Pub Date : 2020-12-31DOI: 10.29393/RLA58-14GCDR40014
Daniel Villarroel, Romualdo Ibáñez Orellana, Fernando Moncada Nahuelquín, Andrea Santana Covarrubias
El objetivo del presente estudio fue caracterizar, de acuerdo con indicadores de lecturabilidad, dos de los Generos de Conocimiento (GCO) mas frecuentes en el Texto Escolar (TE) de Lenguaje y Comunicacion de Octavo Ano Basico en Chile: Exposicion de Contenido (EC) y Nota (NOT). Se consideraron indicadores pertenecientes a la dimension de la palabra, oracional y discursiva, para analizar semiautomaticamente un corpus constituido por 60 textos pertenecientes a los CGO seleccionados. Los resultados revelaron que, en la dimension de la palabra, los textos presentaron mayormente palabras de breve extension y escasas nominalizaciones; mientras que, en la dimension oracional, se identifico una elevada presencia de construcciones extensas y estructuras subordinadas; por su parte, en la dimension discursiva, se observo una alta presencia de marcadores y relaciones de coherencia aditivas. Se concluyo que los textos analizados no se adecuan plenamente al nivel de comprension lectora que, en principio, poseen los estudiantes.
{"title":"LOS GÉNEROS DEL CONOCIMIENTO EN EL TEXTO ESCOLAR DE LENGUAJE Y COMUNICACIÓN: UN ANÁLISIS SEMIAUTOMÁTICO DE SU LECTURABILIDAD","authors":"Daniel Villarroel, Romualdo Ibáñez Orellana, Fernando Moncada Nahuelquín, Andrea Santana Covarrubias","doi":"10.29393/RLA58-14GCDR40014","DOIUrl":"https://doi.org/10.29393/RLA58-14GCDR40014","url":null,"abstract":"El objetivo del presente estudio fue caracterizar, de acuerdo con indicadores de lecturabilidad, dos de los Generos de Conocimiento (GCO) mas frecuentes en el Texto Escolar (TE) de Lenguaje y Comunicacion de Octavo Ano Basico en Chile: Exposicion de Contenido (EC) y Nota (NOT). Se consideraron indicadores pertenecientes a la dimension de la palabra, oracional y discursiva, para analizar semiautomaticamente un corpus constituido por 60 textos pertenecientes a los CGO seleccionados. Los resultados revelaron que, en la dimension de la palabra, los textos presentaron mayormente palabras de breve extension y escasas nominalizaciones; mientras que, en la dimension oracional, se identifico una elevada presencia de construcciones extensas y estructuras subordinadas; por su parte, en la dimension discursiva, se observo una alta presencia de marcadores y relaciones de coherencia aditivas. Se concluyo que los textos analizados no se adecuan plenamente al nivel de comprension lectora que, en principio, poseen los estudiantes.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"43 1","pages":"41-67"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74151439","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 : 2020-12-31DOI: 10.29393/RLA58-11MTEN10011
E. Nieto
The aim of this paper is to determine whether the acquisition of written production in the mother tongue (L1) is affected by CLIL (Content and Language Integrated Learning), as a consequence of the fact that less school time is devoted to academic exposure to the L1 in this type of bilingual programs consisting of delivering some content subjects, such as Science, Maths or Art in a second language instead of in the mother tongue. For this purpose, a large-scale study was conducted in Castilla-La Mancha (Spain). Written productions in L1 of CLIL and non-CLIL secondary school students aged 13-14. (n=4,675) were compared, having into account six written production areas: (1) planning strategies, (2) use of text typologies, (3) expressive richness, (4) use of written vocabulary, (5) use of grammatical structures, and (6) spelling and punctuation. Results showed that, although CLIL students had more limited exposure to L1 compared to their non-CLIL counterparts, they significantly outperformed them in all areas of written production under consideration, and the greatest differences were observed in the most demanding tasks.
