- Florianópolis, Santa Catarina, Brazil
- Associate professor at the Federal University of Santa Catarina, Brazil. Researcher in the fields of Second Language Phonetics and Phonology and Pronunciation Pedagogy.edit
This study investigated the possible influence of the allomorphs [t, d, ɪd] in the intelligibility of 48 verbs ending in -ed, half in the first and half in the second intelligibility test, which were produced by eight speakers from four... more
This study investigated the possible influence of the allomorphs [t, d, ɪd] in the intelligibility of 48 verbs ending in -ed, half in the first and half in the second intelligibility test, which were produced by eight speakers from four different L1 backgrounds (e.g., BP, Spanish, German, English) and orthographically transcribed by 14 Brazilian listeners in two intelligibility tests within a four-month interval. Results of the first intelligibility test indicated that verbs ending in the allomorph [t] were more intelligible than verbs ending in the allomorph [ɪd], which in turn were more intelligible than verbs ending in the allomorph [d]. However, results for the second intelligibility test did not follow the same tendency and indicated that the intelligibility of verbs ending in the allomorphs [t, ɪd] were very similar whereas the results for the intelligibility of verbs with the allomorph [d] increased since it had large room for improvement from the first to the second test. Mo...
SILVEIRA, R.; MARCELINO, A. F. B. Letras para além da universidade: o projeto de extensão Português como Língua de Acolhimento In: Estudos linguísticos e internacionalização na educação superior.1 ed.Cassilândia: CLEUEMS|UUC, 2023, v.1,... more
SILVEIRA, R.; MARCELINO, A. F. B.
Letras para além da universidade: o projeto de extensão Português como Língua de Acolhimento In: Estudos linguísticos e internacionalização na educação superior.1 ed.Cassilândia: CLEUEMS|UUC, 2023, v.1, p. 118-134.
Letras para além da universidade: o projeto de extensão Português como Língua de Acolhimento In: Estudos linguísticos e internacionalização na educação superior.1 ed.Cassilândia: CLEUEMS|UUC, 2023, v.1, p. 118-134.
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THE INFLUENCE OF PRONUNCIATION INSTRUCTION ON THE PERCEPTION AND PRODUCTION OF ENGLISH WORD-FINAL CONSONANTS
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The present study investigated the correlation between second-language (L2) proficiency and phonological development within a longitudinal frame. Five Brazilian learners of English participated in two data collection sessions with a... more
The present study investigated the correlation between second-language (L2) proficiency and phonological development within a longitudinal frame. Five Brazilian learners of English participated in two data collection sessions with a seven-month interval. Participants completed a paragraph reading task containing several instances of two nasals and a rhotic coda in word-final position, namely, /m n ɹ/. Proficiency was measured via experienced English teachers’ ratings of an image description task. Results revealed cross-linguistic influences on coda production with vowel nasalization and deletion of the nasal codas, as well as frication and deletion of the rhotic coda. /ɹ/ was the segment that displayed considerable improvement over time. Statistical analyses unveiled a strong, significant relationship between proficiency and accuracy scores, but this relationship was not significant in the final data collection. The development of the phonological categories at issue seems to have o...
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The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are SCHADECH,... more
The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are SCHADECH, 2013), and their main findings are discussed taking into account Jenkins' (2002) Lingua Franca core. Furthermore, methodological issues are discussed, pointing out the different foci of the studies conducted in Brazil, the variables examined by the Brazilian studies at present, and the myriad of variables contemplated by international studies that still need investigation in the Brazilian context. Some of these variables are related to the speaker/listener or are of linguistic nature (e.g., L2 proficiency, accent familiarity, lexical frequency), all of which could help us to understand the intelligibility construct. Finally, the paper brings concluding remarks about the investigation of intelligibility and possible implications for the classroom ...
