Ingrid Finger | Universidade Federal do Rio Grande do Sul (original) (raw)

Papers by Ingrid Finger

Caderno de Squibs: Temas em estudos formais da linguagem, 2020

Language Teaching Research Quarterly, 2021

Recent studies have emphasized the positive effects of early biliteracy on children’s linguistic ... more Recent studies have emphasized the positive effects of early biliteracy on children’s linguistic and cognitive abilities. However, the extent to which one system affects the other is not totally understood (Finger & Brentano, in press). With that in mind, this paper presents the results of a study that aimed to compare the levels of syntactic complexity and thought organization in written production in Portuguese and in English. We predicted that both variables would correlate in the two languages, showing no negative effects of early biliteracy. Sixty children (M = 10.7) enrolled in 5th and 6th grades in a bilingual curriculum school in the metropolitan area of Porto Alegre, Rio Grande do Sul, Brazil, screened for proficiency, constituted the cohort of the study. The children’s home and community language is Portuguese, but they have been exposed to English at school for 10 hours a week for at least 5 years. Participants were asked to create a narrative based on a sequence of five ...

Signum: Estudos da Linguagem, 2014

This article presents a language experience and self-assessment of proficiency questionnaire for ... more This article presents a language experience and self-assessment of proficiency questionnaire for hearing teachers who use Brazilian Sign Language and Portuguese in their teaching practice. By focusing on hearing teachers who work in Deaf education contexts, this questionnaire is presented as a tool that may complement the assessment of linguistic skills of hearing teachers. This proposal takes into account important factors in bilingualism studies such as the importance of knowing the participant's context with respect to family, professional and social background (KAUFMANN, 2010). This work uses as model the following questionnaires: LEAP-Q (MARIAN; BLUMENFELD; KAUSHANSKAYA, 2007), SLSCO – Sign Language Skills Classroom Observation (REEVES et al., 2000) and the Language Attitude Questionnaire (KAUFMANN, 2010), taking into consideration the different kinds of exposure to Brazilian Sign Language. The questionnaire is designed for bilingual bimodal hearing teachers who work in bil...

Resumo Este artigo visa a apresentar um panorama referente a pesquisas realizadas nos Cursos de P... more Resumo Este artigo visa a apresentar um panorama referente a pesquisas realizadas nos Cursos de Pós-Graduação em Letras e Linguística no país, nas últimas duas décadas, sob a perspectiva de Foco na Forma em L2. Para tanto, foi feita uma análise dos resumos das dissertações e teses contidos no Portal da CAPES a fim de verificar os pressupostos teóricos, os tipos de procedimentos metodológicos adotados nesses estudos e os principais resultados obtidos a partir de diferentes tipos de instrução em L2. A partir da análise dos resumos coletados, foi possível perceber que os estudos se voltam para a instrução sobre gramática, instrução sobre aspectos fonético-fonológicos da L2, instrução sobre vocabulário, instrução sobre escrita, instrução sobre estratégias e instrução sobre aspectos pragmáticos da L2. Além disso, a grande maioria dos trabalhos produzidos enfoca suas análises na instrução sobre aspectos da gramática da L2. Palavras-Chave: Aquisição de L2, foco na forma, aquisição do inglê...

Abstract: The goal of the present article is to reflect on important methodological aspects to be... more Abstract: The goal of the present article is to reflect on important methodological aspects to be adopted during the construction of a psycholinguistic task that investigates lexical access in bimodal bilingualism. The Translation Recognition Task presented here was created during the research that gave origin to the master's dissertation of Fonseca (2015), which investigated the semantic interference effect in hearing bimodal bilinguals who work as TILS – sign language translators and interpreters, with distinct levels of professional experience. The present article observes the extent to which the task was successful and discusses the need of developing reliable tasks in psycholinguistic studies involving sign languages.