{"title":"MOTHER TONGUE DEVELOPMENT IN BILINGUAL PROGRAMS TYPE CLIL IN SECONDARY SCHOOL: A COMPARATIVE STUDY ON WRITTEN PRODUCTION","authors":"E. Nieto","doi":"10.29393/RLA58-11MTEN10011","DOIUrl":"https://doi.org/10.29393/RLA58-11MTEN10011","url":null,"abstract":"The aim of this paper is to determine whether the acquisition of written production in the mother tongue (L1) is affected by CLIL (Content and Language Integrated Learning), as a consequence of the fact that less school time is devoted to academic exposure to the L1 in this type of bilingual programs consisting of delivering some content subjects, such as Science, Maths or Art in a second language instead of in the mother tongue. For this purpose, a large-scale study was conducted in Castilla-La Mancha (Spain). Written productions in L1 of CLIL and non-CLIL secondary school students aged 13-14. (n=4,675) were compared, having into account six written production areas: (1) planning strategies, (2) use of text typologies, (3) expressive richness, (4) use of written vocabulary, (5) use of grammatical structures, and (6) spelling and punctuation. Results showed that, although CLIL students had more limited exposure to L1 compared to their non-CLIL counterparts, they significantly outperformed them in all areas of written production under consideration, and the greatest differences were observed in the most demanding tasks.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"38 1","pages":"117-136"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77365600","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 : 2020-06-01DOI: 10.29393/rla58-8aplg10008
Lucía GÓMEZ VICENTE
{"title":"APORTES DE LA POLISEMIA PARA LA DESCRIPCIÓN Y LA ENSEÑANZA DE LOS VERBOS DE CAMBIO. ANÁLISIS DEL USO DE PONER Y VOLVER EN L1 Y L2","authors":"Lucía GÓMEZ VICENTE","doi":"10.29393/rla58-8aplg10008","DOIUrl":"https://doi.org/10.29393/rla58-8aplg10008","url":null,"abstract":"","PeriodicalId":35168,"journal":{"name":"RLA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70005179","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 : 2020-06-01DOI: 10.29393/rla58-4samd20004
Sara Asenjo, Rogelio Nazar
In this research we describe the use of discourse markers in 25 seven-year-old children diagnosed with specific language impairment (SLI) in contrast with a control group consisting of the same number of typically developing (TD) children of the same age. The motivation is grounded in that cohesion has been indicated as one of the challenging elements for children with this diagnosis, and problems with cohesion can be detrimental for their future academic performance and daily life (Soriano y Contreras, 2012; Buiza, Rodríguez y Adrián, 2015; Pérez, 1997; Acosta, Hernández y Ramírez, 2018). In order to expand the results of previous studies, in the present research we combine quantitative and qualitative perspectives to study the use of discourse markers in a corpus elicited by a story retelling task using a picture book. We analyze the number of discourse markers per text as well as their categories and their coincidence with the markers used in the original story, comparing the results of SLI and TD subjects. We observe no significant difference between the two groups regarding the use of discourse markers. There is only a slightly greater use of coordinating connectors and less coincidence with the markers used in the original story in the case of the SLI group, which is consistent with characteristics of this diagnosis.
在这项研究中，我们描述了25名被诊断为特定语言障碍（SLI）的7岁儿童与由相同数量的同龄典型发育（TD）儿童组成的对照组的话语标记的使用情况。这种动机的基础是，凝聚力被认为是患有这种诊断的儿童面临的挑战因素之一，凝聚力问题可能对他们未来的学习成绩和日常生活不利（Soriano y Contreras，2012；Buiza、Rodríguez和Adrián，2015；佩雷斯，1997年；Acosta、Hernández和Ramírez，2018）。为了扩大以往研究的结果，在本研究中，我们结合定量和定性的视角，研究了故事复述任务引发的语料库中话语标记的使用。我们分析了每篇文章中话语标记的数量及其类别，以及它们与原始故事中使用的标记的一致性，并比较了SLI和TD受试者的结果。我们观察到两组在话语标记的使用方面没有显著差异。在SLI组的情况下，协调连接器的使用量略大，与原始报道中使用的标记物的一致性较低，这与该诊断的特征一致。
{"title":"MARCADORES DISCURSIVOS EN NIÑOS DE 7 AÑOS CON TRASTORNO ESPECÍFICO DEL LENGUAJE: ESTUDIO DESCRIPTIVO","authors":"Sara Asenjo, Rogelio Nazar","doi":"10.29393/rla58-4samd20004","DOIUrl":"https://doi.org/10.29393/rla58-4samd20004","url":null,"abstract":"In this research we describe the use of discourse markers in 25 seven-year-old children diagnosed with specific language impairment (SLI) in contrast with a control group consisting of the same number of typically developing (TD) children of the same age. The motivation is grounded in that cohesion has been indicated as one of the challenging elements for children with this diagnosis, and problems with cohesion can be detrimental for their future academic performance and daily life (Soriano y Contreras, 2012; Buiza, Rodríguez y Adrián, 2015; Pérez, 1997; Acosta, Hernández y Ramírez, 2018). In order to expand the results of previous studies, in the present research we combine quantitative and qualitative perspectives to study the use of discourse markers in a corpus elicited by a story retelling task using a picture book. We analyze the number of discourse markers per text as well as their categories and their coincidence with the markers used in the original story, comparing the results of SLI and TD subjects. We observe no significant difference between the two groups regarding the use of discourse markers. There is only a slightly greater use of coordinating connectors and less coincidence with the markers used in the original story in the case of the SLI group, which is consistent with characteristics of this diagnosis.