A CONTRASTIVE ANALYSIS O F SELECTED SYNTAX PROBLEMS
O F STANDARD SOUTH AMERICAN S P A N I S H AND BRAZILIAN PORTUGUESE
by
L e s l e y Ann Broome
B.A.,
U n i v e r s i t y of B i r m i n g h a m , 1967
A DISSERTATION SUBMITTED I N P A R T I A L F U L F I W K T O F
THE REQUIREMEhTS FOR THE DEGREE O F
MASTER O F ARTS
i n the Department
of
,
Modern Languages
@
LESLEY ANN BROOME 1970
SIMON FRASER UNIVERSITY
MAY, 1970
APPROVAL
Name:
Degree:
L e s l e y Ann Broome
Master of A r t s
T i t l e of T h e s i s :
A C o n t r a s t i v e A n a l y s i s of S e l e c t e d Syntax Problems of
Standard F ~ u t hAmerican Spanish and B r a z i l i a n Portuguese
Examining Commit tee :
E. R . Colhoun
Senior S u p e r v i s o r
T. W. K i m
Examining Commit tee
.
N.' J L i n c o l n
Examining Commit tee
M. S. OIConnell
E x t e r n a l Examiner
A s s o c i a t e P r o f e s s o r ( P r o f e s s i o n a l Foundations)
Simon F r a s e r U n i v e r s i t y
Abstract
T h i s t h e s i s d e a l s with t h e t r a n s f e r e n c e problems which arifie between
Standard South American Spanish and B r a z i l i a n Portuguese, when t h e s y n t a c t i c
p a t t e r n from one language i s used t o form a sentence i n t h e o t h e r .
Firstly,
a comparison of t h e s t r e s s , s y s t e m s and t h e p r o c e s s e s of m o d i f i c a t i o n i n t h e
two r e l a t e d languages i s p r e s e n t e d .
L a t e r a c o n t r a s t i v e a n a l y s i s of t h e
\
e f f e c t of t h e stress systems i n each language p o i n t s o u t e s s e n t i a l
d i f f e r e n c e s between t h e two.
The main p a r t of t h e t h e s i s p r e s e n t s numerous
I
s y n t a c t i c p a t t e r n s common t o both languages.
Those which show no
correspondence i n form-function r e l a t i o n s h i p , when t r a n s f e r r e d i n t o t h e o t h e r
language, a r e of s p e c i a l i n t e r e s t i n t h i s a n a l y s i s .
A l l s t a t e m e n t s concerning
s i m i l a r i t i e s between t h e two languages and t r a n s f e r e n c e problems a r e
r e i n f o r c e d w i t h examples.
The t h e s i s concludes by endeavouring t o o f f e r
some e x p l a n a t i o n f o r t h e s e l e c t i o n of s y n t a c t i c p a t t e r n s i n South American
/
,
Spanish and B r a z i l i a n Portuguese, by r e f e r e n c e t o t h e p r o s o d i c f e a t u r e s of
each r e s p e c t i v e language.
TABLE OF CONTENTS
1.0
Introduction
2 .O
Hypothesis
3 .O
Stress
4.0
The e f f e c t of s t r e s s on the r e s p e c t i v e vowel
systelns of Portuguese and Spanish
5 .O
Processes of modification
6 .O
Procedures
7.000
S u b s t a n t i a t i o n of Hypothesis
8 .O
Conclusion
9 .O
S e l e c t e d d a t a f r o m , t h e t a p e s of B r a z i l i a n
I
Portuguese
Selected references
'
-1
1.0
-
Introduction
The aim of t h i s t h e s i s i s t o p r e s e n t a c o n t r a s t i v e a n a l y s i s of t h e
syntax of Standard South American Spanish and B r a z i l i a n Portuguese.
Although many s y n t a c t i c p a t t e r n s a r e common t o t h e two languages, t h e r e a r e
c a s e s i n which t h e t r a n s f e r e n c e of a s y n t a c t i c p a t t e r n w i l l convey a
d i f f c r e n t message.
Thcso d i f f i c u l t i c s , which c o n f r o n t t h o n a t i v e speaker of
one language i n h i s a c q u i s i t i o n of t h e o t h e r , a r e of i n t e r e s t here.
1.1
The B r a z i l i a n Portuguese d a t a used i n t h i s t h e s i s a r e t a k e n from a
s e r i e s of t a p e s recorded during a f o u r month s t a y i n SQo P a u l o , i n t h e S t a t e
of SZo P a u l o , B r a z i l , from May through August, 10G9.
c ~ n v c ~ s a t i o nbetwecn
s
n a t i v e informants.
The t a p e s a r c of f r c c
Most of t h e informants wcro
l i t e r a t e P a u l i s t a s who were e i t h e r s t u d y i n g a t t h e U n i v e r s i t y of
o r who were working i n t h e c i t y .
S ~ OPaulo
Other t a p e d c o n v e r s a t i o n s a r e between
s e m i - l i t e r a t e w a i t e r s who had been i n Sa'o Paulo f o r a t l e a s t f i v e y e a r s b u t
who had o r i g i n a l l y come from Minas G e r a i s and Alagoas.
1.2
F o r t h i s a n a l y s i s B r a z i l i a n Portuguese i s considered t o be s t r u c t u r a l l y
.
uniform throughout B r a z i l .
.1
The p r i n c i p a l r e g i o n a l d i a l e c t s a r e a l l mutually
i n t e l l i g i b l e and a r e d i s t i n g u i s h e d mainly by t h e i r p h o n e t i c c h a r a c t e r i s t i c s
and t h e i r l e x i c o n s .
1.3
S i m i l a r l y , Standard South American Spanish i s n o t based on one d i a l e c t
of South American Spanish, b u t i s d e f i n e d a s t h e speech of t h e educated
urban c l a s s .
1.4
I n Spanish and Portuguese t h e r u l e s f o r stress assignment a r e b a s i c a l l y
t h e same, b o t h i n i s o l a t e d words and i n s y n t a c t i c groups.
A s a r e s u l t of
t h i s stress system c e r t a i n s y n t a c t i c forms a r e more emphatic t h a n o t h e r s ,
and c e r t a i n p o s i t i o n s w i t h i n t h e s y n t a c t i c groups are more prominent.
In
-
-2
b o t h languages a b a s i c sentence p a t t e r n conveying a n e u t r a l d e c l a r a t i v e
message c a n have an a l t e r n a t e form conveying t h e same message i n a more
emphatic manner.
I f t h e b a s i c s e n t e n c e c o n t a i n s an ambiguous form o r i s
i n e x p l i c i t , t h e samo p r o c e s s of m o d i f i c a t i o n used t o emphasize i n c a s e s where
no ambiguity i s p r e s e n t can be used t o c l a r i f y a n ambiguity.
I n t h i s case
t h e r e a r e t h r e e s e n t e n c e s t o convey t h e same message w i t h v a r y i n g d e g r e e s of
I
emphasis.
The f i r s t i s ambiguous o r i n e x p l i c i t , t h o second convoys t h e
mossago i n u moro e x p l i c i t manner, and t h o t h i r d emphasizes t h a t mmc mcs8age.
2.0
Hypothesis
Although t h e p l a c i n g of stress and t h e p r o c e s s e s of niodif i c a t i o n
involved f o r c l a r i f i c a t i o n and emphasis a r e e s s e n t i a l l y t h e same i n Spanish
and Portuguese, t r a n s f e r e n c e problems a r i s e from t h e l a c k of correspondence
i n t h e form-function r e l a t i o n s h i p of Spanish and Portuguese s y n t a c t i c p a t t e r n s .
3.0
Stress
Two t y p e s of stress a r e c o n s i d e r e d i n t h i s t h e s i s : l o g i c a l and emotive
emphatic stress.
Following D e l a t t r e , w e d e f i n e l o g i c a l stress a s b e i n g t h e
expected p o s i t i o n of t h e prominent s y l l a b l e w i t h i n t h e i s o l a t e d word, and
then a t utterance level.
Emotive emphatic stress c a n be added a t u t t e r a n c e
l e v e l and i s a s s i g n e d t o any s y l l a b l e a l r e a d y b e a r i n g primary l o g i c a l stress,
which t h e speaker wishes t o g i v e e x t r a emphasis.
3.1
Logical s t r e s s
I n Spanish t h e r e a r e two l o g i c a l stresses, primary and secondary.
I n Portuguese t h e r e a r e t h r e e , primary, secondary and t e r t i a r y .
I
-3 3.2
R u l e s f o r t h e assignment of l o g i c a l primary s t r e s s
These hold f o r both Spanish and Portuguese.
3.21
I n monosyllabic words t h e stress f a l l s on t h o v o c a l i c n u c l e u s ,
3.22
I n a l l words of more than one s y l l a b l e i n which t h o l a s t s y l l a b l e
i s open, i.e.
t h e l a s t p h o n e t i c segment i s v o c a l i c , t h e stress f a l l s on t h e
penultimate s y l l a b l e .
