Pub Date : 2022-03-24DOI: 10.15517/rlm.v0i35.47165
Gloriana Loria Sanchez
The present study sought to ascertain the knowledge of English as a Foreign Language (EFL) majors of their career path possibilities and the job market for English graduates in Costa Rica. A total of 47 senior English students participated in this investigation. A questionnaire was administered to elicit the students’ knowledge of career paths and the job market for English graduates in Costa Rica and their familiarity with the orientation services provided by the University of Costa Rica. Main findings reveal inconsistencies in the knowledge of English majors of career paths and the job market in Costa Rica. Results also evince the undergraduates’ lack of familiarity with the services provided to help them improve their knowledge of those topics. Practical implications are discussed.
{"title":"EFL Majors’ Knowledge of Career Paths and the Job Market for English Graduates in Costa Rica","authors":"Gloriana Loria Sanchez","doi":"10.15517/rlm.v0i35.47165","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.47165","url":null,"abstract":"The present study sought to ascertain the knowledge of English as a Foreign Language (EFL) majors of their career path possibilities and the job market for English graduates in Costa Rica. A total of 47 senior English students participated in this investigation. A questionnaire was administered to elicit the students’ knowledge of career paths and the job market for English graduates in Costa Rica and their familiarity with the orientation services provided by the University of Costa Rica. Main findings reveal inconsistencies in the knowledge of English majors of career paths and the job market in Costa Rica. Results also evince the undergraduates’ lack of familiarity with the services provided to help them improve their knowledge of those topics. Practical implications are discussed.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.15517/rlm.v0i35.47998
Mónica Lapegna, Claudia Herczeg
Este trabajo tiene como objetivo central caracterizar el discurso académico oral en videos didácticos en inglés. Definimos al video didáctico como el material audiovisual elaborado por especialistas de un campo disciplinar con fines de enseñanza y difundido a través de Internet. En este trabajo se analizará un corpus de cuatro videos en inglés sobre temas específicos de Ingeniería. El estudio se centra en el discurso oral académico y contempla, por un lado, una descripción del video didáctico desde la perspectiva del análisis de género discursivo y, por otro lado una descripción y análisis de los recursos lingüísticos que los caracterizan, en particular con relación a las estrategias didácticas del docente.
{"title":"Enseñanza de una LE","authors":"Mónica Lapegna, Claudia Herczeg","doi":"10.15517/rlm.v0i35.47998","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.47998","url":null,"abstract":"Este trabajo tiene como objetivo central caracterizar el discurso académico oral en videos didácticos en inglés. Definimos al video didáctico como el material audiovisual elaborado por especialistas de un campo disciplinar con fines de enseñanza y difundido a través de Internet. En este trabajo se analizará un corpus de cuatro videos en inglés sobre temas específicos de Ingeniería. El estudio se centra en el discurso oral académico y contempla, por un lado, una descripción del video didáctico desde la perspectiva del análisis de género discursivo y, por otro lado una descripción y análisis de los recursos lingüísticos que los caracterizan, en particular con relación a las estrategias didácticas del docente.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the experiences of a group of students, from a disadvantage background, with the use of Computer Graphic Organisers (CGOs) in their English as a Foreign Language (EFL) class. More specifically, the paper analyses students’ recontextualisation of their English language learning process in performing reading comprehension activities. The participants were students from the Distrito de Aguablanca in Cali, enrolled in a Computer System Technician Program in a state funded institution. Action research was carried out for 12 weeks using the Substitution, Augmentation, Modification, and Redefinition Model (SAMR) to enable the integration of technology in the classroom. Data were collected through, focus group, semi-structured interviews, observations. The results reveal that CGOs are effective for the learning process of students. The study concludes that the introduction of technology through the use of CGOs requires a willingness on the part of the teacher to bring about technological change in the classroom, and an openness to the effective recontextualisation of the students’ learning process. Furthermore, it shows that recontextualisation and CGOs have a positive impact on the students learning and creativity which in turn improve their performance and attitudes towards English language learning.