Research Interests: Teaching English as a Second Language, Second Language Acquisition, Psycholinguistics, Teaching English As A Foreign Language, Phonetics and Pronunciation, and 6 morePronunciation Teaching, Pronunciation, Speech Intelligibility, Intelligibility, Teaching English Pronunciation, and Second Language Phonology
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The present paper reviews the literature in the area of English pronunciation instruction. It starts by focusing on the way it has been addressed by different approaches to Second Language Teaching, from Direct Approaches to Communicative... more
The present paper reviews the literature in the area of English pronunciation instruction. It starts by focusing on the way it has been addressed by different approaches to Second Language Teaching, from Direct Approaches to Communicative Methodologies. Then textbooks and pronunciation manuals are analyzed. Finally, data from empirical research is summarized. The conclusion is that there no integration between research and the production of materials for pronunciation instruction. Also, communicative aspects and the student’s mother tongue are not taken into account.
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The current study investigates the intelligibility of English high front vowels by focusing on acoustic features of these vowels produced by Brazilian learners. Data were supplied with a sentence reading test containing carrier words with... more
The current study investigates the intelligibility of English high front vowels by focusing on acoustic features of these vowels produced by Brazilian learners. Data were supplied with a sentence reading test containing carrier words with the vowels // and //, which was recorded by 20 Brazilians. An acoustic criterion based on spectral proximity was set to observe whether listeners were sensitive to differences in the first frequency of the vowels produced by the speakers. The listeners were 32 speakers of English from 11 different L1 backgrounds who took an intelligibility test in which they had to orthographically transcribe the missing target-words in the test sentences. Results showed that the tense vowel was the most unintelligible as it was generally mistranscribed by its lax counterpart. In a qualitative analysis, taking into consideration the carrier lexical item, it was found that other phonological processes present in the carrier words, such as consonant devoicing and p...
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This study investigated the intelligibility of English verbs in the simple past inserted in sentences. The verbs were produced by two adult native speakers of English and six adult nonnative speakers, and they were transcribedby 13 adult... more
This study investigated the intelligibility of English verbs in the simple past inserted in sentences. The verbs were produced by two adult native speakers of English and six adult nonnative speakers, and they were transcribedby 13 adult Brazilian listeners. Results indicated that the intelligibility rate of regular verbs was similar to the irregular ones, and that the intelligibility of verbs produced by BP talkers was similar to the Spanish talkers. The intelligibility rate of German talkers, on the other hand, was lower than the intelligibility of BP and Spanish talkers but higher than the intelligibility of verbs produced by native speakers.
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The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are revisited... more
The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are revisited (BECKER, 2013; CRUZ, 2005; 2006; 2008, 2012a, 2012b; CRUZ; PEREIRA, 2006; GONÇALVES, 2014; REIS; CRUZ, 2010; RIELLA, 2013; SCHADECH, 2013), and their main findings are discussed taking into account Jenkins’ (2002) Lingua Franca core. Furthermore, methodological issues are discussed, pointing out the different foci of the studies conducted in Brazil, the variables examined by the Brazilian studies at present, and the myriad of variables contemplated by international studies that still need investigation in the Brazilian context. Some of these variables are related to the speaker/listener or are of linguistic nature (e.g., L2 proficiency, accent familiarity, lexical frequency), all of which could help us to understand the intelligibility construct. Fin...
Research Interests: Teaching English as a Second Language, Second Language Acquisition, Psycholinguistics, Teaching English As A Foreign Language, Phonetics and Pronunciation, and 6 morePronunciation Teaching, Pronunciation, Speech Intelligibility, Intelligibility, Teaching English Pronunciation, and Second Language Phonology
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This study investigates the extent to which working memory capacity is related to the production and acquisition of a syntactic structure of L2 speech. Information Processing Theory guides the research, as the authors assume the operation... more
This study investigates the extent to which working memory capacity is related to the production and acquisition of a syntactic structure of L2 speech. Information Processing Theory guides the research, as the authors assume the operation of a dual code cognitive system made up of a rule-based and a memory-based system (SKEHAN, 1998) responsible for analyzing and synthesizing language, respectively. L2 acquisition is also discussed in terms of processing input for meaning and form. Overall results show that working memory capacity is related to the production and acquisition of a syntactic structure in L2 speech, but this relationship is stronger for acquisition.
