Focus on form approach in learning and teaching portuguese as an L2: a study in Cape Verde

El objetivo principal de este artículo es presentar una parte de un estudio de caso realizado en tres escuelas secundarias de Praia (Cabo Verde) que tiene como objetivo observar y describir la realidad del aprendizaje y de la enseñanza del portugués como segunda lengua (PL2), en general, y de la gramática en particular, y, en consecuencia, verificar si los profesores pueden utilizar las estrategias didácticas actuales para la enseñanza de la gramática, como el enfoque en la forma. En este sentido, por un lado, vamos a dar cuenta de la práctica pedagógica de los tres profesores participantes y de sus percepciones con respecto a la experiencia con el enfoque en la forma, realizada durante el mes en que tuvo lugar la aplicación de nuevas estrategias que se prepararon específicamente para el estudio. Y, por otro lado, demostrar cómo los alumnos evalúan el impacto que este enfoque tiene en su aprendizaje.The main purpose of this article is to present a part of a case study carried out in three high schools of Praia (Cape Verde) so as to observe and describe the reality of the learning and teaching of Portuguese as a second language (PL2), in general, and of the grammar, in particular, and, consequently, to verify if teachers are able to use up-to-date didactic strategies for grammar teaching, such as the focus on form. In this sense, we will give an account of the observed pedagogical practice of the three participating teachers and their perceptions regarding the experience with the focus on form during the month in which the implementation of new strategies planned specifically for the study took place. Moreover, we will also focus on how students evaluate the impact this approach has on their learning

O ensino de línguas baseado em tarefas e o foco na forma: contributos para uma didática do PL2 em cabo verde

The main purpose of this article is to present a reflection on the Task Based Language Teaching (TBLT) and the focus on form approach due to the importance they currently have in the learning of an L2 and because they are thought to allow a more efficient and effective learning of Portuguese in Cape Verde. The TBLT aims to develop the students’ interlanguage through the execution of a task in which the students need the language to solve it. By resorting to the focus on form approach we want to call students’ attention to the linguistic forms that come up spontaneously in activities whose main focus is the meaning, which is the case of TBLT. Based on these theoretical principles, we present the partial results of a study that counted with the participation of three Cape Verdean teachers who have adopted the TBLT for a month and have included a focus on form approach for the teaching of grammar as an alternative to the more traditional teaching that predominates in the language less the main purpose of this article is to present a reflection on the Task Based Language Teaching (TBLT) and the focus on form approach due to the importance they currently have in the learning of an L2 and because they are thought to allow a more efficient and effective learning of Portuguese in Cape Verde. The TBLT aims to develop the students’ interlanguage through the execution of a task in which the students need the language to solve it. By resorting to the focus on form approach we want to call students’ attention to the linguistic forms that come up spontaneously in activities whose main focus is the meaning, which is the case of TBLT. Based on these theoretical principles, we present the partial results of a study that counted with the participation of three Cape Verdean teachers who have adopted the TBLT for a month and have included a focus on form approach for the teaching of grammar as an alternative to the more traditional teaching that predominates in the language lessons

Vanishing ideals over graphs and even cycles

Let X be an algebraic toric set in a projective space over a finite field. We study the vanishing ideal, I(X), of X and show some useful degree bounds for a minimal set of generators of I(X). We give an explicit description of a set of generators of I(X), when X is the algebraic toric set associated to an even cycle or to a connected bipartite graph with pairwise disjoint even cycles. In this case, a fomula for the regularity of I(X) is given. We show an upper bound for this invariant, when X is associated to a (not necessarily connected) bipartite graph. The upper bound is sharp if the graph is connected. We are able to show a formula for the length of the parameterized linear code associated with any graph, in terms of the number of bipartite and non-bipartite components

