Os deícticos no discurso narrativo: demonstrativos e advérbios de lugar em "Far from the madding crowd"

É nosso propósito com o presente estudo verificar do emprego de algumas formas deícticas na ficção narrativa em língua inglesa, assim como do seu comportamento aquando da tradução para língua portuguesa. A centralidade das formas deícticas na construção da significação, atestada nas palavras de Fernanda Irene Fonseca, na afirmação de que a "função dos deícticos é condicionante da significação dos restantes signos linguísticos", bem como o facto de sempre se nos ter afigurado algo aleatória a motivação que leva autores e tradutores a optar por diferentes formas deícticas, nomeadamente as demonstrativas quando apontam para maior ou menor grau de proximidade em relação ao locutor e ao interlocutor, estão na base do nosso interesse por esta questão

Unidade de estilo em Fernando Pessoa?: análise de três poemas de produção heteronímia

Polissema: Revista de Letras do ISCAP 2002/N.º 2 LinguagensA revista está em acesso aberto no link do editorVerificar a presença ou ausência de traços estilísticos comuns em alguns exemplares da produção poética dos três heterónimos maiores de Fernando Pessoa pretende ser unicamente mais um contributo para a já extensa bibliografia crítica pessoana. A escolha de um autor, cuja importância e centralidade na moderna poesia portuguesa são inegáveis, teve em mente a riqueza temática e estilística da sua produção poética, não esquecendo, contudo, que o grande número e a diversidade de estudos críticos sobre Fernando Pessoa poderia, facilmente, fazer desviar o objecto deste trabalho. (...) Num estudo, necessariamente de carácter prático, o fio condutor da análise ancorou-se nos processos estilísticos de que o poeta lançou mão nos mesmos três poemas. Afigurou-se pertinente começar por encontrar, na exegese crítica seleccionada, algumas pistas quanto à unidade ou diversidade de estilos nos heterónimos de Pessoa que pudessem servir como guias de análise

Language tools: communicating in today’s world of business

In a society increasingly mediated by technology, the medium has created unparalleled opportunities. As a result, it has refocused educators’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expected from employees. In the field of English for Specific Purposes, and at a time when technology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with divergent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by business communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural communication, our case study addresses mirrored perceptions of the English language, the act of translation, and the use of technological tools. Our study draws on both perspectives and discusses how mirrored images of students and teachers converge through project-based approaches, rooted in practical, short visual tasks with a clear and immediately visible purpose.info:eu-repo/semantics/publishedVersio

Role of intercultural mediation in problem solving in a transatlantic network

Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021Working in a multidisciplinary collaborative project through virtual exchange encompasses many advantages as well as some disadvantages. One of the many problems that might occur in virtual cooperation settings was identified as cultural mismatches, listed by Chase, Macfadyen, Reeder, and Roche (2002) into nine categories. Some of these mismatches were found during the Trans-Atlantic Pacific Project1 (TAPP), a collaborative and active learning bidirectional platform, where students from Portuguese and North American universities have been cooperating for several years to enhance their technical and linguistic competences whilst developing intercultural skills. By bringing together future Translators and Technical Writers into a multicultural simulated setting, students are given the opportunity to learn from each other and interact via technology-mediated communication. Yet, this endeavour revealed to be extremely demanding mostly due to cultural misunderstandings that occurred during virtual communication exchanges. Accordingly, a cultural mediation intervention plan was developed and implemented by the authors as a strategy to overcome these problems and strengthen virtual teamwork interaction. This plan was designed to raise cultural awareness of the self and the other and was divided into 4 separate phases: 1) the cultural awareness initial stage, followed by 2) peer-to-peer exchange of the pre-learning questionnaires, 3) the completion of the Cultural Self-Awareness Questionnaire, concluding with 4) the analysis of the results and discussion in class. This study addresses the Cultural Self-Awareness Questionnaire. The results and outcomes of this questionnaire are analysed and discussed and new avenues for research will be presented and proposed.info:eu-repo/semantics/publishedVersio

Wuthering heights on the screen: exploring the relations between film adaptation and subtitling

This essay aims to confront the literary text Wuthering Heights by Emily Brontë with five of its screen adaptations and Portuguese subtitles. Owing to the scope of the study, it will necessarily afford merely a bird‘s eye view of the issues and serve as a starting point for further research. Accordingly, the following questions are used as guidelines: What transformations occur in the process of adapting the original text to the screen? Do subtitles update the film dialogues to the target audience‘s cultural and linguistic context? Are subtitles influenced more by oral speech than by written literary discourse? Shouldn‘t subtitles in fact reflect the poetic function prevalent in screen adaptations of literary texts? Rather than attempt to answer these questions, we focus on the objects as phenomena. Our interdisciplinary undertaking clearly involves a semio-pragmatic stance, at this stage trying to avoid theoretical backdrops that may affect our apprehension of the objects as to their qualities, singularities, and conventional traits, based on Lucia Santaella‘s interpretation of Charles S. Peirce‘s phaneroscopy. From an empirical standpoint, we gather features and describe peculiarities, under the presumption that there are substrata in subtitling that point or should point to the literary source text, albeit through the mediation of a film script and a particular cinematic style. Therefore, we consider how the subtitling process may be influenced by the literary intertext, the idiosyncrasies of a particular film adaptation, as well as the socio-cultural context of the subtitler and target audience. First, we isolate one of the novel‘s most poignant scenes – ‗I am Heathcliff‘ – taking into account its symbolic play and significance in relation to character and plot construction. Secondly, we study American, English, French, and Mexican adaptations of the excerpt into film in terms of intersemiotic transformations. Then we analyze differences between the film dialogues and their Portuguese subtitles