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UIDB/03213/2020 UIDP/03213/2020 This paper aims to describe a text-mining approach on a domain corpus (cork) within the theoretical framework of the dual dimension of terminology to create a terminological dictionary and correlate it with an ontology. We will make some considerations on (i) domain specificities; (ii) lexical markers; (iii) automatic corpus processing using Sketch Engine; (iv) representation of lexical networks using CmapTools; and (v) representation of the concept system using Protégé. The goal of the ontology is to logically support the coherence and quality of the natural language definitions contained in the terminological resource. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 O impacto do feedback na redução do erro e, consequentemente, no desenvolvimento da competência de escrita continua a merecer o interesse dos estudos no âmbito do ensino e aprendizagem da língua materna e da língua estrangeira, não apenas pela sua reconhecida importância, mas também pela divergência de opiniões no que concerne às vantagens e aos tipos de feedback mais eficazes. A relevância do recurso ao feedback enquanto estratégia pedagógica é, porém, inegável. Tendo como base esta premissa, discutiremos a experiência de ensino dos cursos de Português Língua Estrangeira de nível A2 (elementar), em regime de e-learning, na Universidade Nova de Lisboa, focando-nos nas tarefas de escrita realizadas assincronamente. O feedback corretivo que acompanhou os textos dos aprendentes de várias nacionalidades, foi complementado pelo feedback construtivo, enquanto estratégia de gestão pedagógica dos desvios linguísticos, seguido de um trabalho de follow-up síncrono, mediante atividades de aperfeiçoamento coletivo de excertos selecionados dos textos produzidos. A análise destes textos permitiu observar a influência da tecnologia na produção escrita do estudante de língua estrangeira: suas vantagens (recurso a tradutores e corretores automáticos, dicionários digitais, conjugadores de verbos) e desafios (a dificuldade em distinguir entre o vocabulário e estruturas de diferentes variedades linguísticas do Português, a influência da interlíngua e o plágio). publishersversion published

UIDB/03213/2020 UIDP/03213/2020 PD/BD/135345/2017 COVID/BD/152481/2022 Narrative texts have been advocated as tools to tacklescience learning challenges, and there is even the pro-posal of a“narrative effect”on learning. We believe itis necessary to examine previous evidence on thiseffect, as well as to characterize the process of learningthrough science narrative texts more broadly. In thisarticle, we offer a theoretical review drawing on threeframeworks, namely on pedagogical aspects of textlearning, linguistic features of texts, and cognitiveaspects of text comprehension. Based on that, we ana-lyzed two complementary questions. First, we reviewed36 studies to ask if science narrative texts can benefitlearning and memory outcomes at different educa-tional levels (i.e., the“If”question). We found encour-aging evidence for the use of science narrative texts atvarious educational levels, especially in delayed assess-ments and longer-lasting interventions. Second, wegathered and linked ideas, hints, and evidence on howthe process of learning with science narrative textstakes place, namely on conditions and underlying pro-cesses (i.e., the“How”question). There are many fea-tures from conditions (texts, learners, activities, widercontext) and underlying processes (integration withprior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in out-comes; yet, ideas and evidence are not always tightlyconnected. We suggest that education and researchshould focus on specific narrative effects, that specifywith what (texts), with whom (learners), when andwhere (activities and wider context) these effects occur,as well as“why”(underlying processes). We believe theproposed framing can help both make sense of previ-ous evidence and inform future educational practicesand research and provide some recommendations inthis regard. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Livro de resumos do XVII Fórum de Partilha Linguística (FPL), uma iniciativa anual organizada pelo Núcleo de Jovens Investigadores do CLUNL que objetiva dar aos jovens investigadores em linguística a oportunidade de apresentarem e discutirem o seu trabalho num ambiente descontraído e intelectualmente estimulante. Esta edição relaizou-se nos dias 30 de junho e 1 de julho de 2023. publishersversion published