O presente estudo investiga em que medida conhecimentos previos do ingles como segunda lingua (L2... more O presente estudo investiga em que medida conhecimentos previos do ingles como segunda lingua (L2) podem influenciar o aprendizado de alemao como terceira lingua (L3). Os dados obtidos a partir de um trabalho empirico realizado com aprendizes de alemao do nivel basico que tem portugues como lingua materna (L1) revelam uma tendencia de que conhecimentos da L2 podem qualificar e acelerar o processo de aquisicao da L3, principalmente quando L2 e L3 forem tipologicamente semelhantes. Os resultados do presente estudo sinalizam a importância de se dar continuidade a pesquisas que investiguem a possivel relacao proveitosa entre conhecimentos da L2 ingles no processo de aquisicao da L3 alemao.

Letrônica, 2018

O objetivo deste estudo foi a tradução e a adaptação para o contexto brasileiro de um teste de ca... more O objetivo deste estudo foi a tradução e a adaptação para o contexto brasileiro de um teste de capacidade de Memória de Trabalho (MT) (WATERS e CAPLAN, 1996a). Nossa motivação é a existência de apenas uma medida de MT em português, cujo funcionamento difere do teste em questão. A tradução foi realizada seguindo critérios rígidos de escolha de palavras, número de sílabas, frequência de uso e número de palavras por frase, buscando manter o sentido original das frases. As diferenças entre a medida de MT disponível e a traduzida e suas respectivas vantagens e desvantagens foram explicitadas. Ainda cabem estudos para a validação do teste de capacidade de MT traduzido.

Letrônica, 2016

A partir de uma visão de multilinguismo como um dilema intercultural, cujas características podem... more A partir de uma visão de multilinguismo como um dilema intercultural, cujas características podem ser mais bem elucidadas a partir da condução de estudos interdisciplinares, este artigo tem como objetivo exemplificar de que forma o diálogo entre as várias áreas da Linguística e os diferentes campos do conhecimento enriquecem os estudos desenvolvidos no âmbito do LABICO/UFRGS. São apresentadas pesquisas sobre acesso lexical bilíngue, produção de fala bilíngue e percepção e produção de sons em língua estrangeira, com vistas a demonstrar de que forma uma atitude interdisciplinar contribui para ampliar o entendimento da natureza do processo de aquisição e uso da linguagem por indivíduos multilíngues, fomentando o debate sobre definições, teorias e metodologias que possam elucidar esse fenômeno tão complexo que é o multilinguismo.

Departing from a view of bilingualism and multilingualism as the ability to use different languag... more Departing from a view of bilingualism and multilingualism as the ability to use different languages in distinct contexts, for different purposes, we envisage the bilingual and the monolingual individuals from a dynamical approach to cognition. This study describes the main trends in psycholinguistic and neurolinguistic approaches to bilingualism and multilingualism, and it is organized around three main goals: 1) defining and reconceptualizing the notions of bilingualism and multilingualism; 2) discussing the main trends guiding the psycho- and neurolinguistic research on bilingualism and multilingualism; 3) present Brazilian research being carried out in these topics.

This study aimed at analyzing the mechanisms of lexical access and speech production in a group o... more This study aimed at analyzing the mechanisms of lexical access and speech production in a group of bilingual Portuguese-Spanish and Spanish-Portuguese speakers. More specifically, our goal was to observe the performance of these bilinguals in L2 picture naming tasks in order to: (a) identify the effects of interference (semantic, identity and phonological/orthographic facilitation), (b) investigate if the status of cognate words could affect the lexicalization process, (c) verify the existence of interaction between languages, and (d) determine whether there was a correlation between reaction time, accuracy and the degree of similarity between languages. Two tasks, in which the nature of the relationship between pictures and words and the types of words involved were controlled for, were developed within the picture-word interference paradigm. The sample was composed of 23 bilinguals, who were asked to name 90 pictures that appeared twice in the tests (once in the related condition and once in the unrelated condition). To assess each interference effect (semantics, identity and phonological/orthographic facilitation), 30 pictures, which were subdivided into three groups, with 10 pictures each, depending on the type of word (cognate, non-cognates and false cognates) were used. Thus, our experiment had an orthogonal configuration. Overall, the results show the specificity of selection mechanisms, since the nominations, as predicted, were faster in the related condition, in the effects of cross-linguistic identity and of phonological/orthographic facilitation; in addition, participants were slower in the same related condition, for semantic interference. These results seem to give support for the hypothesis that predicts that lexical selection is language specific. Another important result concerns the role played by the cognate status of words in the lexicalization process, since statistical significance was found either alone or in comparisons and interactions with other effects. These results show that, when assessing the types of interference effects, one must consider the types of words involved. In addition, important indications that the principle of interactivity is functional among languages were found, since false cognates showed faster reaction times in the context that favored sublexical activation (phonological facilitation effect). We argue that this effect is due to the occurrence of bidirectional activation, which comes from the phonological segments activated by the L1 translation (that does not correspond to the same concept in L2), which in turn increased the activation of the target lexical node in the L2. Another relevant finding is related to the linguistic similarity = ease of acquisition of L2 formula, which appears to be inconsistent due to an attentional overload caused by the similarity between the languages. This assumption is supported by the reaction time and accuracy results that were found between the cognates, which were not correlated, since there were contexts in which naming scores were faster but accuracy was lower. This decrease of correct responses may be a result of attentional overload, caused by the similarity of words. However, further investigation is needed to assess these effects.

