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首页> 外文期刊>Procedia - Social and Behavioral Sciences >A Case Study on Oral Corpus: The Use of Mother Tongue in Class by Brazilian Teachers of Spanish as Foreign Language
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A Case Study on Oral Corpus: The Use of Mother Tongue in Class by Brazilian Teachers of Spanish as Foreign Language

机译：口语语料库案例研究：巴西西班牙语教师在课堂上使用母语作为外语

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On the features of the upcoming languages, some recent empirical research (Dur?o and Andrade, 2010) estimated that Spanish and Portuguese share approximately 85% of the lexicon in several semantic fields. Other authors such as Almeida Filho (1995) claim that among romance languages, Portuguese and Spanish are the ones that have most affinity. In consequence, by reason of the similarity (morphological, syntactic, semantic and phonetic phonological), there are no Luso-pupils considered as “beginners” in Spanish (Carmolinga, 1997). It occurs because they normally have acquired the ability to understand part of the language, spoken or writing. On the other hand, and, paradoxically, one of the greatest difficulties for such students is to overcome the existing similarities in the two languages, which facilitate the interference from the mother tongue in the L2. It is not always easy, even in very high levels of knowledge of the foreign language, to get rid of some specific aspects of the mother tongue. In the case of Spanish teachers we have to add the concern by the influence that the L1 interference in their speech can be affected in the student's learning. For that reason, this study that is part of a doctoral thesis investigation attempts to find out if in the speech of the population analysed - Brazilian teachers of Spanish as a foreign language - there are signs of influence from the mother tongue. The work is supported by corpus linguistics. The collection of data is done through the recording and transcript of classes and audio interviews, which constitute the oral corpus (Du Bois, 1991).
机译：关于即将到来的语言的特征，一些最近的实证研究（Dur？o和Andrade，2010年）估计，西班牙语和葡萄牙语在几个语义领域中共享约85％的词典。其他作者，例如Almeida Filho（1995）则声称，在浪漫语言中，葡萄牙语和西班牙语是最有亲和力的语言。因此，由于相似性（形态，句法，语义和语音语音），西班牙语中没有卢索学生被认为是“初学者”（Carmolinga，1997）。发生这种情况的原因是，他们通常具有理解部分语言（口语或写作）的能力。另一方面，自相矛盾的是，这类学生面临的最大困难之一是克服两种语言之间的现有相似性，这有助于母语在第二语言中的干扰。摆脱母语的某些特定方面，即使具有很高的外语知识也不总是那么容易。对于西班牙语教师，我们必须增加担心，因为L1干扰他们的语音会影响学生的学习。因此，这项研究是博士论文调查的一部分，试图找出在所分析人群的讲话中-巴西西班牙语作为外语的巴西老师-是否受到母语影响的迹象。这项工作得到了语料库语言学的支持。数据的收集是通过课堂的录音和笔录以及音频访谈来完成的，这些访谈构成了口语语料库（Du Bois，1991）。

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