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Submetido em 23 de novembro de 2012. Aceito para publicação em 29 de janeiro de 2013.
analysis, systemic grammar and cognitive psychology have con-tributed to the development of a descriptive theory of translation, in contrast to the traditional prescriptive approach. In a descriptive approach to translation, one major... more
analysis, systemic grammar and cognitive psychology have con-tributed to the development of a descriptive theory of translation, in contrast to the traditional prescriptive approach. In a descriptive approach to translation, one major concern is to identify the kinds of knowledge that are used by the translator (Bell, 1991). As Bell observes, the translator ' s communicative competence is made up of various kinds of linguistic and social knowledge in both the source and the target language. In the present paper, I will analyze one as-pect of the linguistic knowledge that translators must possess — knowledge about textual cohesion. Beaugrande and Dressler (1981) regard cohesion as one of the seven standards of textuality (p. 3). Therefore, in order to be com-municative a text must be organized, and this organization can be achieved through the use of cohesive devices. Carter (1987:72) defines cohesion as "the term... [that] embraces the means by which
In 1997, Baptista and Silva Filho published an important study investigating the production of English word-final consonants by Brazilian learners, focusing on the roles played by markedeness (Eckman, 1991), sonority (Tropf, 1987), and... more
In 1997, Baptista and Silva Filho published an important study investigating the production of English word-final consonants by Brazilian learners, focusing on the roles played by markedeness (Eckman, 1991), sonority (Tropf, 1987), and phonological environment (Carlisle,
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O presente estudo investigou efeitos ortográficos em uma tarefa de percepção da fala realizada por falantes brasileiros de inglês. O estudo empregou um léxico artificial que simulava relações grafo-fônicas opacas e transparentes do inglês... more
O presente estudo investigou efeitos ortográficos em uma tarefa de percepção da fala realizada por falantes brasileiros de inglês. O estudo empregou um léxico artificial que simulava relações grafo-fônicas opacas e transparentes do inglês em posição nuclear (deit, toud). Participantes aprenderam esse novo conjunto de palavras através de um paradigma de treinamento de exposição repetida, no qual foram inicialmente introduzidas formas fonológicas associadas aos seus pares visuais, seguidas de associações às suas representações ortográficas. Uma tarefa de decisão lexical auditiva foi administrada após o treinamento. Resultados indicaram que a consistência ortográfica não afetou o tempo de reação dos sujeitos com o léxico que haviam aprendido, embora o tempo de reação com palavras opacas tenha sido maior. No entanto, a ortografia influenciou o tempo de reação registrado para palavras com as quais participantes não haviam recebido treinamento. Entretemos que ter que realizar análise lexical de palavras desconhecidas levou os participantes a recrutarem a ortografia como um mecanismo que auxilia na análise lexical. O recrutamento ortográfico foi concebido, então, como um processo estratégico que auxilia a decisão lexical em tarefas auditivas temporalizadas.
The present study reports on the results of a small-scale study which looks at acoustic features of English high front vowels produced by Brazilian learners of English, who were enrolled at two level-one groups (beginners) from an... more
The present study reports on the results of a small-scale study which looks at acoustic features of English high front vowels produced by Brazilian learners of English, who were enrolled at two level-one groups (beginners) from an extension course. Normalized and non-normalized plots were built to look at how vowels are organized in the participants' L2 vowel space regarding sex differences. Results suggest that the English high front vowels are produced as equivalent vowels and tend to overlap. The tense vowel was lowered and centered, whereas the lax vowel was raised and moved frontwards. Thus, learners' tendency, at least at the current stage of language acquisition, was to merge two different categories into one, supporting Flege's (1995) Speech Learning Model.
The present paper reviews the literature in the area of English pronunciation instruction. It starts by focusing on the way it has been addressed by different approaches to Second Language Teaching, from Direct Approaches to Communicative... more
The present paper reviews the literature in the area of English pronunciation instruction. It starts by focusing on the way it has been addressed by different approaches to Second Language Teaching, from Direct Approaches to Communicative Methodologies. Then textbooks and pronunciation manuals are analyzed. Finally, data from empirical research is summarized. The conclusion is that there no integration between research and the production of materials for pronunciation instruction. Also, communicative aspects and the student’s mother tongue are not taken into account. RESUMO: O trabalho faz uma resenha critica do ensino de pronúncia para alunos de inglês como língua estrangeira. Inicialmente mostra como as diferentes abordagens de ensino trataram da questão, desde a abordagem direta até as abordagens comunicativas. Em seguida faz um levantamento dos livros didáticos e dos manuais de pronúncia da língua inglesa. Finalmente resume dados de pesquisa. A conclusão é de que há falta de int...
