Abstract Before the arrival of the communicative approach in our classrooms, the teaching and the learning of vocabulary was based on memorising lists of words in written form. From then on, students had to learn how to pronounce them. This resulted in correct spelling and poor pronunciation. With the introduction of the communicative approach, the focus has been on oral learning of vocabulary and thus pronunciation has improved, but correct spelling has been lost in many cases. In this paper we present the results of a cross-sectional study of errors and correct productions of nine nouns at the end of primary, compulsory secondary and baccalaureate education. For this purpose, we have used a corpus created in the Canary Islands, representative of the students of the seven islands, which includes a sample of essays written in English. The results show a decrease in errors. In conclusion, we can see that most of the errors are of an intralinguistic type, being mostly writing hypotheses that the pupil uses in order to internalise the process of reading and writing in English.

Resumen Antes de la llegada del enfoque comunicativo a nuestras aulas, la enseñanza y el aprendizaje del vocabulario se basaba en la memorización de listados de palabras en su forma escrita y a partir de ahí el alumnado debía ir aprendiendo a pronunciarlas. Todo ello tenía como consecuencia una correcta ortografía y una pésima pronunciación. Con la introducción del enfoque comunicativo, el objetivo ha sido el aprendizaje oral del vocabulario y con ello se ha mejorado la pronunciación, pero se ha perdido la corrección ortográfica en muchos casos. En este trabajo presentamos los resultados de un estudio transversal de los errores ortográficos y producciones correctas en nueve sustantivos al final de la Educación Primaria, Secundaria Obligatoria y Bachillerato. Para este fin hemos utilizado un corpus creado en Canarias, representativo del alumnado de las siete islas, en el que se recoge una muestra de redacciones escritas en inglés. Los resultados presentan una disminución de errores ortográficos. Como conclusión podemos comprobar que la mayoría de los errores ortográficos son de tipo intralingüístico, pues casi todos son hipótesis de escritura que el alumno utiliza para así ir interiorizando el proceso de lectoescritura inglesa.

Abstract Digital storytelling apps can be suitable for stimulating and assessing oral communicative competence, which consists of the linguistic, sociolinguistic and pragmatic competences. Therefore, after evaluating the immersive potential of the app Imagistory and its ability to foster oral production in early childhood education, this empirical research-non experimental, descriptive and observational-focuses on: 1) assessing the oral communicative competence of early childhood education students (N=93), through the recording of their oral speech via this app, and 2) identifying the relationship between the competence level showed and the engagement generated by the narrative task with the app. The methodology is mixed: qualitative, attached to the hermeneutic paradigm-as the researchers analyses the content of the stories created considering the indicators related to the oral communicative competence-, and, quantitative, linked to the statistical treatment of data collected with an instrument designed and validated (α=0.805). The results highlight a medium-high competence level of the students, regardless of their age and genre. Good pronunciation is detected as well as a correct use of morphological elements, verbal tenses, and vocabulary in their oral productions. This competence correlates significantly with the engagement generated by the app. The sequence of illustrations included has increased their interest, curiosity, and immersion in the story, thus contributing to the creation of a coherent and cohesive oral story. In conclusion, these tools allow assessing the oral speech in early childhood, developing the initial diagnosis of this competence, detecting their limitations, and verifying their progress.