3,221
Exaxples from Spanish
bueno
hombre
cagtnrro
carter0
matadero
3.222
-
good
(b w&o)
man
(Lmb re)
cold
[ka t h o )
mailman
&art&ro)
slaughterhouse
(mata3ero)
Examples from Portuguese
lob0
caixa
-
1ingua
-
palavra
-
yitarra
3.23
-
wolf
(dbo]
box
G;Y,$)
guitar
(gi
t axa)
tongue
(&wa)
word
(palB/vra]
/
I n a l l words of more t h a n one s y l l a b l e i n which t h e l a s t s y l l a b l e
i s c l o s e d , i . e . t h e l a s t p h o n e t i c segment i s c o n s o n a n t a l , t h e s t r e s s f a l l s on
the l a s t syllable.
3.231
The c o n s o n a n t a l segments which a r e p o s s i b l e i n f i n a l p o s i t i o n
i n Spanish a r e (s) (r) (n)
3.232
(1) iy) (w)
and
Examples from Spanish
adema/s
-
moreover
/
-
eagerness
af an
[dl.
c a re t a 1
-
coffee plantation
cacao
-
cocoa
encantador
-
charming
(enkant ad6.r)
caray
-
interjection
(k a r iy)
ciudad
3,233
city
The consonantal segments which a r e p o s s i b l e i n f i n a l p o s i t i o n
i n Portuguese a r e
Cy).
l k a f c t h)
z
r
s
v
t
d
and t h e two semivowels (w> and
N a s a l i s e d vowels a r e considered i n t h i s a n a l y s i s t o be checked s y l l a b l e s .
3.234
Exanples from Portuguese
diagonal
/
diagonal
( d j j agonawj
penguin
(pbwd
city
(sidgd)
/
cidade
-
t imidez
-
shyness
it i m i d ~ d
colher
-
spoon
(kohe/x]
mamge
-
mother
[m~mgyl
demais
-
t o o much
(dema/y s]
pinguim
3.235
-
The a d d i t i o n of t h e p l u r a l morpheme i n both Spanish and
Portuguese nouns w i l l not a l t e r t h e l o g i c a l primary stress a l r e a d y a s s i g n e d
t o t h e word r o o t .
3,3
Secondary s t r e s s i n Spanish
A l l s y l l a b l e s which a r e n o t a s s i g n e d primary stress w i l l a u t o m a t i c a l l y
be a s s i g n e d secondary stress.
-5-
3.4
Secondary and t e r t i a r y s t r e s s i n Portu[,mese
3.41
stress.
3.5
P r e t o n i c s y l l a b l e s and p o s t o n i c c l o s e d s y l l a b l e s b e a r secondary
I
A l l o t h e r s y l l a b l e s b e a r t e r t i a r y stress.
L o g i c a l s t r e s s i n s y n t a c t i c groups
I n each s y n t a c t i c group t h e l a s t primary stress i s always t h e most
emphatic.
I n a sentence c o n t a i n i n g a main c l a u s e and a s u b o r d i n a t e c l a u s e ,
t h e r e a r e two primary s t r e s s e d s y l l a b l e s w i t h added emphasis.
3.51
I n Portuguese many forms, which i n i s o l a t i o n would b e a r primary
stress, b e a r o n l y t e r t i a r y s t r e s s w i t h i n t h e s y n t a c t i c pattern;because
of
T h e r e f o r e i t would seem t h a t nouns, adverbs and v e r b s
t h e i r e n c l i t i c position.
always c o n t a i n a s y l l a b l e b e a r i n g primary s t r e s s , whereas d e f i n i t e a r t i c l e s ,
p r e p o s i t i o n s and e n c l i t i c pronouns b e a r t e r t i a r y stress.
'
Thc above r u l e s s c r v c only a s g c n c r a l r u l e s f o r t h e assignment of s t r e s s .
Thcrc a r e a number of counter-examples.
/
thesis, ldpiz
pencil, d6lar
d o l l e r , vbrgen
virgin.
tc'ssis
Spanish
/
s u g a r , caddvcr
corpse, tuncl
t u n n e l , homcm
man,
ac$cnr
Portuguese
s o l u b l e , arnsvcl
lovable,
a l s o a l l a d j e c t i v e s e n d i n g i n - v c l , e.g. s o l 6 v e l
senshe1
sensitive.
B e s i d e s t h e s e , b o t h languages c o n t a i n words s t r e s s e d on t h e a n t i p e n u l t i m a t e
s y l l a b l e , which a r e u s u a l l y e r u d i t e forms from L a t i n and Greek.
,
'
mondlogo
monologue, 6 l t i m a
l a s t , pajaro
b i r d , apendice
Spanish
appendix, f A b r i c a
factory.
/
Portuguese
ben6volo
b e n e v o l e n t , horo/scopo
horoscope, nauf rago
shipwreck, ap6ndice
appendix.
Verb forms do n o t f o l l o w t h e s e r u l e s f o r stress assignment. Verbs a r e
considered h e r e t o b e a r morphological s t r e s s and n o t l o g i c a l s t r e s s ,
cp. Spanish hablo
1st person s i n g u l a r p r e s e n t
I speak, and h a b d
3rd person s i n g u l a r p r e t e r i t e
he spoke. F o r f u r t h e r d i s c u s s i o n of t h e
morphological stress i n verb forms, see M r . K .C. E i t i n g s t forthcoming N.A.
T h e s i s , Simon F r a s e r U n i v e r s i t y .
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
'
-
-6
3.6
Emotive emphatic s t r e s s i n Spanish and Portuguese
3.61
Emotive emphatic s t r e s s i s a s s i g n e d o n l y t o a s y l l a b l e which a l r e a d y
b e a r s a l o g i c a l primary stress.
3.62
Emotive emphatic stress r a i s e s t h e p i t c h of t h e s y l l a b l e and a l s o
l e n g t h e n s t h e v o c a l i c n u c l e u s , although t h i s i s more n o t i c e a b l e i n Portuguese
t h a n i n Spanish.
3.63
A s y l l a b l e b e a r i n g emotive emphatic stress c a n o c c u r anywhere w i t h i n
the syntactic pattern.
3.7
Examples of s t r e s s
.P
I n t h e f o l l o w i n g examples,
/
i n d i c a t e s primary stress,
indicates
V
i n d i c a t e s t e r t i a r y stress.
secondary s t r e s s , and
L
,
7
/
Portuguese
v
N
/
v
\ * / / / V
0 padre comprou o papagaio.
//
/
//,
/
/
&
/
///
Spanish
E l padre compro e l l o r o .
English
The p r i e s t bought t h e p a r r o t .
L
Portuguese
Quem f e z i s s o 3
//
//
//
v
&
// /
//
// /
Spanish
LQuien h i z o e s o ?
English
Who d i d t h a t ?
&
v
N v
//
Portugue se
A mo$a vem.
Spanish
L a muchacha viene.
English
The g i r l i s coming.
/
N
N
/
/
&
/
Portuguese
/
/ / v
/
/
Y
/ / V
Eu vou t e d a r um l i v r o .
1.7 / / /
-4
/+'/
Spanish
Voy a d a r t e un l i b r o .
English
I ' m g o i n g t o g i v e you a book.
L o g i c a l emphatic stress
-7
-
J
Portuguese
"
//
E l a nzo f a z nada,
Spanish
E l l a no hace nada.
English
She d o e s n ' t do anything.
/ / Y
///
//
/
Portuguese
/// ///
/
&
N
/
v v v
Eu vou p a r a a cidade.
.b
/
/
//
/ /
/'
Spanish
Voy a l a ciudad.
English
I ' m going t o town.
S
/
Portuguese
/
/
/
<
f l w
v
~ a s c aiq u i e m
/ / /
/
U
S ~ OPaulo.
.b
/
/
//
/
Spcmish
~ a c aiq u i e n San Pnblo.
English
I was born h e r c i n Sab Paulo.
C
"
' 1'"
Portuguc sc
Ni'io
J*
/ / /
N
d o quc e u f a l e i .
.v
+
///
/
Spxn i s11
No es l o que d i j e .
English
T h a t i s n t t what I s a i d .
\L
H
//
Portuguese
/ / v
.I
\
//
NZo f a z i s s o porque t e m medo.
4,
/
4.0
.L
h'Y
//////
/
/
// /
*
fl
/
Spani sh
No hace e s o porque t i e n e miedo.
English
She d o e s n ' t do i t because s h e i s a f r a i d .
The e f f e c t of stress on t h e r e s p e c t i v e vowel systems of Portuguese
and Spanish
4.1
Although t h e e f f e c t of stress a l s o l e a d s t o a m o d i f i c a t i o n i n t h e
a r t i c u l a t i o n of consonants, t h e e f f e c t of stress on t h e vowels i s c l e a r l y
n o t i c e a b l e i n both languages and p r o v i d e s s u f f i c i e n t evidence f o r my purposes
here.
4.2
Portuguese h a s seven vowel phonemes
and / u / .
/i/
/q/
/
/
/a/
/
/o/
Under primary stress and secondary stress, t h e seven r e a l i s a t i o n s
maintain t h e i r d i s t i n c t n e s s .
Under t e r t i a r y s t r e s s t h e r e a r e o n l y t h r e e
4t
distinctions.
/i/ /e/
4.3
/a/
/o/
N a s a l i s e d vowels a r e c o n s i d e r e d h e r e t o b e t h e vowel phonemes,
and / u / p l u s t h e phoneme of n a s a l i s a t i o n / N / .
Spanish h a s f i v e vowel phonemes, /i/ /e/ /a/ /o/
and / u / .
