002), image-schemas (JOHNSON, 1987; HAMPE, 2005), blended classic joint attention (THOMAS; TURNER, 2011) and narrative thinking (TURNER, 1996). We analyze the scientific metaphors “cognitive filter” and “perceptual filter” that are used to construe the concepts of “cognitive transformation” and “schemata” in the field of cognitive psychology. Specifically, we show how the knowledge network associated with filters and the filtering process (i.e., the image-schematic structure of a filter and the entities and relations involved in the filtering process) helps to frame and construe the scientific concepts. Our results reveal that linguistic resources configured through analogical processes, such as metaphors and narratives, are essentially multimodal. The intended contribution is to think of the metaphor in the scientific text as a trigger to see an abstract scientific construction via image schemas.

The Aymara language (AL) is one of the most important languages in the central Andean region. However, there are few studies on its use from a microsociolinguistic approach. This paper aims to analyze the use of the Aymara language in six commercial speech events in a tri-border context involving Aymara speakers from Chile, Peru, and Bolivia. The conversations that happened within these events were collected through audio recordings and written records in a qualitative ethnographic intervention in the so-called three-part fair or “Feria Tripartita” (FT), a commercial event that occurs weekly in the three-border area. The analysis is based on ethnography of communication, conversational analysis, and interactional sociolinguistics. Drawing on this analytical framework, the use of the AL that is manifested there shows code-switching with Spanish, both inter- and intra-orally, along with a series of interlinguistic phenomena, such as the presence of a series of Spanish lexical bases with Aymara suffixation, and the use of unnecessary Spanish loans. Thus the FT, in spite of being an Aymara space that conforms a bilingual speaking community, is a space of influence of the Castilian language, which structurally affects the use of the AL.

The paper deals with the issue of signification in Dada creation which is well known for its goal of « abolition of logic », and its literary consequence: structures not respecting the speech acts to the point that they seem to destroy the very possibility of presence of acceptable significations. The author of the paper, suggesting to name these rebel structures « motivation attacks », starts her research from the famous interpretation of Dada activity by Jacques Rivière : « It is impossible for a man to say something that has no meaning » (La Nouvelle Revue Française, 1920), and puts out these main questions: What can be the concrete impact of motivation attacks? To which acceptable significations can they lead? Can these have a different form than the one of general connotations of chaos or aggression? The corpus of the research is La Première aventure céleste de Monsieur Antipyrine by Tristan Tzara – the legendary first literary Dada opus, being nevertheless little known itself. The choice of the text is due also to its specific genre: written in a theatrical form, this « collage » is likely to have no other characteristics of scenicity and thus to be theatrically nonoperational. However, the signification, precisely, is a potential means capable of ensuring the attention of the public during the performance. Thus, an analysis of signification should also contribute to clarifying the question of the theatrical potential of La Première aventure.

This paper reports an investigation into the representation of “Italianness” in the recent Netflix Italian series Generazione 56k, which was exported to English-speaking countries. This series deals with characters from different generations and displays regional varieties. This qualitative study examined the macro- and micro-strategies used in the creation of English subtitles for the first season. The focus is on key functions of telecinematic discourse, i.e., characterisation, realism, and humour, realised through the use of (a) multilingualism in the broadest sense, including geographical dialects, and (b) multi-generational language (colloquialisms, “unconventional language”, particularly, teenage and youth language, and taboo). Findings reveal a tendency towards neutralisation strategies in the English subtitles. Even considering the constraints inherent in the subtitling mode, these strategies do not successfully represent “Italianness” with its local geographical diversity, and only partially convey the representation of multi-generational language, also affecting humour. The themes engaging millennials, however, are expressed and might be appreciated by an international audience. In the light of our analysis and conclusions, it may be interesting to understand whether younger generations, increasingly accustomed to “multilingualism” especially in Netflix programmes, would also envisage a different subtitling experience.

Audiovisual translation into English is recently gaining importance as the material produced in other languages is now increasingly crossing borders thanks to the internet. This article explores foul language, deemed one of the most problematic aspects of subtitling. The aim is to elucidate how this is normally subtitled into English. Drawing on a corpus of swearwords from Netflix Spanish comedy series El Vecino (Vigalondo, 2019‒2021), this paper examines the frequency of use of different translation techniques and the reasons behind the omission of certain instances of foul language. Results show that, while omitting swearwords is the second most common scenario, the most frequent one is transferring the offensive load of the original expression, with roughly 70 % of instances making it into the target product. As for factors influencing this decision, it was observed that overall swearwords are omitted not because they are offensive, but primarily because of their low narrative value, the subtitling’s vulnerability, and the interaction between swearwords and non-verbal elements. Time and space constraints of subtitling appear to have little impact. These results suggest that the potential influence of censorship and cultural differences on foul language omissions in English subtitles is presented as a possible research avenue.