{"title":"Transforming the Learning of English through Recontextualisation: from the Notebook to the Computer Graphic Organiser","authors":"Maria-Fernanda Puentes-Rodriguez, Alexandra Gomez Salazar, Germinton Gonzalez Gutierrez, Héctor Fabio Bianchá Ramírez","doi":"10.15517/rlm.v0i35.47266","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.47266","url":null,"abstract":"This study explores the experiences of a group of students, from a disadvantage background, with the use of Computer Graphic Organisers (CGOs) in their English as a Foreign Language (EFL) class. More specifically, the paper analyses students’ recontextualisation of their English language learning process in performing reading comprehension activities. The participants were students from the Distrito de Aguablanca in Cali, enrolled in a Computer System Technician Program in a state funded institution. Action research was carried out for 12 weeks using the Substitution, Augmentation, Modification, and Redefinition Model (SAMR) to enable the integration of technology in the classroom. Data were collected through, focus group, semi-structured interviews, observations. The results reveal that CGOs are effective for the learning process of students. The study concludes that the introduction of technology through the use of CGOs requires a willingness on the part of the teacher to bring about technological change in the classroom, and an openness to the effective recontextualisation of the students’ learning process. Furthermore, it shows that recontextualisation and CGOs have a positive impact on the students learning and creativity which in turn improve their performance and attitudes towards English language learning. ","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The COVID-19 pandemic forced higher education institutions to pivot their traditional face-to-face teaching to emergency remote teaching (ERT), causing a shift in delivery modalities. Recent studies have described ERT's existing experiences as an emerging transitioning methodological alternative to comply with the social distancing and safety guidelines stipulated globally. This research study merges data from two sources in a convergent parallel mixed method design. Thus, the study presents a systematization of the action plan undergone by the faculty authorities of Universidad Nacional of Costa Rica and a follow-up trace analysis of newcomer's experiences in the Bachelor major in English Teaching as a Foreign Language at the school of Literature and Language Sciences (ELCL, Spanish initials) during the first term of 2020. Results evince the students' experience in tech possibilities, electronic device ownership, and healthy, economic, social, or physical learning setting issues. Lastly, the researchers propose an empathetic design thinking further research study to determine where to integrate technology at the BA TEFL major. Keywords: COVID-19 pandemic, face-to-face teaching, emergency remote teaching, newcomer students' experiences, higher education
{"title":"Transitioning from face-to-face classes to emergency remote learning","authors":"Vivian Vargas Barquero, Natin Gúzman Arce, Susana Murillo León","doi":"10.15517/rlm.v0i35.45802","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.45802","url":null,"abstract":"Abstract \u0000The COVID-19 pandemic forced higher education institutions to pivot their traditional face-to-face teaching to emergency remote teaching (ERT), causing a shift in delivery modalities. Recent studies have described ERT's existing experiences as an emerging transitioning methodological alternative to comply with the social distancing and safety guidelines stipulated globally. This research study merges data from two sources in a convergent parallel mixed method design. Thus, the study presents a systematization of the action plan undergone by the faculty authorities of Universidad Nacional of Costa Rica and a follow-up trace analysis of newcomer's experiences in the Bachelor major in English Teaching as a Foreign Language at the school of Literature and Language Sciences (ELCL, Spanish initials) during the first term of 2020. Results evince the students' experience in tech possibilities, electronic device ownership, and healthy, economic, social, or physical learning setting issues. Lastly, the researchers propose an empathetic design thinking further research study to determine where to integrate technology at the BA TEFL major. \u0000 \u0000Keywords: COVID-19 pandemic, face-to-face teaching, emergency remote teaching, newcomer students' experiences, higher education \u0000 ","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48169680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.15517/rlm.v0i35.46688
Rebeca Marín Esquivel
En este artículo se presentan los resultados de un estudio exploratorio de naturaleza cuantitativa sobre las motivaciones de estudiantes universitarios costarricenses para el aprendizaje de lenguas indígenas. La muestra total corresponde a ochenta y ocho estudiantes divididos en cuarenta y cuatro indígenas y cuarenta y cuatro no indígenas. La técnica de investigación es un cuestionario de respuestas cerradas para seis afirmaciones, donde cada encuestado marca ‘sí’ o ‘no’ según su percepción. El análisis se realiza con base en la clasificación de las motivaciones como integrativas e instrumentales: las primeras surgen de los intereses culturales, mientras que las segundas, se relacionan con las necesidades funcionales de aprender un segundo idioma. Dentro de los resultados, se identifica la motivación más predominante según la afiliación étnica de los estudiantes, ya sean indígenas o no indígenas.