Resumen Las apps creadoras de relatos digitales pueden ser idóneas para estimular y evaluar la competencia comunicativa oral, explicada a partir de las competencias lingüística, socio-lingüística y pragmática. Así, tras evaluar el potencial inmersivo y la capacidad para potenciar la producción verbal en la Educación Infantil de la app Imagistory, esta investigación empírica -no experimental, descriptiva y observacional- se centra en: 1) evaluar la competencia comunicativa oral del alumnado de educación infantil (N=93) mediante el registro de sus producciones orales utilizando dicha app, y 2) identificar la relación entre el nivel competencial mostrado y el engagement suscitado por la tarea narrativa apoyada en la app. La metodología es mixta: ‘cualitativa’, adscrita al paradigma hermenéutico, pues los investigadores analizan el contenido de los relatos elaborados atendiendo a indicadores intrínsecos a la competencia comunicativa oral y, ‘cuantitativa’, ligada al tratamiento estadístico de los datos recabados con un instrumento diseñado y validado (α=0,805). Los resultados subrayan un nivel competencial del alumnado medio-alto, independientemente de la edad y género, detectándose la buena pronunciación y uso correcto de elementos morfológicos, tiempos verbales y vocabulario en sus producciones orales. Esta competencia se correlaciona significativamente con el engagement suscitado por la app. La secuencia de ilustraciones que presenta ha incrementado su interés, curiosidad e inmersión en la historia, lo que contribuye a la construcción de un relato oral coherente y cohesionado. En conclusión, estas herramientas permiten evaluar el discurso oral en primeras edades, elaborar el diagnóstico inicial de esta competencia, detectar las limitaciones del alumnado y constatar su progreso.

This study examines the influence of using and creating podcasts on students' anxiety levels and their English-speaking skills. The study, conducted with eleventh-grade students in a private school in Chile during 2021–2022, utilized a podcast plan model within the action research methodology. Data collection involved the use of the Foreign Language Classroom Anxiety Scale (FLCAS) to measure students’ anxiety levels, a rubric to assess the quality of their English-speaking skills when using podcasts, and a semi-structured interview. The key findings reveal that the use and creation of podcasts positively influence language learning, leading to reduced anxiety levels and improved pronunciation and fluency in students' speaking skills. Importantly, the process of creating podcasts fosters a sense of collaboration among students, highlighting the interconnected nature of their learning experiences. The study underscores the importance of affective factors such as motivation, self-confidence, and anxiety in learning a foreign language, and emphasizes the need for the teaching and learning process to prioritize the development of communication skills.

El presente trabajo analiza el efecto del uso y creación de podcasts en los niveles de ansiedad de estudiantes en la producción oral del idioma inglés. El estudio fue desarrollado en un colegio particular de Chile con estudiantes de tercer año de enseñanza media en el periodo 2021-2022. La investigación se enmarcó en la metodología de Investigación-Acción, bajo el modelo de trabajo en podcast. Para la recolección de datos se utilizó el cuestionario Foreign Language Classroom Anxiety Scale FLCAS para medir los niveles de ansiedad; una rúbrica para determinar calidad de la producción oral en inglés con el uso del podcast y entrevistas semiestructuradas. Los principales resultados evidencian que el uso del podcast tiene efectos positivos en el aprendizaje del idioma, el cual reduce los niveles de ansiedad, mejora la pronunciación y la fluidez de la producción oral de los estudiantes, además la creación de podcasts fomenta el aprendizaje autónomo y colaborativo entre los estudiantes. La relevancia del estudio da cuenta del rol de los factores afectivos como la motivación, autoconfianza y ansiedad en el aprendizaje de una lengua extranjera; reiterando que el proceso de enseñanza-aprendizaje debe estar enfatizado en el desarrollo de las habilidades comunicativas.

Abstract The following article aims at the theoretical analysis of the organization of information to develop the process of oral expression in students of the French for translation course at a university. Twenty-five publications (n = 25) were examined using a technique based on content analysis retrieved from several databases (Scopus, Scielo, Web of Science, Google Scholar), according to the established inclusion criteria. The bibliographic analysis made it possible to discern perspectives on the transformation of data into information, combined with abstract reasoning to generate knowledge. It is concluded that these strategies contribute to the improvement of oral expression in terms of pronunciation, grammar, lexis, observing an improvement in the students of the French course.