This paper deals with the relationship between bilingualism and ways of expressing emotions and thoughts. The paper is divided into two main sections. The first section is the theoretical part and the second part is the analysis of the research conducted for the purposes of this paper. As far as the theoretical part is concerned, the first chapter offers the definitions of bilingualism and how bilingualism is connected to construction of identity. The second chapter explains the impact of bilingualism on emotions and the following chapter on cognitive processes. At the beginning of the second section the aim of the research and the methodology are presented. Results and the analysis of the undertaken research are discussed in the remainder of the paper. After placing the participants in their social environment, the focus is placed on the relationship between bilingualism and ways of expressing emotions, as this part examines different criteria which are taken into consideration to prove that a bilingual uses different languages in order to express emotions. The last part analyzes the results concerning cognitive process. Moreover, it analyzes different actions associated with thinking and examines for which processes and in which situations a bilingual uses a particular language.

the subject of linguistic hegemony and language dominance has been taken up in many studies since the wake of the twentieth century. The common denominator among these studies appears to be the linguistic hegemony of the English language as a global language and the survival of the other languages of the world. This paper critically reviews the trend that has been reported in Nigeria and re-assesses some of the proposed resistance mechanisms in literature. The aim is to proffer solutions to the reported domination of English and its effect on Nigeria's local languages. The author believes that some views about the linguistic hegemony of English might have been exaggerated thereby influencing some suggested resistance mechanisms. Thus, this paper proposes a context-sensitive and pragmatic resistant mechanism that might place the hegemony of English in the right perspective and thus conserve local languages in multilingual societies, especially in Nigeria.

The study of relativizers in the Spanish language has not been quite explored from a sociolinguistic point of view. A few research papers have analyzed varieties found in Santiago de Chile, Mexico City, Sevilla, and Madrid. Nevertheless, none of them has addressed a Colombian variety in depth. This variationist study aims to fill the gap by reporting the results of a correlational study focused on the use and variation of relativizers in the preseea-Medellín corpus. An anova test, a Games-Howell test, multiple Tukey’s tests, and pairwise comparisons t-tests with Bonferroni correction were run to identify the variables with significant effects (e.g., geographical position, gender, level of education, and social class). Results suggest that, while there is significant diatopic variation in the selection of relativizers, diastratic variables have a minor role in their frequency of use. It was also noted that while the use of the pronoun que tends to spread in all varieties of Spanish, the relative adjectives cuyo and cuanto continue their trend towards disuse. Further studies are necessary to determine if this tendency to simplification is related to psycholinguistic constraints (i.e. mental load) or functional aspects of Spanish. Finally, this study opens the doors to the analysis of relativizers in other varieties of Colombian Spanish from a sociolinguistic perspective.

Cryptocurrencies have been the latest technological revolution in the world of finances. Although this revolution has not been completed yet, and as a payment method is still limited, their popularity has vastly increased since 2020 due to speculation about their value. As in any other field, any revolution in economics, technology, education, or society implies another parallel language revolution. This is how the introduction of cryptocurrencies has led to the emergence of some new forms of language. This quantitative case study aims to analyze the characteristics of that crypto language and identify some of the most usual words, acronyms, metaphors, and other popular expressions within this field. To achieve this purpose, a glossary published by the company Bit2Me was used along with the Google search bar, which provided the number of appearances on the net. Results showed that some neologisms had been created, acronyms prevailed over some words and expressions, and the use of animal metaphors was a usual practice. These results contribute to the field of electronic finances by showing that the community of cryptocurrency users have created their own linguistic rules to communicate among them with the use of specific words, as detailed in this paper.

The term structuring is here used as an equivalent of various meanings of terms sentence perspective or sentence articulation found in terms Functional Sentence Perspective (FSP), or Actual Sentence Articulation, or in phrases used in the present paper as l’articulation ordinaire or l’articulation poétique.The introductory sections of the paper deal with the typological and diachronic aspects of word order, and with the proposal to use permutation as a promising procedure preparing to obtain a complete list of meaningful sequences to be further explored. There is also a brief note on contextuality, on the spoken and written norms of language and on the poetic and specialized languages/styles, all as related to word order.The FSP is seen as one type of structuring sentence linearity. As such, the FSP is considered to be an important, more recent parallel to the contemporary varieties of what is here called ordinary structuring (articulation), i.e. types of grammatical subject-predicate structuring (articulation). In contrast to ‘ordinary’ approaches, the FSP structuring is supported by communicatively oriented pragma-psycho-linguistic foundations, i.e. using key terms like situation of communication, addresser intention, addressee response, etc. That is why the next step is to compare the two conceptions (FSP and ordinary structuring). The main result of the comparison is the parallel nature of the two : They share texts to analyze and, to do so, they use different principles and terminologies (see the table of terms in section 8). The successful contemporary development of FSP, as well as its pioneerig steps in the pre-1945 period, have been made mainly by Prague linguists, who, together with a number of interested scholars from abroad, work out its theory trying to make of it a standard component of syntactic research. The problem of a certain tension between the original Praguian functional-structural and later communicative approach motivates some programs planning to elaborate a closer synthesis of the two.Since a hexameter was used as an important example for word order analysis and, mainly, because it is felt that poetic structuring of sentences is an intriguing theoretical problem, the final section of the paper, in a sort of appendix, is devoted to a look at the specific structuring of Virgil’s hexameter in book VIII, verse 596 of the Aeneid.

This paper presents a socio-cognitive approach of the referentiation process, in order to check to what extent and in which way the strategies adopted in the treatment of the lexicon in the literacy process can be updated, or even confirmed, in reading or in writing. Studies on how words are stored in the user memory and on how they are accessed - while language is being used - represent a great advance in understanding the literacy process, especially for psycholinguistics research. Besides, this paper highlights the prototypical notion of categorization treated in the cognitive studies as well as the notion of exemplar representation in the socio-cognitive area, which is based on the experience of culturally-situated speakers. A practical approach of these studies to the literacy process is demonstrated in this paper, taking into consideration prefabs in the referentiation operation.