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UIDB/03213/2020 UIDP/03213/2020 This paper aims to show how Terminology can help foster interoperability and more effective knowledge representation, organisation and sharing in the biomedical field, and on the other hand, support specialised communication among various stakeholders. SNOMED CT will be used to illustrate this, with the focus being on formal and textual (or natural language) definitions – the latter currently underrepresented in this resource - and on how a doubledimensional terminological approach can benefit textual definition drafting, thereby assisting the work carried out by SNOMED CT national translation teams. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 UID/LIN/03213/2020 This paper discusses the creation and use of neologisms resulting from the worldwide situation of the COVID-19 pandemic, its occurrences in the press and social networks and how European Portuguese dictionaries have incorporated them (or not). We selected four neologisms candidates: two units referring to the disease designation (COVID-19; coronavirus, ‘coronavirus’), the other corresponding to a metonym for particular diseases (pandemia, ‘pandemic’) and a prefix element (tele-) related to the way of accomplishing certain tasks in the so-called “new normal” or “post-pandemic scenario”. Our goal is to observe the morphological formation of these units, their uses, and meanings. The data analysis aims to demonstrate the vitality of the lexical neology process in the domain of COVID-19 in a specific period (2019-2021), and how dictionaries are representing the neologisms. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 PTDC/LLT-LIN/6841/2020 Applying terminological methods to lexicography helps lexicographers deal with the terms occurring in general language dictionaries, especially when it comes to writing the definitions of concepts belonging to special fields. In the context of the lexicographic work of the Dicionário da Língua Portuguesa, an updated digital version of the last Academia das Ciências de Lisboa’ dictionary published in 2001, we have assumed that terminology – in its dual dimension, both linguistic and conceptual – and lexicography are complementary in their methodological approaches. Both disciplines deal with lexical items, which can be lexical units or terms. In this paper, we apply terminological methods to improve the treatment of terms in general language dictionaries and to write definitions as a form of achieving more precision and accuracy, and also to specify the domains to which they belong. Additionally, we highlight the consistent modelling of lexicographic components, namely the hierarchy of domain labels, as they are term identification markers instead of a flat list of domains. The need to create and make available structured, organised and interoperable lexicographic resources has led us to follow a path in which the application of standards and best practices of treating and representing specialised lexicographic content are fundamental requirements. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 This investigation aims to study the comprehension of passives in children with Autism Spectrum Disorder (ASD). Research on passives is sparse and remains inconclusive. Fourteen Portuguese speaking children with ASD (between ages 7 and 13), including children with low and high non-verbal IQ, were compared to four typically developing (TD) children. The comprehension of various types of passives (short vs long, eventive vs psychological) was assessed via a picture selection task. Most children with ASD showed difficulties with passive constructions as compared to controls and to previous studies with Portuguese TD children. The results are in line with the ones we find in studies with this population conducted in other languages. Furthermore, difficulties with passives were dissociated from nonverbal abilities. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 The present study investigates the effects of explicit grammar teaching on the acquisition of a core syntactic property (the ungrammaticality of free inversion) and a syntax-discourse property (the unacceptability of locative inversion with informationally heavy verbs) by advanced and upper intermediate Portuguese learners of English. The study followed a pre-test/post-test design. Its results reveal that, at an upper intermediate level, explicit teaching did not have any effects on learners’ performance, regardless of the type of property. At an advanced level, in contrast, the teaching intervention resulted in gains in all cases. However, these gains were only maintained beyond the immediate teaching period when the target property was strictly syntactic. These findings indicate that the effectiveness of instruction depends on the stage of development at which learners are and on the type of target property. The pedagogical implications of the findings are discussed in detail. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 This study investigates the effects of two external linguistic variables – language dominance and time of formal exposure – on the production and placement of clitic pronouns of Portuguese-French bilingual children. Using two elicited production tasks and a parental sociolinguistic questionnaire, we show that language dominance plays a role in rates of omission and rates of clitic production. On the other hand, a higher time of formal exposure to Portuguese does not determine better performance neither in what concerns clitic omission nor clitic placement in Portuguese-French bilingual children. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Vários estudos confirmam o crescente número de estudantes internacionais a frequentar as instituições de ensino superior (IES) portuguesas (Alves, 2015; Gasici 2016; Oliveira e Gomes, 2017; Sá et al., 2021), tendo a presença destes alunos praticamente duplicado na última década. Apesar de estes números haverem sofrido um decréscimo de 10% no último ano por influência da pandemia (Ferreira e Gomes, 2021), sobretudo entre os alunos Erasmus, prevê-se que a situação se reverta a curto prazo. Este perfil de estudantes tem, consequentemente, impacto numa elevada procura por cursos de língua portuguesa para estrangeiros nas IES. Oriundos das mais variadas áreas de conhecimento, as necessidades destes aprendentes extrapolam o ensino de português para fins gerais, afirmando-se o estudo das línguas para fins específicos (LFE) como garantia do seu sucesso académico e inserção no mercado profissional (Duarte Martins, 2020). Dado o atual panorama, nesta comunicação pretende-se discutir o investimento por parte das IES portuguesas na disponibilização de cursos de LFE e a sua relação com a representatividade das LFE nos documentos orientadores para o ensino de línguas estrangeiras, textos basilares para a descrição e avaliação de competências linguísticas. A partir destes dados, passa-se a refletir sobre o que a ausência de um referencial de LFE representa no contexto das políticas e do ensino de línguas, bem como as suas consequências para o ensino-aprendizagem de LFE, nomeadamente na oferta de cursos de português para fins específicos, da publicação de materiais didáticos e da formação de professores de português língua estrangeira. publishersversion published

O presente guia foi elaborado no âmbito do desenvolvimento da plataforma da Infraestrutura ROSSIO1, a qual oferece diversos serviços com base nos metadados de objetos digitais fornecidos pelos membros do consórcio e parceiros. Neste âmbito, os vocabulários controlados destinam-se à organização do conhecimento e ao enriquecimento dos metadados agregados e produzidos na plataforma (Almeida, Freire e Monteiro, 2021; Silva et al., 2022). O objetivo deste guia consiste em orientar o futuro desenvolvimento, gestão e publicação de vocabulários controlados através das ferramentas disponibilizadas pela plataforma. As orientações descritas neste guia destinam-se quer a profissionais da informação quer a investigadores em ciências sociais, artes e humanidades (CSAH) que integrem a infraestrutura e que, no contexto das suas atividades, tenham a necessidade de desenvolver vocabulários controlados nas respetivas áreas., Almeida, Bruno, Costa, Rute (2022). Guia para o desenvolvimento e publicação de vocabulários controlados. NOVA FCSH. ISBN: 978-972-9347-43-6

UIDB/03213/2020 UIDP/03213/2020 Os tempos gramaticais contribuem para a caracterização da temporalidade presente nos diferentes textos e discursos. Esta constatação constitui o ponto de partida para a reflexão presente neste artigo. Assim, e tendo como base textos que circulam com a etiqueta ‘comentário’, propomo-nos verificar de que forma as diferentes marcas linguísticas (presentes nas diferentes formas e construções que integram esses textos) contribuem para uma caracterização do que é (ou pode ser) o comentário. Partindo da análise de textos disponíveis no corpus G&T.Comenta procuramos relacionar géneros textuais e tipos de discurso (Bronckart 1997), caracterizar os valores dos tempos gramaticais e os localizadores temporais que contribuem para a construção da temporalidade nesses textos. Seguimos como princípio orientador as propostas desenvolvidas no âmbito do Interacionismo Sociodiscursivo (doravante ISD). Para dar conta, de forma sustentável, dos valores que decorrem dos diferentes tempos gramaticais presentes nesses textos, recorreremos, e.o, às propostas desenvolvidas na perspetiva da Teoria Formal Enunciativa (Culioli 1995, e.o.). É tendo como suporte esta proposta que assumiremos os diferentes valores que caracterizam os tempos gramaticais como resultantes da inter-relação entre categorias gramaticais diferentes, sendo, por isso possível, associar aos valores temporais que as formas e as construções em análise denotam, leituras de natureza aspetual e modal. As relações que se podem estabelecer nesta articulação entre uma análise micro (centrada nas formas e construções) e uma análise mais macro (que capta os textos como um todo complexo), previsivelmente permite contribuir para uma caracterização que julgamos interessante quer das propriedades de textos que se inscrevem no género comentário, quer dos valores que os tempos gramaticais evidenciam por se incluírem nesses textos. Grammatical tenses contribute to the characterization of temporality that is present in different texts and discourses. This observation is the starting point of the reflection presented in this paper. Thus, based on texts that circulate with the label ‘commentary’, we propose to verify how linguistic marks (used in the different forms and constructions of those texts) contribute to a description of what is (or could be) a commentary. We start with the analysis of texts that are available in the corpus G&T.Comentaand we attempt to characterize the values of grammatical tenses in Portuguese, and the temporal locators that contribute to the construction of temporality in those texts. This approach allows for relating textual genres and types of discourse (Bronckart, 1997). The proposals developed within the scope of Sociodiscursive Interactionism will be followed as a guiding principle.To account in a sustainable way for the values that derive from the various grammatical tenses used in those texts, we will consider the proposals that were developed within the perspective of the Enunciative Formal Theory (Culioli 1995), among others. Based on this framework, it is assumed that the different values characterizing grammatical tenses derive from the interrelation between different grammatical categories such as aspect and modality.The relationships that can be established in the articulation between a micro analysis (centered on forms and constructions) and a macro analysis (which captures the text as a complex whole), will allow us to contribute to a characterization that we consider useful not only for defining properties of texts that are included in the commentary genre, but also for defining the values of grammatical tenses. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 In Jasmina Markič’s vast bibliography, we find an enduring interest in contrastive perspectives on forms and constructions in different languages based on textual analysis. In this article, based on an analysis of the sequencing of forms and grammatical constructions in chronicles, we seek to demonstrate how different grammatical constructions contribute some of the key linguistic characteristics of texts categorised as ‘chronicles’. In this analysis, we center upon a variety of grammatical relations and constructions typical of chronicles, focusing on how they affect on the concepts of genre, text plan and discursive type. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 2020.05740.BD Auditory perceptual experiments with Portuguese L2 are scarce, especially within the scope of the European variety (EP). In this study, we aim at observing the assimilation of the EP vowels [ɐ] and [ɨ] by Hungarian native speakers, and their perceptual learning after some contact with Portuguese. A multiple forced-choice identification experiment was run with two groups of Hungarian speakers – a group with and a group without previous contact with EP. The results show that the categorization fell into the closest phonetic categories of the L1. The results also indicate a learning effect for [ɨ], with a recategorization path from [y] to [ø]. As for [ɐ], no major differences were observed between groups. This result is consistent with difficulties observed in the classroom environment, where [ɐ] is particularly challenging to Hungarian learners. authorsversion inpress