This study examined the occurrence of voicing change in English alveolar fricatives produced by Brazilian-Portuguese (BP) speakers in different phonological contexts. The participants were 23 native speakers of BP and 4 native speakers of... more
This study examined the occurrence of voicing change in English alveolar fricatives produced by Brazilian-Portuguese (BP) speakers in different phonological contexts. The participants were 23 native speakers of BP and 4 native speakers of American English, and all of them recorded 54 English sentences containing the target sounds. The results showed that the phonological context that triggered higher rates for devoicing with /z/ were a pause and a voiceless consonant, and the phonological context that triggered higher rates of voicing with /s/ were a voiced consonant and a vowel. In addition, the presence of the <e> grapheme in word-final position influenced the production of voicing change.
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The present research is an investigation of the role played by pronunciation instruction in the discrimination of English CVC and CVCV syllabic patterns in word-final position. The participants of this study were two groups of Brazilian... more
The present research is an investigation of the role played by pronunciation instruction in the discrimination of English CVC and CVCV syllabic patterns in word-final position. The participants of this study were two groups of Brazilian learners (beginners): the control group (10 students), and the experimental group (12 students). Both groups were given a discrimination pretest and posttest, between which the experimental group received instruction based on a pronunciation manual with activities focused on the English syllable and word-final consonants, whereas the control group received no such instruction. The pre and posttests consisted of an oddity discrimination test, in which the participants had to discriminate between the CVC and CVCV syllabic patterns. The posttest results showed somewhat greater improvement for the experimental group than for the control group, but this difference was not statistically significant. Key-words: pronunciation; formal instruction; epenthesis;...
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The present study reports on the results of a small-scale study which looks at acoustic features of English high front vowels produced by Brazilian learners of English, who were enrolled at two level-one groups (beginners) from an... more
The present study reports on the results of a small-scale study which looks at acoustic features of English high front vowels produced by Brazilian learners of English, who were enrolled at two level-one groups (beginners) from an extension course. Normalized and non-normalized plots were built to look at how vowels are organized in the participants' L2 vowel space regarding sex differences. Results suggest that the English high front vowels are produced as equivalent vowels and tend to overlap. The tense vowel was lowered and centered, whereas the lax vowel was raised and moved frontwards. Thus, learners' tendency, at least at the current stage of language acquisition, was to merge two different categories into one, supporting Flege's (1995) Speech Learning Model.
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Normal 0 21 false false false MicrosoftInternetExplorer4 Sao analisados planos de aula produzidos por alunos-professores de um curso de Licenciatura em Letras-Ingles na modalidade a distância. O principal objetivo da analise foi verificar... more
Normal 0 21 false false false MicrosoftInternetExplorer4 Sao analisados planos de aula produzidos por alunos-professores de um curso de Licenciatura em Letras-Ingles na modalidade a distância. O principal objetivo da analise foi verificar de que modo alguns dos principios basicos da Abordagem Comunicativa para o ensino de linguas sao incorporados a esses planos. Os resultados indicam que os alunos-professores destacam em seus planos o principio de que a lingua seja usada para comunicar-se e expressar sentidos, e que a melhor forma de fazer isso e propor atividades em pares e que demandem troca de informacoes.
This paper investigates the effects of task-type and orthography on the production of English word-final consonants by Brazilian learners. Ten participants, attending a first-semester English course, completed three different tasks: (1)... more
This paper investigates the effects of task-type and orthography on the production of English word-final consonants by Brazilian learners. Ten participants, attending a first-semester English course, completed three different tasks: (1) reading a sentence-list; (2) reading a dialog; and (3) answering a set of questions. The three tasks were recorded and items containing word-final consonants were transcribed in order to verify the extent to which these learners resorted to an epenthetic vowel to produce English word-final consonants that are not permitted in Brazilian Portuguese (e.g., fog, pronounced as [ @fagi]). A comparison was also made between words ending in a consonantal grapheme (mad) and words spelled with a final –e (made), in order to assess whether spelling influenced the production of word-final consonants. The results indicate that both task-type and orthography play a role in the production of word final consonants.