The paper discusses three aspects in New Literacies Studies research in Brazil, as developed by researchers from an Applied Linguistics perspective. This perspective contributes to determine epistemological, theoretical, and methodological issues in literacy research, as well as ethical issues in regard to the relationships established with the groups who participate in the research. Taking examples from our research group, known as Teacher Literacy Research Group (created in 1991), we discuss transdisciplinary relationships built between Literacy and Dialogism as developed by Bakhtin and his Circle. Another intersecting point between Applied Linguistics and Literacy Research discussed in the paper is the relation between ethics and research in the two fields; a third one has to do with the methods adopted: as in several other studies in Applied Linguistics, in literacy studies, ethnography has been the preferred methodology. We conclude pointing out that an approach that conceives its object in a transdisciplinary manner and adopts ethical criteria as a research validation element favors the development of critical studies about writing in which the choice of problems and research contexts support the social goals of the investigated groups.

In the last few years, Colombian ELT scholars have become aware of the importance of discourse for the dissemination of ideologies and agendas. As a result, the number of studies on this area has shown an unprecedented growth. Nevertheless, few investigations have explored and analyzed both sides simultaneously so as to display not only the types of hegemonic discourses that have permeated the field but also those which have recently emerged in response to such a situation. Considering these elements, this paper reports on a qualitative case study carried out with the purpose of analyzing the latest types of hegemonic discourses and discourses of resistance that have taken place in elt in Colombia. After analyzing the data gathered, which consisted of empirical and conceptual articles, as well as linguistic policies emitted by the Colombian Ministry of Education (men), the results showed that discourses revolving around bilingualism (understood as the English-Spanish relationship), identity, and native speakerism have been a recurrent aspect in the Colombian elt field. Yet, findings also suggest that, especially in the last decade, elt scholars have been resisting these discourses by promoting alternative ones that acknowledge initiatives in different areas of knowledge. In light of these aspects, it is recommended to keep resisting and promoting an agenda of decolonization so that alternative discourses, as is the case of those that acknowledge the incorporation of epistemologies that have been historically overlooked, continue gaining traction within the field.

The paper presents an expanded view of language policy which incorporates a variety of policy mechanisms which are claimed to affect de facto language policies. These mechanisms include declared policies, language education documents, language tests and language in public space, among others. These policies are initiated and determined by ''policy bodies'' which are part of governments and other groups in authority, but are detached from those who are execute them. The main objective of this paper is to portray the expanded view of language policy, along these mechanisms, and to argue for the involvement and active participation of teachers in this process. I will argue that the participation, discussions and negotiations constitute a civic and democratic obligation on route to valid, open, fair, realistic policies. Negotiations with the different stake holders who come the process with experience and knowledge is essential for developing language policies which are valid, constructive, critically based and are based on theory of practice.

This paper analyzes the contexts of influence and design of the reference text for implementing a Language Center as part of the language policy (LP) and internationalization process of a Federal Institute of Education (FI) in the Northeastern Region of Brazil. The critical analysis based on Critical Applied Linguistics (CAL) and the Policy Cycle Approach (PCA) made it possible to perceive that the reference text points to a favorable and strongly driving environment for the design of Language Centers in the FI. Thus, the FI can institutionalize the LP actions already carried out unsystematically and individually by teachers of the mother-tongue and additional ones. The document allows the teaching agency to develop and implement projects that meet the local realities of the FI campuses. However, the reference text is involved in a naturalized-top-down internationalization perspective and focuses mainly on the offer of English courses. Moreover, we perceived the lack of investments for the document to be constituted in concrete actions and to assume a transforming role in the educational community.

This paper deals with the recall of classical rhetoric elements in Aristotle and Quintilian’s doings, highlighting the enthymeme as well as the use of these elements as necessary knowledge for teaching and improving post graduate student argumentative writing in the production of a specific genre: the reader’s letter. The methodology used in this paper was qualitative, with the purpose of building a tool for the analysis of argumentative letters produced in an experiment that took place in a post graduate course. Among the letters produced by twelve postgraduate students, it was sellected the ones written by a master’s degree student in Psychology as an illustration of the instrument. Accordingly, this student was introduced to the classical rhetoric elements, as well as the arrangement and operation in the production of these kind in question, starting from the entimema as a central element. Simultaneously, specimens of the genre reader’s letter sent to the Carta Capital magazine, were analyzed to recognize in them the presence of these elements and to analyze how they combine and contribute to the making of the objective, clear and persuasive argumentative text. At the end of each meeting, from reading the magazine subjects, the student went on to produce similar letters to those sent to the reader’s section, with the purpose of employing the elements reconvened seen so far. This experience has shown that the use of these elements was able to contribute to improving this student practice of argumentative writing.

This paper is based upon an historical hypothesis which could be formulated as such : the privilege granted to indirect modes of signifying in contemporary French narrative prose by the violence of XXth century's history. Hence the interest of the stylistic notion of figure (of speech), which implies that literary uses of figures elaborate, implicitly, a reflection on history : that is to say that literary history – as history of aesthetic forms – should also be an history of figures. This paper aims to sketch such a study, by choosing three examples (three figures, and three contemporary oeuvres): syllepsis (illustrated by Jean Rouaud's novels), hyperbaton (which analysis is based upon some narratives by Claude Simon and Laurent Mauvignier) and allegory (here exemplified by Antoine Volodine's novels).

Considered amongst the most radical works of contemporary French literature, the work of Pierre Guyotat is also one that, in many respects, addresses History, for the novels' themes are set in a contemporary post-colonial world, – but it is also historical in its attempt to reach a language of a greater "materiality". This paper deals with Guyotat's first two major novels, Tombeau pour cinq cent mille soldats and Eden, Eden, Eden. The paper takes into account the recently published Carnets de bord (2005) in order to illustrate a "work in progress" and the historical and theoretical context in which the novels were written. The paper concentrates on the epic and the apocalyptic understanding of History.