These a r e
d i s t i n c t i v e under a l l circumstances.
5.0
P r o c e s s e s of m o d i f i c a t i o n
5.1
I n b o t h Spanish and Portuguese an i n t e r r o g a t i v e i n t o n a t i o n p a t t e r n i s
s u f f i c i e n t t o i n d i c a t e a question;
no s y n t a c t i c change i s o b l i g a t o r y .
T h e r e f o r e any s y n t a c t i c p a t t e r n , l i s t e d a s a n e u t r a l d e c l a r a t i v e statement
can a l s o s e r v e a s a q u e s t i o n p a t t e r n .
5.2
P r o c c s s e s of m o d i f i c a t i o n f o r emphasis o r c l a r i f i c a t i o n
5.21
Displacement of a s y n t a c t i c form from i t s u s u a l p o s i t i o n w i t h i n t h e
s y n t a c t i c group.
5.22
The a d d i t i o n of a s y n t a c t i c u n i t t o y i e l d a more complex s y n t a c t i c
structure.
5,23
The a d d i t i o n of a n emotive stress on a s y l l a b l e b e a r i n g primary
stress i n one of t h e s y n t a c t i c components,
6.0
Procedures
6.1
The d a t a w i l l be p r e s e n t e d i n c a t e g o r i e s a c c o r d i n g t o t h e message
conveyed.
Messages w i l l be d i s t i n g u i s h e d from one a n o t h e r by t h e u s e of
l e t t e r s , e.g. Message A , B , C , e t c .
When t h e p a r t i c u l a r message i s emphasised,
i t w i l l be i n d i c a t e d by t h e u s e of s u p e r s c r i p t numbers, e.g. Message A
A
3
1
etc.
* F o r a f u l l d e s c r i p t i o n of t h e a l l o p h o n i c d i s t r i b u t i o n of phonemes s e e
Robert H a l l J n r .
The Unit phonemes of B r a z i l i a n Portuguese.
,A 2 ,
6.2
The s i m p l e s t s t r u c t u r e from e i t h e r language w i l l be presented f i r s t .
M c s s a p A'
w i l l t i l e r e f o r e g i v e P a t t e r n 1 i n language y.
Linked s e r i e s of
p a t t e r n s w i l l be d e s i g n a t e d P a t t e r n 1.1, 1.11, 1.111, etc.
6.3
T h i s p a t t e r n w i l l t h e n be used t o g e n e r a t e a s e n t e n c e i n language x.
There a r e t h r e e p o s s i b l e r e s u l t s i n language x.
F i r s t l y , it i s p o s s i b l e t h a t
t h e s y n t a c t i c p a t t e r n d o e s n o t e x i s t i n language x, y i e l d i n g d .
Secondly,
i t may y i e l d t h e same message, Message A a t any l e v e l of emphasis, i . e ,
Message A',
A
2
or A
3
.
O r t h i r d l y , i t can y i e l d a d i f f e r e n t message.
c a s e s , t h e p a t t e r n w i l l y i e l d b o t h Message A and a n o t h e r message.
I n soue
The
f o l l o w i n g c h a i n c a n t h e r e f o r e be observed.
hlessage A'
Pattern 1
-
P a t t e r n 1 i n language y.
d
or
Next Message A'
Message B
J
w i l l be p r e s e n t e d i n language x.
T h i s w i l l give another
s y n t a c t i c p a t t e r n , and t h i s w i l l t h e n b e used t o g e n e r a t e s e n t e n c e s i n
language y.
6.4
The c h a i n w i l l be c a r r i e d a s f a r a s p o s s i b l e .
I n most c a s e s t h e messages i n each category w i l l d i f f e r from one a n o t h e r
only i n terms o f emphasis.
I f a t o t a l l y d i f f e r e n t meaning i s conveyed by t h e
p a t t e r n , a n o t e w i l l be made t o t h i s e f f e c t , and t h e r e a d e r w i l l be r e f e r r e d t o
a n o t h e r c a t e g o r y i n which t h e message i s d e a l t w i t h f u l l y .
6.5
Three examples from each language w i l l i l l u s t r a t e each p r o c e s s i n t h e
procedure.
6.6
The appendix p r o v i d e s f u r t h e r evidence t a k e n from t h e d a t a .
For t h e sake o f c l a r i t y , 7.900 w i l l n o t be p r e s e n t e d u s i n g t h i s procedure.
-10Sub s t a n t i a t i o n of IIypothcsis
Category 1. Message A
Message A
Message A'
- Determination
of t h e Agent o r S u b j e c t of t h e verb form.
i s expressed i n Spanish by P a t t e r n 1.
-
P a t t e r n 1.1
( v e r b form)
( s u b j e c t pronoun)
Tengo poco tiempo
I have l i t t l e time
Tenemos mucho que e s t u d i a r
W e have a l o t t o s t u d y
Estamos e n c a s a
W e a r e a t home
P a t t e r n 1.1 y i e l d s both Message A'
-
P a t t e r n 1.1
Message A
Message G
i n Portuguese and Message G.
1
i
s e e 7,700
NXo tenho s o r t e
I d o n ' t have any l u c k
~ s s i s tai t o d o s o s f i l m e s
I went t o a l l t h e f i l m s
E s t o u pensando
I ' m thinking
Although Mcssage A'
i s usually obligatory.
can be conveyed by P a t t e r n 1.1, t h e s u b j e c t pronoun
Most s e n t e n c e s i n t h e d a t a c o n t a i n a s u b j e c t pronoun
i f t h e subject i s not otherwise stated.
Message A'
- Pattern
1.11 i n Portuguese
/
Ptg.
Eu acho que t o d o s n&
somos s e r e s s o c i a v e i s
Eng.
I think w e a r e a l l s o c i a l beings.
Ptg.
Eu acho que v o c s v a i morrer amanhg..
.
certo?
V O C ~tern
que s e r
/
a u t e n t i c a , voce tern que f a z e r tudo o que vocg quer f a z e r .
Eng.
I t h i n k you a r e g o i n g t o d i e tomorrow, r i g h t ?
authentic.
You have t o b e
You have t o do e v e r y t h i n g you want t o .
Ptg.
Eu vim porque e u p r e c i s o , eh!
Eng.
I came because I need t o .
A
Eu p r e c i s o aprender i n g l e s .
I need t o l e a r n E n g l i s h .
7.106
Portuguese w i l l even r c p c n t t h e o r i g i n a l s u b j e c t a s a pronoun i f i t i s
n o t d i r e c t l y n e x t t o t h e v e r b form.
Ptg.
Sidney P o i t i e r , na minha o p i n i g o , g l e v i v e o p a p e l .
Eng.
SidneyPoitier, inmyopinion, l i v e s the part.
ptg.
0
Eng.
Henry t a l k e d about t h i s , and t o a c e r t a i n e x t e n t he p r a c t i s e d it t o o .
7.107
The s u b j e c t pronoun can a l s o be used i n Portuguese t o i n d i c a t e an
Henry f a l a v o i s s o , e e m c e r t o ponto, Gle p r a c t i c a v a i s s o tambGm.
inanimate o b j e c t .
6
T h i s i s p o s s i b l e i n Spanish b u t i s avoided.
ptg.
$le
Eng.
I t i s a n e x t r a o r d i n a r y course.
Ptg.
/
,'
Quanto go scu p o r t u g d s , G l e e optimo.
Eng.
A s f o r your Portuguoso, i t 1s very good.
7.108
To e x p r e s s an u n s p e c i f i e d speaker, Spanish u s e s
um c u r s o mais do que normal.
%.
T h i s i s always
s i n g u l a r , but c a n r e f e r t o a feminine s u b j e c t i f t h e speaker i s feminine.
7.109
subject.
Portuguese u s e s a feminine s i n g u l a r noun t o e x p r e s s an u n s p e c i f i e d
T h i s i s a gente.
I t can r e f e r t o a masculine s i n g u l a r s u b j e c t , a
feminine s i n g u l a r s u b j e c t o r c a n be used a s a c o l l e c t i v e .
/
..
Ptg.
Se a g e n t e e urn ser s o c i k v e l .
Eng.
I f man i s a s o c i a l animal..
Ptg.
A i , a g e n t e v a i p a r a c a s a , d e p o i s a g e n t e , t o d a s a s g a r o t a s que f i z e r a m
.
/
.'
o e n c o n t r o , a x , a g e n t e marca e se reune...
Eng.
Then w e go home, and a f t e r w a r d s , a l l t h e g i r l s who were a t t h e meeting,
f i x a d a t e and g e t t o g e t h e r . . .
Ptg.
A g e n t e f i c a m u i t o deprimido.
Eng.
I was v e r y d e p r e s s e d .
-127.110
When t h c P a t t c r n 1.11 i s t r a n s f e r r e d i n t o Spanish, t h e o b l i g a t o r y u s e
of t h e pronoun has two r e s u l t s .
Wlth t h i r d person forms of t h e verb t h e
pronoun merely c l a r i f i e s t h e s u b j e c t .
With t h e f i r s t and second person forms
of t h e v e r b , t h e v e r b form i n i t s e l f i s e x p l i c i t , and t h e o b l i g a t o r y u s e of
t h e pronoun emphasises t h e message.