UIDB/03213/2020 UIDP/03213/2020 Intervention effects have been explored in the domain of language acquisition, suggesting that feature similarity between a moved element and an intervening constituent determines the occurrence of processing difficulties. A graded differentiation scale hierarchizing the different possible relations between feature setsdefining the moved and the intervening constituents was suggested: disjunction>intersection>inclusion>identity (Belletti, Friedmann, Brunato & Rizzi 2012; Durrleman & Bentea 2021). It is a well-known fact that young children, unlike adults, have difficulties dealing with inclusion relations. In this article, we compare the comprehension of standard clefts and pseudoclefts by French monolingual children and argue that object pseudoclefts in French give rise to an intersection configuration, which we claim to be at the origin of milder difficulties for children. The paper provides additional empirical evidence in favour of the feature-based intervention theory of locality. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Book of abstracts and Program of the 23rd International Conference on Languages for Specific Purposes (LSP 2022: Shaping knowledge through language: LSP in theory and practice), which took place at NOVA University Lisbon, Portugal (CAN – Colégio Almada Negreiros, 1099 – 032 Lisboa). publishersversion published

UIDB/03213/2020 UIDP/03213/2020 This paper describes ongoing work in the modelling of usage information in the context of the MORDigital project. The latter is based on the encoding and publication as linked data of Diccionario da Lingua Portugueza, a Portuguese legacy dictionary authored by António de Morais Silva, whose first edition was published in 1789. In this paper, we will focus on the modelling of domain labels in Ontolex-Lemon, based on a previous encoding of the dictionary’s entries in TEI Lex-0. This approach should be reusable for other projects involving the linked data publication of legacy dictionaries. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 This study investigates how adult native speakers of two null subject Romance languages, European Portuguese (EP) and Italian, interpret null and overt pronominal subjects in intrasentential contexts. Participants were 30 speakers of EP and 30 of Italian. Each language group was administered two multiple-choice tasks (speeded and untimed), which crossed the following variables: ‘animacy of the matrix object’ ([+ human] vs. [- human]) and ‘type of pronominal embedded subject’ (overt vs. null). Our results show that there is microvariation in the resolution of overt pronominal subjects in EP and in Italian: the position of the antecedent is the most relevant factor in EP, whereas, in Italian, the animacy of the antecedent is the preponderant factor. Moreover, our results reveal that the resolution of null subjects is an area of microvariation: the bias for subject antecedents is weaker in Italian than in EP. Possible reasons for the observed microvariation are discussed in detail. publishersversion published

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UIDB/03213/2020 UIDP/03213/2020 Apesar de o humor estar pouco presente nas salas de aula, existem vários estudos que confirmam os seus benefícios nas esferas pública e privada, demonstrando que este é um importante recurso facilitador da aprendizagem (Pina 2014). Considerando a dificuldade de domínio do humor em língua estrangeira, neste artigo discutem-se estratégias concebidas para dotar de autonomia os estudantes universitários do nível avançado (C1) de português língua estrangeira na compreensão do humor, mediante a exposição a uma diversidade de textos orais e escritos com forte componente multimodal. O trabalho efetuado em contexto multicultural permitiu, não apenas a apropriação de elementos das culturas portuguesa e lusófona, mas também o contacto com diferentes registos (formais e informais) e variedades linguísticas (português europeu e brasileiro), possibilitando o acesso a “um grau considerável de calão e expressões idiomáticas” (QECR 2001, p. 110) e o desenvolvimento da consciência crítica dos aprendentes. Although humor is rarely present in classrooms, there are several studies that confirm its benefits in the public and private spheres, demonstrating that this is an important resource that facilitates learning (Pina 2014). Considering the difficulty of mastering humor in a foreign language, this paper addresses strategies designed to provide university students at the advanced level (C1) of Portuguese as a foreign language with autonomy in understanding humor, through exposure to a variety of oral and written texts with a strong multimodal component. The work carried out in a multicultural context allowed not only the appropriation of elements of the Portuguese and Lusophone cultures but also contact with different registers (formal and informal) and linguistic varieties (European and Brazilian Portuguese), enabling access to “a considerable degree of slang and idiomatic usage” (CEFR 2001, p. 122) and the development of the critical awareness of learners. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 PD/BD/142789/2018 Neste trabalho, propomos uma metodologia para a anotação dos deíticos e da deixis em XML. A utilização da linguagem XML para a anotação de corpora tem conhecido um desenvolvimento nos últimos anos, com a publicação de diversas metodologias ou refinamento de outras já existentes. Mas a anotação da deixis tem colocado problemas uma vez que esta opera a vários níveis. De facto, a análise da deixis depende de um conjunto de elementos linguísticos, mais ou menos expressos que não podem ser analisados individualmente, mas sim na relação que estabelecem entre eles e o contexto de produção e de circulação dos textos. Esta contingência conduz a problemas de sobreposição de níveis de análise. A metodologia, aqui apresentada, não só é sensível às relações com o contexto de produção e circulação dos textos, como também permite analisar essas mesmas relações sob diversas perspectivas. // In this work, we propose a methodology for annotating deictics and deixis in XML. The use of XML for corpora annotation has increased in recent years with the publication of several methodologies or the refinement of existing ones. However, noting deixis has posed problems since it operates on several levels. In fact, the analysis of deixis depends on a set of linguistic elements, more or less expressed, that cannot be analysed individually, but only within the relationship they establish between them and the context of production and circulation of texts. This contingency leads to problems with overlapping layers of analysis. This methodology is not only sensitive to these relationships with the context of production and circulation of texts, but also allows us to analyse these relationships from different perspectives. publishersversion published

