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- Estudar o português como língua pluricêntrica no enquadramento da linguística cognitiva com foco nas variedades nacionais do PE e PBPublication . Batoréo, Hanna; Silva, Augusto Soares daNos últimos anos, tem-se vindo a observar, no âmbito da Linguística Cognitiva, a emergência do estudo da variação intralinguística, dando origem à especificidade de modelos e métodos da Sociolinguística Cognitiva (cf. Kristiansen & Dirven 2008). Seguindo os pressupostos teóricos deste enquadramento, centramos o nosso estudo sobre o Português perspectivado como uma língua pluricêntrica (Clyne 1992; Silva et al. 2011) e focando-o no estado de variáveis lexicais e gramaticais observadas no Português Europeu - PE e no Português do Brasil - PB. O presente texto apresenta as análises desenvolvidas por Batoréo (2011, 2012) (i) sobre o estudo da produtividade lexical no PE e PB, bem como os estudos de Silva (2005, 2006, 2010, 2011) (ii) que focam a convergência e divergência entre o PE e PB, com base na metodologia socioletométrica.
- Gramáticas de costas voltadas: que futuro para o ensino do português como língua pluricêntrica a falantes não-nativos (PLNM)?Publication . Batoréo, HannaNo presente estudo, iremos reflectir sobre a necessidade de uma gramática da Língua Portuguesa perspectivada como língua pluricêntrica. O pluricentrismo linguístico corresponde hoje a um fenómeno generalizado e largamente estudado (cf. Clyne (ed.) 1992, Silva (ed.) 2013), também no âmbito da Língua Portuguesa (Baxter 1992, Silva et al. (ed.) 2011, Batoréo e Casadinho (2009), Batoréo e Silva (2012), Batoréo (2016). Tendo em conta este objectivo, abordaremos nove gramáticas académicas do Português contemporâneo, publicadas nas últimas décadas – seis no Brasil e três em Portugal –, procurando verificar se elas reflectem a realidade pluricêntrica da Língua Portuguesa do séc. XXI e, particularmente, se correspondem às necessidades dos falantes que aprendem Português como Língua Não-Materna (PLNM), na qualidade de língua estrangeira ou língua segunda.
- Linguística cultural e o estudo do léxico da Língua Portuguesa (PE e PB): a linguagem-em-uso, os sentidos múltiplos e as operações de perspectivação conceptualPublication . Batoréo, HannaPela Linguística Cultural entendemos um ramo da Linguística Cognitiva que se dedica ao estudo do modo como as línguas naturais reflectem e “corporizam” (cf. embodiment) as culturas que veiculam. Perspectivado deste modo, o nosso entendimento da Linguagem é cognitivo-funcional, social e culturalmente inserido, conforme defendido globalmente pela Linguística Cognitiva (cf. Silva 2009). Nele, a Linguagem surge como meio de conhecimento em ligação com a experiência humana do mundo – ou seja, a base pragmática e experiencial da linguagem-no-uso) – sendo observada e analisada ao nível de línguas particulares usadas em multiplicidade de registos, em contextos sociais e culturais diferenciados (diferentes níveis e tipos de variação linguística). A noção de Cultura aqui adoptada é definida do ponto de vista antropológico (Goodenough 1964 apud Anusiewicz 1994; cf. Hymes 1964) como um conjunto relativamente integrado de conhecimentos e de crenças, característico de uma comunidade, organizado por padrões e adquirido no seu meio através da interacção dos seus membros. Os que são abrangidos pela Cultura precisam de ter acesso a estes conhecimentos a fim de nela poderem viver e agir e se sentirem aceites por outros, desempenhando papéis determinados pela comunidade. Defende-se, por conseguinte, que não se trata de um fenómeno material, estanque, que se compõe de coisas, pessoas ou comportamentos. Pelo contrário, a Cultura é pensada, antes, na dimensão cognitiva das interacções humanas – com grande destaque para a interacção verbal –, em função dos modelos de percepção, associação e interpretação do mundo, partilhados pelos intervenientes sociais (dimensão sociolinguística) e guardados na mente (dimensão psicolinguística). O estudo da rede de ligações e interdependências entre a Linguagem e a Cultura implica um conceito da Linguagem como um sistema fortemente enraizado na Cultura e na vida social, em geral, determinando a comunicação intra e intercultural (i. e., "crosslinguistic studies", na literatura anglossaxónica), bem como o ensino e a aprendizagem das línguas. O presente estudo foca a polissemia de itens linguísticos portugueses que, nas variedades do Português Europeu e do Português do Brasil, podem corresponder a conceitos culturais diferentes, dada a sua contextualização conceptual e culturalmente diferenciada nos respectivos países.
