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Journal articles on the topic 'Teaching portuguese to foreigners'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Belletti, Thais De Freitas Mondini. "THE BRAZILIAN ‘JEITINHO’ IN THE CONTEXT OF TEACHING OF PORTUGUESE FOR FOREIGNERS: BEYOND THE COMMON PLACE." Diacrítica 32, no. 2 (2019): 23. http://dx.doi.org/10.21814/diacritica.448.

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The concept of ‘jeitinho’ is present in a series of discourses that express a set of values that Brazilians perceive as their own. Thus, a foreigner in the process of learning Portuguese FL/2L will eventually come into contact with this style of Brazilian social practice. The concept of ‘jeitinho’, however, shows different forms of representation in discourse. Our aim with this work is to approach such concept from a more accurate analysis that moves away from a simplistic discourse, which associates the jeitinho to the image of a Brazilian who seeks to take advantage of everything. In this pr

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ZANCANARO, Airton, and Maria Jose Carvalho de Souza DOMINGUES. "Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study." Turkish Online Journal of Distance Education 19, no. 2 (2018): 4–20. http://dx.doi.org/10.17718/tojde.415602.

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CONSOLO, Douglas Altamiro, and Viviane Bagio FURTOSO. "Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 3 (2015): 665–89. http://dx.doi.org/10.1590/0102-445022183819328533.

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ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the ar

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4

Fernandes, Joyce, and Lais Maria Alvares Rosal Botler. "Patrões e empregados: relações de poder e classe na sociedade brasileira e o ensino de língua e literatura brasileira para estrangeiros." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 32954. http://dx.doi.org/10.15448/2178-3640.2019.1.32954.

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In Brazilian literature, there are representations of class relations that lead us to reflection through a critical construction regarding the roles that these relations have in society. Our intention is to reflect on teaching approaches of the existing relations between employers and employees in Brazilian society, from the experience report on the teaching practice of two lecturers, in classes of language and Brazilian literature to foreigners. We will analyze these relations in Dois Irmãos, by Milton Hatoum, O Auto da Compadecida, by Ariano Suassuna, and chronicles by Clarice Lispector publ

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Pinheiro, Larisse Lázaro Santos, Sara Domingos De Sousa Araujo, and Eugênia Magnólia Da Silva Fernandes. "MULTIMODALITY IN CELPE-BRAS." Diacrítica 32, no. 2 (2019): 21. http://dx.doi.org/10.21814/diacritica.443.

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This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoreti

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6

Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.

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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word the

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Costa, Murilo Jardelino da. "Aquarela, Portuguese for foreigners." Dialogia 7, no. 1 (2009): 133–36. http://dx.doi.org/10.5585/dialogia.v7i1.1327.

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de Lima, Isabel Pires. "Strange Foreigners We Are!: Identity Transits in Portuguese Immigration." Trans-Humanities Journal 5, no. 1 (2012): 69–88. http://dx.doi.org/10.1353/trh.2012.0003.

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9

Syafryadin, Syafryadin, and Feny Martina. "DIRECT EMPIRICAL TEACHING INDONESIAN FOR FOREIGNERS: TEACHING TECHNIQUES AND HINDRANCES." Tatar Pasundan : Jurnal Diklat Keagamaan 15, no. 1 (2021): 33–44. http://dx.doi.org/10.38075/tp.v15i1.176.

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This study aims to know teaching techniques applied by English teachers who taught Indonesian for foreigners (BIPA) as several hindrances were encountered such as material decision, terms of Indonesian grammar, characters of foreigners, reading mastery, lack of vocabulary and its use, and so on. The descriptive qualitative was employed by the researcher. The sample was 15 teachers who practiced teaching Indonesian for 15 foreigners in Bengkulu. The methods for collecting the data were using observation checklist and interview guidelines. The collected data were analysed qualitatively by using

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10

ERDAL, Kelime. "Teaching Turkey While Teaching Turkish To Foreigners: Ulutömer Example." Uludağ Üniversitesi Eğitim Fakültesi Dergisi 31-Özel Sayı (June 3, 2018): 81–94. http://dx.doi.org/10.19171/uefad.430155.