UID/LIN/03213/2013 MORDigital is a newly funded Portuguese lexicographic project that aims to produce high-quality and searchable digital versions of the first three editions (1789; 1813; 1823) of the Diccionario da Lingua Portugueza by António de Morais Silva, preserving and making accessible this important work of European heritage. This paper will describe the current state of the art, the project, its objectives and the methodology proposed, the latter of which is based on a rigorous linguistic analysis and will also include steps necessary for the ontologisation of knowledge contained in and relating to the text. A section will be dedicated to the various investigation domains of the project description. The output of the project will be made available via a dedicated platform. publishersversion published

UID/LIN/03213/2019 PD/BD/142789/2018 This paper, as result from the research project Scientific Literacy Promotion, funded by the Calouste Gulbenkian Foundation, shows, in a first moment, the heterogeneity of the textual formats that participate in the dissemination of science, widespread by the media in Portugal, starting from the analysis of the relations between corpus, genres and texts. In a second moment, the textual support, in particular the evolution from print to digital, led to a discussion of the linguistic and textual implications of this development, as well as the implications of the new hierarchies of knowledge construction. publishersversion published

UID/LIN/03213/2019 In Portuguese past stages, both simple pluperfect (MPS) and conditional (COND) forms occurred in the apodosis of conditional constructions. In this study I investigate the ‘competition’ (cf., a.o., Berg, 2014), in the mentioned constructions, of these two verbal paradigms, in data retrieved from late 15th to early 17th century’s textual sources. In most cases, the interpretation of the constructions contrasts: with MPS forms the constructions have a counterfactual reading, while constructions with COND forms are interpretable as hypothetical, thus evidencing the persistence, in modal uses, of the distinct tense values of these paradigms. Some ‘critical’ examples, however, appear to show that, in some contexts, the MPS is compatible with a non-counterfactual interpretation and also that the COND could have a counterfactual reading. I discuss the various conditioning factors which may have contributed to the convergence, and thus the competition, in conditional constructions, of the MPS and the COND, and the factors which may have determined the obsolescence of the modal uses of the MPS in the diachrony of Portuguese. publishersversion published

UIDB/03213/2020 What text is that? Who are these characters? What story is this? –These are some of the questions we ask ourselves when we are faced with the object that supports and motivated this paper -the text by Almada Negreiros –“A Taça de Chá” (The Cup of Tea). In order to find the answers to these questions, an attempt will be made to identify the forms and constructions that allow the reader to (re)construct the reference associated with the story being told. Thus, based on the description of the different sequences that make up this text, it is discussed which mechanisms allow us to highlight the semantic values that the different textual configurations bring about. Starting from the hypothesis that there is a convergence of values that individualize the text under analysis and taking into account different parameters that constitute the utterances from the formal point of view (tense space/subject of the sequences), it will be shown that the analysis centered on a transcategorial point of view, as conveyed by the Formal Theory of Enunciation (TFE), is interesting and useful publishersversion published

UIDB/03213/2020 In morphology, almost all reference literature has for some time covered the demarcation between inflexion and derivation, between compounds and syntactic structures and between compounding and derivation. Recognizing that, far from being exhausted, the arguments on this issue must still be discussed, this short paper will focus on the last of the topics pointed out. Thus, based on the criteria of distinction between compounding and derivation adopted in traditional grammars and in the structuralistand generative models, we will try to discuss to what extent the usually advanced differences are adequate to maintain compounding and derivation at different levels (cf., for example, Anderson 1992), or whether, as proposed by, among others, Booij (2010), the treatment of these processes can be carried out in a unifying way, both regarding the analysis and the theoretical framework, under the label 'construction'. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills. publishersversion published

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O presente volume reúne um conjunto de textos selecionados, no seguimento da realização da 4.ª Conferência Internacional em Gramática & Texto (GRATO 2015), que teve lugar na Faculdade de CIências Sociais e Humanas da Universidade NOVA de Lisboa entre os dias 2 e 4 de julho de 2015. O volume divide-se em duas partes estruturantes. Na primeira parte - Gramática e Texto: interações - agrupa-se um conjunto de propostas que atestam duas orientações metodológicas. São artigos que ora partem de fenómenos linguísticos locais para melhor compreender os textos/discursos, ora viabilizam, a partir de configurações textuais/discursivas, uma melhor compreensão do funcionamento da língua sob diferentes pontos de vista - semântico, pragmático, morfossintático e enunciativo. Os textos que compõem a segunda parte - Gramática e Texto: aplicação ao ensino - correspondem a propostas que, com o objetivo de explorar o cruzamento de fronteiras entre gramática e texto, adotam percursos diferenciados, potenciados numa abordagem didático-pedagógica. publishersversion published

Este artigo centra-se sobre o papel da (re)formulação como via para a linguagem inclusiva. Numa primeira etapa, será discutida a linguagem inclusiva como uma questão para a linguística: não sendo consensual, no meio académico, defende-se aqui uma perspetiva enquadrada epistemologicamente em termos interacionistas sociais. A secção seguinte desenvolve este ponto de vista, evidenciando uma conceção não representacionalista da linguagem e recuperando o papel central que a reformulação (epilinguística) assume, na atividade da linguagem, de acordo com quadros teóricos epistemologicamente compatíveis. Por último, serão equacionadas, com recurso a exemplos, as questões que envolvem identidades textuais, géneros de texto e reformulação, de acordo com uma tendência inclusiva. publishersversion published