The present study aimed to examine the level of phonological awareness in Brazilian Sign Language... more The present study aimed to examine the level of phonological awareness in Brazilian Sign Language (Libras) in deaf bilingual children, adolescents and adults, analyzing the possible effects of language-onset in deaf bilingual children and adolescents. The participants were 34 deaf children and adolescents, aging between 9-14 years old, who acquired (L1) Libras between 1-4 years of age (early) or after 4 years of age (late), and 7 deaf adults, exposed to L1 Libras between 0-4 years of age (early). In this psycholinguistic study, a Phonological Awareness Test in Libras (PAT-Libras/ TCF-Libras) was developed and designed with the help of E-Prime®, and error percentage and response time were measured. The task includes items that test the three main parameters that form signs, namely: handshape, location/ place of articulation and movement. The analysis revealed linguistics advantages to deaf children and adolescents with early language-onset when compared to their peers with late languageonset. In addition, negative effects of delayed L1 acquisition, reported in previous studies in different linguistic levels, were also observed in the present study on phonological awareness in Libras. The participants with late language-onset scored higher percentage of errors and response time in the task than participants with early language-onset, that is, there was a disadvantage both in the phonological awareness level as well as in phonological processing time. The comparison between two groups of participants with early L1 Libras-onset deaf adolescents (with longer linguistic exposure) and deaf adults revealed that the scores did not differ statistically, showing that the task can be used in future research with deaf adults. The results of the present study contribute to the studies on language acquisition by deaf, phonological awareness, sign language test development, and to inform and to alert health professionals, deaf children"s parents and the general population about the importance of giving deaf babies and deaf children opportunity to begin their first language acquisition, in sign language, the earliest possible. Furthermore, the results reinforce the need of intervention/stimulation programs directed to deaf babies and deaf children who not have complete access to sounds, as well to parents/caregivers/family, so that babies and children can begin sign language acquisition soon after the diagnosis of hearing loss.

We investigated the efficacy of a shorter version of the Text Structure Strategy (TSS) training (... more We investigated the efficacy of a shorter version of the Text Structure Strategy (TSS) training (MEYER, YOUNG & BARTLETT, 1989) with a group of native Portuguese speakers learning English as a second language, and a group of English monolingual speakers. In Experiment 1, English learners of low-intermediate proficiency received a 2-hour training session on the TSS in either Portuguese, or English. We expected a greater gain in reading recall measures for the group trained in Portuguese. Results from Experiment 1 showed only a slight increase in recall associated with the use of text structure for training in the first language, while accuracy of recalls improved significantly for the group trained in Portuguese. In Experiment 2, English native speakers received the same 2-hour training in English. We expected an increase in both reading recall measures after training. Contrary to what was expected, this group did not show any improvement with training. These findings are discussed i...

Letras de Hoje, Jun 5, 2018

Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internaciona... more Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada.