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437606","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 : 2020-06-01DOI: 10.29393/RLA58-9ELOM50009
Ó. A. Morales, Bexi Perdomo, Daniel Cassany, J. Acevedo, Jhon Álvarez Ahlgren
Este articulo persigue analizar la estructura sintactica y la funcion retorica de 250 titulos de articulos de investigacion odontologicos en espanol. Se examino cualitativa y cuantitativamente la longitud, la puntuacion, la estructura lexico-gramatical y los tipos de titulos. Se encontro un promedio de 15,5 palabras por titulo. Se identificaron tres tipos de titulos: nominales (78%), compuestos (21,2%) y oraciones completas (0,8%). Predominan los titulos sin puntuacion. El 21,2% usa los dos puntos y el punto y seguido para formar titulos compuestos. Se observaron dos combinaciones retoricas en los titulos compuestos: tema-metodo y tema-descripcion. Predominan las construcciones nominales de un nucleo (nombres no disciplinares) con frases preposicionales (100%), adjetivos (29%), frases verbales no personales (28%) y clausulas relativas (4,4%) comoposmodificadores.
{"title":"ESTRUCTURA LÉXICO-GRAMATICAL DE TÍTULOS DE ARTÍCULOS DE INVESTIGACIÓN DE ODONTOLOGÍA EN ESPAÑOL","authors":"Ó. A. Morales, Bexi Perdomo, Daniel Cassany, J. Acevedo, Jhon Álvarez Ahlgren","doi":"10.29393/RLA58-9ELOM50009","DOIUrl":"https://doi.org/10.29393/RLA58-9ELOM50009","url":null,"abstract":"Este articulo persigue analizar la estructura sintactica y la funcion retorica de 250 titulos de articulos de investigacion odontologicos en espanol. Se examino cualitativa y cuantitativamente la longitud, la puntuacion, la estructura lexico-gramatical y los tipos de titulos. Se encontro un promedio de 15,5 palabras por titulo. Se identificaron tres tipos de titulos: nominales (78%), compuestos (21,2%) y oraciones completas (0,8%). Predominan los titulos sin puntuacion. El 21,2% usa los dos puntos y el punto y seguido para formar titulos compuestos. Se observaron dos combinaciones retoricas en los titulos compuestos: tema-metodo y tema-descripcion. Predominan las construcciones nominales de un nucleo (nombres no disciplinares) con frases preposicionales (100%), adjetivos (29%), frases verbales no personales (28%) y clausulas relativas (4,4%) comoposmodificadores.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212687","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 : 2020-06-01DOI: 10.29393/rla58-2drdl20002
David Rodríguez Velasco, María Cecilia Ainciburu
The speech act of disagreement is an area that has received scant attention in the field of interlanguage pragmatics. However, in academic communication the strategies employed in this act of speech precede the development of an argument, a textual genre that is considered central to scholastic positioning. The less equitable the power relationship between the parties (between peers, between teacher and group of students, etc.), the stronger the illocutive intensity of this act. This study aims to investigate the strategies used in an unequal situation (student/lecturer) by Chinese learners of Spanish as a second language in order to perform the speech act of disagreement in their second language. Data relating to 149 Chinese university students were gathered by means of a pedagogical framework-based task in which they had to write an email to their lecturer expressing their disagreement. To identify their sociopragmatic knowledge in a digital environment and its adequacy in an academic Spanish context, the microstructure of their writings was examined for pragmatic moves related to politeness and level of directness. Our results suggest that the Chinese students analysed in the study did not adjust to an appropriate register or manner in academic Spanish. 1 This study is part of the project: “Emotion, memory, linguistic identity and emotional acculturation: Their influence on the learning of Spanish as a language of migration (EMILIA)” (Ref. FFI2017-83166-C2-2-R, R+D+i Projects, of the State Program for Research, Development and Innovation Oriented to the Challenges of Society, Government of Spain).