T h e r e f o r e P a t t e r n 1.11
- Message
%2
Nosotros bebemos mucho vino.
Eng.
W e d r i n k a l o t o f wine.
3~
Tu l o sabes bien.
.
E ng
You must know t h a t .
Yo hagp eso.
E k
E ng
i n Spanish.
. -I ' 11 do t h a t .
7.111
Emphasis i n Spanish i s more l i k e l y t o be conveyed by i n v e r s i o n .
Messap? A2
- Pattern
P a t t e r n 1.I11
SJL
Viene e l l a .
Eng.
Shef s coming.
-
Sp.
1.111 i n Spanish.
<verb form)
i
No tengo miedo yo
Eng.
-I m not
L2-L
No hacemos e s o n o s o t r o s .
Eng.
W e d o n t t do t h a t .
7.112
(subject pronoun)
afraid.
T h i s same emphasis i s conveyed i n Portuguese by p l a c i n g an emotive
emphatic s t r e s s on t h e pronoun form.
T h i s can a l s o be used i n Spanish t o
emphasise t h e t h i r d person pronouns a l t h o u g h i n v e r s i o n i s more common.
- Pattern
7.113
Message A2
Ptg.
E l a n2o f a z i s s o .
En.
d o e s n ' t do t h a t .
1.IV
s u b j e c t pronoun
v e r b form
Ptg.
3
E n .
Itm
~fg.
No/s ngo
~ng.
\Ye
7.114
A l t e r n a t i v e l y Portuguese can extend t h e b a s i c s t r u c t u r e P a t t e r n I , t o
nzo tenho medo.
not a f r a i d .
somos assim.
aren' t l i k e t h a t .
form a more complex s t r u c t u r e c o n s i s t i n g of a main c l a u s e and a s u b o r d i n a t e
clause.
T h i s i s more u s u a l l y used t o convey Message A 2
-
Message
7.715
.
P a t t e r n 1.V
P a t t e r n 1.V
[subject
When t h e verb
ser i s
pronoun)
[verb-ser)
(subor d i n a t or)
(subordinate)
used i n t h i s and i n s i m i l a r c o n s t r u c t i o n s t o
a
e n p h a s i s e a s y n t a c t i c component, it u s u a l l y a p p e a r s a s t h e form
t h e t h i r d person s i n g u l a r of t h e p r e s e n t t e n s e .
8,
which i s
T h i s form i s used r e g a r d l e s s
of t h e person o r number of t h e s u b j e c t pronoun which precedes it.
The verb
form i n t h e s u b o r d i n a t e c l a u s e a g r e e s i n person and number with t h e pronoun i n
The p l u r a l *
t h e main c l a u s e .
c a n appear i f t h e pronoun is p l u r a l .
Although t h e s e two forms i n t h e p r e s e n t t e n s e g e n e r a l l y o c c u r , it i s p o s s i b l e
t o f i n d forms i n o t h e r t e n s e s , such a s
foi and era, t h i r d
person s i n g u l a r
forms of t h e p r e t e r i t e and t h e i m p e r f e c t , a g r e e i n g w i t h t h e t e n s e of t h e v e r b
form i n t h e s u b o r d i n a t e c l a u s e .
P tg.
Eng
.
0 padre
6
que comprou o papagaio.
I t was t h e p r i e s t who brought t h e p a r r o t .
4 que
sabe.
Ptg.
VOC;
Eng.
You d e c i d e .
-
Ptg.
Nos e que dissemos i s s o .
Eng.
We're t h e o n e s who s a i d t h a t .
/
/
7.201
Message B
- The o b j e c t
of t h e a c t i o n expressed i n t h e verb ia a
p e- -r- s o n a l pronoun.
.-7.202
Mcssage B~ i s expressed i n Spanish by P a t t e r n 2.1.
7.203
P a t t e r n 2.1
.%L
LCuando l o c o n o c i s t e ?
Eng.
When d i d you meet him?
.EEL
La vl/ e n l a calle.
Eng.
I saw h e r i n t h e s t r e e t .
&
A l g a l a s d e j 6 as(.
Eng.
Something l e f t them l i k e t h a t .
7.204
P a t t e r n 2.1 d o e s n o t e x i s t i n Portuguese.
P a t t e r n 2.1
( o b j e c t pronoun)
-
(verb form)
B i n Portuguese.
.r
7 .XI5
Message B~ i s expressed by a P a t t e r n which a l s o e x i s t s i n Spanish
( s e e 7.111)
t o emphasise t h e s u b j e c t pronoun.
f o r both s u b j e c t and o b j e c t pronouns.
Portuguese u s e s t h e same forms
They s e r v e a s s u b j e c t pronouns when
they precede t h e verb form, and a s o b j e c t pronouns when they f o l l o w it.
T h e r e f o r e Message B~ i s conveyed by P a t t e r n 1.111.
Ptg.
S& q u a t r o que t$m e l a corno p r i n c i p a l i n t e / r p r e t e .
Eng.
There a r e f o u r w i t h h e r a s t h e s t a r .
P t
-
.
Eng.
P t
Ezg.
Qualquer c o i s a deixou e l a s assim.
Something l e f t them l i k e t h a t .
.
~ielanarua.
I saw h e r i n t h e street.
-1 57.300
Category 3.
7.331
Message C
Mcssnp C.
- tho
i n d i r e c t o b j e c t of t h e
r m it^ exprosscd by a
p e r s o n a l pronoun.
7.302
Both Portuguese and Spanish u s e t h e same b a s i c p a t t e r n , P a t t c r n 3.1.
7.303
P a t t e r n 3.1
(subject
pronoun)
( i n d i r e c t o b j e c t pronoun] [verb
f orm]
[object)
The i n d i r e c t o b j e c t pronoun p o s i t i o n i n Spanish can c o n t a i n a l l forms,
7.304
that is,
me, &, 2,nos
can r e f e r t o
/
el, e l l a ,
and
& and les a r e
g.
e l l o s , e l l a s , Ud.,
and
Uds.
however ambiguous a s they
I n Portuguese, t h e
c a t e g o r y of pronouns p e r m i t t e d i n t h i s ' p o s i t i o n i s r e s t r i c t e d , and i n c l u d e s
only
me -
plural.
1st person s i n g u l a r ,
E, a
te -
3rd person s i n g u l a r , and
form o r i g i n a l l y r e f e r r i n g t o t h e s u b j e c t
/
nos
-
.' now
2,
1st person
r e f e r s t o the
form vocg, a s t h i s second person form i s no l o n g e r used i n B r a z i l i a n Portuguese.
The pronouns i n Portuguese always precede a verb form and a r e n o t a f f i x e d t o
command forms, i n f i n i t i v e s and p r e s e n t p a r t i c i p l e s as i n Spanish.
Sp.
Voy a d a r t e un l i b r o .
Eng.
I ' m p i n g t o g i v e you a book.
a.
Nos d a c l a s e s d e inglGs.
Eng.
H e gives u s English classes.
/
.r
M e da/ miedo.
Engo
He frightens me.
Ptg.
Nos manda uma c a r t a .
Eng.
He sends u s a l e t t e r .
P tg.
Eu vou t e d a r um l i v r o .
Eng.
I ' m going t o g i v e you a book.
Ptg.
Eng.
M e d; um c i g a r r o .
Give m e a c i g a r e t t e .
-167.305
To e x p r e s s t h c t h i r d w s o n s a s i n d i r c c t o b j e c t s of t h o verb form,
Portuguese u s e s a d i f f e r e n t pattern, P a t t c r n 3.11,
p a r a d i p can a l s o be used i n t h i s c o n s t r u c t i o n .
The o t h e r persons i n t h e
A l l forms appear i n t h e same
form a s t h e Portuguese s u b j e c t pronouns except t h e f i r s t person s i n m l a r which
i s _mim.
The r e l a t i o n s h i p between t h e verb form and t h e pronoun i s . e x p r e s s e d
by a p r e p o s i t i o n .
7.306
P a t t e r n 3.11
(subject
pronoun)
(verb form]
[object)
&reposition]
(axis)
A
P tg.
Eu vou d a r um l i v r o p a r a ele.
Eng.
I ' m going t o g i v e him a book.
Ptg.
Eu vou d a r um l i v r o p a r a e l a .
Eng.
I ' m going t o g i v e h e r a book.
Ptg.
Eu vou d a r um l i v r o p a r a v o c ~ s .
En&
I 'm p i n g t o g i v e you a book.
7.337
When t h e pronouns @ and
u s e of
me
and
nos
& are
used, t h i s i s more e x p l i c i t t h a n t h e
i n P a t t e r n 3. I.
-P t k
Traz o l i v r o para mim.
Eng.
He1 s b r i n g i n g t h e book f o r m e .
Ptg.
0 f e z p a r a nos.
Eng.
Hedidit forus.
7.338
P a t t e r n 3.11 i s n o t p o s s i b l e i n Spanish.
/
c
'
/
Spanish e x t e n d s t h e P a t t e r n
3.1 by adding a p r e p o s i t i o n - a x i s c 6 n s t r u c t i o n , b u t t h e i n d i r e c t o b j e c t pronoun
which p r e c e d e s t h e verb i s o b l i g a t o r y .
3.111.