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11

Rodríguez-Gil, María E. "Lowth’s Legacy in Teaching English to Foreigners." Historiographia Linguistica 39, no. 1 (2012): 27–42. http://dx.doi.org/10.1075/hl.39.1.03rod.

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Summary This article sheds light on the influence exerted by Robert Lowth’s (1787–1710) English grammar (1762) overseas in the teaching of English as a foreign language, and more particularly, on the work of the Irish friar Thomas Connelly (1728–1800), author of the most popular English grammar for Spaniards published in Spain in 1784. After setting the context for both the life and work of this author, it examines the similarities in content and wording between Connelly and Lowth’s English grammars through a comparison of selected passages occurring in both works. This analysis will help us d

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12

이바노바. "Teaching methods of Russian phonetics for foreigners." Journal of Foreign Studies 13, no. 1 (2009): 197–214. http://dx.doi.org/10.15755/jfs.2009.13.1.197.

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13

Goodman, Morris. "Pidgin Origins Reconsidered." Journal of Pidgin and Creole Languages 2, no. 2 (1987): 149–62. http://dx.doi.org/10.1075/jpcl.2.2.03goo.

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This article critically reexamines Naro's (1978) account of the origin of Pidgin Portuguese in the 15th century. His claim that the pidgin originated in Portugal and was created by the Portuguese themselves is shown to rest on a number of serious errors, oversights, and misinterpretations with respect both to the historical background and to the Portuguese literary texts of the period which depict the speech of Africans and other foreigners as well as the speech of Portuguese to them. Naro's explanation of the process of pidginization, the so-called "factorization principle," is also reexamine

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14

Kelm, Orlando R. "Opportunities in Teaching Portuguese for Special Purposes: Business Portuguese." Hispania 85, no. 3 (2002): 633. http://dx.doi.org/10.2307/4141153.

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15

Yoo, Haejun. "Method for teaching Korean past tense to foreigners." Journal of Language & Literature 71 (September 30, 2017): 325–42. http://dx.doi.org/10.15565/jll.2017.09.71.325.

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16

İkiel, Alparslan. "Accreditation standard suggestions for teaching Turkish to foreigners." Journal of Human Sciences 17, no. 3 (2020): 780–91. http://dx.doi.org/10.14687/jhs.v17i3.6022.

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In recent years reasons, such as migration movements to Turkey happened due to the internal conflicts in the geography where Republic of Turkey is located, and again, progressive increase of the number of the students who prefer Turkey in the international student mobility encountered in the globalizing world, require this population, who does not know the Turkish language, to be in contact with the social environment where they live and state institutions in order to survive and benefit from humanitarian services. Language learning and usage has become an important need for them to carr

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17

Le, Hang Thi Minh. "How to use Vietnamese unit nouns - from the perspective of teaching languages." Science and Technology Development Journal 18, no. 2 (2015): 56–69. http://dx.doi.org/10.32508/stdj.v18i2.1193.

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Vietnamese unit nouns (known as “count(able) nouns” or “classifiers”) were profoundly surveyed by a great number of linguists. However, foreigners learning Vietnamese have great trouble in dealing with this grammatical issue. In the paper, the author tries to formulate usages of Vietnamese unit nouns in order to facilitate foreigners’ learning. Besides, the author also focuses on the interpretation of the cases where unit noun’s presence is optional.

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18

da Silva, Cristina Vieira, Íris Susana Pires Pereira, and Isabel Sebastião. "Portuguese teachers’ perceptions of grammar teaching." Crossroads. A Journal of English Studies, no. 24(1) (2019): 65–81. http://dx.doi.org/10.15290/cr.2019.24.1.05.

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19

Wiedemann, Lyris, Maria Antonia Cowles, and Niedja Fedrigo. "Session: Innovative Approaches to Teaching Portuguese." Hispania 89, no. 1 (2006): 154. http://dx.doi.org/10.2307/20063262.

