This contribution delves into the process of internationalisation of Brazilian higher education institutions by focusing on academic literacies in English. We highlight initiatives carried out at the Federal University of Minas Gerais in Brazil as to the teaching and learning of an array of written genres. We also assess its impact on graduate and undergraduate students' insertion in the various international academic/scientific communities. Drawing on references within the realm of English for Academic Purposes and Academic Literacies, this work also addresses course design and application of activities concerning academic writing. Students' personal accounts regarding their own experiences in producing written material have also been presented and discussed against the backdrop of an institutional internationalisation scenario. We concluded that the teaching and learning of written academic genres across various domains of knowledge does enhance the university's internationalisation process both at its "at home" and "abroad" strands.
Este trabalho tece uma revisão acerca da noção de aprendizagem por descoberta através do uso de corpora, inicialmente proposta nos anos 1990, e avalia seu potencial e suas implicações para a formação de tradutores na atualidade. Discute-se o arcabouço que subjaz essa abordagem no que concerne o aprendizado movido por dados, e promove-se uma articulação entre a instrução baseada em projetos e a instrução focada na forma, ambas em ambientes inspirados no socioconstrutivismo. São fornecidos exemplos de experiências autênticas de aprendizagem aberta, em que estudantes de tradução incumbem-se da compilação e consulta a corpora, o que, consequentemente, leva o professor a abandonar o tradicional e questionável posto de provedor onisciente de conhecimento para assumir um (mais condizente) papel de “especialista em aprendizagem”. Extrapolando o já corrente emprego de corpora em cursos cujo objetivo é fomentar competências temáticas, tecnológicas e de mineração de dados (via treinamento com a utilização corpora como instrumentos profissionais), o presente estudo lança luz sobre o seu uso enquanto ferramenta de aprendizagem aliada ao ensino de língua estrangeira para tradutores, e enfatiza seus potenciais de desenvolvimento das outras três competências do Mestrado Europeu em Tradução (EMT): linguística, intercultural e de prestação de serviços de tradução.
This contribution delves into the investigation of cohesive devices in original and translated texts by querying the impact of text and language typologies on the frequency of conjunctions (NUNES, 2014). Data was obtained in the Corpus de Língua Portuguesa em Tradução, a bilingual bidirectional parallel corpus in the language pair English-Brazilian Portuguese. The corpus is comprised of eight text types: research article, political speech, science popularisation, fiction, instruction manual, tourism leaflet, review and educational website. TreeTagger was used for POS tagging and R environment utilized to perform automatic word frequency and significance testing. The results showed highly above expected frequencies in reviews and in political speeches, thus corroborating explicitation hypotheses as to the frequency of cohesive marks in argumentative texts. Also, the explicitation hypothesis as to significantly above expected frequencies of conjunctions in translated texts and in the original and translated texts in Brazilian Portuguese was partially corroborated. Findings also showed relevance in statistically significant frequencies in fictional and educational website texts. As to the former, a tendency for the explicitation of conjunctions in original and translated texts in Brazilian Portuguese was revealed. Conversely, frequencies in the latter pointed to a tendency for the explicitation of conjunctive marks in translated texts in English. The findings mostly contribute to descriptive translation studies concerning language description of English and Brazilian Portuguese in their written modes.
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