The aim of the paper is to offer in the first place a short introduction on presence of lexical units of Gypsy origin in different varieties of Latin American Spanish, making use of lists and catalogues of Gypsy loanwords in European Spanish, and paying attention mostly to those which are generally known in Latin America. But the main interest of the paper lies in the presence and structure of Gypsy loanwords in the Mexican variety of Spanish and in its criminal and popular slangs, generally known as caló. The lexical units in question will be excerpted from various dictionaries of Mexican Spanish but mainly from Diccionario del español usual en México and from Diccionario breve de mexicanismos. Special attention is paid to their textual documentation in contemporary Spanish corpora and to the correspondence and adequacy of the textual documentation to their lexicographical treatment.

The paper deals with the problem of Time as a basic component of Baudelaire's spleen. Since his childhood, Baudelaire feels to be disinherited, determined to unhappiness. Looking closely at his writings, we see immediately that Baudelaire's conscience is reflected by the incurable melancholy. His spleen has become the fundamental category of his aesthetics, of his conception of the world. The Baudelaire's poetry is "the mimesis of the death". The life, measured by the heart beating is nothing more then waiting for her. This paper aims to show that the time swallowing up the life is one of the keys of Baudelaire's poetry. The personification and the use of majuscule are making from him a monster par excellence that man should be afraid of. Baudelaire's melancholy entertains with the past a nostalgic liaison. Deprived from the love, which he is searching for, Baudelaire is turning to past. Thanks to his imagination and perfumes, he tries to find again the happy time spent in the arms of his mother. From this point of view my paper examines in particular Baudelaire's poetic universe, targeting his aesthetics and poetic art, and trying to prove that thanks to perfume and memory, everything which is absent becomes present. In this world, the memories can reborn: the time becomes reversible, the past can be resuscitated.

This paper deals with the problem of the present tense (indicative mood) and mainly with its capacity of referring either to the past or to the future, as it can be seen in most linguistic works on the question of tenses. The paper adopts as a starting point typical sentences cited by grammar books (J'arrive à l'instant), and tries to prove by giving a large number of examples that, on the one hand, adverbials of time are not always relevant as far as the temporal orientation of the process is concerned, and that, on the other hand, all verbs are not likely to be used in such constructions. Those verbs that can be used this way owe this capacity to their sense and mainly to aspectual characteristics such as perfectivity. These observations lead to the following findings: 1. these verbs express movement and have direction as a semantic feature, 2. their orientation towards future or present will be chosen according to the relevant spatial point of the utterance (cf. final point: J'arrive à l'instant. vs initial point: Je pars.), 3. if the characteristics of the verb lead to ambiguity, the relevant point will be determined by the localization of the speaker at the moment of the utterance, 4. clues considered essential by grammar books are often missing, optional or different (apart from adverbials of time, adverbials of space and other types of adverbials can be used). This analysis taking into consideration both time and space shows that the interpretation of the present tense depends on aspectual characteristics of verbs and also on the localization of the speaker at the moment of the utterance; thus, we are dealing with a phenomenon that is determined by both aspectual and semantic characteristics of verbs.

The aim of this paper is to analyze the relations between time and cause as they are reflected by the French conjunctions. First, applying the diachronic point of view, we show which conjunctions expressing temporal relations are considered by different grammarians as being able to express causal values as well. After having described different types of principals that the causal implication is based on, we confirm the universal validity of the anteriority of the cause to its effect, even if language seems not to observe it in some cases. The adage "post hoc ergo propter hoc" explains well why the conjunctions of anteriority can easily express causal relation. In the second part of our paper we test the real capacity of different conjunctions we analyze to express the cause independently on the meaning of the clauses they link. We propose a coherent description of the functioning of each type of conjunction considered from the point of view of the relation between time and cause.

The paper analyses the presence of words of Gypsy origin in the dictionaries of Latin American Spanish. The first step was to create a corpus of Spanish Gypsy lexical units, based on the macrostructure of various Spanish Gypsy dictionaries. The next step was the comparison of the Gypsy corpus with selected dictionaries of Latin American Spanish. The extracted data are being interpreted at the end of the paper and compared with the results of previous research of Spanish Gypsy lexical units present in European Spanish dictionaries, mainly in the Academic dictionary.

The paper is focused on constructing and debating space and time in the three diaries of the Portugese writer Marcello Duarte Mathias (1938): No devagar depressa dos tempos. Notas de um diário 1962-1969 (1980), Diário da Índia 1993-1997 (2004) e Diário de Paris 2001-2003 (2006). Taking into account the simultaneous existence within the diaries of a subjective and introspective discourse, as well as the existence of micro-sequences to procure the progress of the diary as a narrative, the authors stress, on the one hand, on the way in which the space of the Self in the text, and the inscription of the diarist and its writing in time, on the other. The paper also discusses the debate on temporality and spacial determination of the individual, which the diary implements in a very demanding way in its strife to register the transition of the diarist through the world and through time.