Regularity and algebraic properties of certain lattice ideals

We study the regularity and the algebraic properties of certain lattice ideals. We establish a map I --> I\~ between the family of graded lattice ideals in an N-graded polynomial ring over a field K and the family of graded lattice ideals in a polynomial ring with the standard grading. This map is shown to preserve the complete intersection property and the regularity of I but not the degree. We relate the Hilbert series and the generators of I and I\~. If dim(I)=1, we relate the degrees of I and I\~. It is shown that the regularity of certain lattice ideals is additive in a certain sense. Then, we give some applications. For finite fields, we give a formula for the regularity of the vanishing ideal of a degenerate torus in terms of the Frobenius number of a semigroup. We construct vanishing ideals, over finite fields, with prescribed regularity and degree of a certain type. Let X be a subset of a projective space over a field K. It is shown that the vanishing ideal of X is a lattice ideal of dimension 1 if and only if X is a finite subgroup of a projective torus. For finite fields, it is shown that X is a subgroup of a projective torus if and only if X is parameterized by monomials. We express the regularity of the vanishing ideal over a bipartie graph in terms of the regularities of the vanishing ideals of the blocks of the graph.Comment: Bull. Braz. Math. Soc. (N.S.), to appea

Cross-linguistic influence at lexical level. A study with Moroccan learners of Portuguese as an L3/LN

Since the beginning of the century we have been assisting to an increasing interest in multilingualism and, therefore, a spread in the research about a third or an additional language acquisition process. Some of the published studies highlight the differences between the acquisition of an L2 and an L3 and bring about a new research area. In this context, the aim of this article is to present a study about the lexical acquisition of Portuguese as an L3/Ln by Moroccan university students, who are already inserted in a multilingual context. The importance of transfer from a previously acquired second language to the new interlanguage and the factors that influence this transfer will be pointed out in the above mentioned study, whose findings show us that the L1 does not always have a prevailing role in the multilingual acquisition, especially in lexicon.info:eu-repo/semantics/publishedVersio

Immersion learning activities: developing communicative tasks in the community

This paper examines some out-of-class Portuguese language teaching activities for foreign students learning Portuguese at the Faculty of Arts of the University of Lisbon and their results in the learners’ output. Even in contexts of immersion, students tend to focus only on class activities and not on community activities that involve face-to-face contact with native speakers. To change this situation, we have created a new subject, built on task-based language teaching, called Immersion Activities for the Portuguese Foreign Language Annual Course. We present the preliminary results of a study carried out with eighty students and twelve teachers, whose objective is to verify up to what extent this subject translates into a more effective learning of the language and if students’ perceptions, at the end of the semester, regarding the learning outcomes, coincide or not with those of the teachers. From the results, it is possible to observe that the students’ and teachers’ opinions converge in the same sense: immersion activities provide a better development of students’ communicative competence in Portuguese.info:eu-repo/semantics/publishedVersio

GREEN REPUBLICANISM AS A NON-NEUTRAL AND CONVIVIAL POLITICS

O republicanismo verde pode ser descrito como um ramo da teoria política republicana que visa promover o florescimento humano garantindo uma república não dominadora e ecologicamente sustentável. Expandindo a ideia republicana de interdependência social à natureza, torna-se uma teoria em que a autonomia se exerce dentro dessas interdependências, devendo ser protegida e promovida. Como tal, o republicanismo verde concentra-se em afastar-se da atual situação de insustentabilidade ecológica enquanto protege a liberdade como não-dominação. Neste artigo, ofereço uma justificação republicana verde para a não-neutralidade, se bem que permanecendo não-perfecionista. Continuo argumentando que participação e deliberação são essenciais na definição das políticas concretas que devem guiar o republicanismo verde. Para isso, analiso a ideia de convivialidade e defendo que o republicanismo verde é a teoria política mais bem posicionada para assegurar os objetivos deste conceito: permitir que os indivíduos confrontem pontos de vista e cooperem, reconhecendo a finitude dos recursos naturais do planeta.Green republicanism can be described as a subset of republican political theory that aims to promote human flourishing by ensuring a non-dominating and ecologically sustainable republic. It expands the republican idea of social interdependence with the natural world, and therefore requires promoting and protecting the autonomy within those interdependencies. As such, green republicanism will focus on moving away from the current situation of ecological unsustainability while protecting freedom as non-domination. In this article, I offer a green republican justification for non-neutrality while remaining non-perfectionist. Furthermore, I argue that participation and deliberation is essential in defining the concrete politics that should guide green republicanism. To do so I examine the idea of conviviality and argue that green republicanism is the political theory best placed to ensure the objective of conviviality: it allows individuals to confront their views and to cooperate, acknowledging the finitude of the planet’s natural resources