O léxico e seu uso em textos de alunos de língua estrangeira: um estudo descritivo pautado na Linguística de Corpus como subsídio para o ensino.

The aim of this article is to present part of the results of a study concerning the lexicon employed by students learning Spanish language in a Languages degree (Undergraduate Education program). We describe the use and the context in which two verbal forms occur. We made use of Corpus Linguistics theory in order to compile two corpora of descriptive and argumentative compositions and observe the use of two Spanish verbs (haber and tener – third person singular). 250 compositions from first and second year students were collected. The WordSmith Tools software was applied to generate the list of words and the list of concordance. The verbal forms hay and tiene were the most used, and in some cases they were applied inappropriately when compared to the traditional Spanish grammar and to an electronic corpus. The results were discussed in class and were important to raise consciousness in relation to the students’ textual production.

Instrumentos e atividades realizadas para a coleta de um corpus de aprendizes em língua inglesa para integrar o Br-ICLE (The Brazilian Portuguese Sub-corpus of ICLE)

This paper presents and discusses initiatives taken in a public university in the state of São Paulo in order to collect and organize a corpus composed of argumentative texts to be part of Br-ICLE – a subcorpus of ICLE1 – which is composed of texts produced by Brazilian students enrolled in the courses of Arts and Languages and Translation. The discussion is based on a three-year project in which we could observe underuse and overuse features in the texts produced by Brazilian undergraduate students.

Tratamento terminográfico de termos em inglês do comércio Internacional em dicionários franceses

Brazil has a strong trading relationship with several countries, including France, which has intensified these links in recent years and intends to do so yet further. Legal documents regulate this operation, resulting in a set of terms which designate concepts specific to this area. Communication between Brazilian and French buyers and sellers is intense and does not permit the occurrence of errors in understanding orders for merchandise nor in terms of purchase and sale. It is therefore very important that agents of International Trade between Brazil and France should have access to a specialised terminographic tool in the area, containing the relevant terms used in French and Portuguese. This type of work does not currently exist; we therefore decided to make a contribution and draw up a proposal for a bilingual French-Portuguese dictionary in this specialised area. During our research, we registered a significant presence of English terms in International Trade texts originally written in Portuguese and in French, which may be explained by the fact that English currently has the role of global lingua franca. However, it is well known that France operates a policy of linguistic protectionism, making the use of French obligatory in all sectors of activity in France. This generated an area of doubt: how should one deal with English terms in a bilingual French-Portugese dictionary? In order to begin the search for an answer to this question, we decided to see what treatment was given to English terms in the area of International Trade in some French dictionaries. In this paper we shall present the principal results obtained during our research.

A prática avaliativa em uma instituição privada de ensino de língua estrangeira

The main objective of this work is to describe conceptions and practices of evaluation observed at a private language school. The theoretical background was gathered from Demo (2002a, 2002b), Luckesi (2001), Romão (2001), Shohamy (2001), Hughes (1994) and Depresbiteris (1989). Regarding the data collected, we made use of questionnaires, interviews, group discussions and diaries. Results show that the topics “fear of test” and “test content” were the most frequent ones. Furthermore, there was a harmonious relationship between teacher and students when tests were applied. We observed a “non-verbal agreement” between them, that is, there was a minimum content to be studied and to be asked on a test. We also noticed that classroom activities had a more complex level than the content actually tested.

Glossário de colocações da língua geral e especializadas baseado em corpus paralelo: uma contribuição para o ensino de LE e para a tradução

This research, theoretically founded on Corpus Linguistics and Phraseology, has the purpose of extracting and analyzing general language and specialized collocations in the medical field, taken from a parallel corpus comprised of transcriptions of the TV serial Grey’s Anatomy. Based on this extraction, it is proposed a compilation of a bilingual glossary, so that the referred material can be used by learner translators as well as English language teachers.

A nova teoria da antropologia da civilização: tradução para a língua inglesa de neologismos terminológicos criados por Darcy Ribeiro nas obras o processo civilizatório e o povo brasileiro

This study analyzes the translation process into English of neologisms and expressions in the works written by the anthropologist Darcy Ribeiro and in their respective translations, made by Betty J. Meggers and Gregory Rabassa. Our research project draws on Corpus-Based Translation Studies (BAKER, 1995, 1996, 2000; CAMARGO, 2007), Corpus Linguistics (BERBER SARDINHA, 2004) and on some concepts of Terminology (ALVES, 1999; BARROS, 2004; BOULANGER, 1989; CABRÉ, 1993, 1999). Results show that terms do not present similarities within the language related to Brazilian Anthropology, being necessary for the author to look up alternative terminology and to create new concepts that can be used by other anthropologists. The translation of words and expressions developed by the author reflects lexical variation due to the options chosen by the respective translators for the target language. These tendencies may be found in Ribeiro’s translated texts, indicating the difficulty to conceptualize the anthropological Brazilian universe in English.