Este estudo investiga se ha relacao entre a capacidade de memoria de trabalho e a aquisicao de uma estrutura sintatica na fala em L2. A Teoria do Processamento da Informacao orienta a pesquisa, a medida que se pressupoe a existencia de um... more
Este estudo investiga se ha relacao entre a capacidade de memoria de trabalho e a aquisicao de uma estrutura sintatica na fala em L2. A Teoria do Processamento da Informacao orienta a pesquisa, a medida que se pressupoe a existencia de um sistema cognitivo de codigo duplo, constituido de um sistema baseado em regras e outro baseado na memoria (SKEHAN, 1998), os quais sao responsaveis pela analise e pela sintese da linguagem, respectivamente. A aquisicao da L2 tambem e discutida no que diz respeito ao processamento de input para o significado e para a forma. Os resultados indicam que a capacidade da memoria de trabalho esta relacionada com a producao e a aquisicao de uma estrutura sintatica na fala da L2, mas esse relacionamento e mais forte na aquisicao.
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Production of verbs ending in -ed is among the most frequent challenges for learners of English. Literature shows that learners tend to use vowel epenthesis or -ed omission to produce these verbs. The present study investigated the... more
Production of verbs ending in -ed is among the most frequent challenges for learners of English. Literature shows that learners tend to use vowel epenthesis or -ed omission to produce these verbs. The present study investigated the production of English verbs ending in -ed by two speakers of Brazilian Portuguese, two of Spanish, two of German and two of English. Each participant individually audio-recorded 96 sentences with one verb in each of them, including 72 verbs ending in -ed and 24 irregular verbs, distractors in this study. The eight participants produced a total of 576 verbs with 25.52% of non-target productions, suggesting that these results were affected by participants’ proficiency, which seemed to be higher than the proficiency of participants from previous studies on verbs ending in -ed. Brazilian Portuguese and Spanish L1 speakers tended to use vowel epenthesis and -ed omission in verb production whereas German L1 speakers tended to use -ed omission, producing less ma...
The present study discusses how a group of experienced raters use different types of scales to assess the development of oral proficiency in English as a second language (L2). Raters assigned rates to speech samples first using a holistic... more
The present study discusses how a group of experienced raters use different types of scales to assess the development of oral proficiency in English as a second language (L2). Raters assigned rates to speech samples first using a holistic scale (CEFR, 2018) and then assigning rates for pronunciation, vocabulary, grammar and fluency performance using individual scales. The speech samples were recorded by five Brazilians. There were two data collection sessions, with the second one occurring 7-8 months after the first one. The results indicate high levels of agreement among raters for all scales. Furthermore, the raters detected changes in speakers’ performance in four out of five scales: L2 oral proficiency, vocabulary, grammar, and fluency, and these differences in rates across time were significant for oral proficiency, vocabulary, and fluency. Thus, the different types of scale allow detecting L2 oral proficiency development.
O presente estudo investigou efeitos ortográficos em uma tarefa de percepção da fala realizada por falantes brasileiros de inglês. O estudo empregou um léxico artificial que simulava relações grafo-fônicas opacas e transparentes do inglês... more
O presente estudo investigou efeitos ortográficos em uma tarefa de percepção da fala realizada por falantes brasileiros de inglês. O estudo empregou um léxico artificial que simulava relações grafo-fônicas opacas e transparentes do inglês em posição nuclear (deit, toud). Participantes aprenderam esse novo conjunto de palavras através de um paradigma de treinamento de exposição repetida, no qual foram inicialmente introduzidas formas fonológicas associadas aos seus pares visuais, seguidas de associações às suas representações ortográficas. Uma tarefa de decisão lexical auditiva foi administrada após o treinamento. Resultados indicaram que a consistência ortográfica não afetou o tempo de reação dos sujeitos com o léxico que haviam aprendido, embora o tempo de reação com palavras opacas tenha sido maior. No entanto, a ortografia influenciou o tempo de reação registrado para palavras com as quais participantes não haviam recebido treinamento. Entretemos que ter que realizar análise lexi...