{"title":"‘DON’T YOU LIKE ME? AM I UGLY? OR DON’T I SPEAK WELL?’ ANALYSIS OF DISAGREEMENT AND EMOTIONAL EXHIBITION IN THE EMAILS OF CHINESE UNIVERSITY STUDENTS OF SPANISH","authors":"David Rodríguez Velasco, María Cecilia Ainciburu","doi":"10.29393/rla58-2drdl20002","DOIUrl":"https://doi.org/10.29393/rla58-2drdl20002","url":null,"abstract":"The speech act of disagreement is an area that has received scant attention in the field of interlanguage pragmatics. However, in academic communication the strategies employed in this act of speech precede the development of an argument, a textual genre that is considered central to scholastic positioning. The less equitable the power relationship between the parties (between peers, between teacher and group of students, etc.), the stronger the illocutive intensity of this act. This study aims to investigate the strategies used in an unequal situation (student/lecturer) by Chinese learners of Spanish as a second language in order to perform the speech act of disagreement in their second language. Data relating to 149 Chinese university students were gathered by means of a pedagogical framework-based task in which they had to write an email to their lecturer expressing their disagreement. To identify their sociopragmatic knowledge in a digital environment and its adequacy in an academic Spanish context, the microstructure of their writings was examined for pragmatic moves related to politeness and level of directness. Our results suggest that the Chinese students analysed in the study did not adjust to an appropriate register or manner in academic Spanish. 1 This study is part of the project: “Emotion, memory, linguistic identity and emotional acculturation: Their influence on the learning of Spanish as a language of migration (EMILIA)” (Ref. FFI2017-83166-C2-2-R, R+D+i Projects, of the State Program for Research, Development and Innovation Oriented to the Challenges of Society, Government of Spain).","PeriodicalId":35168,"journal":{"name":"RLA","volume":"74 1","pages":"37-63"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235969","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 : 2020-06-01DOI: 10.29393/rla58-1jghd10001
Joseph García Rodríguez
Bilingual dictionaries on paper and in electronic format are an extremely helpful tool for all those working with two languages. However, its conception has not always been based on the advances that have occurred in lexicography. The problem is greater when it comes to developing a specific bilingual dictionary, such as one that only includes phraseological units (PUS). Faced with a lexicographic project of this type, few authors collect the opinion of emerging users in order to narrow the design to their needs. In this research, the main objectives are, on the one hand, to analyse the strengths and weaknesses that, according to users, identify these dictionaries and, on the other hand, how we should prepare a bilingual phraseological dictionary in electronic format, since none of this type exists in the Spanish-Catalan context.