A trajetória das alterações semânticas nas línguas e os seus reflexos no campo do ensino de língua estrangeira e da tradução

The purpose of this study is to reflect on some formally similar lexical units belonging to different foreign languages that although having had the same origin, their meanings today are considerably different from their original meanings. This complex process is understood, however, when a diachronic path of these lexical units is established in order to find justification or probable occurrences for the causes that triggered the semantic changes observed. These reflections aim to foster discussion about the consequences of such changes in the emergence of the so-called “false cognates”.

Análise de Expressões Idiomáticas Italianas com as lexias 'capo' e 'testa' e seu correspondente 'cabeça', em língua portuguesa. (QUALIS A2)

This study aims to investigate the Idioms (IEs) or combinations related to the Italian lexical units testa and capo, in comparison to the Portuguese lexical unit cabeça. Since they have come from two completely different etyma, they are not perfect synonyms; on the contrary, they gave rise to several expressions that are common to just one lexical units. Corpus selection was made in monolingual Italian general dictionaries and then the data was classified according to each typology: idioms that are common only with the unit capo; idioms just with head; idioms that are synonyms with both; IEs whose translations refer to other parts of the body. As a result, we found that most of the IEs with capo or testa have common semes, but most of them also are specific to one or other lexical unit exclusively, confirming the difference in semantic features between them as well as non-univocity between languages.

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

A simplificação como traço de um habitus tradutório para a Antropologia Brasileira em língua inglesa: um estudo baseado no corpus da oba O Povo Brasileiro de Darcy Ribeiro

The main purpose of this article is to investigate the social and linguistic behaviors of a translator, analyzing the use of simplification aspects in the translational process into English of the Anthropology developed by Darcy Ribeiro. With this aim, we used a parallel corpus composed by the work O povo brasileiro (1995) and by its respective translation, performed by Rabassa. The methodology used is that of Corpus-Based Translation Studies (BAKER, 1993, 1995, 1996; CAMARGO, 2005, 2007), Corpus Linguistics (BERBER SARDINHA, 2004) and Terminology (BARROS, 2004). We also adopted Sociology of Translation theories (SIMEONI, 1998, 2007; GOUANVIC,1999, 2005), as well as the habitus conception, proposed by Bourdieu (1980). Results show that this simplification may be found in Ribeiro’s translated texts, indicating the difficulties of conceptualizing the Brazilian universe in English

A explicitação como traço de um habitus tradutório para brasileirismos terminológicos em língua inglesa: um estudo baseado no corpus da obra O Povo Brasileiro, de Darcy Ribeiro

The main purpose of this article is to investigate the social and linguistic behaviors (the habitus) of a translator in face of cultural barriers in translation, analyzing the use of explicitation aspects in the translational process into English of the terminological Brazilianisms developed by Darcy Ribeiro. With this aim, we used a parallel corpus composed by the work O povo brasileiro (1995) and by its respective translation, performed by Rabassa. The methodology used is that of Corpus-Based Translation Studies (BAKER, 1993, 1995, 1996, 2000; CAMARGO, 2005, 2007), Corpus Linguistics (BERBER SARDINHA, 2004) and Terminology (BARROS, 2004). For data analysis, we adopted Sociology of Translation theories (SIMEONI, 1998, 2007; GOUANVIC, 1995, 1999), as well as the habitus conception, proposed by the sociologist Pierre Bourdieu (1980). We believe that, as pointed by Baker`s theories (1996), explicitation is a translator`s tendency or procedure, which explains, in the translated text, parts of the original text that have been left implicit by the author. Results show that this action may be found in Ribeiro’s translated texts, indicating the difficult of conceptualizing the Brazilian universe in English.

Competências do professor no processo de ensino-aprendizagem de língua estrangeira

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Uso de corpora em aulas de prática de redação de língua inglesa

This study aims at discussing aspects related to learner corpora and linguistic features found in texts written by English learners based on the use of collocations in text production. For this research, we analyzed collocations with the verb “to have” and with the nouns “prejudice” and “regret”.

Crenças sobre compreensão oral em língua estrangeira de alunos concluintes de um curso de Licenciatura em Letras

In this article we present and discuss a number of beliefs about listening comprehension among students who were in their last year of a teachers’ certification Letters course in Italian and Portuguese. The data were collected by means of questionnaires answered by all the participating students, logs and interviews conducted with five of the participating students, classroom observation, lessons recorded on audio and video, and diaries. The study is supported by a rationale on beliefs and on definitions of listening comprehension as a skill. The analysis indicate that a number of students showed lack of motivation and low expectations about developing oral comprehension skills due to several drawbacks in foreign language learning during their teacher education course. However, other beliefs that emerged from the data, such as the importance of visual aids to help understanding an oral text, seem to have a positive effect towards a satisfactory proficiency level in oral comprehension.