UIDB/LIN/03213/2020 UIDB/03213/2020 UIDP/03213/2020 In this chapter, the relationship between digital humanities, information science and lexicography is analysed, exploring new possibilities and challenges and revisiting lexicographic theories and practices resulting from the need to digitise dictionaries. Methodology applied to Vocabulário Ortográfico da Língua Portuguesa (Orthographic Vocabulary of the Portuguese Language; VOLP-1940) is described, aiming at promoting accessibility to cultural heritage content while fostering reusability. VOLP-1940 is the first orthographic vocabulary published by the Academia das Ciências de Lisboa (ACL), in 1940. The goal is to analyse the vocabularies with computational methods to better assess the importance of this work for the evolution of science and mentalities in the 20th century and to contribute to the current movement of creating innovative, data-driven computational methods for text digitisation, encoding and analysis. VOLP-1940's digitisation aims to create a lexicographical resource encoded in TEI (Text Encoding Initiative), with structured information in SKOS (Simple Knowledge Organisation System), to guarantee its future connection to other systems and resources. This trans-disciplinary approach combines theories and methods of linguistics, lexicography and information science, placing the TEI and SKOS standards at the core of this research. This research also aims to fill in a gap in Portuguese lexicography, given that legacy dictionaries are still rare online. publishersversion published

UID/LIN/03213/2019 OntoAndalus aims at constituting a shared conceptualisation of the domain within a future multilingual terminological resource targeted at experts and students of Islamic archaeology. The present version of OntoAndalus is aligned with DOLCE+DnS Ultralite (DUL), an established top-level ontology for the Semantic Web. This article describes the modelling assumptions underlying OntoAndalus, as well as the more relevant design patterns (i.e. artefact types, events and individuals). The latter are exemplified through relevant case studies in the domain, namely those of lighting artefacts, the life cycle of pottery and the several descriptions of Vaso de Tavira. authorsversion published

