Indirect objects in Brazilian Portuguese

A configuração do dativo de terceira pessoa no português do Brasil e no português europeu com enfoque na fala do fortalezense culto

by: Dantas, Maria Alves Maia

Based in samples (corpus) of verbal language of the Brazilian and European Portuguese, this work investigates the strategies of substitution of the 3rd. person dative clitics in the Brazilian Portuguese and the European Portuguese, as well as the use of introductory prepositions of the dative represented for lexical DP. The objective is to verify the evidences of possible parametric change in the Brazilian variety and to evidence the differences between the alternatives used for the talkers of the two linguistic systems. It focuses the use of the 3rd. person dative clitics complements in several forms of representation in the speech of natives with superior degree (cult talker) of the city of Fortaleza, Ceará (inquiries of the Porcufort corpus) and in speaks of European Portugueses (inquiries of corpus CRPC), with ditransitive verbs of concrete transference and conceptual transference. Recent scientific trials indicate modifications in the use of the appointed 3rd. person dative clitics in the variety of Brazil, is separating itself from the European one.The results pointed to considerable differences between the two varieties: while the European Portuguese uses of the 3rd. person dative clitics, in the Brazilian Portuguese is possible to verify its substitution for alternative strategies as the use of anaphoric strong pronouns, or the null object. The data studied in this work point out to the confirmation of the hypothesis of Galves (2001) of that grammatical abilities of the European Portuguese and the Brazilian Portuguese are different and tend to become more distant themselves in speak speech. It was also verified that the Brazilian Portuguese does not have constructions of applicative head of the European Portuguese, as demonstrated in the proposal of Torres Morais (2007) which evidences that, in the European Portuguese, the internal appointed argument of concrete and cognitive transference is permitted by a applicative head that carries through by means of the obligator presence of the preposition "a", marking of dative case marker. The Brazilian Portuguese lost the capacity to carry through this dative, therefore its verbal complements are introduced by lexical prepositions, that means they don't realize the applicative head with the configuration verified in the European Portuguese, but they have another form to configure it: double object constructions.

http://www.teses.usp.br/teses/disponiveis/8/8142/tde-31012008-102247/publico/DISSERTACAO_MARIA_ALVES_MAIA_DANTAS.pdf

It's amazing the number of people who actually study and write this kind of dissertations. Yet, they're all Brazilian and their "samples" of European Portuguese usage are usually incomplete and inaccurate.

What's the theme of discussion here anyway?

«objective is to verify the evidences of possible parametric change »
Is this not something which can be verified in 5 minutes listening to a Cearense and a Portuguese ? I can.

USP is on of the best universities in the world (it's in the top 100 universities), so it's not easy to have a degree there, only the best do it. And this article is from there.

Well, it basically says that LHE is not used anymore in educated Spoken Brazilian Portuguese for ''him, her'' but even the most illiterate Portuguese person still use it:



I gave a book to Jussara. I gave it to her.

(BR) Eu dei um livro para (a) Jussara. Eu dei para ela.

(PT) Dei um livro à Jussara. Dei-lhe o livro. Dei-lho.

Another interesting article:

Disappearance of ESTE in Brazilian Portuguese:

http://www.teses.usp.br/teses/disponiveis/8/8142/tde-08122005-210454/


The aim of the following project is to contribute to the discussion regarding the changes through which the Brazilian Portuguese demonstrative system goes, comparing two types of Portuguese language, the Brazilian and the European. We will concentrate our attention on the opposition between “este” e “esse.” Furthermore, we will not limit ourselves to the way of speaking and will focus on studying the occurrence of such demonstratives in several corpora that represent three different discourse types: fictional and journalistic writing, and also the way of speaking. Each corpus was treated according to the characterization proposed by Halliday and Hasan (1997), separating both references, endophoric and exophoric. The research selected from the three levels (syntactic, semantic and discursive), variables that would have impact on the usage of “este” e “esse.” The results show that Brazilians only use “este” significantly in the genders characterized by the existence of grammatical review. However, the Portuguese people maintain the ternary system which is still rooted in the spatial issue/ interlocution field in speaking as well as in writing. Texts in which manual’s rules are emphasized have enough room for both nationalities to choose between the two options: the Portuguese people choose “este” while the Brazilians prefer “ esse.” This research disputes Marine´s (2004) view that the Brazilian oral system shows a specialization according to the kind of reference. Our data has shown that within the Brazilian speech "este" appears just residually and is bound to be replaced with "esse". The Brazilian binary configuration is different from the one used in English. The results show that the words “this” and “esse” are not exactly synonyms. The usage of the Brazilian demonstrative appears in contexts where in English only “that” could be used. The research reached another important conclusion. It suggests the existence of a relationship between the referential hierarchy and the choice of demonstrative. In most corpora we found an association between a higher usage percentage of “este” and the reference to elements characterized by a larger load of references.

<<USP is on of the best universities in the world (it's in the top 100 universities), so it's not easy to have a degree there, only the best do it. And this article is from there. >>

Hmmm, no, it's actually in the top 200. Of course I'm not saying it's a bad university, but once you get in, you'll do it for sure. In USP and anywhere else.
So even if this essay or thesis was written by someone on that university, it doesn't mean everything in it is 100% correct!

<<USP is on of the best universities in the world (it's in the top 100 universities), so it's not easy to have a degree there, only the best do it. And this article is from there. >>

Yeah, it's ranked 176 by Times. That's not that great. The sad thing is, it's the best university in Brazil.

176 is not bad. No Portuguese or Spanish universities in top 200
and only 2 italian universities.

The EGI (European Graduate Institute) reported that USP is the 58th best university in the world, according to the 2006 edition. USP is considered the 45th most productive university on the globe.

^yeah... and it also says on the EGI website:
"This ranking is based on objective criteria and on outcomes. It does not consider reputations or budgets. It is based on a reanalysis of the data in by Shanghai Jiao Tong University. Since that ranking is based on the number of Nobel Prizes and Fields Medals per university, number of highly cited researchers per university, number of papers published in Nature and Science etc. per university, it is biased in favor of large universities (...)
It could be argued that some of the best undergraduate education in the world takes place in institutions not on this list."


The thing about Portuguese, Spanish and Italian universities is their size, they may not have excellent "universities", but have courses or faculties. Individually, they're at least among the best in Europe.

According to ARWU, USP is among the best 150 universities in the world.
If a certain dissertation was approved by USP then it must have relevance.
But regardless of university I believe in the PERSONAL accomplishment.

Cheers!!

The point people are trying to make here is that it doesn't matter where the thesis was written. The topic may have relevance, but it still doesn't mean everything in it is true.