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20

Francisco, Edmilson, Ilsa Do Carmo Vieira Goulart, and Patrícia Vasconcelos Almeida. "Blogs: innovative possibility for teaching portuguese?" Revista Diadorim 22, no. 3 (2020): 120–41. http://dx.doi.org/10.35520/diadorim.2020.v22n3a36391.

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21

Flores, Jorge. "The Mogor as Venomous Hydra: Forging the Mughal-Portuguese Frontier." Journal of Early Modern History 19, no. 6 (2015): 539–62. http://dx.doi.org/10.1163/15700658-12342475.

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The present article seeks to discuss the prevailing ideas and practices of frontier among the Mughals. Concurrently, it considers the ways in which the Portuguese Asian Empire perceived this expanding imperial space. The Mughal emperors engaged in a strong universalistic discourse, which ultimately pointed towards the idea of an infinite Timurid India. To be sure, the Portuguese were hit by this imperial rhetoric, but they rested on intriguing mechanisms of self-legitimacy, like arguing that the Northern white neighbors of the Estado da Índia were newcomers and actually foreigners in India. Ad

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22

Sokolova, Galina. "Peculiarities of teaching students foreigners the basics of oratory." Tambov University Review. Series: Humanities, no. 183 (2019): 45–51. http://dx.doi.org/10.20310/1810-0201-2019-24-183-45-51.

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We substantiate the necessity of teaching students foreigners the aesthetics of Russian language, speech culture and oratory. This is due to the fact that the students in the learning process have to speak publicly: to participate in discussions, conversations, dialogues, make presentations and reports on scientific topics, read the verses, retell the texts, defend coursework, diplomas, etc. It is necessary for them to acquire communication skills to communicate in Russian language, get acquainted with the culture, traditions and customs of our country. It is well known that public speaking fo

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23

Makeenkova, T. V., and N. A. Malinkina. "THE RUSSIAN LANGUAGE FOR FOREIGNERS: FROM THE TEACHING EXPERIENCE." Historical and social-educational ideas 9, no. 4/1 (2017): 194–200. http://dx.doi.org/10.17748/2075-9908-2017-9-4/1-194-200.

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24

Chen, Jia-Ning, and Yi-Nan Guan. "Teaching Chinese Characters to Foreigners from Chinese Cultural Circle." Han-Character and Classical written language Education 30 (January 30, 2013): 37–52. http://dx.doi.org/10.15670/hace.2013.30.1.037.

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25

Sarkisova, A. Yu. "PHRASEOLOGICAL UNITS IN FICTIONAL DISCOURSE IN TEACHING FOREIGNERS-PHILOLOGISTS." Educational Psychology in Polycultural Space 45, no. 1 (2019): 96–103. http://dx.doi.org/10.24888/2073-8439-2019-45-1-96-103.

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26

Alcoforado, M. J., J. M. Vaquero, R. M. Trigo, and J. P. Taborda. "Early Portuguese meteorological records (18th century)." Climate of the Past Discussions 7, no. 5 (2011): 3399–448. http://dx.doi.org/10.5194/cpd-7-3399-2011.

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Abstract. Natural proxies, documentary evidence and instrumental data are the main sources used to reconstruct past climates. In this paper, we present the 18th century meteorologists (either Portuguese or foreigners), who made the first observations at several sites in Continental Portugal, Madeira Island and Rio de Janeiro (Brazil), from 1749 until 1802. Information is given concerning observation site, variables observed, measurement period, methodologies and sources (both manuscript and printed). Some examples from the data usefulness are given: rainfall variability in Madeira (1749–1753)

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Alcoforado, M. J., J. M. Vaquero, R. M. Trigo, and J. P. Taborda. "Early Portuguese meteorological measurements (18th century)." Climate of the Past 8, no. 1 (2012): 353–71. http://dx.doi.org/10.5194/cp-8-353-2012.

