A semântica de mal em posição pré-verbal no português brasileiro

Orientadora: Profa. Dra. Maria José FoltranDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras. Defesa : Curitiba, 18/02/2025Inclui referênciasResumo: Nesta dissertação, propomos uma nova análise para o significado de sentenças declarativas modificadas por mal pré-verbal no português brasileiro. Com base em estudos anteriores e nos referenciais teóricos da semântica formal e lexical, distinguimos dois tipos de mal – mal1 e mal2 – em termos de suas propriedades aspectuais. Mal1 é definido como uma função de medida que se combina com predicados cumulativos, mapeando ou o intervalo dado pela sua função de traço temporal ou a extensão de seu objeto direto cumulativo em uma escala. O valor atribuído pela função de medida ao predicado é interpretado como abaixo de um limiar definido contextualmente, gerando uma leitura de insuficiência em termos da duração do evento ou da quantidade do objeto direto, na perspectiva do falante. Mal2 também é definido como uma função de medida, mas que mapeia o intervalo entre duas eventualidades télicas em uma escala. A leitura de insuficiência é resultado da avaliação do valor atribuído ao intervalo pela função de medida como sendo menor do que um limiar contextualmente definido. Também explicamos o comportamento heterogêneo de mal1 entre os accomplishments, especificamente o fato de que apenas aqueles com um objeto direto definido podem ser modificados por mal1. Propomos que estes accomplishments contêm um operador partitivo implícito, que exclui seu ponto de culminação, permitindo que mal1 modifique um argumento cumulativo. Além disso, abordamos a modificação de estados por mal1 e mal2, identificando como modificáveis aqueles que contêm um ponto inicial identificável ou um objeto direto cumulativo. Questões em aberto também são destacadas: a interação de mal2 com operadores aspectuais; a aceitação seletiva de mal1 com certos predicados de grau, mas não com outros; e o componente modal que integra o significado das sentenças modificadas por mal1 e mal2Abstract: In this thesis, we propose a novel account of the meaning of declarative sentences modified by pre-verbal mal in Brazilian Portuguese. Drawing from the previous analyses and the theorical frameworks of formal and lexical semantics, we distinguish between two types of mal – mal1 and mal2 – in terms of their aspectual properties. Mal1 is defined as a measure function that combines with cumulative predicates, mapping either the interval provided by the temporal trace function or the extension of their cumulative direct object onto a scale. The predicate’s value is interpreted as lower than a contextually defined threshold, yielding a reading of insufficiency in terms of either the duration of the eventuality or the quantity of the direct object, from the speaker’s perspective. Mal2 is also defined as a measure function that relates two telic eventualities by mapping the interval between them onto a scale. In this case, the insufficiency reading arises when the interval is perceived as too short by the speaker. We also account for the heterogenous behavior of mal1 among accomplishments, namely that only those with a definite direct object are modifiable by mal1. We propose that they contain an implicit partitive operator, which excludes the culmination of accomplishments, thus allowing mal1 to modify a cumulative argument. Additionally, we account for the modification of states by mal1,2, distinguishing those with an identifiable initial bound or a cumulative direct object as modifiable. Unresolved issues are also outlined: the interaction of mal2 with aspectual operators; the selective acceptability of mal1 with certain degree predicates but not others; and the modal component underlying the meaning of sentences modified my mal1,2

Rumo a uma análise quantificacional de ‘mal’ em posição pré-verbal

Este trabalho investiga a contribuição semântica do advérbio mal quando precede o verbo em português brasileiro, com foco em sua distribuição, a classe aspectual do verbo modificado e a presença de um objeto direto. Baseando-se em Rothstein (2004), analisamos duas instâncias de mal: uma sensível ao traço [+estágios] e outra ao [+telico]. Seguindo Hinterwimmer (2020), propomos uma análise unificada preliminar baseada na formalização dos quantificadores-A. Palavras-chave: Quantificação. Semântica de eventos. Advérbios. Aspecto lexical