{"title":"Motivaciones de estudiantes universitarios costarricenses para el aprendizaje de lenguas indígenas de Costa Rica: primeros acercamientos","authors":"Rebeca Marín Esquivel","doi":"10.15517/rlm.v0i35.46688","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.46688","url":null,"abstract":"En este artículo se presentan los resultados de un estudio exploratorio de naturaleza cuantitativa sobre las motivaciones de estudiantes universitarios costarricenses para el aprendizaje de lenguas indígenas. La muestra total corresponde a ochenta y ocho estudiantes divididos en cuarenta y cuatro indígenas y cuarenta y cuatro no indígenas. La técnica de investigación es un cuestionario de respuestas cerradas para seis afirmaciones, donde cada encuestado marca ‘sí’ o ‘no’ según su percepción. El análisis se realiza con base en la clasificación de las motivaciones como integrativas e instrumentales: las primeras surgen de los intereses culturales, mientras que las segundas, se relacionan con las necesidades funcionales de aprender un segundo idioma. Dentro de los resultados, se identifica la motivación más predominante según la afiliación étnica de los estudiantes, ya sean indígenas o no indígenas.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45464859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.15517/rlm.v0i35.45669
Hilda Virginia Gairaud Ruiz
Abstract This article aims to compare and contrast the concepts of subjectivity represented in literature and constructed in borders: physical and imaginary geopolitical sites that have positioned identities in the margins throughout history. The comparative analysis examines the representation of marginal identities in literary texts, specifically those written by authors belonging to hyphenated cultures such as the Cuban-American Gustavo Pérez-Firmat (1994), “Bilingual Blues,” and Mexican-American Gloria Anzaldúa’s “La encrucijada,” among others, mentioned in the bibliography. The study shows that the portrayal of subjectivity and subalternity in literary texts contends with diverse discourses of power and hefty political structures that tend to repress and to delimit character’s development and conditions as human beings living in the United States.
{"title":"Literary Representations from the Border: The American Dream, Immigration and Identity","authors":"Hilda Virginia Gairaud Ruiz","doi":"10.15517/rlm.v0i35.45669","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.45669","url":null,"abstract":"Abstract \u0000This article aims to compare and contrast the concepts of subjectivity represented in literature and constructed in borders: physical and imaginary geopolitical sites that have positioned identities in the margins throughout history. The comparative analysis examines the representation of marginal identities in literary texts, specifically those written by authors belonging to hyphenated cultures such as the Cuban-American Gustavo Pérez-Firmat (1994), “Bilingual Blues,” and Mexican-American Gloria Anzaldúa’s “La encrucijada,” among others, mentioned in the bibliography. The study shows that the portrayal of subjectivity and subalternity in literary texts contends with diverse discourses of power and hefty political structures that tend to repress and to delimit character’s development and conditions as human beings living in the United States.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46229773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.15517/rlm.v0i35.44480
Jesús Antonio Gutiérrez Picón
The works of Hemingway exhibit his mastery of the use of categories of point of view. In this inquiry of For Whom the Bell Tolls, the changes in the perspective of the narrator and the discourses of the characters have been analyzed, as constituents considered to discover changes in the perspective of the narrator, as well as in the categories of discourse and the thinking of the characters. As a result, the purpose of this research was the search for a connection between the author's point of view choices and the sociopolitical aspects present in the novel, by representing a different perspective to the current analysis of literary texts for the teaching of English as foreign language. The methodology is qualitative, the research design is documental, at descriptive and correlational level. The categories of the speech and thought presentation model and the sociopolitical approach were used for this research. The study demonstrated the existence of an intrinsic relationship between the sociopolitical approach and the different categories of the speech and thought presentation model, which represents a new approach in the teaching of literature in the teaching of English as a foreign language (EFL). Key words: Ernest Hemingway, For Whom the Bell Tolls, Sociopolitical Approach, Point of View Approach, EFL
