Navegando por Autor "Finger, Ingrid"

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    Atenção ao input e aprendizagem: o papel da instrução explícita na aquisição do espanhol como L2
    (2009-09) Finger, Ingrid; Preuss, Elena Ortiz
    This article aims at analyzing the long-term effects of formal instruction in the acquisition of implicit knowledge of the Spanish pronoun SE by a group of Brazilian learners. The initial study indicated that the pedagogical intervention that was conducted increased accuracy rates in both comprehension and production tasks. A new set of tests were applied to the same participants two years after the first data collection in order to verify if the beneficial effects of instruction would be long-lasting. The predictions were confirmed thus providing evidence for the Weak Interface Hypothesis with respect to the interaction between explicit and implicit knowledge in L2 learning.
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    Diálogos em multilinguismo: uma discussão sobre as pesquisas realizadas no LABICO/UFRGS
    (2016-11) Finger, Ingrid; Alves, Ubiratã Kickhöfel; Fontes, Ana Beatriz Arêas da Luz; Preuss, Elena Ortiz
    Conceiving multilingualism as an example of intercultural dilemma, whose characteristics can be better understood from an interdisciplinary view, this paper aims to present examples of studies conducted at LABICO/UFRGS, in which the different areas of Linguistics as well as several other knowledge domains are put together and interact. In particular, studies focusing on bilingual lexical access, bilingual speech production and perception and production of foreign language sounds are discussed in order to demonstrate the way an interdisciplinary perspective can broaden the comprehension of the complex process of multilingual language acquisition and use, shedding light on definitions, theories and methods that help elucidate this complex phenomenon.
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    Efeito cognato no processo de lexicalização bilíngue
    (2015-03) Preuss, Elena Ortiz; Fontes, Ana Beatriz Areas da Luz; Finger, Ingrid
    This article presents a study that aimed to verify both the crosslinguistic interference effects and the cognate effect in the speech of Portuguese-Spanish bilinguals. The materials, designed within the picture-word interference paradigm, interference effects (semantic, phonological/ orthographic and identity) in interaction with the cognate effect (cognates, non cognates and false cognates) were manipulated. The results constitute strong evidence that the cognate status of the words plays an important role in the bilingual lexicalization process, because it seems to affect distinctively the crosslinguistic interference effects. Furthermore, evidence that the interactivity principle can be functional between languages was also observed.
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    O papel da instrução explícita na interface entre conhecimento explícito e implícito
    (2008) Preuss, Elena Ortiz; Finger, Ingrid
    This article discusses the role of instruction in the construction of implicit knowledge of aspect in L2 Spanish by Brazilian learners. Subjects were all asked to participate in the pre- and post-test tasks, but only participants belonging to the experimental group received explicit instruction on the use of the Spanish pronoun SE. Results show that the pedagogical intervention conducted contributed significantly to an increase in accuracy rates in both recognition and correct use of the pronoun.
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    O papel da instrução na aquisição do espanhol como L2: um estudo sobre o se – operador aspectual como delimitador
    (2009-12) Preuss, Elena Ortiz; Finger, Ingrid
    The role of instruction in the acquisition of Spanish as a second language: a study of the “se” as an aspectual operator Abstract: This paper aims at analyzing the role of formal instruction in the acquisition of implicit knowledge of the Spanish pronoun SE by a group of Brazilian learners. The study was conducted with four groups of learners, divided into two experimental and two control groups, who participated in both pre- and pos-test phases. The tasks involved a comprehension activity, in which the learners were asked to justify their answers, and a production exercise. The experimental groups were also exposed to formal instruction on the intricacies of the use of the Spanish pronoun SE during two weeks of classes. The analysis of the data indicated that the pedagogical intervention conducted increased accuracy rates in both tasks, thus confirming the predictions put forward by the Weak Interface Hypothesis with respect to the interaction between explicit and implicit knowledge in L2 learning.