In:Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 299–300
Index
Published online: 26 March 2020
https://doi.org/10.1075/ihll.24.index
https://doi.org/10.1075/ihll.24.index
A
- Acoustic similarity 66–67, 70–72, 75–76, 79
- Adaptive learning 231–232
- Aspect markers 122, 124
B
- Beginning learners 63, 141
- Bidialectalism37
- Bilingualism 3, 35–36, 38–39
C
- Cognition 140
- Cognitive aptitude 6, 191, 194–195, 197–198, 202, 205, 217–218, 256
- Cognitive linguistics 5, 149, 151, 153
- Community 159–160, 290, 295
- Complex adaptive system 83–88, 99, 103–104
- Cross-linguistic influence 67, 84, 191
- Cross-training191
- Cultural capital161
D
- Deductive approach171
- Discourse 5, 7, 37–38, 44, 54–56, 110, 112, 115, 117–118, 121–122, 126, 133, 136, 139, 141, 143, 151–152, 154–156, 168, 186, 255, 263, 283–288, 292, 295–296
- Discrimination 65, 67, 70–72, 74–76, 78
- DOM (Differential object marking) 3, 11, 13–14
- Durativity125
E
- Enunciation
7, 283–288, 294–296
- anthropology of 283–284, 286, 296
- Enunciative linguistics 283–284
- Explicit instruction 7, 259, 261–262, 264, 269–272, 274, 288
- Explicit knowledge 7, 192, 259–265, 267–268, 270, 272–275
G
- Glosses 6, 191–195, 197–200, 205–206, 208–222, 224–230
- Grammatical aspect 113, 122, 124–125, 135–138, 142–143
- Grammatical concepts 262, 268n9
- Grammatical rules 264–265, 272, 274
- Guided induction 167, 172–173, 176–180
H
- Human language technology (HLT) 231, 233–235, 254–255
I
- Implicit instruction 7, 262, 266, 268, 270, 273–274
- Implicit knowledge 7, 192, 259–261, 263–270, 272–275
- Inductive learning172
- Interlanguage 58, 109, 114, 118–119, 127, 140, 285
- Intersubjectivity 284–286, 288
L
- Language corpus 167–171
- Language development 26, 83–87, 96, 103
- Language transfer 3–4, 83, 87, 96, 103–105, 112, 220, 276
- Language variation 110, 118–119
- Lexical aspect 5, 109, 111–118, 122, 125, 128–133, 135, 137–138, 142, 145–147
M
- Metalinguistic awareness 28, 63, 173, 192, 260
- Metalinguistic knowledge 28, 231, 260, 262–263, 265–267, 274–275
- Metaphor: cognitive
149–150
- conceptual 150, 152–153n7, 157
- systematic 152, 158–159
- Morphosyntax 11–12
- Multilingualism 11, 83, 191–192, 194–195
N
- Near-native 37, 45, 54
- Non-native speech 61, 75–76
P
- Pedagogic mediation 6, 167–169, 175n2
- Phonology 2, 24, 85, 128n10
- Portuguese: Brazilian Portuguese
3–4, 11–12, 18–19, 21, 35, 41, 43, 56, 61–67, 70–72, 75, 77–78, 83–84, 87, 89–90, 97, 150–151, 153, 155–158, 161–162, 173, 181, 183n4, 195, 199, 235–236, 259–261, 264, 269, 273, 289
- European Portuguese 4–5, 35, 37, 39, 42, 56, 64, 109, 111, 128–129, 135, 264n5
- Primacy of Aspect Hypothesis113
- Punctuality120
R
- Reflection-in-action 167–168
S
- Second language (L2) acquisition ix, 3, 5, 35–36, 39, 54–56, 61–62, 67, 79, 84, 111–113, 115, 124, 129, 134, 140, 151, 167, 169, 192–193, 231, 242, 255, 259, 262, 265
- Speech perception 61–62, 64, 68–70, 75–77
- Speech production 61–62, 64, 68–69, 87
- Spoken word recognition 61–62, 66, 68–70, 73–74, 77–79
- Subjectivity 284–287, 294
T
- Telicity 116, 125, 129
- Temporal structures125
- Third language (L3) acquisition ix, 3, 11, 13–14, 18, 24, 26–27, 29, 63, 65–66, 79, 104, 146, 191–192, 194, 217–218, 231
- Third language (L3) learning 29, 192, 217, 231–232
V
- Vocabulary 6, 176, 191–194, 198, 200–203, 208–218, 224, 235, 238–239, 252, 254, 265n6, 294
- Vowels 4, 61, 64–73, 75–79, 86–103, 106, 120