Message
c1
i s e x p r e s s e d by P a t t e r n
T h i s message i s only conveyed by t h i s c o n s t r u c t i o n when t h e t h i r d
person pronouns a r e used,
Spanish i n t h i s way makes&
/'
.%
Voy a d a r l e un l i b r o a e l .
Eng.
I s m going t o g i v e him a book.
and &2
explicit.
-1 7 -
Sp.
Voy a d e c i r l e e s o a e l l a .
Eng.
I'm going t o t e l l h e r t h a t .
7.309
When t h e o t h e r pronouns a r e used i n P a t t e r n 3.111,
Xessage
c2,
t h i s w i l l convey
g i v i n g e x t r a emphasis t o t h e i n d i r e c t o b j e c t .
/
M e compra un coche p a r a m i .
Eng.
H e ' s buying
7.310
Message
c2
me
a car.
i s conveyed by p l a c i n g an emotive emphatic stress on the
p e r s o n a l pronoun when a t h i r d person form i s used.
Portuguese u s e s P a t t e r n
3.11 and a l s o p l a c e s emotive emphatic stress on t h e pronoun forms t o g i v e
Message
c2.
7.400
C a t c p r y 4.
.7.401
hlessage D
7.402
Message DI i s conveyed by t h r e e s e p a r a t e p a t t e r n s i n Portuguese,
P a t t e r n 4.1,
Message D .
- possession.
P a t t e r n 4.11 and P a t t e r n 4.111.
O f t h e s e P a t t e r n s 4.1 does n o t
*
e x i s t i n Spanish.
7.403
P a t t e r n 4.1
(determiner) ( p o s s e s s i v e a d j e c t i v e ) (noun]
Ptg.
E o teu livro.
Eng.
I t t s your book.
Ptg.
E o nosso l i v r o .
-En&
I t t s o u r book.
Ptg.
E a sua casa.
Eng.
I t s your house.
7.404
P a t t e r n 4 .I
Ptg.
E t u a casa.
Eng.
I t s your house.
/
/
'
/
'
(possessive adjective]
/
--P t
Eng.
.
/
E minha e s c o l a .
I t t s my school.
[noun)
7.405
-18P a t t e r n 4.11 a l s o conveys Message DI i n Spanish.
92%
Es t u l i b r o .
Eng.
I t ' s your book.
Sp.
Es n u e s t r a c a s a .
Eng.
I t t s our house.
The t h i r d person s i n g u l a r f o r m s i s however embiguous.
3L
Es su c a s a .
-En&
.
I t fs ( h i s , h e r , your, t h e i r ) house.
7.406
There i s no p o s s e s s i v e a d j e c t i v e i n Portuguese which r c f c r s t o
eln
-,
Gles and
-
The forms
elns.
voc$s, and m a n y o u r .
seu and
%
a
r e f e r e x c l u s i v e l y t o ' voc:
&,
and
Portuguese t h e r e f o r e u s e s a n o t h e r p a t t e r n t o e x p r e s s
p o s s e s s i o n when t h e t h i r d person pronouns a r e r e f e r r e d t o , P a t t e r n 4.111.
Only t h i r d person pronouns occur i n a x i s p o s i t i o n .
7.407
P a t t e r n 4. I1I
Ptg.
E o livro dele.
Eng.
I t ' s h i s book.
Ptg.
E o l i v r o deles.
Eng.
I t *s t h e i r book.
Ptg.
Estaeacasadevoc^e?
Eng.
I s t h i s your house?
7.408
P a t t e r n 4.111 i s used i n Spanish t o c l a r i f y t h e ambiguity p r e s e n t i n
/
<determiner) (noun]
( p r e p o s i t i o d (axis)
A
/
'
4
,
/
P a t t e r n 4.11 through t h e many r e f e r e n c e s of 2. Only t h i r d person pronouns
occur i n t h e a x i s position.
&.
2.k
Es e l l i b r o de
Eng.
I t *s h i s book.
@L.
Es e l l i b r o d e e l l a s .
Eng.
I t *s t h e i r book.
&
E s e l l i b r o de Ud.
Eng.
I t ' s your book.
7.500
Cntcgory 5.
7.501
Message E
7.503
I n t e r r o g a t i o n i s u s u a l l y expressed i n Spanish by i n v e r s i o n , g i v i n g
P a t t e r n 1.111.
Message 6.
- interrogation.
(See a l s o 7.111 and 7.205)
Sp.
2Habla U d . espahol?
Eng.
Do you speak Spanish?
Sp.
2 Lo
hizo e l l a ?
Eng.
Did she do i t ?
7.504
Portuguese does not u s e P a t t e r n 1,111 t o express a q u e s t i o n although
it does e x i s t i n t h e language.
7.505
Both Portuguese and Spanish u s e t h e f o l l o w i n g two p a t t e r n s , P a t t e r n
5.1 and P a t t e r n 5.11, when a q u e s t i o n word i s p r e s e n t .
7.506
P a t t e r n 5.1
( q u e s t i o n word) (verb form) ( s u b j e c t )
2iL
2 ~ua/ndo?
Pi;&
--
~u&do?
Eng.
When?
SP.
LQuien h i z o eso?
Ptg.
Quem f e z i s s o ?
Eng.
Who d i d t h a t ?
.EEL
CQue es eso?
Ptg.
Que e" i s so?
/
/
o
Eng.
,
que
e/
isso?
What's t h a t ?
(object)
-20-
2 De
/
quien son 10s guantes?
Dc qucm s;ib as luvas?
Whose g l o v e s a r c those?
2 ~ u a el s
t u nomhre?
/
Qua1 e o seu nome?
What s your name?
I n P o r t u g u e s e , a l l words which end i n
markers, such a s
0
CJW,
which are used as q u e s t i o n
que, p r q u e , que, etc. occur i n t h e i r emphatic forms when
they are s t a n d i n g a l o n e o r when t h e y a r e i n f i n a l p o s i t i o n w i t h i n a s y n t a c t i c
A
h
group.
That i s , t h e y o c c u r a s o que, p o r q u e ,
Ptg.
0 qu;?
E ng.
What?
P
F a z e r o qus e m SZo Caetano?
t
h
que, etc.
Eng.
What a r e you g o i n g t o do i n San Caetano?
7,608
Both languages can p l a c e t h e q u e s t i o n word a t t h e end of t h e s e n t e n c e ,
g i v i n g P a t t e r n 5.11.
,'
(subject
pronoun]
[verb form] ( o b j e c t ) ( q u e s t i o n word]
7.509
P a t t e r n 5 .I1
Ptg.
VOC;
.%k
2 Ud . nacio/ do/mde?
Eng.
Where were you born?
7.510
A more e n p h a t i c q u e s t i o n may be formed i n both languages by p l a c i n g
nasceu aonde?
a n emotive emphatic stress on t h e q u e s t i o n word.
T h i s w i l l apply t o P a t t e r n
5.1 and P a t t e r n 5.11.
7.511
The n e u t r a l i n t e r r o g a t i v e message EI i s a l s o conveyed i n Portuguese by
u s i n g a n o t h e r P a t t e r n , P a t t e r n 5.111.
.
7.512
p a t t e r n 5. 111
i q u c s t i o n word) i v c r b - s c r ) < s u b o r d i n u t o d
Olnly c e r t a i n forms of t h e verb
P t
-
a
scr appear
(subordinate]
i n t h i s c o n s t r u c t i o n , see 7.115.
/
0 q u c e qucfaz?
Eng.
What s he doing?
Pt&
0 qug que e u vou c o n t a r mais?
Eng.
What e l s e can I say?
Ptg.
0
Eng.
What happened?
7.513
I n Portuguese t h i s c o n s t r u c t i o n i n v o l v i n g t h e v e r b
cp2
que aconteceu?
scr i s
a l s o used
i n i n d i r e c t questions.
/
Ptg.
E l e s mostraram p e r f e i t a m e n t e o que e uma f a v e l a .
Eng.
They showed e x a c t l y what a slum f s.
7.514
The verb
Ptg
.
ser can
also recur.
,
'
Mas d e i x a c o n t a r como e que f o i que e u f i z um e n c o n t r o d e jovens,
promovido p e l o s padres.
E:&
But l e t m e t e l l you how it was t h a t I went t o a meeting of young people,
o r g a n i s c d by t h e Church.
7.515
i
'
!
T h i s p a t t e r n , which i s a normal i n t e r r o g a t i v e p a t t e r n i n Portuguese,
i s emphatic i n Spanish, g i v i n g m s s a g c E 2
.
~ Q U &e s l o quo hace?
Eng.
What's he doing?
i ~ u e es
/ l o que puedo d e c i r ?
Eng.
22.L
What c a n I say?
i~o/moes que se llama?
Eng.
What d i d you say h e r name was?
7.516
T h i s same emphasis i s conveyed i n Portuguese by p l a c i n g an emotive
emphatic stress on t h e form of t h e verb
sey
which a p p e a r s i n t h e c o n s t r u c t i o n .
7.600
Category 6 .
7.601
hfessagc F
7.602
hfessap
hTcssngc
17.
- reiteration.
may be expressed i n both languages by P a t t e r n 6.1.
This is
t h e commonest form i n Spanish, but r a r e l y o c c u r s i n Portuguese.
P a t t e r n 6.1
7.603
- validator.