This article has two main purposes. The first is to provide a short panorama of existing trends within computer-assisted stylistics. The second is to analyse a prize winning novel by English writer Julian Barnes, by resorting to the tenets and working tools of one of the newest branch of Stylistics, the so-called Corpus stylistics. To this end, the article starts by looking at various attempts at defining what style is and their implications to the definition of the discipline known as Stylistics. Then the paper presents recent work within the field of Corpus stylistics, as it describes the uses of computational tools as part of the stylistician tool kit. Finally, the paper provides a variety of ways with which a literary work may be approached digitally with a view to showing how computational tools can aid the stylistician in acts of interpretation. ------------------------------------------------------------------------------ UM BREVE GUIA PARA A ESTILÍSTICA DE CORPUS Este artigo tem duplo objetivo. Por um lado, apresenta um breve panorama de tendências no âmbito da Estilística assistida por instrumentos computacionais. Por outro, introduz estudo de um romance premiado do escritor inglês Julian Barnes, com base nos princípios e nos instrumentos analíticos de uma das mais novas áreas da Estilística, a chamada Estilística de corpus. Para tal, o artigo inicia pelo levantamento de diferentes concepções de estilo e suas implicações para a definição da disciplina conhecida como Estilística. Em seguida, o artigo apresenta pesquisa recente na área da Estilística de corpus, ao descrever as ferramentas computacionais que fazem parte da bagagem de trabalho do pesquisador na área da Estilística. Ao fim, o artigo introduz maneiras de abordar a obra literária digitalmente, com o objetivo de demonstrar como as ferramentas computacionais podem ajudar o pesquisador na área da Estilística em atos de interpretação. --- Artigo em inglês

In this paper, the question of authorship, that has been dealt with before in “Indícios de autoria” (POSSENTI, 2002), is taken up again. The purpose of the paper is to put forward new dimensions of the concept of authorship, including those related to the notions of style and writing in a school setting.

Through the analysis of reports on sorrow and pain, this paper attempts to investigate how speakers find relief and internal resources to reconstruct their lives by means of a narrative. The proposed reflections derive from two correlated experiences: (i) the observation of the speeches of mothers and fathers who belong to a group that supports grieving parents (speeches that promoted a favorable development of the mourning period); and (ii) the fact that the researcher herself had the opportunity to participate as the co-author of an unusual story: one involving a transsexual who underwent sex reassignment surgery and later wrote about the experience in order to transform pain into narrative. In the two cases, curative effects were noticed as well as identity empowerment, both stemming from the process of narrativization of pain. The peculiarities of such textual construction co-operate to put the notions of authorship and style into question, the definitions of which are located between a conventional way of understanding these notions (related to an autonomist conception of the language subject) and a discursive way (related to a social and historical conception of the subject). We made use of reflections proposed by Possenti (1988, 2009, 2012), who draws on the notion of author, according to Foucault (1969), and questions the notion of style. The perspective that runs through all the parts of the reflection in this paper is Pragmatics, which understands language as being performative (AUSTIN: 1975) and a place of excellence for the construction of identity (RAJAGOPALAN: 2003, 2006). From a narrative construction standpoint, this paper takes the reflections of Paul Ricoeur (2010) mostly into account.

This paper aims to study the existing interrelation between two specialized languages that are apparently opposed: the literary and medical languages. Besides, the study comprised three different stages: 1) analysis and des­cription of both literary and medical languages individually; 2) creation of a corpus consisting of real, representative texts from the literary and medi­cal fields; and 3) comparative analysis of the interrelations between these two languages. The interrelation between these two specialized languages is clear, specifically for the English and Spanish languages, since different words and terms are shared in order to include new nuances. Furthermore, the translation of both types of texts studied in this paper requires an efficient use of data and documentation sources, which together with translation stra­tegies, are unavoidable to solve the problems derived from cultural aspects such as anisomorphisms. Even though specialized languages have been stu­died separately, the interrelation between them, and the extrapolation of terms and concepts of one specialized language to another, can be clearly observed. Moreover, the translator should know the asymmetrical relation between two texts, or even two languages, due to the anisomorphisms, espe­cially cultural anisomorphisms, to avoid inaccuracies in their translations. Recieved: 12-01-2010 /Accepted: 14-04-2010 How to reference this article: Huertas, C. (2010). Consideraciones traductológicas sobre la interrelación entre el lenguaje médico-sanitario y el lenguaje literario. Íkala, 15(3), 237 – 260.

The purpose of this paper is to present an overview of Corpus Linguistics, characterizing it as an area of research, considering its relations with other areas of study and illustrating its applications with specific focus on Brazilian Portuguese. In order to develop these topics, this research paper discusses Corpus Linguistics characteristics by pointing out some issues that distinguish it from other areas of research, such as: (1) its specific way to define language as well as a particular form to do empirical research on the basis of evidence extracted from linguistic corpora, using computational tools; (2) the possibility to generate theoretical contributions through new descriptions of different language uses; (3) the interfaces it establishes with Systemic- Functional Linguistics, Applied Linguistics and Computational Linguistics; (4) the expansion of the area in many countries, including Brazil, due to new perspectives opened in several fields, such as, lexicography, lexicogrammatical studies, genre and language variation studies as well as cross-cultural studies. The discussion of the topics above should reinforce the argument that Corpus Linguistics cannot be considered only as a methodological approach, but rather as a research area that allows for empirical linguistic knowledge, leading into new theoretical insights about language. In order to illustrate some corpus research done within the scope of Corpus Linguistics using data from the Portuguese language, three empirical studies are briefly described at the end of this paper. These academic works used data from the CORPOBRAS PUC-Rio, a corpus compiled with the purpose of representing Brazilian Portuguese.

In this paper I will review conceptual and empirical research on teacher autonomy beyond the limits of applied linguistics. Research shows that teacher autonomy can be conceptualized as a personal sense of freedom from interference or in terms of teachers’ exercise of control over school matters. This review clarifi es the meaning of teacher autonomy, provides valuable insights about different domains in which teachers exercise their control, and explores some of the personal and contextual factors that affect their performance. This paper confi rms the necessity to analyze teacher autonomy beyond a particular field Received: 27-03-07 / Accepted: 18-07-07 How to reference this article: Usma Wilches, J. (2007). Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics. Íkala. 12(1), pp. 245 – 275.

