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- 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.
- «Então hoje pelos vistos o tema disse-lhe qualquer coisinha mais de perto, não?»: posições interaccionais e a co-construção de identidades discursivas em emissões nocturnas de rádio (“radio phone-in programmes”)Publication . Almeida, Carla Aurélia deTaking as reference an oral corpus consisting of verbal interactions presented in Portuguese radio phone-in programmes, we proceed to the identification of the sequential dimensions of illocutionary acts and we study the selection, made by the participants, of the discourse strategies more adapted to the institutional radio discourse. The analytical focus on the processes of co-construction of meaning developed by interlocutors allows the study of interactional positions that produce specific discourse identities. It also allows the interpretation of the way these identities contribute to the construction of an image produced by speakers in discourse. The characterisation of participants according to their belonging to a community with specific discourse practices makes possible the analysis of the discourse strategies that occur in discourse’s principal moments or phases.
- "Se à sua imagem corresponder a beleza da sua voz, é fácil imaginar a razão pela qual não nos dá o sono nestas duas horas» (ouvinte do programa ‘Boa Noite’) : a co-construção do sentido em programas de rádio nocturnosPublication . Almeida, Carla Aurélia deA análise semântica e pragmática dos rituais verbais e das práticas discursivas presentes em interacções conversacionais nocturnas na rádio (“radio phone-in programmes”) revela a realização de actos de discurso que fazem parte de rituais de cortesia fundamentais para “a acomodação intersubjectiva” entre as faces dos participantes: os actos de elogio que co-ocorrem com os actos de votos e os cumprimentos permitem a intercompreensão e a construção conjunta de um jogo interaccional lúdico, de tom humorístico, construído pelos interactantes que assumem posições discursivas ou lugares interaccionais específicos destes espaços de ritualização.
- 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.
- «Portanto, isto quem não se sente não é filho de boa gente, não é?»: o uso estratégico de provérbios, de aforismos e de sequências tautológicas como forma de gestão da polemicidade do discurso interactivoPublication . Almeida, Carla Aurélia deTaking as reference an oral corpus consisting of verbal interactions presented in Portuguese radio phone-in programmes, we analyse the discursive functioning of the citation of proverbial enunciates, aphorisms and tautological sequences as a form of discourse management. At the local level, we analyse the discursive strategies that the citation of these enunciates configures and that concern the construction of the functional coherence of the interactive oral discourse; at a global level, we verify how the citation of these enunciates contributes to the prototypical realization of the sequences of opening, development and closing of the interaction. The study of the interpretative processes that occur in interactive “frames” highlights the argumentative-rhetoric dimension of language in action through the analysis of the verbal uses and of their variations in context.
- 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.
- 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).
- O papel dos manuais escolares no processo de sensibilização à diversidade e variação linguísticasPublication . Marques, Isabelle Simões; Sebastião, IsabelA escola, com uma função capital na cristalização dos saberes, possui a capacidade de fomentar o respeito e a valorização pela diversidade e pela variedade linguísticas, evitando, assim, a subversão do preconceito (sócio)linguístico. Daí decorre a importância da abordagem que se faz ao tema da variedade na sala de aula, da escolha dos instrumentos pedagógicos e, claro, da formação dos professores. Os instrumentos pedagógicos como o manual escolar de língua portuguesa do ensino básico, conforme hoje se apresentam, assumem um papel relevante no ensino e aprendizagem da língua portuguesa, uma vez que desempenham uma relação de mediação, própria da sua função (re)transmissora de conhecimentos. Funcionam como instrumentos básicos de trabalho e suporte de conhecimento para alunos e professores, e até para os pais/encarregados de educação. Por esta razão, é inevitável tomá los em consideração, quando o tema a tratar é a aprendizagem da língua. Assim, pretendemos analisar de que forma estes manuais escolares, disponíveis no mercado português, que possuem uma função legitimadora sobre o que ensinar e de como ensinar, abordam as questões da diversidade e da variação linguísticas, de que forma transmitem os valores da diferença no tratamento da(s) língua(s). Veremos, assim, que a linguística assume um papel relevante para a sensibilização da diversidade e variação linguísticas no ensino.
- Conversação e emoção em emissões nocturnas de rádio : a ironia verbal como tropo ilocutório e como estratégia discursiva de gestão interaccional do conflitoPublication . Almeida, Carla Aurélia deTaking as reference an oral corpus consisting of verbal interactions presented in Portuguese radio phone-in programmes and a specific set of broadcasts dedicated to the discussion of polemic institutional processes, we proceed to the identification of varieties of verbal irony. Considering emotion in the frame of interactional work developed by interactants in conversation (Edwards, 2001: 236), we analyse aggressive irony, such as sarcasm and the rhetorical figures that build conversational involvement and give a humoristic tone to discourse: hyperbole, repetitions, Extreme Case Formulations (=ECFs). After this, we take irony as an illocutionary trope and the discursive strategies of face work. Finally, we consider citation irony that, in these contexts, creates an axis of enunciative heterogeneity, having specific argumentative effects.
- Prosodic, syntactic, semantic guidelines for topic structures across domains and corporaPublication . Mata, Ana Isabel; Moniz, Helena; Móia, Telmo; Gonçalves, Anabela; Silva, Fátima; Batista, Fernando; Duarte, Inês; Oliveira, Fátima; Falé, IsabelThis paper presents the annotation guidelines applied to naturally occurring speech, aiming at an integrated account of contrast and parallel structures in European Portuguese. These guidelines were defined to allow for the empirical study of interactions among intonation and syntax-discourse patterns in selected sets of different corpora (monologues and dialogues, by adults and teenagers). In this paper we focus on the multilayer annotation process of left periphery structures by using a small sample of highly spontaneous speech in which the distinct types of topic structures are displayed. The analysis of this sample provides fundamental training and testing material for further application in a wider range of domains and corpora. The annotation process comprises the following time-linked levels (manual and automatic): phone, syllable and word level transcriptions (including co-articulation effects); tonal events and break levels; part-of-speech tagging; syntactic-discourse patterns (construction type; construction position; syntactic function; discourse function), and disfluency events as well. Speech corpora with such a multi-level annotation are a valuable resource to look into grammar module relations in language use from an integrated viewpoint. Such viewpoint is innovative in our language, and has not been often assumed by studies for other languages.
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