Spanish may u s e
or
no,
Portuguese
& or
I&.
Portuguese u s e s a n o t h e r c o n s t r u c t i o n a s t h e normal response t o
7.604
questions;
a s i n g l e word form, P a t t e r n 1.1.
The verb form may e i t h e r be a
r e p e t i t i o n of t h e verb which was used i n t h e q u e s t i o n , o r it may be a form of
the verb
ser
( see 7.115).
I f t h o verb i n t h e q u e s t i o n i s a compound t e n s e ,
j u s t t h e a u x i l i a r y verb may be r e p e a t e d , o r a simple verb a g r e e i n g i n t e n s e .
P lg.
0 quejvoc& achou do f i l m e assim?
Deixa a g e n t e muito deprimido.
Deixa deprimido?
,'
E.
E r a uma louca.
/
,E . . . E... Foi.
Eng.
-
What d i d ,you t h i n k of t h e f i l m ?
i
I t was very d e p r e s s i n g .
Very depressing?
Yes.
She was c r a z y .
Yes...
Yes...
She was.
T
Ptg.
._
( V O C ~e s t u d a
E studo
Eng.
.
ingl$s?
.
Do you study e n g l i s h ?
Y e s , I do.
Ptg.
Eng..
/
'
~ o c $ , e s t aestudando ingl&s?
LEstou.
Arc you s t u d y i n g cnglich ?
Yes, I am.
-23 7.605
I n Spanish, P a t t e r n 1.1 i s not p o s s i b l e i n t h i s c o n t e x t .
hfcssage F I
i s conveyed by P a t t e r n 2.1 ( s e e a l s o 7.2031, a p a t t e r n which does not e x i s t i n
Por tugue se
Sp.
.
;Es b o n i t a ?
S i l o es.
Eng.
I s she p r e t t y ?
Y c s , she i s .
B-I
f
t ~ s t u d i a si n g l e s ?
S i , l o estudio.
E ~ K . Do you study e n g l i s h ?
Yes, I do.
7.700
Categ-ory 7.
Message G .
7.701
hfessage G
7.702
P o r t u g u e s e and Spanish both u s e a p a t t e r n , P a t t e r n 7.1 f o r t a g
- r e i t e r a t i o n i n t a g questions.
q u e s t i o n s , although t h e forms used a r e g r e a t l y r e s t r i c t e d i n each language.
7.703
P a t t e r n 7.1
(verb form)
7.704
I n Spanish t h e verb form must be n e g a t i v e and must b e t h e t h i r d person
s i n g u l a r of t h e verb
x.The
[complement)
complement must be verdad.
The e n t i r e
e x p r e s s i o n may a p p e a r , o r j u s t t h e complement, o r j u s t t h e n e g a t i v e v a l i d a t o r .
7.705
I n P o r t u g u e s e , t h e verb form i s u s u a l l y p o s i t i v e , although it c a n ba
n e g a t i v e , and t h e complement i s c e r t o .
t h e v e r b form.
The complement a l o n e can be used, o r
E s t a a p p e a r s f r e q u e n t l y as
.; c e r t o ?
Ptg.
De qualquer maneira voc$ est; agindo sob o medo,
Eng.
I n any c a s e , you a r e a c t i n g because of f e a r , r i g h t ?
P t a
-
E u concord0 que ha urn medo,
Eng.
I agree t h a t there i s f e a r , right?
.%?
Dijo c s o ,
Eng.
N o s a i d t h a t , d i d n ' t he?
vcrdad?
certo?
c no?
&
Barato,
Enq;,
-
Chcap , i s n t t i t ?
7.706
Portuguese u s e s a n o t h e r c o n s t r u c t i o n t o e x p r e s s a t a g q u e s t i o n which
i s not found i n Spanish; P a t t c r n 7.11.
[sentence
7.707
P a t t e r n 7.11
7.708
F o r t h e forms of t h e verb
c o n t a i n i n g verb form x
ser which
-
may appear i n t h i s c o n s t r u c t i o n
s e e 7.115.
Ptg.
A
E l e l e c c i o n a na ~ a r a n a tambGm,
/
ngo l e c c i o n a ?
E Il&
-
H e l e c t u r e s i n hlarana t o o , doesnl t he?
Ptg.
E l e s gostaram, ngo gostaram?
Eng.
They l i k e d i t , d i d n ' t they?
Ptg.
Pode f a l a r a verdade, nle/?
Eng.
You can t e l l t h e t r u t h , you know.
7.800
Category 8.
7.801
Message H
7.802
Message H~ i s conveyed i n Portuguese by P a t t e r n 1.1 ( s e e 7.103) and .
A
Message H .
- emphasis
of t h e o r i g i n a l statement by r e p e t i t i o n .
i n Spanish by P a t t e r n 2.1 ( s e e 7 . a 3 1
Pt&
.
Eu c o n t e i uma so/ muito pequeneninha, mas c o n t e i .
/
%?2
Yo c o n t 6 nada mas que una, pero por l o menos l a conte.
Eng.
I only t o l d one, b u t a t l e a s t I t o l d one.
7.900
Category 9
T h i s s e c t i o n d e a l s with s u b o r d i n a t i o n i n t h e two languages and w i l l not
be p r e s e n t e d i n t h e same manner a s t h e preceding s e c t i o n s .
I t w i l l be noted
t h a t when a p h r a s e c o n t a i n s a p r e p o s i t i o n , and i s subsequently made i n t o a
s u b o r d i n a t e c l a u s e , t h e p r e p o s i t i o n i s o b l i g a t o r y i n Spanish, whereas it i s
-2 5
l o s t i n Portuguese.
The p a t t c r n found i n Portuguese g c n c r a t e s only non-
s e n t e n c e s i n Spanish.
'I t~
/
'
A s s i s t 1 a todos o s filmcs.
/'
Agora, d o s que a s s i s t l . .
En&
-
.
I ' v e been t o a l l t h e f i l m s .
Now, of t h o s e I ' v e been t o . .
.
A
Ptg.
E l e t r a b a l h a nos f ilmes.
Agora,
Eng.
' c;
j A percebeu que t o d o s o s f i l m e s q u l $ l e t r a b a l h a ,
..
He works i n f i l m s .
W e l l , have you n o t i c e d t h a t a l l t h e f i l m s i n which he works...
Ptg.
Naquelas p a r t e s , Gle e s t i dando a u l a .
Aquelas p a r t e s q u l $ l e e s t i dando a u l a . . .
Eng.
I n t h o s e p a r t s he i s g i v i n g a c l a s s .
Those p a r t s i n which he i s g i v i n g a c l a s s . . .
7.901
I n Spanish t h e p r e p o s i t i o n i s o b l i g a t o r y i n t h e s u b o r d i n a t e c l a u s e .
SL
Yo t r a b a j o e n l a u n i v e r s i d a d .
La u n i v e r s i d a d e n que t r a b a j o . . .
Eng.
I work a t t h e u n i v e r s i t y .
The u n i v e r s i t y a t which I work..
Sp.
Todos viven e n l a ciudad.
La ciudad e n que t o d o s viven..
Eng.
.
.
They a l l l i v c i n t h e c i t y .
The c i t y i n which t h e y a l l l i v e . . .
E l p r o f e s a r hablaba d e l a novela.
La novela de que hablaba..
Eng.
.
The p r o f e s s o r was t a l k i n g about t h e novel.
The novel which he was t a l k i n g about...
-26Concl~ision
8.00
From tho evidence p r e s e n t e d i n t h e s c c t i o n s 3 through 7 c o n c l u s i o n s
can be drawn concerning t h c e f f e c t of s t r e s s i n Spanish and Portuguese, which
r e s u l t i n t h e d i f f e r c n c e s of f orm-f unct i o n r e l a t i o n s h i p s seen i n s e c t i o n 7.000.
I n 3.0 i t was shown t h a t t h e assignment of l o g i c a l primary stress, and of
l o g i c a l emphatic stress a r e t h e same i n both languages.
have r e s o u r c e t o emotive emphatic s t r e s s .
Both languages a l s o
Portuguese h a s a wider range of
stress.
T e r t i a r y stress i s very weak, and primary s t r e s s by comparison i s v e r y
strong.
L o g i c a l emphatic stress makes t h e l a s t primary s t r e s s e d s y l l a b l e i n
each s y n t a c t i c group c o n s i d e r a b l y more prominent by n o t i c e a b l y l e n g t h e n i n g t h e
v o c a l i c n u c l e u s of t h e s t r e s s e d s y l l a b l e .
Both Spanish and Portuguese can r e s t a t e any n e u t r a l message i n a more
emphatic manner.
T h i s i n v o l v e s one of t h e p r o c e s s e s of m o d i f i c a t i o n ( see 5.2)
.
Portuguese, however, u s e s t h e s e same p r o c e s s e s f o r c l a r i f i c a t i o n , and t h e r e f o r e
r e s o r t s t o y e t a n o t h e r p r o c e s s f o r emphasis.
Spanish, on t h e o t h e r hand, d o e s
n o t r e s o r t t o t h e s e p r o c e s s e s u n l e s s t h e r e i e an ambiguity p r e s e n t i n t h e b a s i c
sentence p a t t e r n .