{"title":"HACIA UN DICCIONARIO ELECTRÓNICO DE FRASEOLOGÍA BILINGÜE EN ESPAÑOL Y CATALÁN: REFLEXIÓN EN TORNO A SUS FUNCIONES Y LAS PERCEPCIONES DE LOS USUARIOS","authors":"Joseph García Rodríguez","doi":"10.29393/rla58-1jghd10001","DOIUrl":"https://doi.org/10.29393/rla58-1jghd10001","url":null,"abstract":"Bilingual dictionaries on paper and in electronic format are an extremely helpful tool for all those working with two languages. However, its conception has not always been based on the advances that have occurred in lexicography. The problem is greater when it comes to developing a specific bilingual dictionary, such as one that only includes phraseological units (PUS). Faced with a lexicographic project of this type, few authors collect the opinion of emerging users in order to narrow the design to their needs. In this research, the main objectives are, on the one hand, to analyse the strengths and weaknesses that, according to users, identify these dictionaries and, on the other hand, how we should prepare a bilingual phraseological dictionary in electronic format, since none of this type exists in the Spanish-Catalan context.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856256","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 : 2020-06-01DOI: 10.29393/rla58-3mpfn10003
Manuel Peregrina Llanes
Este estudio aborda el comportamiento funcional primario de los constructos lexicos menores en el nahuatl, como son: los pronombres no locutivos –terceras personas–, los demostrativos, los numerales y los articulos. Asimismo, se exhibe la capacidad de estos elementos para tomar funcion referencial dentro del dominio extendido, es decir, en el ambito de la complejidad sintactica, la combinacion de clausulas y el discurso mismo, ya que es en este contexto en donde, no siendo nucleos de frases nominales, juegan por llegar a ser unidades codificadoras de estas. En este proposito, estos items lexicos copian, remedan, reproducen la funcion del nombre fungiendo como las cabezas de la frase. Esta capacidad funcional no monotonica se basa en el alcance semantico de su endoforicidad y referencialidad.
{"title":"FRASES NOMINALES NO NUCLEARES EN NÁHUATL: FUNCIÓN REFERENCIAL NO MONOTÓNICA","authors":"Manuel Peregrina Llanes","doi":"10.29393/rla58-3mpfn10003","DOIUrl":"https://doi.org/10.29393/rla58-3mpfn10003","url":null,"abstract":"Este estudio aborda el comportamiento funcional primario de los constructos lexicos menores en el nahuatl, como son: los pronombres no locutivos –terceras personas–, los demostrativos, los numerales y los articulos. Asimismo, se exhibe la capacidad de estos elementos para tomar funcion referencial dentro del dominio extendido, es decir, en el ambito de la complejidad sintactica, la combinacion de clausulas y el discurso mismo, ya que es en este contexto en donde, no siendo nucleos de frases nominales, juegan por llegar a ser unidades codificadoras de estas. En este proposito, estos items lexicos copian, remedan, reproducen la funcion del nombre fungiendo como las cabezas de la frase. Esta capacidad funcional no monotonica se basa en el alcance semantico de su endoforicidad y referencialidad.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70004883","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 : 2020-06-01DOI: 10.29393/rla58-6vger10006
Victoriano Gaviño Rodríguez
This research aims to determine the immediate repercussions that the officialization of the academic orthography in 1844 has on the hopes of neographers in Spain. After a brief period of quiet, they find new ways of vindication in the pedagogical press, where they become as symbol of the fight against academic orthography. El Magisterio. Periódico de educación y enseñanza , Anales de primera enseñanza , Boletín de Primera Enseñanza de la provincia de Salamanca and La conciliación. Revista de primera enseñanza are witnesses of the different controversies between neographers and academicians, in which authors like Ruiz Morote, Rosa y Arroyo and Basilio Tirado demand unity among the teachers so that their re-quests for orthographic reform are accepted and executed by the Academy, the only authority in the matter. This paper analyses the content of all these reformist actions and their impact both on the actions of the RAE from the 1960s onwards and on the adoption of the different measures that will emerge on linguistic and educational levels of the following years, from the so-called six democratic.