{"title":"The Point of View Approach in For Whom the Bell Tolls and EFL Literature Teaching","authors":"Jesús Antonio Gutiérrez Picón","doi":"10.15517/rlm.v0i35.44480","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.44480","url":null,"abstract":"The works of Hemingway exhibit his mastery of the use of categories of point of view. In this inquiry of For Whom the Bell Tolls, the changes in the perspective of the narrator and the discourses of the characters have been analyzed, as constituents considered to discover changes in the perspective of the narrator, as well as in the categories of discourse and the thinking of the characters. As a result, the purpose of this research was the search for a connection between the author's point of view choices and the sociopolitical aspects present in the novel, by representing a different perspective to the current analysis of literary texts for the teaching of English as foreign language. The methodology is qualitative, the research design is documental, at descriptive and correlational level. The categories of the speech and thought presentation model and the sociopolitical approach were used for this research. The study demonstrated the existence of an intrinsic relationship between the sociopolitical approach and the different categories of the speech and thought presentation model, which represents a new approach in the teaching of literature in the teaching of English as a foreign language (EFL). \u0000Key words: Ernest Hemingway, For Whom the Bell Tolls, Sociopolitical Approach, Point of View Approach, EFL","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42926780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.15517/rlm.v0i35.44091
Isabel Tello Fons, Esperanza Valero Doménech
El uso extenso y diario de las computadoras y de la red de redes ha contribuido a acrecentar el interés por las herramientas informáticas para la enseñanza y el aprendizaje del inglés. Hoy en día es innegable el papel destacado que juegan los programas de software de enseñanza de idiomas, pues estos modifican el escenario en el que profesores y estudiantes se han movido hasta ahora y hace importante cuestionarse la calidad de los mismos. Este trabajo pretende analizar y comparar cinco programas de software de aprendizaje del inglés comercializados actualmente con el objetivo de valorar su funcionamiento, materiales, principales atributos, facilidad a la hora de usarlos y características de presentación y organización. Para llevar a cabo esta tarea se proponen una serie de categorías de análisis que se seguirán para valorar cada producto de software. Los resultados de este estudio nos permitirán avanzar en los criterios de evaluación de este tipo de software con vistas a cumplir con las expectativas y necesidades de los estudiantes y a proponer mejoras que los proveedores de estos productos puedan tener en cuenta.
{"title":"Software ELAO para Aprender Inglés","authors":"Isabel Tello Fons, Esperanza Valero Doménech","doi":"10.15517/rlm.v0i35.44091","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.44091","url":null,"abstract":"El uso extenso y diario de las computadoras y de la red de redes ha contribuido a acrecentar el interés por las herramientas informáticas para la enseñanza y el aprendizaje del inglés. Hoy en día es innegable el papel destacado que juegan los programas de software de enseñanza de idiomas, pues estos modifican el escenario en el que profesores y estudiantes se han movido hasta ahora y hace importante cuestionarse la calidad de los mismos. \u0000Este trabajo pretende analizar y comparar cinco programas de software de aprendizaje del inglés comercializados actualmente con el objetivo de valorar su funcionamiento, materiales, principales atributos, facilidad a la hora de usarlos y características de presentación y organización. Para llevar a cabo esta tarea se proponen una serie de categorías de análisis que se seguirán para valorar cada producto de software. Los resultados de este estudio nos permitirán avanzar en los criterios de evaluación de este tipo de software con vistas a cumplir con las expectativas y necesidades de los estudiantes y a proponer mejoras que los proveedores de estos productos puedan tener en cuenta.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49509601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.15517/RLM.V0I34.41462
Rafael Crismán
Este artículo consiste en un estudio comparativo entre las construcciones verbales auxiliares en portugués europeo y español peninsular, como, por ejemplo, PT: O Pedro está lendo o livro/ES: Pedro está leyendo el libro ‘Pedro is reading the book’.Se analizaron 98 construcciones verbales auxiliares del portugués y 93 de español. Los resultados mostraron un conjunto de correspondencias y divergencias entre ambas lenguas. Los huecosléxicos observados pueden contribuir a la consideración de la naturaleza de las construcciones verbales auxiliares en ambas lenguas y sus usos como lenguas extranjeras. También se extraen conclusiones relevantes para traductores y otras aplicaciones de procesamiento de lenguaje natural.