Resumen El siguiente artículo tiene como objetivo el análisis teórico de la organización de la información para desarrollar el proceso de la expresión oral en estudiantes del curso de francés para la traducción en una universidad. Se examinaron veinticinco publicaciones (n = 25) mediante una técnica basada en el análisis de contenido recuperadas de varias bases de datos (Scopus, Scielo, Web of Science, Google Scholar), de acuerdo con los criterios de inclusión establecidos. El análisis bibliográfico permitió discernir las perspectivas sobre la transformación de los datos en información, combinado con el razonamiento abstracto para generar conocimientos. Se concluye que estas estrategias aportan al perfeccionamiento de la expresión oral en cuanto a pronunciación, gramática, léxico, y se observa una mejora de los estudiantes del curso de francés.

Resumo O artigo seguinte visa a análise teórica da organização da informação para desenvolver o processo de expressão oral em estudantes do curso de francês para tradução numa universidade. Vinte e cinco publicações (n = 25) foram examinadas utilizando uma técnica baseada na análise de conteúdos recuperados de várias bases de dados (Scopus, Scielo, Web of Science, Google Scholar), de acordo com os critérios de inclusão estabelecidos. A análise bibliográfica permitiu discernir perspectivas sobre a transformação de dados em informação, combinada com raciocínios abstratos para gerar conhecimento. Conclui-se que estas estratégias contribuem para a melhoria da expressão oral em termos de pronúncia, gramática, léxis, observando uma melhoria dos alunos do curso de francês.

RESUMEN El desarrollo de la conciencia fonológica, fundamental en el lenguaje oral, comienza con la identificación y distinción de fonemas. La capacidad de segmentar palabras en fonemas individuales sienta las bases para la decodificación en el proceso de lectura. Este artículo adopta un enfoque exploratorio documental para examinar exhaustivamente las interrelaciones entre la conciencia fonológica, el uso del vocabulario y la pronunciación en niños de educación inicial. La metodología se basa en la revisión crítica de investigaciones anteriores y la interpretación detallada de las contribuciones científicas existentes. El artículo concluye enfatizando la importancia de estimular el vocabulario en niños pequeños a través de diversas actividades contextualizadas. La atención a los niveles de conciencia fonológica desde la educación inicial prepara a los niños para enfrentar con éxito desafíos más avanzados en lectura y escritura a medida que progresan en su educación.

ABSTRACT The development of phonological awareness, fundamental in oral language, begins with the identification and distinction of phonemes. The ability to segment words into individual phonemes lays the foundation for decoding in the reading process. This article adopts an exploratory documentary approach to comprehensively examine the interrelationships between phonological awareness, vocabulary use and pronunciation in early childhood children. The methodology is based on the critical review of previous research and the detailed interpretation of existing scientific contributions. The article concludes by emphasizing the importance of stimulating vocabulary in young children through various contextualized activities. Focusing on levels of phonological awareness from early childhood prepares children to successfully meet more advanced challenges in reading and writing as they progress through their education.

In die tweede helfte van die 19de eeu het woordeboeke vir Amerikaners belangriker geword. Die Amerikaanse bevolking het woordeboeke as gesaghebbend begin beskou; gebruikers het verwag dat hulle antwoorde op hul taalvrae sou verskaf. Teen die draai van die 19de eeu het die eerste onafhanklike Sloweense publikasies, bedoel vir Sloweense immigrante na die V.S.A., aan beide kante van die Atlantiese Oseaan verskyn. Die doel van hierdie artikel is om die hantering van uitspraak en spelling, beide in die voorwerk en in die sentrale deel van Sloweense immigrasiewoordeboeke, te bestudeer. Ons ondersoek vier woordeboeke (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919) wat deur drie outeurs saamgestel is. Hulle is in 'n tydperk gepubliseer toe hulpmiddels vir Engelse uitspraak of spelling nie geredelik in Sloweens beskikbaar was nie. In hierdie artikel word die woordeboekouteurs se toeligting rakende uitspraak asook die aanbieding van hierdie toeligting vir die teikengebruikers, gedokumenteer. Die hantering van die spelling van woorde met oorwegend Amerikaanse en oorwe-gend Britse variante, op 'n tydstip toe beide variante wydverspreid in die Amerikaanse samelewing voorgekom het, word ook gedokumenteer.

