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Online Learning Meets Machine Translation Evaluation: Finding the Best Systems with the Least Human Effort ...
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Assessing Intervention Effects in Sentence Processing: Object Relatives vs. Subject Control
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In: Front Psychol (2021)
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Concordância negativa transfrásica no português europeu : o papel das propriedades semânticas do predicado
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The L2 acquisition of European Portuguese sluicing by L1 Mandarin Chinese speakers
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Acquisition of european portuguese cleft structures by L1 Mandarin learners
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Parental reports of preschoolers’ lexical and syntactic development: validation of the CDI-III for European Portuguese
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Níveis de consciência fonológica em estudantes do Ensino Superior: um estudo-piloto
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Effects of syntactic structure on the comprehension of clefts
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Effects of syntactic structure on the comprehension of clefts
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In: Glossa: a journal of general linguistics; Vol 4, No 1 (2019); 74 ; 2397-1835 (2019)
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Heritage languages at school: implications of linguistic research on bilingualism for heritage language teaching
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Abstract:
This paper discusses the implications of linguistic research on heritage bilingualism for heritage language teaching. It is argued that heritage speakers and second language learners have different instructional needs in the classroom because teaching of a heritage language is a case of native language instruction. Based on a number of comparative studies on heritage speakers and second language learners of European Portuguese, we show that heritage language acquisition is indeed different from L2 acquisition. The linguistic differences between the two groups of speakers can be accounted for by considering their age of onset of acquisition, the type of input they are exposed to, the type of knowledge they mainly rely on, the relative importance of cross-linguistic influence and the relevance of linguistic complexity and timing of acquisition. We argue that these findings have implications for heritage language teaching in the classroom, such as, for example, the necessity of appropriate diagnostic tools for determining the linguistic proficiency of heritage bilinguals, the provision of access to the standard variety by supplying adequate spoken as well as written input sources, the focus on properties of the language which are late acquired and only learned on the basis of formal instruction and the fostering of explicit linguistic knowledge. ; info:eu-repo/semantics/publishedVersion
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Keyword:
Humanidades::Línguas e Literaturas
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URL: http://hdl.handle.net/1822/60519
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Comprehension of Relative Clauses vs. Control Structures in SLI and ASD Children
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Sequence of tenses in complementation structures: lexical restrictions and effects on language acquisition
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A corpus of European Portuguese child and child-directed speech
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L1 acquisition across Portuguese dialects: Modular and interdisciplinary interfaces as sources of explanation
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