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Abstract. Natural proxies, documentary evidence and instrumental data are the only sources used to reconstruct past climates. In this paper, we present the 18th century meteorologists (either Portuguese or foreigners) who made the first observations at several sites in Continental Portugal, Madeira Island and Rio de Janeiro (Brazil), from 1749 until 1802. Information is given concerning observation site, variables observed, measurement period, methods of measurements and sources (both manuscript and printed). Some examples from the data usefulness are given: rainfall variability in Madeira (17

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28

Ribeiro, Jorge. "Liberalismo e Revolução Liberal de 1820. Novas interpretações." História: Revista da Faculdade de Letras da Universidade do Porto 10, no. 2 (2020): 3–8. http://dx.doi.org/10.21747/0871164x/hist10_2a1.

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In the bicentenary of the Liberal Revolution of 1820, the Revista da FLUP – História in its v.10, nº 2 (2020) publishes a dossier related with this event, that has the objective to allow a reflection on the Portuguese Liberalism, accordingly to the new historiographical tendencies. This theme was object of great interest by Portuguese historians and writers, as well as foreigners, in the 19th and 20th centuries. In fact, the military rebellion of the 24th August 1820 was of vital importance, in the History of Portugal, as it made possible the realization of first elections, by direct suffrage

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29

Altuntaş Gürsoy, İlke. "An examination on mistakes of case suffixes’ usage in written expression of foreigners learning Turkish." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1659–71. http://dx.doi.org/10.18844/cjes.v15i6.5324.

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While improving a learner’s language skills during native language and foreign language teaching, the learner should also be taught language rules. Language rules can be taught via grammar topics. One of the grammar topics is case suffixes. Not using any or none of these affixions causes a break in the semantic connection between words and a disruption in sentence structure. Case suffixes are topics to be emphasised on and require attention and elaboration while teaching foreigners Turkish because of their effect on spoken and written expressions with their semantic connection providing functi

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30

Spinelli, Emily. "The AATSP and the Teaching of Portuguese." Hispania 99, no. 4 (2016): 522–23. http://dx.doi.org/10.1353/hpn.2016.0094.

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31

Reuter, Hedwig. "Danish Cultural Identity and the Teaching of Danish to Foreigners." Language and Intercultural Communication 6, no. 3-4 (2006): 243–49. http://dx.doi.org/10.2167/laic251.0.

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32

오윤선. "Folktales as Teaching Materials for Korean Cultural Education for Foreigners." Classical Literature and Education ll, no. 31 (2016): 113–43. http://dx.doi.org/10.17319/cle.2016..31.113.

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33

ERDEM, İlhan. "A Bibliography Essay On The Teaching Turkish To The Foreigners." Journal of Turkish Studies Volume 4 Issue 3, no. 4 (2009): 888–937. http://dx.doi.org/10.7827/turkishstudies.709.

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34

İŞCAN, Adem. "An Analysis on Reading Texts in Teaching Turkish to Foreigners." International Journal of Languages' Education 1, Volume 5 Issue 3 (2017): 37–51. http://dx.doi.org/10.18298/ijlet.1805.

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35

Eremina, Elena A. "“Grammar” of verbal image in Russian literature in teaching foreigners." Rhema, no. 2, 2020 (2020): 121–35. http://dx.doi.org/10.31862/2500-2953-2020-2-121-135.

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Verbal images are immanent for fiction texts. Many features of verbal images are difficult to understand for foreigners. The paper considers grammatical structure of verbal images as a source of a possible perceptive failure. Strategies for foreign students to overcome difficulties in understanding lexical, grammatical and imagery structure of the text are described. Experimental data on the perception of “grammar” of verbal images by foreign students is provided. Activities for developing skills in comprehension ‘grammar’ of verbal images for intermediate students are suggested. Verbal images

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36

Kam Seo-won. "Thoughts on the Curriculum Design of Teaching Chinese to Foreigners." Journal of Chinese Cultural Studies ll, no. 17 (2010): 529–39. http://dx.doi.org/10.18212/cccs.2010..17.024.