In the second half of the 19th century, dictionaries increased in importance among Americans. They began to be perceived as authorities by the U.S. population; users expected them to provide answers to their questions about language. At the turn of the 19th century into the 20th, on both sides of the Atlantic, the first independent Slovenian publications appeared, intended for Slovenian immigrants to the U.S. The goal of the present article is to examine the treatment of pronunciation and spelling, both in the front matter and in the body of dictionaries of the Slovenian immigration. We examine four dictionaries created by three authors (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919). They were published at a time when there were no readily available resources on English pronunciation or spelling written in Slovenian. This article documents the dictionary authors' explanations of pronunciation and how these explanations were presented to the intended audience. It also documents the treatment of spelling of words with predominantly American and predominantly British variants, at a time when both variants were widely circulating within American society.

In hierdie artikel word 'n evaluerende oorsig van empiriese studies oor woordeboekgebruik en taalleer aangebied, met die doel om die ontwikkeling van die veld asook die tendense in die veld oor 'n spesifieke tydperk, sistematies te ondersoek. Gebaseer op die analise van die inhoud van 104 joernaalartikels wat tussen 1992 en 2024 gepubliseer is, word daar verskeie belangrike bevindings in hierdie studie gemaak. Die ontleding van publikasietendense dui daarop dat daar 'n oplewing in navorsingsbelangstelling ná 2010 is, grootliks as gevolg van die opkoms van die digitale tegnologie en die toenemende erkenning van die rol van woordeboeke in selfgerigte leer. Terwyl die "Groot Ses"-woordeboeke wyd in studies gebruik word, het hul elektroniese eweknieë ontwikkel in die dominante woordeboekvorm, wat die impak van die Digitale Revolusie weerspieël. Daar word aan die lig gebring dat ontwerpstudies wat gemengde metodes behels, al meer voorkom, wat toenemende besorgdheid in die veld weerspieël oor sowel die leeruitkoms wat deur woordeboekgebruik teweeggebring word as die leerders se kognitiewe prosesse wat by woordeboeknaslaangedrag betrokke is. Daar is ook bevind dat daar oormatig gesteun word op gevorderde en intermediêre EVT-/ETT-leerders om resultate te verkry, wat die behoefte aan navorsing wat leerders van uiteenlopende tweedetaaldoeltale en gevarieerde tweedetaalvaardigheidsvlakke betrek, beklemtoon. Ten spyte van die groot potensiaal van elektroniese woordeboeke om taalleer in domeine soos die grammatika, pragmatiek en uitspraak te ondersteun, bly navorsing op hierdie gebiede, verrassend genoeg, beperk. Hierdie evaluerende oorsig beklemtoon die behoefte aan verdere navorsing, veral dié wat met longitudinale ontwerp en in natuurlike kontekste uitgevoer word, om sodoende 'n holistiese opvatting te bevorder van hoe woordeboeke taalleer kan verbeter.

This study presents a scoping review of empirical studies on dictionary use and language learning, with the aim to systematically examine the development and trends of the field across a specific timespan. Based on the content analysis of 104 journal articles published between 1992 and 2024, this study has several major findings. The analysis of publication trends indicates that there is a surge in research interest after 2010, largely due to the rise of digital technology and the increasing recognition of the role of dictionaries in self-directed learning. While the "Big Six" dictionaries are widely used across studies, their electronic counterparts have evolved as the dominant dictionary form, mirroring the impact of the Digital Revolution. It is revealed that there is a growing presence of mixed-method design studies, reflecting the field's increasing concern for both the learning outcome induced by dictionary use and learners' cognitive processes involved in dictionary look-up behavior. It is also found that there is an overreliance on advanced and intermediate EFL/ESL learners to generate conclusions, underscoring the need for studies involving learners of diverse target L2s and varied L2 proficiency levels. Surprisingly, despite the huge potential evinced by electronic dictionaries to support language learning in areas like grammar, pragmatics, and pronunciation, research in these domains remains limited. This scoping review underscores the need for further research, especially those conducted with longitudinal design and in naturalistic contexts, to foster a holistic understanding of how dictionaries can enhance language learning.