Rumo a uma análise quantificacional de ‘mal’ em posição pré-verbal

This study examines the semantic contribution of the adverb mal when it precedes the verb in Brazilian Portuguese, focusing on its distribution, the aspectual class of the modified verb, and the presence of a direct object. Based on Rothstein (2004), we analyze two instances of mal, one that is sensitive to the feature [+stages] and another to [+telic]. Following Hinterwimmer (2020), we propose a preliminary unified analysis drawing on the formalization of A-quantifiers.Keywords: Quantification. Event semantics. Adverbs. Lexical aspect.Este trabalho investiga a contribuição semântica do advérbio mal quando precede o verbo em português brasileiro, com foco em sua distribuição, a classe aspectual do verbo modificado e a presença de um objeto direto. Baseando-se em Rothstein (2004), analisamos duas instâncias de mal: uma sensível ao traço [+estágios] e outra ao [+telico]. Seguindo Hinterwimmer (2020), propomos uma análise unificada preliminar baseada na formalização dos quantificadores-A.Palavras-chave: Quantificação. Semântica de eventos. Advérbios. Aspecto lexical

Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil

The aim of the present study is to understand how internationalization has been understood, lived, and discursively constructed by postgraduate students and faculty members at a publicly funded university in the south of Brazil. Through data generated using questionnaires and interviews (with 406 and 19 participants, respectively), we observed at this university that there are discrepancies between how student and faculty participation in the process of internationalization is perceived. We also identified inconsistencies in relation to the understandings of the role of foreign languages in this process. The results show that internationalization is conceptualized as the establishment of interpersonal, intercultural, and inter-institutional relationships (as defended by Martinez, 2017). They also point to two specific needs: a) for more student involvement in discussions over the internationalization process of the university; and b) for a plurilingual understanding of the status of English within this process

Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil

The aim of the present study is to understand how internationalization has been understood, lived, and discursively constructed by postgraduate students and faculty members at a publicly funded university in the south of Brazil. Through data generated using questionnaires and interviews (with 406 and 19 participants, respectively), we observed at this university that there are discrepancies between how student and faculty participation in the process of internationalization is perceived. We also identified inconsistencies in relation to the understandings of the role of foreign languages in this process. The results show that internationalization is conceptualized as the establishment of interpersonal, intercultural, and inter-institutional relationships (as defended by Martinez, 2017). They also point to two specific needs: a) for more student involvement in discussions over the internationalization process of the university; and b) for a plurilingual understanding of the status of English within this process.</jats:p

Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil

The aim of the present study is to understand how internationalization has been understood, lived, and discursively constructed by postgraduate students and faculty members at a publicly funded university in the south of Brazil. Through data generated using questionnaires and interviews (with 406 and 19 participants, respectively), we observed at this university that there are discrepancies between how student and faculty participation in the process of internationalization is perceived. We also identified inconsistencies in relation to the understandings of the role of foreign languages in this process. The results show that internationalization is conceptualized as the establishment of interpersonal, intercultural, and inter-institutional relationships (as defended by Martinez, 2017). They also point to two specific needs: a) for more student involvement in discussions over the internationalization process of the university; and b) for a plurilingual understanding of the status of English within this process.&#x0D; Key words: Internationalization, Higher Education, English language, Brazil, global South&#x0D; How to cite this article: de Figueiredo, E.H.D., Jordão, C.M., Antunes, B.P., Emmerich, A. &amp; Cons, T.R. 2021. Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil. Scholarship of Teaching and Learning in the South. 5(1): 6-24. DOI: 10.36615/sotls.v5i1.158.&#x0D; This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/</jats:p

Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil

The aim of the present study is to understand how internationalization has been understood, lived, and discursively constructed by postgraduate students and faculty members at a publicly funded university in the south of Brazil. Through data generated using questionnaires and interviews (with 406 and 19 participants, respectively), we observed at this university that there are discrepancies between how student and faculty participation in the process of internationalization is perceived. We also identified inconsistencies in relation to the understandings of the role of foreign languages in this process. The results show that internationalization is conceptualized as the establishment of interpersonal, intercultural, and inter-institutional relationships (as defended by Martinez, 2017). They also point to two specific needs: a) for more student involvement in discussions over the internationalization process of the university; and b) for a plurilingual understanding of the status of English within this process