FCSH: CLUNL - Artigos em revista internacional com arbitragem científica
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- KOCH, Ingedore Villaça (2015). Introdução à linguística textual: Trajetória e grandes temasPublication . Seara, Isabel; Centro de Linguística da UNL (CLUNL); Pontifícia Universidade Católica de São Paulo
- Le sens de la polysémie en terminologiePublication . Vezzani , Federica; Costa, Rute; Maria Di Nunzio, Giorgio; Piccini, Silvia; Departamento de Linguística (DL); Centro de Linguística da UNL (CLUNL)Polysemy is a central topic in linguistics, yet its role within the field of terminology remains relatively new. In this context, it is worth noting that discourses about polysemy in terminology studies are not homogeneous, which can prevent understanding. This study revisits the phenomenon of polysemy in light of the dual conceptual and linguistic dimensions of terminology (COSTA 2013, SANTOS & COSTA 2015, ISO 1087 2019, ISO 704 2022). We propose a modelling of the polysemy phenomenon, developed based on two French examples and designed according to the data representation standards promoted by ISO TC/37 SC 3.
- Subject-object asymmetries in the processing of European Portuguese cleft structuresPublication . Li, Xinyi; Lobo, Maria; Teixeira, Joana; Centro de Linguística da UNL (CLUNL); Departamento de Linguística (DL); Universitat Autònoma de BarcelonaThis study investigates the intervention effects on the processing of standard clefts by adult speakers of European Portuguese, focusing on the semantic feature of animacy. Using a self-paced reading task combined with a picture selection task, we manipulated the extraction types (subject vs. object) and the animacy of the clefted constituent (animate vs. inanimate). 40 participants took part in the study. We observed a processing and comprehension advantage for subject clefts over object clefts, regardless of animacy. There is also an advantage of the intersection of the animacy feature in object clefts, demonstrated by shortened reading times from the verb phrase onward. No effects of animacy on the assignment of thematic roles were found: the prototypical association of animacy with the subject did not significantly influence processing. Our results suggest that features relevant to the syntactic component such as the +N feature (shared by the object and the subject in all clefts) trigger stronger intervention effects than features that do not affect this component. It is thus plausible that different theoretical perspectives on intervention effects (featural Relativized Minimality and similarity-based interference models) complement each other, predicting that morphosyntactic features trigger stronger effects than semantic features.
- From meaning to soundPublication . Tavares, Gabriela; Ge, Yuxin; Correia, Susana; Rebuschat, Patrick; Centro de Linguística da UNL (CLUNL); Departamento de Linguística (DL); Frontiers MediaIntroduction: Adult learners often struggle to perceive and acquire unfamiliar speech sounds in a second language, especially at the initial stages of learning. Traditional perceptual training methods, such as discrimination tasks, tend to be less effective with beginners, as they rely on low-level acoustic judgments and lack meaningful context. This study investigates whether training with cross-situational word learning (CSWL), a meaning-based learning paradigm, can improve the perceptual discrimination of non-native vowel contrasts. Methods: Thirty-seven native speakers of Hungarian were trained on eight European Portuguese pseudowords through a single CSWL session involving alternating passive and active learning blocks, feedback, and exposure to multiple native voices. Participants completed identifcation and discrimination tasks before and after training. Non-native word learning and vowel discrimination were measured before and after training, by means of identifcation and discrimination tasks, respectively. Results: Learners achieved above-chance word identifcation, indicating successful lexical learning. However, improvement in vowel discrimination was contrast-specifc: participants improved in three of six contrasts, while performance remained low for the most diffcult contrast. Learners also showed lower identifcation accuracy for pseudowords containing this contrast, and individual discrimination ability was associated with word learning success. Discussion: These fndings highlight that while meaning-based training through CSWL can support early lexical and phonological learning, perceptual challenges remain for diffcult contrasts. The study advances our understanding of how word learning and sound perception interact during second language acquisition and demonstrates the potential of lexically grounded approaches for perceptual training at the onset of learning.
- When LMF and TMF meetPublication . Vezzani , Federica; Maria Di Nunzio, Giorgio; Salgado, Ana Castro; Costa, Rute; Centro de Linguística da UNL (CLUNL); Departamento de Linguística (DL); John BenjaminsThe interoperability of language resources is crucial for effective communication and data exchange across various computational systems. In this context, the ISO/TC 37 standards, specifically the Lexical Markup Framework (LMF) and the Terminological Markup Framework (TMF), play a vital role by providing a common framework for the modelling, representation, and exchange of lexical and terminological data. The LMF has been deliberately aligned with TMF to facilitate close coordination between the two standards. This paper explores the convergence between LMF and TMF, underscoring the need for a Unified Markup Framework (UMF) that enhances interoperability and effective resource management. We propose a unified meta-model that integrates these frameworks through comparative analysis and real-world examples, facilitating the development of advanced language processing applications and multilingual lexicographic and terminology management. This study not only underscores the opportunities and challenges of such coordination but also sets the groundwork for future research directions in the harmonisation of lexicographic and terminology resources.
- Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrastsPublication . Correia, Susana; Rato, Anabela; Ge, Yuxin; Dinis Fernandes, João; Kachlicka, Magdalena; Saito, Kazuya; Rebuschat, Patrick; Departamento de Linguística (DL); Centro de Linguística da UNL (CLUNL); Cambridge University PressResearch on second language (L2) speech learning suggests that incidental perception training can lead to the establishment of non-native phonological categories. The present study contributes to this line of enquiry by investigating how this training is mediated by individual differences in working memory capacity and domain-general auditory processing abilities. In our study, 130 native British English speakers without prior knowledge of Portuguese were randomly assigned to trained or untrained conditions. All participants completed a visual digit span task and an auditory processing test battery. We observed improvements from pretest to post-test in production only, but since both groups improved, these gains cannot be attributed to the incidental perception training. The analysis of the ID measures further confirms the important role played by auditory processing abilities in L2 speech learning. However, more research is needed to better understand the role of incidental perception training and the mediating role of cognitive aptitudes.
- The role of phonology in non-native word learningPublication . Ge, Yuxin; Monaghan, P; Rebuschat, P; Centro de Linguística da UNL (CLUNL); Cambridge University PressAdults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In this study, we examined the influence of phonology on non-native word learning, determining whether the language-relevant phonological contrasts could be acquired by abstracting over multiple experiences, and whether awareness of these contrasts could be related to learning. We trained English- and Mandarin-native speakers with pseudowords via a cross-situational statistical learning task (CSL). Learners were able to acquire the phonological contrasts across multiple situations, but similar-sounding words (i.e., minimal pairs) were harder to acquire, and words that contrast in a non-native suprasegmental feature (i.e., Mandarin lexical tone) were even harder for English-speakers, even with extended exposure. Furthermore, awareness of the non-native phonology was not found to relate to learning.
- Statistical learning of foreign language words in younger and older adultsPublication . Ge, Yuxin (Cindy); Correia, Susana; Li, Yun-wei; Jin, Ziyi; Rothman, Jason; Rebuschat, Patrick; Departamento de Linguística (DL); Centro de Linguística da UNL (CLUNL); Cambridge University PressStatistical learning, that is, our ability to track and learn from distributional information in the environment, plays a fundamental role in language acquisition, yet little research has investigated this process in older language learners. In the present study, we address this gap by comparing the cross-situational learning of foreign words in younger and older adults. We also tested whether learning was affected by previous experience with multiple languages. We found that both age groups successfully learned the novel words after a short exposure period, confirming that statistical learning ability is preserved in late adulthood. However, the two groups differed in their learning trajectories, with the younger group outperforming the older group during the later stages of learning. Previous language experience did not predict learning outcomes. Given that implicit language learning mechanisms are shown to be preserved over the lifespan, the present data provide crucial support for the assumptions underlying claims that language learning interventions in older age could be leveraged as a targeted intervention to help build or maintain resilience to age-related cognitive decline.
- A gradient typology of gerund clausesPublication . Lobo, Maria; Departamento de Linguística (DL); Centro de Linguística da UNL (CLUNL); De Gruyter MoutonFocusing mostly on European Portuguese, this paper proposes that the internal syntax of Portuguese gerund clauses and the gradience in their degree of defectiveness may be explained by an interplay between their external syntax (locus of merge), agreement relations between embedded Tense and matrix Tense and the presence/absence of an intervening head. We first revisit the distinction between peripheral adverbial gerund clauses and central adverbial gerund clauses and show that their internal syntax correlates with their external syntax: central adverbial gerund clauses are merged in lower positions and appear to be more defective. We derive their defectiveness from the agree relation established between embedded T and matrix T. We then consider predicative gerund clauses and show that they are even more defective and restricted in their aspectual value, lacking a T head. Finally, we consider predicative gerund clauses introduced by como ‘as’ and show that, although they are merged in a low position, they are less defective than central adverbial gerund clauses. We attribute this mismatch between the internal and external syntax of this specific type of gerund clause to the presence of the Predicate head como, which intervenes between matrix T and embedded T and blocks the agreement relation.
- Portuguese English as a Foreign Language Learners and Teachers’ Beliefs in relation to Corrective FeedbackPublication . Faustino, Ana Rita; Centro de Linguística da UNL (CLUNL); Universidade do Porto, Faculdade de LetrasThis study investigated the beliefs English as a Foreign Language (EFL) 9th grade learners (n=166) and teachers (n=5) hold about corrective feedback (CF). The participants completed a Likert-scale questionnaire that dealt with the necessity, frequency and timing of error correction, types of errors and their correction, effectiveness of CF strategies and who was responsible for the CF. The results revealed that both learners and teachers believe in the importance of CF. While learners expressed a preference for immediate CF, their teachers prefer correcting after the learner’s turn. Both groups believe that errors that hinder communication and those related to grammar and vocabulary should be corrected most often. Learners perceive explicit corrections and recasts as the most effective strategies, whereas teachers favor recasts and prompts. Learners regard the teacher as the main source of CF, followed by self-correction, while teachers opt for promoting self-correction, but also provide CF themselves and resort to peer feedback.