BACKGROUND: Low health literacy has been found to affect people's ability to take care of their own health and follow the principles of disease prevention. Incomprehension of health education and healthcare instructions may lead to poor health outcomes AIM: The aim of the study was to describe and compare a sample of primary healthcare patient's ability to recognise and pronounce health-related words in English and in his or her native language SETTING: The study was conducted in 12 primary healthcare (PHC) clinics in Gauteng, South Africa METHODS: A prospective, quantitative, comparative research design using a survey method was used to assess the ability to recognise and pronounce health-related words of 401 respondents using the REALM-R (SA) tool RESULTS: Most respondents were 18-29 years (32%) and 30-49 years (53%) old. More than half (54%) of the respondents have completed grade 12 schooling. Adequate English health-related word recognition and pronunciation levels were at 19.5%, while native health-related word recognition and pronunciation levels were far better, ranging between 55.6% and 97.0% CONCLUSION: Respondents showed better word recognition and pronunciation of the health-related words in their native language than in English. Providing health information in the patient's native language and on their level of understanding may therefore improve patient health outcomes CONTRIBUTION: The study is the first of its kind to determine word recognition and pronunciation of health-related words in English and a native language of South African PHC patients. Knowing this may assist healthcare professionals to give health education and instructions on the patient's level of understanding

Abstract This work aims to discuss the development of L2 English rhythm by Brazilian learners (L2ers) through rhythmic metrics and acoustic parameters. Five L2ers were recorded reading a text in English at the beginning of their college studies in English Language and Literature, and again, four semesters later, after having taken two English phonology courses. They were also recorded reading a Portuguese version of the same text. As for the control group, five native speakers of a North American variety of English were recorded reading the text in English. Data were manually segmented in PRAAT, and the indexes were automatically extracted. As for English-L2, different developmental paths were captured as function of the rhythm dimension, with L1 influencing more L2ers’ rhythm in the f0 and intensity dimensions. Crucially, L2 rhythm patterns converged to the target language in all dimensions, suggesting positive effects of explicit pronunciation teaching. L Lers ers (L2ers parameters Literature again later courses group PRAAT extracted EnglishL2, EnglishL2 EnglishL L2, English-L2 dimension f dimensions Crucially teaching English-L

Abstract Input-related factors are fundamental for the acquisition of new second language (L2) phones (e.g., Flege et al., 1995). Nonetheless, evidence from instructional settings suggests that, in foreign language contexts, input alone may not be sufficient for the formation of new phonetic categories. In the present study, we investigated to what extent the acquisition of a novel L2 phone (/ð/) is associated with input-related variables and phonological awareness. First language (L1) Brazilian Portuguese speakers of English answered a language background, a phonological self-awareness questionnaire, and completed a paragraph reading task and a phonological awareness test. The recordings were submitted to acoustic analysis and accuracy assessment by Brazilian teachers of English. Linear mixed-effects models revealed that perceived accuracy was predicted by input quality and phonological self-awareness, suggesting that greater interaction with L1 speakers of the target language and heightened phonological self-awareness play an important role in the acquisition of the tested L2 phone. Inputrelated Input related L (L2 e.g., eg e g (e.g. al al. 1995. 1995 . 1995) Nonetheless contexts categories study /ð/ ð (/ð/ inputrelated (L1 background selfawareness self questionnaire test mixedeffects mixed effects selfawareness, awareness, (L e.g. (e.g 199 /ð (/ð e.g 19 1

