| 1 |
Opposing acceleration: the tragedy of resistance in Brazil
|
|
|
|
In: ISSN: 0953-4814 ; Journal of Organizational Change Management ; https://hal.archives-ouvertes.fr/hal-03537344 ; Journal of Organizational Change Management, Emerald, 2022, 35 (1), pp.169-185. ⟨10.1108/JOCM-09-2021-0285⟩ ; https://www.emerald.com/insight/content/doi/10.1108/JOCM-09-2021-0285/full/html (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Djeoromitxí : notes on phonology and simple noun phrase structure ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Mark Twain: The Making of an Icon through Translations of Huckleberry Finn in Brazil
|
|
|
|
In: Journal of Transnational American Studies, vol 12, iss 2 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
WALS Online Resources for Karó (Arára)
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Glottolog 4.4 Resources for Kinikinao
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Glottolog 4.4 Resources for Karo (Brazil)
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Glottolog 4.4 Resources for Kamba (Brazil)
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Reflexos do Brasil nos jornais portugueses: os brasileiros residentes e os laços que unem duas nações
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Racial discrimination in the Portuguese labor market: the case of Brazilian qualified workers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Optimization of a Customized Leadership Development Program Upskilling English Language Fluency in Brazil Aviation Leaders
|
|
|
|
In: Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
"Don't expect me to repair in four years what you have destroyed in four hundred years": On the ethos in (inter)action of Lula and Alckmin in an election TV debate
|
|
|
|
In: Stockholm Review of Latin American Studies ; 8 ; 83-99 ; Independent languages? About language as a dynamic process (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Pós-Graduação em Turismo no Brasil: Uma Análise Bibliométrica e de Redes Sociais / Tourism Graduate Programs in Brazil: A Bibliometric and Social Networks Analysis
|
|
|
|
In: ROSA DOS VENTOS - Turismo e Hospitalidade; v. 13, n. 4 (2021): Revista Rosa dos Ventos - Turismo e Hospitalidade ; 2178-9061 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Turismo Étnico Indígena no Amazonas: Mitos e Territórios que Contam Histórias / Indigenous Ethnic Tourism in Amazonas: Myths and Territories that Tell Stories
|
|
|
|
In: ROSA DOS VENTOS - Turismo e Hospitalidade; v. 13, n. 3 (2021): Encarte: Especial México ; 2178-9061 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Proper names between logos and praxis ; Nombres propios entre logos y praxis ; Os nomes próprios entre o logos e a práxis
|
|
|
|
In: Domínios de Lingu@gem; Vol 15 No 2 (2021): The quest for interdisciplinarity in the Brazilian Onomastics; 263-298 ; Domínios de Lingu@gem; v. 15 n. 2 (2021): A busca pela interdisciplinaridade na Onomástica brasileira; 263-298 ; 1980-5799 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2021)
|
|
Abstract:
Esta tesis es una reflexión acerca del proceso de adquisición de la lengua oral española por parte de los estudiantes universitarios brasileños en la carrera de Letras-Español. Se ha observado que la mayoría de estos estudiantes, aunque habiendo hecho cursos de idiomas o asignaturas de lengua oral, seguían con dificultades en producir un discurso oral fluido. Por ello, la investigadora ha establecido como objetivo general identificar el desarrollo de la competencia fónica de aprendices brasileños de E/LE en la enseñanza superior con base en el Enfoque Oral. Y ha determinado como objetivos específicos: (1º) Diseñar una acción didáctica basada en el Enfoque Oral; (2ª) Pilotar la acción didáctica y evaluar su eficacia e (3ª) Identificar el desarrollo de las competencias fónicas específicas de los aprendices a través de la acción didáctica. Para lograr los objetivos que se han señalado en esta investigación, se ha elegido la investigación-acción como perspectiva metodológica. Era necesario una metodología que permitiera a la docente actuar como investigadora y de esta forma pudiera analizar concretamente el proceso de aprendizaje de sus alumnos. Tras triangular los datos obtenidos a través de los instrumentos (el diario de clase, los cuestionarios y las grabaciones) que se han elegido para este estudio, los resultados mostraron que los estudiantes universitarios brasileños han desarrollado diversas competencias que dan forma a la competencia fónica de E/LE. Es decir, han perfeccionado la competencia perceptiva a través de distintos videos y del contraste de audios que tenían los contornos melódicos del portugués brasileño y del español peninsular; en la competencia productiva, han presentado el desarrollo de los factores lingüísticos de la pronunciación (a nivel segmental) (3,4%), de la entonación lingüística (6,7%), del ritmo (15,8%) y principalmente de la fluidez discursiva (29,4%); en la competencia interactiva han presentado una menor interferencia del portugués brasileño en las estrategias de negociación y de mediación oral, si se compara la acción didáctica con la acción piloto; en la competencia lingüística la ampliación de las unidades del código (como los fonemas, las palabras o los sintagmas) y sus relaciones internas ha ocurrido a través de los objetos utilizados como material de entrada y por medio de los productos finales que los