LISBOA-01-0145-FEDER-022139 UIDB/LIN/03213/2020 UIDP/LIN/03213/2020 publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Este trabalho analisa as relações entre tecnodiscurso, interatividade e suporte na mídia Instagram numa confluência teórica entre Análise do Discurso Digital (Paveau, 2017), Ciências da Comunicação (Jensen, 1998; Kiousis, 2002) e Linguística Textual (Marcuschi, 2003, Gonçalves, 2013). O corpus deste trabalho é composto por cópias de tela de stories do jornal português Correio da Manhã e do jornal brasileiro Diário Catarinense publicados no Instagram. Nesta investigação, verificamos que alguns aspectos do tecnodiscurso, como a composição, a deslinearização, o aumento e a relacionalidade se relacionam diretamente com dois níveis de interatividade, o caráter dialogal e o controle do conteúdo, aumentando, assim, o grau de engajamento dos interlocutores em interações com a mídia Instagram. Verificamos também que algumas variáveis da interatividade, como o controle do conteúdo e o caráter dialogal, alteram-se em função do tipo de suporte por meio do qual a mídia Instagram é acessada, de modo a estimular o interlocutor a ações mais diretas e ativas na construção de sentidos. Esta investigação busca mostrar a pertinência da observação das características do tecnodiscurso aliada à investigação da interatividade e do suporte na construção de sentidos de stories do Instagram. Com esta contribuição, buscamos ampliar os estudos que relacionam tecnodiscurso a modos de interação com mídias digitais. This paper analyzes the relations between technodiscourse, interactivity and support in Instagram media in a theoretical intersection between Digital Discourse Analysis (Paveau, 2017), Communication Sciences (Jensen, 1998; Kiousis, 2002) and Textual Linguistics (Marcuschi, 2003, Gonçalves, 2013). The corpus is composed of screen copies of stories from the Por tuguese newspaper Correio da Manhã and the Brazilian newspaper Diário Catarinense published on Instagram. In this investigation, we verified that some aspects of technodiscourse, such as composition, delinearization, augmentation, and relationality are directly related to two levels of interactivity, the dialogic character and content control. Therefore, a degree of engagement of interlocutors in interactions with Instagram media are increased. We also verified that some variables of interactivity, such as the control of content and the dialogical character, change depending on the type of support through which the Instagram media is accessed, in order to stimulate the interlocutor to more direct and active actions in the construction of meanings. This research seeks to show the relevance of observing the characteristics of technodiscourse combined with the investigation of interactivity and support in the construction of meanings of Instagram stories. With this contribution, we seek to expand the studies that relate technodiscourse to modes of interaction with digital media. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 The present study investigates the resolution of null and overt subject pronouns in intrasentential contexts, considering the role of animacy in antecedent assignment. Participants were 15 native speakers of EP and 14 of Italian. Each language group was administered two multiple choice tasks (speeded and untimed), which had a 2x2 design, crossing the following variables: animacy of the matrix object (animate vs. inanimate) and type of pronominal embedded subject (overt vs. null). Results indicate that there is microvariation in the resolution of overt pronominal subjects in EP and in Italian: the position of the antecedent is the most relevant factor in EP, whereas, in Italian, the animacy of the antecedent is the preponderant factor. Results also show that there is microvariation in the resolution of null subjects (contra previous claims in the literature): the bias for subject antecedents is weaker in Italian than in EP. Possible reasons for the observed microvariation are discussed in detail. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Os materiais autênticos revestem-se de grande importância no ensino de uma língua não materna para fins específicos, uma vez que replicam situações da vida real e, se o estudante conseguir compreender e produzir textos escritos e/ou orais da sua área profissional, as suas necessidades têm uma maior probabilidade de serem supridas. Com a utilização pedagógica de materiais autênticos, o processo de aprendizagem poderá ser mais bem sucedido, sem importar se foi ou não atingido um determinado nível de proficiência, uma vez que não era esse o objetivo primordial. No entanto, a utilização de materiais autênticos, mais ou menos adaptados, nem sempre é fácil de concretizar no ensino de uma língua não materna para fins específicos, especialmente em níveis de proficiência mais baixos, dadas as limitadas competências de compreensão oral ou escrita dos estudantes. Neste artigo será feita uma análise dos fatores que distinguem os cursos de língua não materna para fins específicos daqueles que se destinam a fins gerais, com foco nas necessidades dos estudantes que frequentam esses cursos e da correspondência dessas necessidades com os materiais didáticos disponíveis para o nível A1. Será ainda abordada a importância das tarefas na aprendizagem de uma língua para fins específicos e da autenticidade na elaboração dos materiais didáticos, como forma de motivar e preparar os estudantes para o uso da língua no desempenho das suas funções profissionais. Finalmente, será discutido o uso de materiais autênticos nos níveis iniciais de aprendizagem de uma língua e as adaptações a que esses materiais terão de ser submetidos para que tal aconteça. // Authentic materials are of great importance in teaching a non-native language for specific purposes, since they replicate real life situations; if the student is able to understand and produce written and / or oral texts in his professional area, his needs are more likely to be met. With the pedagogical use of authentic materials, the learning process can be more successful, regardless of whether or not a certain level of proficiency has been reached, since that was not the primary objective of the course. However, the use of authentic materials, more or less adapted, is not always an objective easy to achieve in teaching a non-native language for specific purposes, especially at lower proficiency levels, given the limited oral or written comprehension skills of the students. In this article, we aim to develop an analysis of the factors that distinguish non-native language courses for specific purposes from those that are intended for general purposes, focusing the needs of the students who attend such classes, as well as the correspondence between those needs and the teaching materials available for the A1 level. The importance of task-development in learning a language for specific purposes and authenticity in the elaboration of teaching materials will also be addressed, as a way to motivate and prepare students for the use of the language in the performance of their professional functions. Finally, both the use of authentic materials in the initial levels of language learning and the adaptations to which these materials will have to be submitted for this to happen, will be discussed. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 A problemática do processo de formação de palavras que envolve a junção de elementos neoclássicos não é recente e, entre outros, Darmesteter (1877), Marchand (1960) e Bauer (1983), já haviam reconhecido que se tratará de um domínio especial, a ser estudado mais aprofundadamente, procurando estes autores delimitar o estatuto dos elementos neoclássicos que ocorrem em determinadas formações e, consequentemente, evitar a profusão de designações, quer as de tais elementos, quer as do processo em que intervêm. Nos últimos anos, são frequentes as novas palavras do vocabulário corrente em que ocorrem elementos oriundos do grego e do latim, processo de formação que tem suscitado muita discussão, na medida em que para uns se tratará de um tipo de composição e, para outros, de derivação. Os primeiros apontam que não existem diferenças significativas entre este processo e a composição vernácula, enquanto os últimos alegam que alguns destes elementos têm um comportamento semelhante ao dos prefixos e sufixos. Partindo de unidades em que ocorre bio- (biociência e biodegradável, ...) e ‑ívoro (alfacívoro e energívoro, ...), um dos aspetos que se procurará explorar no que diz respeito aos elementos neoclássicos está relacionado com o facto de em latim e em grego eles serem lexemas, deixando posteriormente de terem autonomia e passando a ocorrer unicamente junto de elementos do mesmo tipo, enquanto na neologia da língua corrente alguns deles funcionam (exclusivamente?) ou como prefixos ou como sufixos. Assim, procurar-se-á argumentar que bio-, elemento que nas novas formações ocorre exclusivamente em posição inicial e se solda a palavras, e -ívoro, que se solda à direita de um radical vernáculo, em nada se distinguem atualmente dos afixos do português. The debate on the word formation process that involves the junction of neoclassical elements is not recent and, among others, Darmesteter (1877), Marchand (1960) and Bauer (1983) had already recognized that probably it is a special domain, that needs to be studied more deeply, what leaded these authors to try to delimit the status of the neoclassical elements that occur in certain formations and, consequently, to contribute to avoid the profusion of designations, both of those elements and of the process in which they occur. In recent years, new current words formed by elements of Greek and Latin origin are very frequent and this is a word- formation process that has given rise to much discussion, as for some it will be a type of compounding and, for others, a derivation process. The first authors point out that there are no significant differences between this process and the vernacular compounding, while the second claim that some of these elements behave similarly to prefixes and suffixes.Taking some units in which bio- (biociência e biodegradável,...) and ‑ívoro (alfacívoro e energívoro, ...) occur, one of the aspects that will be explored with regard to the neoclassical elements is related to the fact that in Latin and Greek they were lexemes, later they lost autonomy and began to occur only with elements of the same type, whereas in the neology of the current language some of them sometimes (exclusively?) occur either as prefixes or as suffixes. Thus, it will be argued that bio-, an element that in the new formations occurs exclusively in the initial position and is added to words, and -ívoro, which attaches on the right of a vernacular stem, are currently not distinguished from the affixes of the Portuguese language. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Esta contribuição pretende evidenciar convergências e divergências entre a corrente conhecida como Interacionismo Sociodiscursivo (BRONCKART, 1997, 2008) e a Linguística integral preconizada por Coseriu (1984, 2007), analisando igualmente a filiação coseriana e o enquadramento teórico da noção de Tradições discursivas (KABATEK, 2007, 2018). O percurso realizado começa por focar o entendimento de textos, discursos e línguas, no âmbito das perspetivas consideradas, para discutir depois, de forma mais específica, o caráter hiperonímico e teoricamente livre que é atribuído à noção de tradições discursivas. A concluir, destaca-se a condição social e dialógica da historicidade humana e, na base dessa convergência epistemológica entre o ISD e o pensamento de Coseriu, reitera-se o interesse de dar continuidade à tarefa de uma linguística do texto, tal como perspetivada por Coseriu, no sentido de compreender e justificar a autonomia do nível textual. Cette contribution se propose de mettre en évidence des convergences et des divergences entre le courant connu comme Interactionnisme Socio-discursif (BRONCKART, 1997, 2008) et la Linguistique intégrale prônée par Coseriu (1984, 2007), en analysant également la filiation cosérienne et l’encadrement théorique de la notion de Traditions discursives (KABATEK, 2007, 2018). Le travail commence par se concentrer sur la façon dont les perspectives prises en compte conçoivent les textes, les discours et les langues, et discute ensuite le caractère hyperonimique et théoriquement libre qui est attribué à la notion de traditions discursives. En conclusion, c’est la condition sociale et dialogique de l’historicité humaine qui sera soulignée ; et, sur cette base de convergence épistémologique entre l’Interactionnisme Socio-Discursif et la pensée de Coseriu, sera aussi réitéré l’intérêt de poursuivre la tache de la linguistique du texte, telle qu’elle a été envisagée par Coseriu, dans le sens de comprendre et de justifier l’autonomie du niveau textuel. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 LeXmart is an open-source web platform used to support the lexicographer’s work through editing, control, validation, management, and publication of lexical resources. This tool was specifically developed to facilitate the compilation of general monolingual dictionaries in which data is encoded according to the Text Encoding Initiative (TEI) schema (chapter 9). Here, we will describe the challenges of adapting LeXmart to deal with TEI Lex-0 and distinct types of lexical resources, namely Dicionário da Língua Portuguesa (DLP) and Vocabulário Ortográfico da Língua Portuguesa, lexicographic works from Academia das Ciências Lisboa, and Dicionário Aberto, the retro-digitised version of the Cândido de Figueiredo dictionary. This article describes the steps taken to update the LeXmart platform to deal with the TEI Lex-0 schema and describe the challenges on properly encoding these three projects while allowing the lexicographical team to work continuously. This work builds on automatic operations performed on top of the original resources. It also includes the changes made to the editor to make it capable of dealing with the encoding updates and the new types of resources. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 No estudo aqui proposto sobre a intensificação em português europeu, pretende-se identificar e descrever algumas configurações linguísticas em comentários em linha, que, em articulação com as características discursivo-textuais, convergem para a caracterização deste género. Nesta perspetiva, a intensificação é abordada enquanto fenómeno discursivo-textual, com um enfoque na relevância que as formas e construções linguísticas têm enquanto marcadoras de valores traduzíveis num grau elevado de uma propriedade ou de um efeito de sentido a par com a forte manifestação do sujeito, uma característica do género comentário. This study focuses on intensification in European Portuguese. Its aim is to identify and describe some linguistic configurations in online comments, which, in conjunction with the discursive-textual characteristics, converge for the characterization of this textual genre. In this perspective, the intensification is approached here as a discursive-textual phenomenon, with a focus on the relevance that linguistic forms and constructions have as markers of values of a high degree of a property or of an effect of meaning along with the strong manifestation of the subject, which is, in itself, a characteristic of the commentary genre. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 This paper presents the L1 Portuguese – L2 Spanish subcorpus of Corpus Escrito del Español L2 (CEDEL2), a new methodological resource for second language acquisition (SLA) research, which is freely searchable and downloadable (http://cedel2.learnercorpora.com). CEDEL2 is a large-scale, multi-L1 learner corpus of L2 Spanish which contains written productions from learners at all proficiency levels as well as 6 native control subcorpora (total size: over 1,100,000 words from over 4,000 participants). CEDEL2 follows strict corpus design criteria (Sinclair, 2005) and learner corpus design recommendations (Tracy-Ventura & Paquot, 2021a). In its current version (CEDEL2 v. 2), its Portuguese component includes an L1 Portuguese – L2 Spanish subcorpus, with 21,662 words written by 164 participants, and an L1 Portuguese native subcorpus, with 3,500 words from 16 L1 speakers of European Portuguese. Thanks to their design features (e.g., same design across subcorpora, inclusion of metadata about SLA-relevant variables, dual native control subcorpora) and freely available web interface, CEDEL2 and its Portuguese subcorpora allow researchers to investigate a wide range of topics in SLA. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 A GRATO – Conferência Internacional em Gramática & Texto – é uma conferência bianual da iniciativa do Grupo Gramática & Texto – CLUNL que tem como objetivo o aprofundamento das relações entre gramática e texto/discurso, enquanto espaço de convergência e de subsidiariedade recíproca. Reúne contributos de linguistas cujo trabalho de investigação se situa em diferentes quadros teórico-metodológicos, privilegiando o tratamento de tópicos de morfologia, semântica, teoria do texto e análise do discurso, a partir de perspetivas sincrónicas e diacrónicas. A GRATO 2021 será realizada em linha, nos dias 18, 19 e 20 de novembro de 2021, e privilegiará os seguintes eixos temáticos: 1. Relações e interações entre Gramática e Texto; 2. Formas e construções – descrições e perspetivas; 3. Entre facto e opinião – configurações gramaticais, discursivas e textuais; 4. Didática e literacia em Gramática e Texto. // GRATO – International Conference on Grammar & Text – is a biannual conference that aims to deepen the relationship between grammar and text / discourse, as a space for convergence and reciprocal subsidiarity. It brings together bontributions from linguists whose research work is situated in different theoretical-methodological frameworks, privileging the treatment of topics of morphology, semantics, text theory and discourse analysis, from synchronic and diachronic perspectives. GRATO 2021 will be held online, on the 18th, 19th and 20th of November 2021, and will privilege the following thematic axes: 1. Relationships and interactions between Grammar and Text; 2. Forms and constructions – descriptions and perspectives; 3. Between fact and opinion – grammatical, discursive and textual configurations; 4. Didactics and literacy in Grammar and Text. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Neste artigo são discutidos os pressupostos epistemológicos subjacentes ao tratamento da definição, enquanto atividade e resultado, considerando os pontos principais em destaque nas diferentes teorias desde a Antiguidade Clássica à contemporaneidade: a entidade a definir, a definição de definição e suas tipologias, métodos e regras de formulação de boas definições, bem como os seus limites. Para tal, torna-se necessário recuar até aos primeiros questionamentos sobre a definição, refletir sobre o seu desenvolvimento ao longo do tempo e o modo como os referidos aspetos se espelham nas ciências do léxico e na terminologia, em particular, como estas os incorporaram nas suas práticas, ressaltando o papel central da definição em língua natural no contexto científico. This article discusses the epistemological assumptions underlying the treatment of the definition, as an activity and a result, considering the main points highlighted in different theories from Classical Antiquity to contemporary times: the entity to be defined, the definition of definition and its typologies, methods, and rules for the formulation of good definitions, as well as its boundaries. To this end, it is necessary to go back to the first questioning about the definition, to think about its development over time and the way in which these aspects are reflected in the lexicon sciences and in terminology, in particular, how they have incorporated them in its practices, highlighting the central role of natural language definition in the scientific context. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 A mobilidade estudantil e o investimento económico dos empresários chineses em Portugal têm vindo a refletir-se no interesse pelo estudo da língua portuguesa por sinofalantes. Perante esta realidade, pretendemos demonstrar como as relações económicas entre a China e Portugal podem ser fortalecidas através da aposta no desenvolvimento de competências linguísticas orientadas para os contextos profissional e académico. Partindo do enquadramento das políticas de língua europeias e portuguesas, mediante a análise dos principais documentos orientadores, concebidos a partir do Quadro Europeu Comum de Referência para as Línguas, demonstraremos a necessidade de uma resposta mais adequada em termos de políticas linguísticas às necessidades de aprendizagem do português por parte dos estudantes e profissionais estrangeiros, manifestada pela ausência de referenciais para o ensino de línguas no ensino superior e pela falta de visibilidade da língua para fins específicos nestes documentos. Considerando as questões da abordagem intercultural (Byram & Morgan 1994) e da análise de necessidades nas línguas para fins específicos (Munby 1978), discutem-se as repercussões que podem advir de modelos relacionais e negociais distintos, com especial ênfase para os contextos empresariais chinês e português, sustentados por estudos realizados no âmbito da comunicação e da gestão intercultural (Finuras 2018). Sendo no contexto da gestão intercultural que contactamos com códigos de conduta e de valores de diferentes povos colocados em relação, apontamos esta como uma via importante para o reforço dos programas de português para fins específicos orientados para os negócios, que deverão ter os elementos lexiculturais (Galisson 1987) sempre presentes. Student mobility and economic investment of Chinese entrepreneurs in Portugal have led to a growing demand by Chinese speakers to study Portuguese. Given this reality, we intend to demonstrate how the economic relations between China and Portugal can be strengthened by investing in the development of language skills geared to the professional and academic contexts. Starting from the framework of European and Portuguese language policies, through the analysis of the main guiding documents, conceived from the Common European Framework of Reference for Languages, we will demonstrate the need for a more adequate response in terms of language policies to the learning needs of the Portuguese language by foreign students and professionals, manifested by the absence of guidelines for language teaching in higher education and by the lack of visibility of language for specific purposes in these documents. Considering the issues of the intercultural approach (Byram &Morgan 1994) and the needs analysis in languages for specific purposes (Munby 1978), we will discuss the repercussions from different relational and business models, with special emphasis on Chinese and Portuguese business contexts, supported by studies carried out within the scope of communication and intercultural management (Finuras 2018). Since, in the context of intercultural management, we contact with codes of conduct and values of different people placed in relation, we point this as an important way to reinforce the Portuguese for specific purposes business-oriented programs, which should always include lexicultural elements (Galisson 1987). publishersversion published