Resumen A nivel universitario, el currículum carece de literatura regional que abarque dialectos literarios debido a la dificultad que se presenta al descodificar ortografías no normativas. Incluso para los hablantes nativos de una lengua resulta difícil lidiar con este tipo de textos porque no reconocen los vocablos y tampoco los pueden localizar en el diccionario. La mayoría de lectores no necesariamente poseen la intuición ni el conocimiento lingüístico necesario para entender las representaciones ortográficas y su equivalencia normativa. Puede que algún hablante solo conozca su propio dialecto y ciertas tendencias dentro de este. Un ejemplo sencillo de dialecto literario es la palabra “pues”, la cual se encuentra en la literatura salvadoreña como “pue” o “pué”, mientras que en la chilena aparece representada como “po” y en la mexicana “pos”. Los lectores pueden adivinar este vocablo por su alta frecuencia en el habla y el contexto provisto. Sin embargo, un regionalismo desconocido sujeto a una ortografía no normativa podría no ser tan fácil de comprender para los lectores. En las representaciones regionales, "fue" se escribe como "jue" para transmitir la pronunciación (ˈxwe) de la palabra. Estos textos regionales, como los del autor salvadoreño Salarrué, son extraordinariamente interesantes porque recogen gráficamente los fenómenos fonéticos característicos de las lenguas en contacto y/o las variaciones dialectales como elisiones, aspiraciones, entre otros. Así pues, la investigadora parte de la hipótesis de que, en comparación con los hablantes nativos y no-nativos de una lengua, los hablantes de herencia (Grupo C), debido a su aprendizaje oral de la lengua, tienen un mejor conocimiento intuitivo que les permite descodificar el dialecto literario del cuento salvadoreño “Semos malos”. Con la ayuda de herramientas lingüísticas, estos hablantes pudieron reconocer y apreciar los fenómenos globales del habla representados en la literatura de otras áreas.

Abstract Regional literature, specifically eye dialect, is conspicuously missing from language classrooms due to its non-normative orthography. Even native speakers of the language struggle with unconventional spellings as dictionaries become useless tools. Moreover, most readers lack intuition regarding regional speech phenomena or its orthographic representations. While we are all speakers of a dialect, many are only familiar with their regional variety. Salvadoran regional literature may feature “pue” instead of “pues”, “pos” in Mexican literature, and “po” in Chilean literature. All examples divert from the normative “pues” despite sharing the same contextual cues. In regional representations, “fue” is written as “jue” to convey the (ˈxwe) pronunciation of the word. These regional texts, like those written by Salvadoran author Salarrué, are extraordinarily interesting because they capture graphically the phonetic phenomena characteristic of languages in contact and/or dialectal variations such as elisions and aspirations, among others. In a study conducted by the researcher, it was found that heritage speakers of Spanish possess a unique background knowledge compared to native and non-native speakers. Along with linguistic decoding strategies, this proved to be beneficial for them when reading and understanding “Semos malos”. Heritage students (Group C) were able to ‘evaluate’ many types of ‘candidates’ and were well-equipped to understand global phonetic phenomena as portrayed in regional literature from other areas.

RESUMO Em 1945, com o fim do Estado Novo, um grupo de intelectuais decidiu retomar o projeto de padronização da pronúncia proposto por Mário de Andrade e discutido no Primeiro Congresso da Língua Nacional Cantada (1937). A iniciativa coube inicialmente à Secretaria Geral de Educação e Cultura do Distrito Federal, que não conseguiu levá-la adiante, e acabou incorporada aos planos do Centro de Pesquisa da Casa de Rui Barbosa. Este trabalho investiga os preparativos para o II Congresso da Língua Nacional Falada e Cantada, examinando sua repercussão na imprensa, sobretudo as declarações de membros da Comissão Organizadora do evento, e as reações de articulistas nos jornais. A investigação esclarece como o evento foi organizado, por que não aconteceu e quais eram suas motivações, abordando a perspectiva dos organizadores quanto à padronização da pronúncia como um projeto glotopolítico.