- On ironic puns in Portuguese authentic oral data: how does multiple meaning make irony work?Publication . Batoréo, HannaIn the present paper we focus on two Portuguese case studies (one in European Portuguese – EP and one in Brazilian Portuguese – BP) of the ironic oral discourse that result in verbal puns. In our analysis we postulate that studying multiple meanings (polysemy and homonymy) in puns can explain how irony functions on cognitive, linguistic and cultural levels given that (i) irony is a fundamental way of thinking about human experience (Gibbs & Colston, 2007, Gibbs, 2012); (ii) it is perspectivised and culturally grounded (Tobin & Israel, 2012, Dancygier & Sweetser, 2012, 2015); and (iii) linguistically explicit in verbal irony (Bryant, 2012, cf. Batoréo, 2016). The study is qualitative in character: the aim of the analysis is to exemplify cognitive and linguistic mechanisms culturally grounded that make irony work. In two case studies of authentic Portuguese discourse with ironic puns chosen out of larger corpora (cf. References) to be discussed in the present paper we shall argue that (i) polysemy and homonymy are cognitive and linguistic phenomena that trigger ironic puns; (ii) metonymy organised in metonymical chains or networks can be a complex cognitive mechanism that underlies polysemy; (iii) verbal puns are perspectivised and strongly culturally and historically grounded.
- Perception and evaluation of language identity in East Timorese speakers of Portuguese: language and cognition in a multilingual communityPublication . Batoréo, Hanna; Casadinho, MargaridaIn the present study we propose to focus on perception and evaluation of language attitude and identity in the case of the East Timorese speakers of Portuguese, residing both in Timor-Leste (East Timor - ET) and in Portugal (cf. Batoréo 2005 and following, and the Casadinho corpus, in preparation). Given the richness and the complexity of the linguistic situation observed in ET, its present sociolinguistic situation can be seen as a form of poliglossia, where typologically different languages – belonging to Austronesian, Papuan, and Indo-European families – stay in permanent language contact with each other and play roles of different sociolinguistic varieties. It is claimed that the linguistic identity of ET inhabitants is constructed as a function of their history and the political options taken by their recently independent state with a generation gap observed at 40/50. The data are discussed in light of Cognitive Sociolinguistics (Language and Cognition).
- Representation of movement in European Portuguese: a study of children’s narrativePublication . Batoréo, Hanna; Faria, Isabel HubIn crosslinguistic space studies it is considered (Hickmann, 1995: 201) to be easier for children to interpret sentences when their language has a rich and transparent morphology (e.g. Polish) than when it depends more on word order to express grammatical relations (e.g. English). Studies of sentence comprehension across languages show that regardless of their age native speakers use the cues that are the most available and reliable in their language, e.g. for instance word order in English and lexical or morphological cues in Polish, suggesting a model in which children must learn how functions complete and fuse in relation to available forms. Following these claims we can hypothesise that the Portuguese speakers will behave in the process of acquisition of their native language according to the "Polish model" mentioned above, i.e., following lexical and morphological cues the most available and reliable in their language. Our research (developed in Batoréo, 1996 / 2000) set in the theoretical parameters referred to above examines spatial reference and spatial expression in narratives produced by European Portuguese native speakers, children and adults, in a situation of absence of mutual situational knowledge. Narrative productions were elicited with two picture stories: Horse Story and Cat Story. The final results of the research show the relevance of all the variables proposed previously and give answers to the questions formerly made. While acquiring their native language, Portuguese children learn the following cognitive and linguistic tasks: (a) they realise the existence of spatial anchoring, and especially setting of the spatial frame, i.e. they learn to refer to all the types of the Locales, even the rarest ones, and to express them as thoroughly as possible; (b) they learn to situate their expressions in all the sentence positions used by adults, especially at the very beginning of the utterance; (c) they learn syntactic pre-position of the verbs, especially the existential ones as well as their contextual synonyms. These conclusions only partially meet our initial hypothesis according to which the Portuguese speakers acquiring their native language will behave according to the lexical and morphological cues model. In fact we can observe both the models - the one based on lexical/ morphological cues (as in Polish) and the one based on word order (as in English) - integrated in the process of language acquisition. Portuguese children select lexical items according to the event conflation type their language represents, i.e. fusing Motion and Path, and they choose all the types of cues - lexical, morphological and syntactic - as available, reliable and obligatory in this process. Our results corroborate recent research on the linguistic marking on local and on global levels as a result of crosslinguistic differences in the acquisition of spatial expression. Recent research has begun to examine children's uses of spatial devices in discourse across languages, showing (Berman and Slobin, 1994), e.g. that "typological differences such as those suggested by Talmy affect what spatial information is focused upon and how the flow of information in discourse is organised both on the local and on the global level" (Hickmann, 1995:210). Other analyses (Hendriks, 1993) focus more specifically on how children mark status of spatial information in discourse across languages. According to Hickmann (1995: 207-208) the results show a general development progression: with increasing age children become gradually able to set spatial frames and to maintain reference to them by means of appropriate devices.