本文对欧洲葡萄牙语和半岛西班牙语中的辅助动词结构进行了比较研究，例如PT:O Pedro Es Lendo或Livro/ES:Pedro正在阅读《Pedro is reading the book》一书。分析了98种葡萄牙语和93种西班牙语的辅助动词结构。结果表明，两种语言之间存在一系列的相关性和差异。观察到的空洞有助于考虑两种语言中辅助动词结构的性质及其作为外语的用途。还得出了与翻译人员和其他自然语言处理应用相关的结论。
{"title":"Auxiliary verb constructions in Portuguese and Spanish. A comparative study Construcciones verbales auxiliares en portugués y español. Un estudio comparativo","authors":"Rafael Crismán","doi":"10.15517/RLM.V0I34.41462","DOIUrl":"https://doi.org/10.15517/RLM.V0I34.41462","url":null,"abstract":"Este artículo consiste en un estudio comparativo entre las construcciones verbales auxiliares en portugués europeo y español peninsular, como, por ejemplo, PT: O Pedro está lendo o livro/ES: Pedro está leyendo el libro ‘Pedro is reading the book’.Se analizaron 98 construcciones verbales auxiliares del portugués y 93 de español. Los resultados mostraron un conjunto de correspondencias y divergencias entre ambas lenguas. Los huecosléxicos observados pueden contribuir a la consideración de la naturaleza de las construcciones verbales auxiliares en ambas lenguas y sus usos como lenguas extranjeras. También se extraen conclusiones relevantes para traductores y otras aplicaciones de procesamiento de lenguaje natural.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44717355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.15517/RLM.V0I34.41536
Enrique Pato
En este trabajo teórico se aborda la descripción de la construcción preposicional con posesivo antepuesto (mi, tu, su) y ‘adverbio’ de lugar (por su delante, en mi delante), un rasgo documentado en las variedades del español andino (Bolivia, Perú, Ecuador y sur de Colombia), pero cuyo uso en español actual se extiende a otras áreas dialectales. El estudio responde a cuatro objetivos: (1) establecer dónde se registra el fenómeno en español actual, en qué persona y número aparece el posesivo antepuesto, qué preposiciones lo encabezan y qué valores se atribuyen a esta construcción; (2) argumentar a favor del carácter nominal del adverbio delante, considerar este fenómeno como uno más dentro de la ‘redundancia’ del español actual y revisar su proceso de analogía y la progresión a otras piezas adverbiales; y (3) reconsiderar la explicación de calco funcional y su normatividad, ante las evidencias de que este fenómeno no contradice los modelos propios de la lengua española.
{"title":"Lo dijo en mi delante. Sobre la construcción «preposición + posesivo + adverbio» en español actual","authors":"Enrique Pato","doi":"10.15517/RLM.V0I34.41536","DOIUrl":"https://doi.org/10.15517/RLM.V0I34.41536","url":null,"abstract":"En este trabajo teórico se aborda la descripción de la construcción preposicional con posesivo antepuesto (mi, tu, su) y ‘adverbio’ de lugar (por su delante, en mi delante), un rasgo documentado en las variedades del español andino (Bolivia, Perú, Ecuador y sur de Colombia), pero cuyo uso en español actual se extiende a otras áreas dialectales. El estudio responde a cuatro objetivos: (1) establecer dónde se registra el fenómeno en español actual, en qué persona y número aparece el posesivo antepuesto, qué preposiciones lo encabezan y qué valores se atribuyen a esta construcción; (2) argumentar a favor del carácter nominal del adverbio delante, considerar este fenómeno como uno más dentro de la ‘redundancia’ del español actual y revisar su proceso de analogía y la progresión a otras piezas adverbiales; y (3) reconsiderar la explicación de calco funcional y su normatividad, ante las evidencias de que este fenómeno no contradice los modelos propios de la lengua española.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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