ABSTRACT In 1945, after the end of Estado Novo (New State), some intellectuals decided to revive Mario de Andrade’s project of establishing a standard pronunciation discussed at the First Congress on Sung National Language (1937). The project was initially assigned to the Federal District’s General Office for Culture and Education, which failed to take it forward. Eventually, the project was added to the agenda of the Casa de Rui Barbosa Research Center. This article dives into the procedures of the Second Congress of Spoken and Sung National Language, examining its reception in the press, particularly the statements by members of The Organizing Committee and the reactions of newspaper writers. This exploration sheds light on the motivations of this event, how it was planned, and why it did not happen, and frames the organizers’ perspective on establishing a standard pronunciation as a glotopolitical project.

ABSTRACT Coelho et al. (2018) underlined the importance of the grammar O mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza, by Francisco Clamopin Durand, in the context of 18th century French-Portuguese grammar. This work stands out mainly due to its didactic character, as it was intended for all Portuguese people who wanted to study the French language correctly. In preparing his work, the author claimed to have based his linguistic theories on the most prestigious French authors of the time, referencing Pierre de La Touche, François Séraphin Régnier Desmarais, and Pierre Restaut. For this reason, in this paper we intend to present the graphophonetic proposals of the author of the grammar under analysis concerning the pronunciation of vowels, trying to demonstrate the possible influence of the aforementioned French authors. The methodology used will consist in a contrastive analysis of the information present in Durand’s grammar with the different treatises mentioned by the author, highlighting the contribution of his main sources (Auroux, 2006). al 2018 (2018 portugueza Durand th FrenchPortuguese character correctly time Touche Desmarais Restaut reason vowels Durands s Auroux, Auroux (Auroux 2006. 2006 . 2006) 201 (201 200 20 (20 2 (2 (

RESUMO Coelho et al. (2018) sublinharam a importância da gramática O mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza, de Francisco Clamopin Durand, no contexto da gramática franco-portuguesa setecentista. Esta obra destaca-se sobretudo pelo seu pendor didático, pois destinava-se a todos os portugueses que pretendessem estudar a língua francesa corretamente, pelo que, na elaboração da sua obra, o autor afirmou ter baseado as suas teorias linguísticas nos autores franceses mais prestigiados da época, referenciando Pierre de La Touche, François Séraphin Régnier Desmarais e Pierre Restaut. Por esta razão, é nossa pretensão, neste artigo, apresentar as propostas grafofonéticas do autor da gramática em análise relativamente à pronúncia das vogais, procurando demonstrar a possível influência dos supramencionados autores franceses. A metodologia utilizada consistirá numa análise contrastiva das informações presentes na gramática de Durand com os diferentes tratados mencionados pelo autor, evidenciando o contributo das suas principais fontes (Auroux, 2006). al 2018 (2018 portugueza francoportuguesa franco portuguesa setecentista destacase destaca se didático destinavase destinava corretamente época Touche Restaut razão pretensão artigo vogais Auroux, Auroux (Auroux 2006. 2006 . 2006) 201 (201 200 20 (20 2 (2 (

ABSTRACT This research aims to investigate the pronunciation of the stressed mid vowels in Portuguese of the 13th, 15th, 16th and 17th centuries, through the observation of the rhymes of the poetry from that period. The corpora comprise the Cantigas de Santa Maria by Alfonso X, the Cancioneiro Geral by Garcia de Resende, Os Lusíadas by Camões and the sonnets by Gregório de Matos. Knowing that the ancient writing, like the present, had only two graphemes to represent phonemes concerning stressed mid vowels of Portuguese, the possibilities and impossibilities of rhyme between mid vowels represented by identical graphemes were evaluated in this work. The results of this research suggest that there was constant phonetic variation in the speech of the stressed mid vowels of the Portuguese language, between the 15th and 17th centuries (at least), and that, in some cases, this variation resulted in a change, throughout the history of the language. 13th th period X Resende Matos writing present work language at least, least , least) cases change