Whcn t h i s o c c u r s ,, Portug-ue s e and Spanish f orm-f u n c t i o n
r e l a t i o n s h i p s a r e more l i k e l y t o correspond.
T h i s discrepancy between t h e two languages can be e x p l a i n e d by r e f e r e n c e
t o t h e e f f e c t of t h e wider range of stress i n Portuguese.
I n t h i s language,
many forms can be p o s i t e d t o have l o s t t h e i r s t r e n g t h a s f u n c t i o n a l s y n t a c t i c
components because t h e y b e a r only t e r t i a r y stress.
I n Spanish, however, even
forms w i t h o n l y secondary stress maintain t h e i r d i s t i n c t n e s s , and t h e r e f o r e
s t i l l serve a s f u n c t i o n a l u n i t s .
Because of t h i s weakness i n Portuguese,
some
forms have been r e p l a c e d by s t r o n g e r forms, o t h e r s have been ' s t r e n g t h e n e d by
a d d i t i o n a l s y n t a c t i c u n i t s , and o t h e r s have been l o s t .
8.1
7.205,
Forms which have been r e p l a c e d by s t r o n g e r u n i t s can be seen i n 7.109,
7.306 and 7.406.
I n 7.205,
7.306 and 7.406 theforms of t h e pronouns
-27uscd a r e t h e same a s t h o s e which a c t a s s u b j e c t pronouns; t h e s e forms a l l b e a r
primary s t r e s s .
The o b j e c t pronouns would be 2 , E, 2 and
o b j e c t pronoun forms would be
C o n t i n e n t a l Portuguese.
E,
and t h e i n d i r e c t
and l h c s , a l l of which a r e s t i l l used i n
These forms would a l l b e a r t e r t i a r y stress i f t h e y
occurred i n B r a z i l i a n Portuguese.
The replacement of t h e s e weak forms by t h e
s t r o n g s u b j e c t pronouns n o t only e n s u r e s c l a r i t y b u t a l s o e l i m i n a t e s any
ambiguity.
I n Spanish, t h e o b j e c t pronouns, i n d i r e c t o b j e c t pronouns and
t h e p o s s e s s i v e a d j e c t i v e s i n t h e t h i r d person a r e used, b u t a r e ambiguous.
The u s e of a g e n t e could a l s o p o s s i b l y be e x p l a i n e d by r e f e r e n c e t o t h e s t r e s s
system ( s e e 7.109).
A p n t e b e a r s primary s t r e s s .
Portuguese, corresponding t o t h e Spanish form
[c)
The expected. form i n
uno would
be
urn,
phonetically
which i s a p p a r e n t l y n o t s t r o n g enough t o b e a r t h e f u n c t i o n a l l o a d of
subject.
The s t r o n g forms which r e p l a c e porque, o que and _que, e t c . i n f i n a l
p o s i t i o n w i t h i n t h e s y n t a c t i c group, o r when t h e y occur i n i s o l a t i o n , a r e
formed from t h e weak forms, p o r q u e , o gue, que, e t c . p l u s t h e t h i r d person
8.
s i n g u l a r of t h e v e r b E;
8.2
Forms which have been s t r e n g t h e n e d i n P o r t u g u e s e by t h e a d d i t i o n of a
s y n t a c t i c u n i t a r e exemplified i n 7.105, 7.114 and 7.511.
s u b j e c t pronouns (7.105)
The u s e of t h e
i s now almost o b l i g a t o r y i n Portuguese i n a
d e c l a r a t i v e s t a t e m e n t , although they do n o t occur i n e l l i p t i c a l c o n s t r u c t i o n s .
T h i s i s because t h e v e r b a l i n f l e x i o n s b e a r t e r t i a r y stress and a r e l o s i n g t h e i r
distinctness.
I n one t a p e of sub-standard Portuguese, t h e verb c r z r
- to
b e l i e v e had one form throughout, and person was i n d i c a t e d only by t h e u s e of
t h e s u b j e c t pronoun.
-
The a d d i t i o n of t h e form of s e r p l u s s u b o r d i n a t o r que ( s e e 7.114 and
7.511)
s t r e n g t h e n s any s y n t a c t i c u n i t which p r e c e d e s i t .
T h i s i s e x p l a i n e d by
t h e p o s i t i o n of l o g i c a l emphatic s t r e s s , which f a l l s on t h e l a s t primary
s t r e s s e d s y l l a b l e of each s y n t a c t i c u n i t .
I n a s e n t e n c e such as: 0 padre
-28
-
que comprou o papagaio, t h e r e a r e two s y l l a b l e s which b e a r emphatic s t r e s s :
/
2, and t h e primary s t r e s s e d s y l l a b l e of papagaio.
The verb form i n t h e Portuguese s e n t e n c e seems t o be a very s t r o n g
8.3
syntactic unit.
Many e n c l i t i c forms which a r e a t t a c h e d t o v e r b s have been l o s t
and t h e verb form a l o n e c a r r i e s t h e meaning, which i n Spanish must be conveyed
by b o t h t h e verb form and t h e e n c l i t i c forms which b e l o n g t o i t .
I n 7.900 t h e
p r e p o s i t i o n , which would b e a r o n l y t e r t i a r y s t r e s s i s n o t included i n t h e
a
subordinate clause.
a c t s a s t h e s u b o r d i n a t o r , and t h e f u l l meaning of t h e
vcrb form p l u s i t s preposition i s conveyed by t h o verb form rrlonc.
I n 7. G04
and 7. GO5, t h e t r a n s i t i v e verb i n Portuguese docs. not nccd n s t a t e d o b j e c t i n
e l l i p t i c a l expressions.
Spanish on t h e o t h e r hand i n c l u d e s an o b j e c t with
t r a n s i t i v e v e r b s and with t h e verb
8.4
x.
I n v e r s i o n , which i s a common method i n Spanish f o r making a form more
emphatic, does not o c c u r i n Portuguese.
word o r d e r i s more r i g i d .
I n Portuguese it would appear t h a t t h e
Only p o s i t i o n w i t h i n t h e s y n t a c t i c group i n d i c a t e s
I\
whether S l e , e l a , e l e s and e l a s a r e b e i n g used a s t h e s u b j e c t of t h e v e r b form
o r a s the object.
The emphasis i n Spanish, when t h e s u b j e c t i s p l a c e d i n f i n a l
p o s i t i o n a f t e r t h e verb form, a l s o makes u s e of t h e f a c t t h a t t h i s p o s i t i o n w i l l
b e a r t h e l o g i c a l emphatic stress.
8.5
T h e r e f o r e , it c a n be seen t h a t , although Spanish and Portuguese have many
common s y n t a c t i c p a t t e r n s , t h e l a c k of correspondence between t h e f orm-f u n c t i o n
r e l a t i o n s h i p s of a number of s y n t a c t i c p a t t e r n s i s a r e s u l t of t h e e f f e c t s of t h e
r e s p e c t i v e stress systems i n each language.
8.6
The s c i e n t i f i c study of t h e prosodic f e a t u r e s of f o r e i g n languages has been
a neglected a r e a i n l i n g u i s t i c s .
I t s importance i n language t e a c h i n g and i n t h e
compilation of t e x t book m n t c r i a l cannot be o v e r s t r e s s e d .
The conbincd study of
syntax nnd p r o s o d i c f c n t u r c s lcrtds t o mom i n t c g r a t c d view of t h e t a r g o t 1nnpng.c.
-299.00
.Selected d a t a from t h e t a p c s of B r a z i l i a n Portuguese t o provide f u r t h e r
i l l u s t r a t i o n s f o r t h e phenomena mentioned i n s e c t i o n 7.0
U s e of s u b j e c t pronoun.
Ptg.
Conseguiu o quc 8 l e conseguiu.
Eng.
He achieved what he d i d .
Ptc.
Qunrrdo $10 v i u clnborn dn o s c o l n p a r a u r r n n j u r cnpr;[,.o,
t inhn.
Eng.
. . lmvin
610
rcccbido unla c a r t n .
Wiicn he l e f t t h e school t o a r r a n g e a j o b , he had rcccived a
letter.
Ptg.
~ n t z o ,Sidney P o i t i e r , ;lo
qucria
Eng.
conseguiu mostrar n q u i l o . c p t 210
trss vezes.
Well, Sidney P o i t i e r had been a b l e t o show what he wanted
three times
.
&
Ptg.
Uma pessoa que t e m imamag;o,
Eng.
Anyone.with imagination i s n t t f a i t h f u l .
Ptg.
No fundo e l a nso f a z determinadas c o i s a s porque tern rnedo d o s
outros f a l a r ,
moral e l e v a d a
Eng.
...
certo?
e l a nZo
. .. n'2;o 6
... mas & porque
f iel.
que e l a t e m
... e l a tern ...
t e m medo d e f a z e r a q u i l o .
B a s i c a l l y , she d o e s n ' t do c e r t a i n t h i n g s because she i s a f r a i d
of what o t h e r s w i l l s a y , not because she h a s a high moral
s t a n d a r d , but because s h e ' s a f r a i d of d o i n g it.
Ptg.
Eu concordo com a t u a i d e i a , e u concordo.
~or~uize'?Porque
Zntimamente eu tambGm penso, inconscienternente t a l vez, e u
penso com voce".
--En&
I a g r e e w i t h you, I agree.
Why?
