Vol. 16 No. 1 (2016)

View Vol. 16 No. 1 (2016)
Published: 2016-11-30

Artigos

  • Observation of macro and micro structure and analysis of its lexical unit "God" in Aurélio dictionary

    Roberta Maria Garcia Blasque, Ednéia de Cássia Santos Pinho, Letícia Jovelina Storto
    7-24
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p7

  • (Re)thinking foreign language teaching and learning

    Ademir Paulo Giraldello, Anderson Luiz Tedesco
    25-42
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p25

  • Discursive genres and aphorizing enunciation analysis in self-help discourse for teenagers

    Marília Molina Furlan
    43-66
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p43

  • Describing processes of formation of signs in Libras in a linguistic variety of Belém of Pará

    Sindy Rayane de Souza Ferreira, Marília de Nazaré de Oliveira Ferreira
    67-98
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p67

  • Language attitudes towards the non-native accent in the United States

    Fábio Henrique Rosa Senefonte
    99-113
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p99

  • Content analysis in terms of Bardin applied to corporate communications under the sign of a theoretical and empirical approach

    Marconi de Albuquerque Urquiza, Denilson Bezerra Marques
    115-144
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p115

  • Reading questions: an interaction perspective approach

    Luciana Cristina Ferreira Di Raimo, Rafael Petermann
    145-169
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p145

  • A study about argumentative operators’ function used in the editorial gender while resource in the construction of the persuasive speech

    Míriam Silveira Parreira
    171-203
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p171

  • Problematizations about gender of discourse in nonfiction comics

    Mayara Barbosa Tavares
    205-223
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p205

  • “Teacher and students should interact more”: the construction of classroom interaction through a literacy project

    Juliana Dias dos Santos, Clara Dornelles
    225-258
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p225

  • The difference and the diversity in the classroom: religious identities at stake

    Jakeline Aparecida Semechechem
    259-279
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p259

  • What kind of teachers do we want to have? An analysis of the UEL postgraduation program in Language Studies

    Aline de Abreu Curunzi Chanan, Núbio Delanne Ferraz Mafra
    281-303
    DOI: https://doi.org/10.5433/1519-5392.2016v16n1p281

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