alumnos realizaron a cada tarea; en la competencia discursiva, los alumnos han sido capaces de relacionar sintagmáticamente las unidades del código, aunque en algunos momentos hayan tenido dificultades en hacerse comprender y hayan optado por realizar traducciones para mantener su interlocución discursiva; en la competencia cultural adquisición de nuevas variantes estilísticas (melódicas, personales, fonéticas e identitarias) ha ocurrido atendiendo a los criterios de cercanía, difusión mediática y de los conocimientos de la profesora; por fin, en la competencia estratégica, los estudiantes han avanzado en su capacidad de integrar los saberes y las competencias presentes en otras competencias, pero necesitan seguir invirtiendo en su aprendizaje a fin de mejorar sus competencias interactiva y mediadora. A través de este estudio, la profesora investigadora ha concluido que es posible identificar el grado de perfeccionamiento de la competencia fónica a través de una acción didáctica basada en el Enfoque Oral. Es cierto que esta propuesta les ha posibilitado a los estudiantes avanzar en el desarrollo de sus competencias fónicas productivas y perceptivas; y también le ha permitido a la profesora investigadora que observara los aspectos necesarios para que pueda promover el desarrollo de las competencias fónicas mediadora e interactiva de sus aprendices. ; This thesis is a reflection about the Spanish oral language acquisition process by Brazilian undergraduate Hispanic Philology students. It has been observed that most of these students, despite having taken language courses or oral language classes, they still had difficulties speaking the language fluently. Therefore, the researcher has established as a general objective to identify the development of the phonic competence of Brazilian higher education students of Spanish as a Foreign Language based on the Oral Approach. It has been determined as specific objectives: (1st) designing a didactic action based on the oral approach; (2nd) piloting the didactic action and evaluating its effectiveness, and (3rd) identifying the development of the students’ specific phonic competence through the didactic action. To achieve the objectives of this investigation, it was chosen the action research method. It was necessary to have a methodology that would allow the teacher to act as a researcher and in this way be able to concretely analyze the learning process of the students. After compiling the data obtained through the instruments (class diary, questionnaires and recordings) that were chosen for this study, the results have shown that Brazilian undergraduate students have developed several skills that configure phonic competence in Spanish as a Foreign Language. In other words, they have improved their perceptual competence through different videos and the contrast of audios that had the melodic contours of the Brazilian Portuguese and the Peninsular Spanish; in productive competence, they have developed linguistic factors of pronunciation (at the segmental level) (3.4%), linguistic intonation (6.7%), rhythm (15.8%) and mainly discursive fluency (29.4%); in interactive competition they showed less interference from Brazilian Portuguese in the strategies of negotiation and oral intervention, if the didactic action is compared with the pilot action; linguistic competence the expansion of code units (such as phonemes, words or phrases) and their internal relationships has occurred through the objects used as input material and by means of the products that the students have made in each task; discursive competence, students have been able to syntagmatically relate the units of the code, although at times they have had difficulties in making themselves understood and have chosen to carry out translations to maintain their discursive interlocution; cultural competence, the acquisition of new stylistic variants (melodic, personal, phonetic and identity) has been increased in accordance with the criteria of surroundings, media diffusion and the teacher knowledge; finally, in strategic competence, the students have advanced in their ability to integrate knowledge and skills present in other competencies, but they need to continue investing in their learning in order to improve their interactive and mediating skills. Through this study, the researcher has concluded that it is possible to identify the degree of improvement in phonic competence through a didactic action based on the Oral Approach. She believes that this proposal has made it possible for students to advance in the development of their productive and perceptive phonic competence; and it has also allowed the researcher teacher to observe the necessary aspects so that it is possible to promote the development of the students’ interactive phonic competence.
|
|
Keyword:
37; Brasil; Brazil; Castellà (Llengua); Ciències de l'Educació; College students; Didáctica de la lengua; Didàctica de la llengua; Enseñanza de idiomas; Ensenyament de llengües estrangeres; Español; Estudiantes universitarios; Estudiants universitaris; Foreign language teaching; Language teaching methods; Pronunciació; Pronunciación; Pronunciation; Spanish language
|
|
URL: http://hdl.handle.net/10803/671597
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Catalogus Eborensis: os escritos de Rodrigo Homem. ; Catalogus Eborensis: the writings of Rodrigo Homem.
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