UID/LIN/03213/2013 Non-verbal forms of knowledge representation have become increasingly important in Terminology, both from a theoretical and methodological perspective. Examples of non-verbal knowledge representations have been abundantly present in medicine, the subject feld under analysis, for centuries. However, due to the current – and impressive – technological progress in healthcare, resources that combine text, high-resolution video, as well as 2D and 3D animation, are now an integral part of modern medicine and play a pivotal role, especially in medical procedures. In this respect, this paper will focus on one of the most recent and promising of such multimedia resources, namely the video article, a peer-reviewed and indexed article which comprises both verbal and non-verbal elements (e.g. narration by experts and videos of surgeries including external and internal footage) and, therefore, verbal and non-verbal forms of knowledge representation. Such features make video articles an interesting resource to consider in the light of Terminology’s double dimension approach. This will be illustrated in the paper through the analysis of a video article focusing on a surgical procedure, i.e. a laparoscopy for gynecological purposes. publishersversion published

UIDB/03213/2020 UIDP/03213/2020 Instigada pelos fluxos migratórios e pela mobilidade estudantil no ensino superior, a diversidade linguística é atualmente uma realidade nas instituições de ensino portuguesas. Neste contexto, o Português para Fins Específicos e Académicos assume-se mais do que nunca como uma necessidade por parte de estudantes universitários e profissionais estrangeiros. De facto, a importância das línguas para fins específicos no âmbito do ensino de língua estrangeira é já reconhecida desde os anos 1960 com o advento do movimento do Inglês para Fins Específicos, tendo como base a análise das necessidades (Munby, 1978) do público aprendente. Neste sentido, os documentos orientadores de ensino-aprendizagem de língua estrangeira europeus e nacionais não poderiam deixar de contemplar o Português para Fins Específicos. A questão que se coloca é se a língua para fins específicos tem o reconhecimento devido na atualidade, pretendendo-se observar o seu estatuto nos guias orientadores e respetivas repercussões para o ensino de Português Língua Estrangeira. Na verdade, da análise destes referenciais conclui-se que o crescimento do interesse pelo Português para Fins Específicos contrasta com um investimento insuficiente no desenvolvimento desta área, quer em Portugal, quer no Brasil. Outro intuito desta investigação é revelar os contributos da Linguística para o ensino de Português para Fins Específicos e para a criação de materiais e recursos linguísticos que apoiem a sua aprendizagem e disseminação. Partindo da abordagem lexical de Lewis (1993), são introduzidas as metodologias de trabalho da Terminologia e da Lexicografia de Especialidade, que se centram sobre o texto e o léxico especializados, enquanto contributos para a conceção de cursos e de materiais de Língua para Fins Específicos. Por fim, é apresentado o trabalho desenvolvido num curso de Língua de Especialidade, que se pode aplicar à construção de cursos de Português para Fins Específicos destinados a grupos heterogéneos de aprendentes. Linguistic diversity is currently a reality in Portuguese educational institutions driven by the migratory flows and student mobility in higher education. In this context, Portuguese for Specific and Academic Purposes is more than ever a necessity for university students and foreign professionals. Indeed, the importance of languages for specific purposes in the scope of foreign language teaching has been recognized since the 1960s with the advent of the English for Specific Purpose movement, based on the analysis of the learners’ needs (Munby, 1978). Therefore, the European and national guiding documents for the teaching and learning of foreign languages must include the Portuguese for Specific Purposes. The issue here is whether the language for specific purposes has due recognition today. To answer this question, this paper aims at discussing the status of Portuguese for Specific Purposes in the above-mentioned guidelines, as well as their repercussions for the teaching of Portuguese for foreigners. In fact, the analysis of these referentials suggest that the growth of the interest in the Portuguese for Specific Purposes contrasts with the insufficient investment in the development of this area, both in Portugal and in Brazil. Another aim of this research is to reveal the contributions of Linguistics to the teaching of Portuguese for Specific Purposes and the creation of linguistic materials and resources that support its learning and dissemination. Based on Lewis' lexical approach (1993), we introduce the working methodologies of Terminology and Specialized Lexicography, which are focused on specialized text and lexicon, as contributions to the design of courses and materials for Language for Specific Purposes. Finally, the work developed in a Language of Specialty course is presented, which can be applied to the construction of courses of Portuguese for Specific Purposes to heterogeneous groups of learners. publishersversion published