RESUMO O objetivo deste artigo é obter pistas sobre a pronúncia das vogais médias tônicas no português dos séculos XIII, XV, XVI e XVII, a partir da observação das rimas da poesia de então. Serviram de corpora para esta pesquisa as Cantigas de Santa Maria de Afonso X, o Cancioneiro Geral de Garcia de Resende, Os Lusíadas de Camões e os sonetos do poeta luso-brasileiro Gregório de Matos. A metodologia adotada neste estudo consiste, essencialmente, no mapeamento e análise de todas as rimas, nos corpora referidos, envolvendo vogais médias, na sílaba acentuada. Levando-se em consideração o fato de que a escrita antiga, como a atual, dispunha de apenas dois grafemas para representar os quatro fonemas referentes às vogais médias tônicas da língua portuguesa, foram avaliadas e comparadas, neste trabalho, as possibilidades e impossibilidades de rima entre vogais médias representadas por grafemas idênticos. Os resultados da pesquisa sugerem que havia intensa variação fonética na pronúncia das vogais médias tônicas da língua portuguesa, entre os séculos XV e XVII (pelo menos), e que, em alguns casos, essa variação resultou em mudança, no decorrer da história da língua. XIII então X Resende lusobrasileiro luso brasileiro Matos consiste essencialmente referidos acentuada Levandose Levando se antiga atual portuguesa comparadas trabalho idênticos pelo menos, menos , menos) casos mudança

This article endeavours to argue from a linguistic point of view for the 'independence' of Khelobedu, to be recognised as an additional official language in the Republic of South Africa. The speakers of Khelobedu speak neither Sepedi or Tshivenḓa as some linguists claim. From the wide range of literature on this phenomenon, some Sepedi and Tshivenḓa linguists claim that this language (Khelobedu) is their dialect. This indecisiveness leaves Khelobedu speakers in limbo. As a result, Balobedu learners end up performing poorly academically because they learn the Sepedi language as their second language instead. The purpose of this article is to argue on linguistic grounds against such a classification by the earlier linguists and missionaries as the findings succinctly provide evidence in support of this position. In attempting to dispute this classification, the content analysis method was employed for data gathering purposes. A comparative lexicostatistic approach was used to undergird the study. In terms of data, Khelobedu, Tshivenḓa and Sepedi lexical items were collected and compared to corroborate the claim. Nevertheless, Khelobedu strongly shows its 'independence' as do Sepedi, Sesotho, Setswana and isiZulu, isiNdebele, isiXhosa and Siswati. Furthermore, Khelobedu and Sepedi differ greatly in terms of their pronunciation. The issue around mutual intelligibility, we argue, should not be put into this equation. The article recommends that Khelobedu be regarded as an official language that Balobedu learners and students could use as a medium of teaching and learning; furthermore, Balobedu's identity should also not be compromised. CONTRIBUTION: The significance and contribution of this article to scientific knowledge resides in its contention that the classification of Khelobedu as one of the dialects of the Sepedi or Northern Sotho language lacks linguistic justification. The article further argues that this misclassification was due to the partnership that existed between the missionaries and the colonial government in consultation with their informants who only recognised varieties where the missionaries settled and operated. Therefore, it is postulated that Khelobedu should be considered a fully fledged language since it shows its own linguistic repertoire. independence 'independence Africa phenomenon (Khelobedu dialect limbo result instead position purposes study Nevertheless Sesotho isiZulu isiNdebele Siswati Furthermore pronunciation intelligibility equation learning furthermore Balobedus s compromised CONTRIBUTION justification operated Therefore repertoire