This paper describes a genre-based analysis of a group of request letters in Spanish and English and of request memoranda in Spanish, all produced by native speakers of Spanish1. The framework of analysis adopted is based on the concept of genre propo­sed by Swales (1990) and Bathia (1993). The generic description of these letters and memoranda shows which moves appear to be more conventionalized. The relationship between contextual factors and the choice of moves is explored. This paper concludes that this type of analysis can provide useful insights into the design of teaching materials for business communications in Spanish and English. Recieived: 31-05-04 / Accepted: 13-09-04 How to reference this article: Martínez Contreras, M. S. & Moreno Castrillón, F. (2004). Textual Organization of Request Letters in Spanish and English and of Request Memoranda in Spanish: an Exploratory Study. Íkala. 9 (1), pp. 83 – 102

In this paper, a teacher-researcher and his advisor report on an action research project aimed at developing teacher autonomy through collaborative work on the redesign and implementation of a new English syllabus in a high school in Medellín. Educational innovation, collaborative work, and autonomy development emerged as the main themes related to changing teacher and school practices. Teacher autonomy development requires certain conditions, but the process of change can create these conditions. With this paper we aim at a better understanding of and a discussion on the field of teacher autonomy, especially about the conditions required to begin educational innovations in our institutions, and how these conditions are related to teacher autonomy. Received: 17-07-03 / Accepted: 19-08-03. How to reference this article: Usma, J. & Frodden, C. (2003). Promoting Teacher Autonomy through Educational Innovation. Íkala. 8(1), pp. 101 – 132

This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The collaborative writing process known as joint construction. This is conducted in the bilingual R2L program by jointly making notes from Indonesian (L1) reading texts, jointly re-instantiating these notes as English (L2) lexis, and then using these L2 notes to jointly construct new L2 texts. The methodology is thus intermodal and multilingual, from written L1 texts, through oral dictation to L1 notes, then through bilingual discussion to re-instantiation as written L2 lexis, and finally through further bilingual discussion to re-instantiation as written L2 text. The study applies genre and register theory to closely examine classroom interactions in Joint Construction, from the perspectives of their structuring, the intermodal sourcing of meanings, and relations between teachers and learners. Evidence from student assessments suggest these designed applications of intermodality and multilingual reinstantiation are highly effective in the development of autonomous skills in L2 science writing. This article aims to describe how and why they are so effective.

This paper proposes a reflection on the argumentative effects of metaphor, from the overall perspective of Cognitive Linguistics. The focus is on the way in which a given cognitive-discursive orientation can be approached in this area of ​​study, which contemplates the interweaving between the cognitive and discursive dimensions of metaphorical language. To explore this goal, we have analyzed a corpus formed by internet memes and metaphor niches about teaching and education, in which figurative language is characterized by situated metaphors, intertwined with frames and conceptual metaphors. The analysis seeks to identify the elements of the online dimension of cognition (vehicles and situated metaphors) and those of the off-fline dimension: conceptual metaphors and underlying frames. The results seem to corroborate the hypothesis that the cognitive-discursive thread woven by the articulation between stable and unstable instances of cognition conducts, with clear rhetorical force, a certain way of looking at the target domain, according to the intended point-of-view

Perhaps some of the most significant investigations in contemporary literature and art from Brazil revolve around the question of temporality, the threshold between the living and the dead and the ways in which conflicting temporalities and anachronism articulate a critique of the present. In this context, Nuno Ramos’ installations and writings, working on the unstable terrain between the living and the dead, the organic and the inorganic, the fossilized and the spectral, represent a decisive intervention. In Ramos’ works memory is never entirely human; it is irreducible to the domain of subjectivity nor to the shared narratives of the collective. From books such as Cujo or Junco to the the fossilized matter present in many of his works, the relationship between life and death is both political, technological and non-anthropomorphic — it is, in other words, biopolitical. This paper analyzes the ways in which the configuration of such critical perspective in Nuno Ramos’ work interrogates and reformulates the ways in which temporality and the political interface there where the very notion of life — the bios that articulates the biopolitical— is at stake. --- Original in Spanish.

The mythic Nzinga Mbandi, or Queen Ginga, was the leader of a huge territory in 18th century. A large amount of the slaves who came to Brazil are from the Bantu region – dominated by Ginga then. Her story is as glorious as the history of Africa. Not by coincidence a large amount of historians study her, as well as hundreds of writers have already narrated and sung her milestones. For this analysis, three authors were chosen: Angolan José Eduardo Agualusa and his historic novel A Rainha Ginga: e de como os africanos inventaram o mundo (2014); Brazilian Alberto Mussa and his detective novel O trono da Rainha Jinga, (1999); and the Portuguese rooted in Angola, Eugénia Neto, and her poem “Poema à Mãe Angolana”, released in 1976, in the background of the war for Independence in Angola. Two movements were outlined here: first, it was historically described the figure of the Queen so secondly we could sketch the clippings of the texts. Both Agualusa and Mussa tend to show the power of Queen represented by her “male” force, once she takes leadership in a context of patriarchal lineage. Nevertheless, Eugénia Neto humanizes the figure of Nzinga as the big “Mother of Angola”, marking her female characteristics. Independently of the judgment, this paper aims to notice how authors from distinct nationalities and genders do construct the image of the African ruler, mixing history and fiction in a fertile ballet of epic and poetic dimensions.