Because I t h i n k t h e same a s
you do i n my h e a r t , even though subconsciously.
Ptg.
Eu v i y porque e u p r e c i s o , eh!
Eng.
I c a m b e c a u s e I need t o ,
Eu p r e c i s o aprender i n g l $ s ,
I need t o l e a r n E n g l i s h .
-30ptg.
l7r
EU t ~ n h omuita necessidadc d c
preciso
tcr
inglc^s.
0 pr6ssimo ano c u
muita c o i s a d a l i n g u a i n g l e s n , e entgo e u p r e c i s o
de l $ r , s o b r c tudo dc l G r .
Por minha p a r t e , e u nzo tenho
n c c c s s i d a d c dc f a l a r .
Eng.
Ncxt y e a r I havc a l o t of s t u f f
I badly necd t o read English.
i n E n g l i s h , and s o I have t o r e a d i t .
For my p a r t I d o n ' t need
t o speak i t .
Ptg.
.'
De vcz c m quando, a turma a q u l do ~ a / z i g i ,n minoria s c rcunc,
o nos vanus p a r a l \ a , e vamos batendo papo, conversondo, tomando
C n i p i r i n h a , s c i 1;.
Eng.
S o m e t i n ~ s , t h e crowd of u s from Y a z i g i , j u s t a few of u s get
t o g e t h e r , and w e go t h e r e , and w e c h a t and t a l k and d r i n k
C a i p i r i n h a , you know.
Ptg.
A g e n t e se engana.
Eng.
W e deceive ourselves.
Ptg.
E o t i p 0 d e c o i s a que a g e n t e n%o f a z .
Eng.
I t ' s t h e t y p e of t h i n g we d o n ' t do.
P
A g e n t e aprende m i l c o i s a s l;,
/
t
a g e n t e aprende t r a b a l h o s .
Eng.
W e l e a r n hundreds of t h i n g s t h e r e , a l l k i n d s of work.
Ptg.
Eu vou b u s c a r o meu namorado, e n6s vamos p a r a c a s a
vai
Eng.
l\a,
j a n t a l;,
...
e d e p o i s a g e n t e v a i ao cinema.
1 go t o meet my boyfriend and we go home
... we go t h e r e and
have d i n n e r and t h e n w e go t o t h e cinema.
Ptg.
~ n t g oa g e n t e f i c a vivendo na Universidade com tudo pago.
Depois a g e n t e f a z o c u r s o l;,
quando v a i , a g e n t e ganha urn
diploma ou uma c o i s a assim.
Eng.
Then w e l i v e i n t h e U n i v e r s i t y with e v e r y t h i n g paid f o r .
Afterwards w e do a c o u r s e t h e r e , and when w e l e a v e w e g e t a
diploma o r something l i k e t h a t .
-31/
Ptg.
E n t a o , a 1 a g c n t c partc. do s c g u i n t e ponto.
Que ncrn scmpre
/
a q u i l o quo a g c n t e c s t u d a , ou p r e t c n d e e s t u d a r , e a q u i l o que
/
a g c n t e q u c r , ou c a q u i l o quc v a i a c o n t e c e r corn a g e n t e .
W e c a n t h e r e f o r e s t a r t from t h e f o l l o w i n g p o i n t .
Eng.
The t h i n g
which w e a r e s t u d y i n g o r i n t e n d i n g t o s t u d y , i s n o t always
t h a t which we want, o r t h a t which i s g o i n g t o happen t o u s .
d
Indirect object
f a l a para mim...
Ptg.
VOC;
Eng.
So you s a y t o me..
Ptg.
E f a c i l p a r a ela.
Eng.
I t ' s easy f o r her.
Ptg.
Quero f a z e r uma p e r g u n t a p a r a vocg.
En.
I want t o a s k you a ques1;ion.
/
.
/
Possession
Ptg.
Qual seria a a t i t u d e d&e?
Eng.
What would be h i s a t t i t u d e ?
Ptg.
E menina d s l e .
Eng.
Itvs h i s g i r l f r i e n d .
Ptg.
Qual seria a a t i t u d e d e vo&?
Eng.
What would your a t t i t u d e be?
Ptg.
E s q u e c l o nome d s l e .
Eng.
I ' v e f o r g o t t e n h i s name.
I
f
Omission of t h e o b j e c t pronoun
I\
Ptg.
E l e s liberaram a s r e v i s t a s pornogr&icas.
/
T i n h a uma s a l d a
f
enorme d e r e v i s t a s a s s i m , n t e , e a g o r a gles l i b e r a r a m e e n t g o ,
o que se f a z ? , essa r e v i s t a estA morrendo d e fome.
Eng.
They f r e e d pornographic
magazines o f c e n s o r s h i p .
There w a s a n
enormous c i r c u l a t i o n of t h e s e magazines and now t h e y have f r e e d
them, w h a t ' s happening?
t h e magazine i s d y i n g o f hunger.
-329.52
P
t
-En&
9.6
9.601
Aquole r a p a z , acho que e u conhe
v'
That boy t h e r e , I t h i n k I know him.
/
Examples of e que
. como
Pt&
6le
Eng.
He s a y s t h a t f o r you t o be f a i t h f u l i s a l a c k o f . . .
/
f a l a que vocG s e r f i e 1 e uma f a l t a de..
que d i s s e ?
what d i d
h e say?
9.602
Ptg.
Como
&
que uma pessoa pode f a z e r u r n c o i s a tZo c e r t i n h o num
ponto, e tZo e r r a d o no o u t r o ?
Eng.
How can a person do something so w e l l on one hand, and be s o
wrong on t h e o t h e r ?
0.603
9.604
9.605
9.606
9.607
9.608
9.609
9.610
9.611
4
Ptg.
Qua1
quo v o c & gostou assim?
Eng.
Which one d i d you l i k e ?
Ptg.
A-ra
Eng.
Now s h e ' s g o t i t .
Ptg.
Onde e que vocs v a i ?
Eng.
Where a r e you going?
Ptg.
Desde o i n i c i o , que f o i que
Eng.-
From t h e beginning, what have you and haven't you done?
Ptg.
0 qu$ que nos vamo s f azer?
Eng.
What a r e we going t o do?
Ptg.
0 que^ que
Eng.
What do you t h i n k about divorce?
Ptg.
I n t e n d e o quG?
Eng.
Understand what?
Ptg.
0 que
Eng.
What am I doing?
Ptg.
Que a s s u n t o que f o i d e ontem?
Eng.
What was y e s t e r d a y ' s t o p i c ?
&
que entendeu:
/
c s f e z , o qu$ que 'c$ nzo fez?
/
6
d
que vocs acha do d i v o r c i o ?
/
0 qu$ que e?
What i s it?
que e u f a ~ o ?
e/ que
-33 g o s t a de f a l a r bobagem.
Ptg.
VOC$
En.
YouDre t h e one who l i k e s t o speak nonsense.
Ptg.
1sbd,
En.
T h a t ' s i f I don't
Ptg.
~ o r q u e ^que t c 2 ngo se casou ainda?
Eng.
\Vhy h a v e n ' t you got married y e t ?
Ptg.
Q U ~que ' c s achou?
Eng.
What do you t h i n k ?
s e eu nZo c a s a r , n*6.
g e t married.
R c i t c r a t ion
Ptg.
NTo s c i se voc8 o conl~cco.
N i b , r d o conhcfo.
Eng.
I don' t know whether you know him.
No, I d o n ' t .
Ptg.
Passou a psicotc/cnica?
Passei.
Eng.
Na'o sou normal.
Did you g e t through psychology?
Yes.
I g m n o t normal.
/
Ptg.
E o mais bacana?
Eng.
He's t h e b e s t ?
V O C ~acha?
Do you t h i n k so?
Yes.
Subordination
Ptg.
.
/
E l e recebeu uma canequim ou uma c o i s a assim n'e? e um
c a r t z o z i n h o dos alunos daquela c l a s e que h a v i a s i d o p r o f e s s o r .
&
He r e c e i v e d a t a n k a r d o r something l i k e t h a t d i d n ' t he? and a
c a r d from t h e p u p i l s whose t e a c h e r he had been.
-34Selected References
Delattre, Pierre.
Comparing t h e p h o n e t i c f e a t u r e s o f E n g l i s h French German
and S p a n i s h .
Research L a b o r a t o r y of Experiment a 1 P h o n e t i c s ,
U n i v e r s i t y of C a l i f o r n i a , S a n t a B a r b a r a .
George G. H a r r a p & Company ( 1965)
H a l l , Robert A. J u n r .
.
Thc U n i t Phonen~eso f B r a s i l i a n P o r t u g v e s c ,
S t u d i c s i n L i n g u i s t i c s 1, 2, 1-6 ( 1913).
Rccd and L e i t e .
Thc Scgment n L Phoncmcs o C D r a s i l i m P o r t u g u e s e i n K .L. P i k e ' s
Plionc~iiics. (Ann Arbor, U n i v c r s i t y 01 Michigan P r e s s )
R e v i s t a de f i l o l o g i a e s p a n o l a ,
Thomas, E a r l .
2,
.
371-376 (1915).
The Syntax of Spoken B r a z i l i a n Portug-uese.
U n i v e r s i t y P r e s s , N a s h v i l l e , Tennessee.
Vanderbilt