- The contact induced partial restructuring of the non-dominating variety of Portuguese in East TimorPublication . Batoréo, HannaIt is generally accepted that both history and contact shape language but language contact is typically invoked as a prime factor in the emergence of varieties of a language, especially if it happens in a multilingual context. The present paper analyzes some specific characteristics of the Portuguese non-dominating variety in East Timor. The study focuses on three types of constructions that can be considered “problematic”: (i) the constructions with polysemous tense and aspect markers, (ii) the copula constructions, and (iii) the specificities of the polysemous ‘é que’ construction in East-Timorese usage. In broad terms, the study follows the theoretical model for partial restructuring, as defined in Holm (2004), and defended for the Timorese variety in Holm, Greksáková and Albuquerque (2015). It is argued that we deal here with a non-dominating variety “in the making” (as proposed by Afonso and Goglia, 2015a), i.e., with a (re)emerging (not yet established) variety of Portuguese.
- Tipologia do espaço e tipologia das línguas na linguística cognitiva: proposta de Leonard TalmyPublication . Batoréo, HannaLeonard Talmy é reconhecidamente um dos mais influentes e estudados linguistas cognitivos das últimas quatro décadas, sendo considerado como um dos três cientistas grandes fundadores (“Founding Fathers”) da Linguística Cognitiva, junto com George Lakoff e Ronald Langacker. No presente texto, procuramos dar conta do que se entende pela tipologia talmiana. Assim, na sequência da Introdução (primeira secção), na segunda secção fazemos uma curta caracterização da obra desenvolvida por Leonard Talmy. Na secção 3, centramo-nos nos primórdios da Linguística Cognitiva (anos setenta do século XX) e na sua ancoragem na Teoria Localista, para, na secção 4, apresentar os fundamentos da teoria talmiana e as respectivas noções fundamentais. A secção 5 é dedicada à análise do esquema da situação de Deslocação no Espaço (Talmy 1975), enquanto a secção 6 foca a tipologia da codificação do Espaço nas línguas (Talmy 1975, 1985). Na secção 7, é apresentada a proposta de padrões de lexicalização do Espaço, dando destaque a três padrões principais de lexicalização, bem como às suas extensões, focando também a abordagem holística da tipologia talmiana. Na última e oitava secção, tecemos alguns comentários finais relativos à temática da tipologia do Espaço na Linguística Cognitiva.
- Was the birth of modern art psycholinguistically minded?Publication . Batoréo, HannaThe history of our modern culture – and especially its formation in the very beginning of the 20th century – is full of examples of artists who (un) consciously tried to answer intuitive questions that science was sometimes able to approach only many decades later, but systematically forgetting those early artistic insights and contributions. In the present paper, we approach three of these early 20th-century forerunners who in their writings dedicated themselves to fundamental linguistic and psycholinguistic questions that still divide many scholars in the early 21st century: (i) the role of structure in language (section 2), (ii) the role of the meaning of self (section 3), and (iii) the relationship between language and memory (section 4). They are Gertrude Stein (1874-1946), Virginia Woolf (1882- 1941) and Marcel Proust (1871-1922). All three of them had some characteristics in common: they came from well-off and educated Jewish families (Stern and Proust were of Jewish origin and Woolf’s husband was a Jew); they were (financially) independent writers and significant figures in London or Paris literary societies; they were homosexual and the first European writers to treat homosexuality openly and at length. Two of them (Woolf and Proust) had serious health problems, which made them look for deep insights in order to deal with hard reality. It is also important to notice that one of the most important influences of all these artists was the science of their times: Stein was conducting psychology experiments in William James’s lab, Woolf was learning about the biology of mental illness, and Proust was attending Bergson’s lectures and reading his books; it is impossible to understand their art without taking into account its relationship to science. However, the most outstanding common denominator for all three of these artists was the fact that they were strongly linguistically minded. They explored their own language practices and experiences and expressed what no scientific experiment could see at their time but what became confirmed (at least in part) by science many decades later: Stein was looking for language structure, Wolf for expression of meaning of one’s self, and Proust for meaning of one’s memories and relation between memory and language. It was not an easy task, as they lived in times when the old dream of the Enlightenment seemed within reach: life was reduced to chemistry, and chemistry to physics; the entire universe was nothing but “a mass of vibrating molecules”. In such an organized world, art was supposed to be pretty and/or entertaining, and literature was expected to tell stories, and show the world as it was or could be, giving its readers some second-hand experience. The modernists turned against this world: they were not representing what they saw; they were searching for truth both outside and inside themselves, especially working (their) language, in order to make us see and understand ourselves better.