This paper analyzes the construction of the mode system in texts of report and sentence genres, produced by first semester students of law in a private faculty in Brasilia. The aim is to discuss the importance of interpersonal metafunction so that students understand how language shows social roles and identities, especially in the field of Law. To reach this goal, the choice of Systemic-Functional Linguistics (HALLIDAY & MATTHIESSEN, 2014; FUZER & CABRAL, 2010; NEVES, 2007; VIAN JR, 2009 and SILVA, 2010) as the theoretical framework adopted in this research is justified. Then, according to this theory, the MODE system is defined, as well as the elements that constitute it (mode (finite + Subject) and residue (preacher + complement + adjunct)), and the discussion of modality is related to discursive genres (SILVA, 2010). In sequence, the development of the activity of writing in the classroom is contextualized, as well as the formation of the corpus. For the analysis of the results, these are crossed with the theoretical assumptions previously presented. The data showed that students, even before having theoretical explanations about the genres in question, have prior knowledge about interpersonal relations in these genres, especially in the sentence, where it is possible to better define the main actant: the judge. These results confirm the need to explore lexical-grammatical aspects linked to the production conditions of the genres in the classroom, as well as they suggest that the interpersonal metafunction can be a kick-start to discuss social roles with students who are starting their studies in higher education.

The purpose of this paper is to identify and reflect on Franz Kafka’s The Castle (2010), the intersection between the problem of the crisis of tradition, raised by Walter Benjamin (1987) and Gershom Scholem (1999), and its development in the dialectic of the Jewish mysticism, especially in the antinomian movements that emerged from heretical Kabbalah and constituted Messianic nihilism. The journey of the character of The Castle, rather than intriguing peripécies, develops, in a parody, an exegetical exercise proper to the Jewish tradition (BLANCHOT, 2002). The Castle, an object devoid of substance, surrounds itself with infinite comments, forming a veritable labyrinth of words. Only in his commentaries, the Castle resembles the Name of God speculated by the Jewish Kabbalists. For heretical Kabbalah, God is inseparable from his revealed word, the Torah, so that his Name is infinitely interpretable. We intend to demonstrate that the relationship between the characters and the comments about the Castle, twisted and desecrated as the Name of God among the Kabbalists, makes Kafka a writer who masterfully explored the boundaries between religion and nihilism.

This paper problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers’ sense of professional success is negotiated in creative, complex, and multiple—although not always consistent—ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary

This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.

This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, they were asked to work on an assignment by reading a text about a dinner invitation and then writing creatively on that topic. The study data were collected from these reflective writings in the participants’ portfolios. The teacher-researcher also used tools of critical discourse analysis to analyze the collected data. It was found that the participants demonstrated a balanced intercultural awareness associated with the discourse of food diversity. They also effectively appreciated cultures of the self and others and demonstrated appropriate intercultural knowledge of the self and others. Furthermore, they acquired the intercultural skills of relating to intercultural texts, as well as analyzing and interpreting them. The study suggests the effectiveness of critical discourse analysis as a teaching and learning strategy to increase critical intercultural awareness among English-as-a-foreign-language students.

This paper intends to perform a terminological analysis of the definitions set in the Decree 390, 2016 —Colombia’s customs regulations in force. These regulations were enacted by the Colombian government aiming at aligning with international conventions, including those referring to the simplification and harmonization of customs procedures at international trade. This terminological analysis is ground-ed upon theoretical bases for terminology management regarding concepts, terms and definitions. Meanwhile, the theoretical framework provides basic parameters in making definitions, which are used to assess the terms selected. Since customs procedures necessitate an accurate use of language in order to facilitate trade, the definitions appearing in regulatory documents should be developed with care. Thus, this terminological analysis highlights how terminology principles can help improve communications in highly specialized contexts and reduce ambiguity when interpreting regulatory documents. The analysis also aims to establish the extent to which the Colombian government’s efforts to modernize its customs procedures comply with international conventions. As a result of this analysis it is possible to identify some ambiguous definitions in Decree 390 that may lead to misinterpretations with the opposite effect of facilitating trade. It casts light also on the issue of the ever-changing technological advance and how the global language of technology should be also included in this new set of regulations for Colombian international trade practices.

This paper reports the findings of a qualitative diagnostic stage of an action research study whose purpose is to improve the language assessment literacy (LAL) of English teachers at a Colombian language institute. A questionnaire, interviews and document analyses were used to inquire into the beliefs and practices in the design of an achievement test. Findings suggest that these teachers believe tests should have core qualities, which are partially mirrored in their practices. Finally, the research highlights that beliefs and practices in test design have a dynamic relationship. Conclusions are based on the nature of findings as informative for professional development experiences in LAL.

According to Wang (2013, p. 130), conversational markers are linguistic elements performing a double role: informational and interactive. In their second role, they are used to regulate interaction between participants in a conversation, in transitioning to another topic, when stating speaker’s attitude, and so on. Therefore, they perform a significant role in any oral exchange. However, what does it happen to conversational markers when that oral exchange is made possible by an interpreter? In research on public service interpreting, the study of conversational markers has been rather anecdotal and, unless some exceptions within the judicial sphere, our knowledge on the treatment this discourse markers receive in interpreting is scarce. This paper presents the study of a conversation interpreted by a mediator-interpreter in public services in the language pair Chinese-Catalan, which was recorded and subsequently transcribed verbatim in order to make analysis easier. The results reflect la omission of all conversational markers the primary interlocutors (a high school teacher and a Chinese student’s mother) had been using, as well as the addition, by the mediator-interpreter, of conversational markers that were absent in the original message. In the conclusions, I reflect upon the potential implications of these results, and on the prospective value of this study.