{"title":"EPÍGONOS DEL REFORMISMO ORTOGRÁFICO EN ESPAÑA TRAS LA OFICIALIZACIÓN DE LA DOCTRINA ACADÉMICA (1844-1868)","authors":"Victoriano Gaviño Rodríguez","doi":"10.29393/rla58-6vger10006","DOIUrl":"https://doi.org/10.29393/rla58-6vger10006","url":null,"abstract":"This research aims to determine the immediate repercussions that the officialization of the academic orthography in 1844 has on the hopes of neographers in Spain. After a brief period of quiet, they find new ways of vindication in the pedagogical press, where they become as symbol of the fight against academic orthography. El Magisterio. Periódico de educación y enseñanza , Anales de primera enseñanza , Boletín de Primera Enseñanza de la provincia de Salamanca and La conciliación. Revista de primera enseñanza are witnesses of the different controversies between neographers and academicians, in which authors like Ruiz Morote, Rosa y Arroyo and Basilio Tirado demand unity among the teachers so that their re-quests for orthographic reform are accepted and executed by the Academy, the only authority in the matter. This paper analyses the content of all these reformist actions and their impact both on the actions of the RAE from the 1960s onwards and on the adoption of the different measures that will emerge on linguistic and educational levels of the following years, from the so-called six democratic.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70005081","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 : 2019-12-01DOI: 10.4067/s0718-48832019000200041
Miguel Calderón Campos
espanolEn este articulo se analiza la practica habitual de elaboracion de corpus del espanol, tanto europeo como americano, del periodo comprendido entre finales del siglo XV y finales del XIX. Se prestara especial atencion al modelo seguido por seis corpus diacronicos: CHARTA, CODEA 2015, CORDIAM, CorLexIn, Post Scriptum y Cibola, con el objeto de extraer conclusiones metodologicas aplicables a trabajos futuros o iniciales, como el corpus Oralia diacronica del espanol (ODE), actualmente en fase de elaboracion en la Universidad de Granada. El analisis efectuado revela que, si bien no se aprecian grandes diferencias en el rigor y los criterios de transcripcion documental, no parece haber acuerdo en lo referente a la manera de procesar y estructurar la informacion, tanto textual como metatextual. En este trabajo se defiende la conveniencia de adoptar un modelo estandarizado basado en el uso de XML, siguiendo las directrices del consorcio TEI para la codificacion y etiquetado de corpus historicos. Este modelo permitira la integracion de diferentes corpus y, sobre todo, un mas facil acceso a la informacion por parte de los usuarios. EnglishThis article analyses the standard practice when compiling and producing European and American Spanish corpora for the period spanning from the end of the 15th century to the late 19th century. Special attention will be given to the model used for six diachronic corpora: CHARTA, CODEA 2015, CORDIAM, CorLexIn, Post Scriptum and Cibola, in order to reach methodological conclusions applicable to any future or incipient projects - such as the Oralia diacronica del espanol (ODE) corpus, currently being prepared at the University of Granada. The analysis shows that while there are no appreciable differences in the rigor and criteria applied to document transcription, there does not seem to be any agreement as to the way to process and structure the information - textual as well as metatextual. This paper will argue for the usefulness of adopting a standardized model based on the XML markup language, following the TEI consortium guidelines for the codification and labelling of historical corpora. This model will make it possible to integrate the different corpora and, more importantly, to provide easier user access to the information.
这篇文章分析了从15世纪末到19世纪晚期，欧洲和美国西班牙语料库发展的惯例。模型特别注意,其次是六个语料库diacronicos:遗嘱,生活2015年,CORDIAM CorLexIn,邮报Scriptum和Cibola适用的结论,以metodologicas未来或首字母,如劳动保护权Oralia diacronica的西班牙(oed),目前elaboracion之中在格拉纳达大学。本研究的目的是评估文献转录的准确性和标准，并评估文献转录的准确性和标准，以确定信息的处理和结构，无论是文本的还是元文本的。本文提出了一种基于XML的标准化模型，遵循TEI联盟对历史语料库编码和标记的指导方针。这个模型将允许不同语料库的集成，最重要的是，用户更容易访问信息。本文分析了从15世纪末到19世纪末编纂和制作欧美西班牙语语料库的标准做法。特别注意将给予to the model使用for六diachronic的:遗嘱,生活2015年,CORDIAM CorLexIn,邮报Scriptum and Cibola, in order to reach方法适用于任何未来or incipient projects的结论——如Oralia diacronica西班牙(oed)语料库,目前being at the University of编写的手榴弹。分析表明，虽然在文件转录的严谨性和标准方面没有明显的差异，但在处理和构造信息的方式方面，无论是文本的还是元文本的，似乎都没有达成一致。本文将讨论采用一种基于XML标记语言的标准化模式的有用性，该模式遵循TEI联盟关于历史语料库编码和标记的指导方针。这种模式将使不同的语料库得以整合，更重要的是，使用户更容易访问信息。
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