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37

Kim, Jung Hyun. "A Study on Teaching Methods for Writing Classes by Foreigners." Korean Journal of Literacy Research 22 (December 31, 2017): 197–222. http://dx.doi.org/10.37736/kjlr.2017.12.22.197.

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38

Guven, Ahmet Zeki. "Readability of Texts in Textbooks in Teaching Turkish to Foreigners." Anthropologist 18, no. 2 (2014): 513–22. http://dx.doi.org/10.1080/09720073.2014.11891569.

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39

Temmy, Temmy. "A Brief Analysis of Vocabulary Teaching in Teaching Chinese as a Second Language." Lingua Cultura 8, no. 1 (2014): 8. http://dx.doi.org/10.21512/lc.v8i1.435.

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The goal of the article was to develop Mandarin vocabulary teaching material for Indonesian people and foreigners. Teaching material was developed by cutting vocabulary, called Chunk theory. Article clarified Chunk theory, basic strategy of teaching Chunk theory, and the basic idea of teaching Chunk theory; gave opinions and some important factors related to Chunk theory. It can be concluded that there is a significant factor in teaching Chunk theory, that is, a meaning transformation process to different context. It can be more (Chunk Up), less (Chunk Down), and similar (Chunk Laterally).

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40

Reis de Urbieta, R., and LE Wexell-Machado. "Portuguese foreing language teaching: Analysis of the teaching unit of the portuguese teaching foreign language portal (PPPLE) using in the paraguayan context." Revista Científica de la UCSA 5, no. 3 (2018): 3–18. http://dx.doi.org/10.18004/ucsa/2409-8752/2018.005(03)003-018.

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41

Camacho, Idalina, and Naidea Nunes. "PORTUGUESE AS HERITAGE LANGUAGE AND PORTUGUESE NON NATIVE LANGUAGE." Diacrítica 32, no. 2 (2019): 32. http://dx.doi.org/10.21814/diacritica.437.

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This article fits into the topic “PL2 / PLE / PLH teaching-learning experiences”. The (re)construction of the identities of the Luso-descendants and other participants of the Intensive Summer Course for Luso-descendants (CIVLD), before and after attendance of the course, was studied through surveys and interviews to record the respective Life stories. For this, two surveys were developed, one for the students to complete at the beginning of the course and the other one, in the last class of the same, and the identity reconstruction was taking place throughout the teaching-learning experience.

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42

DRAME, Abdoulaye. "SCHOOL DICTIONARY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS AT BASIC LEVELS IN MALI." RIMAK International Journal of Humanities and Social Sciences 03, no. 03 (2021): 221–31. http://dx.doi.org/10.47832/2717-8293.3-3.19.

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School dictionary is one of the tools for language teaching to foreigners. It provides the foreign learner with linguistic vocabulary along with its etymological, social and figurative meanings. It develops his communication skills, especially if the dictionary is designed for foreigners, written according to the standards and principles of language teaching to non-native speakers; it contains words that correspond to the age and age group, and to the objectives of Arabic language teaching. These words feature social and cultural meanings, general information, local and Arabic civilizational e

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43

Machado, Ana Maria, and Ana Albuquerque e Aguilar. "Teaching digital literature: Alice Inanimada em Portugal." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.

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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience

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Pestana, Luís Filipe. "PORTUGUESE LANGUAGE TEACHING AS PART OF THE BELT AND ROAD INITIATIVE." Diacrítica 32, no. 2 (2019): 21. http://dx.doi.org/10.21814/diacritica.446.

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The Portuguese language has been expanding in the People’s Republic of China (PRC). The present state of the economic and commercial relations between China and the Portuguese speaking countries has led to a greater demand for Portuguese language courses, as a way of accessing the job market more easily. President Xi Jinping (Zhang 2017) presented the Belt and Road Initiative signalling that the inclusion of the Portuguese language in this grand strategy will lead to a rising interest in hiring individuals that know it. To understand what is the Belt and Road Initiative and how it may influenc

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45

Senatorova, Olga A. "A сoursebook on linguocultural studies for foreigners studying the Russian language: concept and content". Russian Language Studies 18, № 3 (2020): 315–27. http://dx.doi.org/10.22363/2618-8163-2020-18-3-315-327.