Letras de Hoje, Jun 5, 2018

O presente artigo discute a elaboracao de um questionario de historico da linguagem que tem como ... more O presente artigo discute a elaboracao de um questionario de historico da linguagem que tem como objetivo avaliar o perfil linguistico de individuos adultos bilingues brasileiros em pesquisas sobre o bilinguismo. Para tanto, apresentamos algumas definicoes de bilinguismo e, com base na literatura sobre o assunto, discutimos os tres criterios de avaliacao de bilingues que consideramos mais importantes para a compreensao da experiencia linguistica dos individuos: (I) idade de aquisicao; (II) dominios de uso; e (III) proficiencia. Sob a luz dos criterios definidos, analisamos tres questionarios de historico da linguagem atuais: (I) L2 Language History Questionnaire (LI; SEPANSKI; ZHAO, 2006); (II) Language Experience and Proficiency Questionnaire (LEAP-Q) (MARIAN; BLUMENFELD; KAUSHANSKAYA, 2007); e (III) Language and Social Background Questionnaire (LSBQ) (LUK; BIALYSTOK, 2013). Constatamos que os questionarios nao incluem perguntas que abordem de forma satisfatoria todos os fatores es...

Este estudo investigou a eficiencia de uma versao mais curta do treinamento Text Structure Strate... more Este estudo investigou a eficiencia de uma versao mais curta do treinamento Text Structure Strategy (TSS) (Meyer, Young & Bartlett, 1989) com um grupo de aprendizes de ingles como segunda lingua, e um grupo de falantes nativos de ingles. No Experimento 1, aprendizes de ingles de proficiencia media-baixa receberam uma sessao de 2 horas de treinamento com o TSS em portugues ou em ingles. Era esperado que o grupo que recebeu treinamento em Portugues demonstrasse maior ganho nas medidas de recordacao do texto. Resultados do Experimento 1 evidenciaram que os aprendizes de ingles treinados em portugues recordaram um pouco mais da estrutura do texto depois do treinamento. Quanto a qualidade do que foi recordado, no entanto, houve um aumento significativo para os aprendizes treinados em portugues. No Experimento 2, falantes nativos de ingles receberam o mesmo treinamento de 2 horas em ingles. Era esperado uma melhora para ambas medidas de recordacao de texto para este grupo. No entanto, n...

The issue of language selectivity regarding lexical access of bilingual adults has been thoroughl... more The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature. However, studies with bilingual children are still limited, especially in the Brazilian context, where the number of bilingual schools has been increasing rapidly in the last few years. To fill this gap, the present study was conducted with the goal of investigating whether the same cognate facilitation effect reported for bilingual adults is also true for bilingual children. To do so, two experiments were carried out. In Experiment 1, 53 Portuguese-speaking (L1) children learning English as a second language (L2) from 3 and 7 grade completed lexical decision tasks, which included cognates, noncognates and pseudowords, in both Portuguese and English. In Experiment 2, 18 age-matched English monolinguals performed the English version of the lexical decision task. The results of Experiment 1 showed that the cognate effect was evident for both 3 and 7 graders, w...

Letras de Hoje, 2013

This study investigates the phonological acquisition of Brazilian Portuguese (BP) by a group of 2... more This study investigates the phonological acquisition of Brazilian Portuguese (BP) by a group of 24 bimodal bilingual hearing children, who have unrestricted access to Brazilian Sign Language (Libras), and a group of 6 deaf children, who use cochlear implants (CI), with restricted or unrestricted access to Libras. The children’s phonological system of BP was assessed through the Naming Task (Part A) of the ABFW – Children Language Test (ANDRADE et al. 2004). The results revealed that the hearing children and the deaf child who use CI, all with full access to Libras, showed expected (normal) phonological acquisition considering their age groups. We consider that the early acquisition and unrestricted access to Libras may have determined these children’s performance in the oral tests.

Caderno de Squibs: Temas em estudos formais da linguagem, 2020

Language Teaching Research Quarterly, 2021

Signum: Estudos da Linguagem, 2014

Letrônica, 2018

Letrônica, 2016

Letras de Hoje, Jun 5, 2018

Letras de Hoje, 2013