In this study, we departed from the assumption that Brazilian Portuguese (BP) speakers of English have the tendency to mispronounce the English retroflex /?/ as the glottal fricative /h/. With the use of a Picture Elicitation L1... more
In this study, we departed from the assumption that Brazilian Portuguese (BP) speakers of English have the tendency to mispronounce the English retroflex /?/ as the glottal fricative /h/. With the use of a Picture Elicitation L1 Production Task, a Background Questionnaire and an L2 Transcription Perception Task, the following was investigated: (1) Participants’ L1 rhotic production variations in onset position, and possible Cross Linguistic Influence of these productions in their perception of the English glottal fricative /h/; and (2) Participants’ experience with the TL and its correlation with their perception of the English glottal fricative /h/. 13 learners participated in the pilot study and 15 in the experiment. All of them were BP learners of English in different learning levels, with ages ranging from 26 to 42 years old. The data obtained revealed that all of them produced L1 rhotics as glottal fricatives, and more than 70% of them transcribed the words beginning with using...
This article aims to analyze whether formal instruction influences Brazilian speakers' perception of the English high back vowels contrast. There have been a few L2 pieces of research that focused on the instruction of specific vowel... more
This article aims to analyze whether formal instruction influences Brazilian speakers' perception of the English high back vowels contrast. There have been a few L2 pieces of research that focused on the instruction of specific vowel contrasts. Previous studies indicate that a single L1 category seems to be a source of difficulty to L2 vowel discrimination. However, some of these investigations did not focus on the role of instruction to such discrimination. The participants of the present study were 17 Brazilian speakers of Portuguese as L1, beginning learners of English, divided into experimental and control groups. The study included a perception pretest, a pronunciation instruction class, taught only to the experimental group, and a perception posttest. Results showed that experimental and control groups obtained similar results. Based on that, some factors were pointed to possibly explain this outcome, such as the duration of the pronunciation instruction, the possibility o...
Research Interests: Teaching English as a Second Language, Second Language Acquisition, Teaching of Foreign Languages, Teaching English As A Foreign Language, English Grammar, and 15 moreEnglish Phonetics and Phonology, Phonetics and Pronunciation, English language teaching, Phonetics and Phonology, English as a Foreign Language (EFL), Pronunciation Teaching, Pronunciation, Vowels, TESL/TEFL, English Pronunciation, Second Language Acquisiton, Ensino De Línguas Estrangeiras, English Language Teaching, Teaching English Pronunciation, and English vowels
Desde meados dos anos 90, as contribuições da fonética para os estudos da fala em segunda língua (L2) têm aumentado exponencialmente. Esse campo de pesquisa sempre foi fortemente influenciado pelas teorias e hipóteses sobre a aprendizagem... more
Desde meados dos anos 90, as contribuições da fonética para os estudos da fala em segunda língua (L2) têm aumentado exponencialmente. Esse campo de pesquisa sempre foi fortemente influenciado pelas teorias e hipóteses sobre a aprendizagem de L2, mas, a partir dos anos 90, passou a adotar, também, modelos teóricos voltados exclusivamente para o estudo da fala. Neste artigo, buscamos apontar as principais contribuições da fonética nas pesquisas que buscam compreender como se dá a aprendizagem fonética e fonológica em uma L2. Inicialmente, serão destacadas as principais teorias e metodologias que têm informado os estudos da fala em L2 desde os anos 60. Em seguida, essas influências teóricas e metodológicas serão ilustradas com pesquisas produzidas pelo grupo Fonética e Fonologia Aplicadas à Língua Estrangeira (NUPFALLE). Este breve panorama mostra como a interface fonética-fonologia passou a ser fundamental para o desenvolvimento das pesquisas sobre a aprendizagem do componente sonoro ...