The majority of studies dealing with the prosodic template of first words in the past decades found a trochaic (strong-weak) tendency across languages. One line of explanation for this tendency is that trochees result from a left default value for the parameter nucleus of the foot (e.g. DRESHER 1992, FIKKERT 1994). However, as most of these studies discussed languages that are trochaic in adult form (e.g. English, Dutch), it is difficult to tease apart if the early trochees are due to this default value or if they just reflect the pattern of the target language. Furthermore, some studies have shown that is not the case that children always present a trochaic tendency (e.g. DEMUTH 1996). In this regard, Brazilian Portuguese (BP) becomes a very interesting language to analyze. On the one hand, it has more trochees than iambs (weak-strong) in adult speech. On the other hand, children begin producing more iambs than trochees (e.g. SANTOS 2001, 2007, BONILHA 2005, BAIA 2008). One could claim that this unexpected iambic tendency in early BP is consistent with the frequency of multisyllabic words in the ambient language (e.g. KEHOE 1999, ROARK & DEMUTH 2000, PRIETO 2006). In this paper we put this alternative explanation to test, by analyzing data from 2 BP speaking children (from 1;3 to 3;6 years old) and their caretakers. If this child directed speech (FDC) approach is correct, we should expect to find more iambs than trochees in FDC, given that previous analyses of BP speaking children’s data found an iambic tendency. The results show that FDC actually has a different distributional pattern than adult language, but trochees still outnumber iambs. Furthermore, children’s production has a different pattern than CDS. Therefore, FDC cannot explain the early prosodic patterns of BP either. Additionally, the results showed that children are not avoiding any specific prosodic pattern in their selection. Moreover, it is also not the case that children avoid some patterns in their production. In conclusion, our results clearly discard the hypotheses that children’s initial prosodic patterns reflect FDC’s distributional patterns. --- DOI: http://dx.doi.org/10.12957/matraga.2017.28708

This paper examined the production of unstressed vowels by Brazilian Portuguese (BP) learners of English. More specifically, the aim was to examine the acoustic characteristics of the interlanguage unstressed vowels and to determine whether the language learners’ stress assignment in cognate words was target-like or not. The participants were 20 L1 BP learners of English and two native English speakers who provided the baseline data. Participants read lists of sentences including polysyllabic cognate words with the neutral suffixes “-able” and “-al” (e.g. ‘respectable’, ‘radical’). Participants’ productions were acoustically and auditorily analysed and the F1, F2 and duration values measured. The results showed that the L1 BP participants produced a reduced vowel /ə/ with similar acoustic characteristics to the L1 English speakers, differentiating it from /ʌ/ in terms of vowel quality and duration. Despite being able to distinguish between the unstressed and the stressed central vowels, the correct assignment of stress in polysyllabic cognates was challenging for the L1 BP informants. A possible explanation for the non-target-like stress assignment is negative transfer from the L1, in which one of the target suffixes, “-al” (e.g. ‘tropical’), attracts stress, contrary to the L2. --------------------------------------------------------------------------------- A ACENTUAÇÃO TÔNICA E A PRODUÇÃO DA VOGAL ÁTONA EM SUFIXOS NEUTROS DO INGLÊS POR APRENDIZES BRASILEIROS O presente estudo investigou a produção de vogais átonas por aprendizes brasileiros de inglês. O objetivo principal foi examinar as características dessas vogais entre as duas línguas em contato e determinar se os aprendizes atribuíam acento tônico adequadamente. Os participantes foram 20 alunos brasileiros de inglês e dois falantes nativos que forneceram dados de base. Os participantes leram listas de frases incluindo palavras polissilábicas cognatas com os sufixos neutros “-able” e “-al” (por exemplo, “respectable”, “radical”). As produções dos participantes foram analisadas acústica e auditivamente e os valores de F1, F2 e duração das vogais átonas foram medidos. Os resultados mostraram que os participantes brasileiros produziram a vogal /ə/ com características acústicas similares aos falantes nativos de inglês, diferenciando-a de /ʌ/ em termos de qualidade e duração da vogal. Apesar de serem capazes de distinguir as vogais centrais átona e tônica, a atribuição correta do acento tônico em cognatos polissilábicos foi desafiadora para os informantes brasileiros. Uma possível explicação para a atribuição inconsistente do acento tônico é a influência do português brasileiro, em que um dos sufixos alvo, “-al” (por exemplo, “tropical”), atrai a tonicidade, ao contrário do que tipicamente ocorre no inglês. --- Artigo em inglês. --- DOI: http://dx.doi.org/10.12957/matraga.2017.28601

This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

This article presents the results of a pilot study carried out in an English for Academic Purposes (EAP) class for PhD programs at a private university in Bogotá. The study sought to identify the mechanisms to change the content of academic essays to present them in oral presentations (OPs) to a multidisciplinary audience, and how such mechanisms mark differences of performance in the OPs. To identify the mechanisms of transition from written to oral mode, a discourse analysis comparison of eight parallel pairs of texts was performed. Changes to the expression of modality and the inclusion of code glosses were the mechanisms used to make the transition. These mechanisms helped students express contents in engaging and easy-to-process ways. The analysis of mechanisms includes the linguistic resources to modify sentences, their pragmatic appropriateness, and their grammatical correctness. This paper ends outlining some implications and limitations, and perspectives for future research.