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The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural st

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46

Bashtabak, A. "On the Issues in Teaching Phraseological Expressions in Learning Turkish as a Foreign Language." Bulletin of Science and Practice 7, no. 4 (2021): 465–70. http://dx.doi.org/10.33619/2414-2948/65/56.

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I have been teaching Turkish language to thousands of foreigners for the past twenty-six years out of thirty-two. While teaching Turkish language to foreigners, I have encountered many problems related to both the structure of the language itself and the students and tried to overcome those problems through various methods, and what I could not overcome I solved by getting information from experts in the field. Despite the fact that there were many difficulties, I would like to single out the most memorable: learning phraseological expressions, terms and proverbs. For this reason, I compiled a

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47

Sagan, Galyna V. "Teaching Yugoslavs at the Kyiv Theological Academy (1900-1918)." Ukrainian Religious Studies, no. 45 (March 7, 2008): 115–27. http://dx.doi.org/10.32420/2008.45.1903.

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The study of Orthodox Yugoslavs (Serbs, Montenegrins, Macedonians, Bosnians, and Herzegovinians) at the Kyiv Theological Academy (KDA) during 1900-1918 was a continuation of the tradition laid down in previous centuries by the priority acquisition of higher education in the southern territories of the Russian territory. . Not only the Yugoslavs studied at the Kiev Academy, but also the Bulgarians, Romanians, Syrians, Czechs, Greeks and other Orthodox foreigners. However, when choosing an educational institution, these students tried to choose the ones that were on the territory of Ukraine. Off

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48

dos Santos Arnold, Torsten. "Central Europe and the Portuguese, Spanish and French Atlantic, Fifteenth to Nineteenth Centuries." European Review 26, no. 3 (2018): 421–29. http://dx.doi.org/10.1017/s106279871800011x.

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Applying a comparative and cross-national approach, this article is based on case studies of four representative European Atlantic port cities, namely Nantes, Bordeaux, Lisbon and Cádiz, and their socio-economic relations with Hamburg, one of Central Europe’s most important marketplaces. Based on quantitative data of commodity flows towards and from the Atlantic basin, it also analyses the role of German and German-speaking merchant communities that were established in these metropolitan port cities. The article will show how these foreigners circumvented the respective monopolies that exclude

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49

Henriques, Anna Smirnova, Mario Augusto de Souza Fontes, Pavel A. Skrelin, et al. "Russian Immigrants in Brazil." Cadernos de Linguística 1, no. 2 (2020): 01–18. http://dx.doi.org/10.25189/2675-4916.2020.v1.n2.id210.

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While L2 acquisition by Brazilians has been studied for different languages, the acquisition of Brazilian Portuguese by foreigners has been poorly explored. Recent studies of non-native accented speech in other languages have shown that a foreign accent could largely influence the perception of personal qualities of speakers, and this issue presents a large interest for intercultural research projects. Our research project is focused on Russophone immigrants living in Brazil, bilingual speakers of Russian and Portuguese. The specific aim of the current work is to describe a database containing

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Tairova, N., and N. Almatova. "Linguocultural features of teaching the russian language as non-native." Общество и инновации 2, no. 4 (2021): 147–51. http://dx.doi.org/10.47689/2181-1415-vol2-iss4-pp147-151.

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Abstract:

This article examines the history of the formation of the concept of "cultural linguistics". Through the analysis of the works of scientists, the dependence of the influence of language on the formation and preservation of the culture of the people is revealed, and the reverse process is shown - the acquisition of language skills by studying the cultural characteristics of native speakers. The article reveals the important role of culturology, cultural linguistics in the system of teaching the Russian language to both its speakers and bilinguals (using the example of groups with the Kaza

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