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Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
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In: Estudios de lingüística. - Alicante 32 (2018), 33-71
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Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
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In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
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In: ISSN: 2379-7363 ; International Journal of Bias, Identity and Diversities in Education ; https://hal.archives-ouvertes.fr/hal-02428000 ; International Journal of Bias, Identity and Diversities in Education, 2018, 3 (1), pp.10-21. ⟨10.4018/IJBIDE.2018010102⟩ (2018)
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Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
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Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
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In: Australian Journal of Teacher Education (2018)
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Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
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In: Author (2018)
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Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
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In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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Language, culture and interculturality through narratives with learners of Spanish as a foreign language
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| 10 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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| 11 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
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Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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Metaphorical competence in multilingual context of language acquisition and learning
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Abstract:
It has been defended since Gibbs (1994) that in proper contexts people mostly use the metaphorical asset of a message rather than its literal meaning, which means that in a proper communicative context we express ourselves metaphorically and that metaphors are features of communicative interaction. In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi 2014: 1895) in the process of multilingual acquisition and learning. This competence goes beyond other competences, such as communicative or linguistic, a speaker has to master when (s)he wants to speak a new non-native language. Thus, the importance of metaphorical competence implies that a speaker should not only be linguistically and communicatively appropriate but also conceptually appropriate. Based on previous studies by Sinha and Jansen (2004), Kövecses (2005), Palmer & Sharifian (2007), Gibbs & Colston (2012) and Sharifian (2015), among others, we defend that research in the area should be centred not exclusively on Language but on interaction in a triangle Cognition – Language – Culture. This interaction is embodied, which means the way we conceptualise the world is based on body and bodily experience mediated by culture, giving origin to physiological and/or cultural embodiment. In this study we present research from different language backgrounds both from occidental cultures (giving examples from European Portuguese, English and Polish) and oriental ones (Mandarin Chinese). We centre our analysis on conceptualization of emotions (for instance, manifested in the case of emotional expression of feeling hungry) and moral values (such as courage). This implies both physiological and cultural embodiment, giving evidence of differences that can be observed in mapping of different organs – such as heart or gallbladder – in different cultures into different emotions and values (cf. Yu 2003, 2007, 2009; Batoréo 2017a, b & c). We defend that in a multilingual context conceptual appropriateness in metaphorical competence and metaphor awareness play a fundamental role in the acquisition of figurative language (cf. Doiz & Elizari 2013). Figurative language is understood to be (at least, partially) motivated, and thus object of (partially) insightful learning (cf. Boers 2001, Boers et al. 2004, 2007). ; FCT, no âmbito da investigação desenvolvida no CLUNL - Centro de Linguística da Universidade Nova de Lisboa ; info:eu-repo/semantics/publishedVersion
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Keyword:
Chinese; Cognitive linguistics; conceptual appropriateness; Cultural linguistics; Embodiment (physiological and cultural) figurative language; English; Figurative language; Language acquisition and learning; metaphor awareness; Metaphorical competence; multilingual context; PL2); Polish; Português Língua Não Materna - PLNM /Portuguese as a non-native languiage (PLE; Portuguese
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URL: https://doi.org/10.2478/plc-2018-0024
http://hdl.handle.net/10400.2/9334
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Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
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Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
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Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
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ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
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In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
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In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
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Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
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In: Linguistics Publications (2018)
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Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
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In: Exceptionality Education International (2018)
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