Processos metafóricos no desenvolvimento da escrita em aprendentes chineses de PLE

Esta é uma investigação em linguística aplicada que, ao procurar perceber melhor o modo como o processo de aprendizagem do aprendente chinês de português como língua estrangeira(PLE)pode ser afetado pela aquisição do significado metafórico, assume um pendor linguístico, não deixando de se situar no âmago do ato pedagógico. Admitindo a hipótese da existência de uma correlação positiva entre a frequência do uso da metáfora gramatical e o nível de proficiência dos aprendentes na expressão escrita, esta dissertação pretende aprofundar a compreensão dos mecanismos de aquisição do Português por aprendentes (PLE/PL2) que têm como língua materna o Chinês, designadamente os que se prendem com a aquisição de processos metafóricos. Neste estudo, teremos como referência a teorização sobre o significado metafórico proposto por Halliday (1985, 1994, 2004). A ocorrência de metáforas gramaticais foi escrutinada emdois manuais de ensino de PLE concebidos para os níveis A2 e B1 do QECR, de forma a poder identificar, qualitativa e quantitativamente, os padrões textuais metafóricos com que os aprendentes têm que lidar nestes momentos específicos do processo de aprendizagem. Para compreender a produção escrita de pendor metafórico dos aprendentes, é realizada análise sistemática de amostras da expressão escrita de alunos de PLE chineses dos mesmos dois níveis, constantes no Corpus de Português Língua Estrangeira/Língua Segunda, COPLE2. Do confronto dos dados dos dois planos de análise, foi possível confirmar que a transição entre os dois níveis subsequentes escolhidos (A2 e B1) representa uma mudança crucial no padrão metafórico, quer dos textos propostos aos aprendentes, quer dos textos por estes produzidos, mudança esta que pode explicar alguns dos bloqueios de aprendizagem associados ao nível B1 e seguintes. Foi possível, entre outros aspetos, identificar a primazia da metáfora ideacional na acomodação da expressão metafórica, compreender como o aprendente evita o recurso metafórico, tornando a sua escrita menos abstrata e densa, como o aprendente aborda a metáfora interpessoal, restringindo o seu uso a géneros discursivos muito específicos. Sendo, embora, um estudo exploratório, permite confirmar que esta linha de investigação oferece dados inestimáveis aos professores de PLE e agentes de ensino, em geral.

Labour Mobility in Europe: An untapped resource? CEPS Policy Brief No. 327, March 2015

Despite public perceptions, labour mobility is low in the EU, particularly within the euro area. The authors of this Policy Brief make four main points: first, that the economic and financial crisis has affected mobility patterns by redirecting flows away from the periphery, thus showing the limits of labour mobility potential within the current eurozone - largely due to the negligible mobility of nationals from large countries hit by the crisis. Second, east-west mobility has not been fundamentally affected by the crisis, and ten years after the eastern enlargement the number of East Europeans living in EU15 should be of no overall concern. Third, the long-term economic effects of mobility are uncertain, but potential negative effects are more likely to show up in sending countries than in receiving ones. Finally, in view of the lessons learned from the economic crisis, the Commission and member states should adopt a longer-term view on labour mobility. The authors recommend a further upgrade of job-matching tools, namely the EURES system, and should foster better recognition of qualifications and the exchange of best practices among mobility networks. In order to improve mobility in the longer term, the Commission and member states should improve the mobility of third-country nationals – starting with those completing tertiary education at an EU institution and able to find employment. The aim of improving mobility gives new impetus to the ‘mother tongue + two foreign languages’ objective and the European Benchmark of Language Competences Initiative, in particular competence in the first foreign language taught at school.

Brazilian Portuguese idiom list, selected on the basis of range and frequency of occurrence;

"Issued under the auspices of the Committee on Foreign Language Teaching of the American Council on Education in conjunction with the Institute for Brazilian Studies in Vanderbilt University."

Finanz-archiv.

Description based on: 28. Jahrg., 1. Bd., 1911.

An annotated bibliography of compiled thermodynamic data sources for biochemical and aqueous systems (1930 to 1975) : equilibrium, enthalpy, heat capacity, and entropy data /

101 selected references to books and journal articles. Also includes some foreign-language titles. Alphabetical arrangement by primary authors. Each entry gives bibliographical information and annotation. Author, subject indexes.

Berichte über Landwirtschaft.

Life sciences collection

Revista de ciencias económicas.

Title from cover.

Geschichte Polens unter Stanislaus August ... /

Page 82 misnumbered 81.

The Interpreter

"To interpret the immigrant to America and America to the immigrant"

Headstart, Portuguese program /

"October 1979."

Headstart, German program /

English and German.

Časopis Moravského musea zemského /

Description based on: Roč. 3, čís. 1, published in 1903; title from cover.

Beliefs, practices, and interactions of teachers in a Japanese high school English department

This study reveals the school culture and the teachers' professional development activities in a Japanese high school learning environment. Furthermore, it documents the relationships among the context, teachers' beliefs, practices, and interactions. Using multiple data sources including interviews, observations, and documents of teachers from an English department, this yearlong study revealed these English as a Foreign Language teachers lacked many teacher learning opportunities in their context. The study revealed that teacher collaboration only reinforced existing practices, eroding teachers' motivation to learn to teach in this specific context. The study provides evidence to teacher educators about inservice teachers and their learning environment and the significance of the relationships between the two entities. (C) 2004 Elsevier Ltd. All rights reserved.

Quel role pour la langue de reference dans les representations des apprenants? Le cas de l'evaluation en langue etrangere

This research project explores learner’s representations of strategic L1 use in the foreign language classroom and highlights both the positive or negative roles attributed to the L1 in the language learning process - particularly with respect to language assessment - continuing to explore the relatively understudied domain of student representations within a scholarly context. Surveying a population of Australian (N=18) and French students (N=25), this study uses both questionnaire and interview responses in order to analyse the roles allocated to the L1 with respect to learning outcomes. The results indicate that students have a very balanced view of the L1 with respect to the learning of grammar, vocabulary and social aspects, yet its use in assessment aspects appears much more advantageous. The importance of this study and its findings is in recognizing the complex nature of learner representations in order to facilitate a discussion that is based more on the reality of language teaching, with the hope of renewing classroom practices.