En este articulo discutimos el marco para la consideracion de una teoria de la ensenanza de la lengua sobre la base de la identificacion de un enfoque pedagogico que se ve en ella como producto circunstancial. Con la atencion puesta especificamente sobre el Uruguay del periodo 1940-1970, analizamos varios textos escritos por linguistas, filologos, maestros y profesores cuyo objetivo era establecer algunas condiciones practicas y teoricas para la ensenanza de la primera lengua. En esos textos, encontramos particularmente un elemento pedagogico cuya presencia interferia con la reflexion sobre la naturaleza epistemica de la lengua y sobre la relacion entre hablante y lengua.
{"title":"El enfoque pedagógico en la enseñanza de la primera lengua en Uruguay a través de algunas reflexiones didácticas del período 1940-1970","authors":"Juan Manuel Fustes","doi":"10.34096/sys.n33.5257","DOIUrl":"https://doi.org/10.34096/sys.n33.5257","url":null,"abstract":"En este articulo discutimos el marco para la consideracion de una teoria de la ensenanza de la lengua sobre la base de la identificacion de un enfoque pedagogico que se ve en ella como producto circunstancial. Con la atencion puesta especificamente sobre el Uruguay del periodo 1940-1970, analizamos varios textos escritos por linguistas, filologos, maestros y profesores cuyo objetivo era establecer algunas condiciones practicas y teoricas para la ensenanza de la primera lengua. En esos textos, encontramos particularmente un elemento pedagogico cuya presencia interferia con la reflexion sobre la naturaleza epistemica de la lengua y sobre la relacion entre hablante y lengua.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69794950","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}
El presente articulo presenta los textos metalinguisticos como fuente de informacion valida para la recogida de informacion de naturaleza metodologica y pedagogica en relacion con el proceso de ensenanza de la lengua y propone a tal efecto la Historiografia linguistica como linea de enfoque. En este sentido, se centra en la “Breve instruccam para os mestres das escholas de ler, e escrever” un texto que aparece en las paginas finales de Orthographia, ou Arte de escrever e pronunciar com acerto a lingua portugueza (Lisboa 1734) de Joao de Morais Madureira Feijo para, a traves de su analisis, identificar las criticas y propuestas del autor sobre la ensenanza elemental de la ortografia en el siglo XVIII, asi como rastrear pistas sobre la imagen de los docentes alli expuestos.
本文提出元语言文本作为收集与语言教学过程相关的方法论和教育学信息的有效信息来源，并为此提出语言史学作为重点。在这方面,着重于短篇“instruccam os给mestres escholas得知,且escrever”文字出现在网页Orthographia末,ou escrever艺术、com acerto portugueza文版(Joao de Morais里斯本古兰经)Madureira Feijo来作战,其分析、确定提交人的批评和建议,关于基本ensenanza ortografia十八世纪,对教师的形象就是追踪线索那里接触。
{"title":"La enseñanza de la ortografía para João de Morais Madureira Feijó: \"Breve instrucçam para os mestres das eschólas de lêr, e escrevêr\" (1734)","authors":"Sónia Duarte","doi":"10.34096/SYS.N33.5259","DOIUrl":"https://doi.org/10.34096/SYS.N33.5259","url":null,"abstract":"El presente articulo presenta los textos metalinguisticos como fuente de informacion valida para la recogida de informacion de naturaleza metodologica y pedagogica en relacion con el proceso de ensenanza de la lengua y propone a tal efecto la Historiografia linguistica como linea de enfoque. En este sentido, se centra en la “Breve instruccam para os mestres das escholas de ler, e escrever” un texto que aparece en las paginas finales de Orthographia, ou Arte de escrever e pronunciar com acerto a lingua portugueza (Lisboa 1734) de Joao de Morais Madureira Feijo para, a traves de su analisis, identificar las criticas y propuestas del autor sobre la ensenanza elemental de la ortografia en el siglo XVIII, asi como rastrear pistas sobre la imagen de los docentes alli expuestos.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"28 23 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69794958","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}
María Cecilia Romero, Mariana Morón Usandivaras, L. Andrín
Este articulo propone analizar la influencia de ciertas variables contextuales en el establecimiento de la concordancia en numero entre el sujeto y el verbo en trabajos escritos de estudiantes de primer primer ano de la carrera de Ingenieria Industrial de la Universidad Tecnologica Nacional, Argentina. En cada caso se revisaron la manera y las estrategias de escritura que utilizo el estudiante para construir un determinado designado (el del sujeto) en su propio discurso. Partimos de la nocion de numero presentada por Langacker (1991, § 2), segun la cual el hablante percibe siempre en un nominal, sea singular o plural, una unidad. Realizamos un analisis de tipo cualitativo sobre casos de discordancia sintactica que involucraron no solo aspectos morfologicos, sintacticos y semanticos, sino tambien pragmaticos, puesto que desde el Enfoque Cognitivo-Prototipico (Lakoff 1987, Langacker 2008), consideramos que la gramatica se entiende como un sistema de tendencias que refleja la concepcion del mundo de una sociedad. A modo de cierre, sostenemos que es necesario que quienes se dedican al area de la ensenanza puedan comprender el funcionamiento de ciertos mecanismos de procesamiento de la informacion linguistica que llevan a los alumnos a utilizar formas gramaticales que se consideran no correctas; esto va a permitir generar reflexiones entre docentes y estudiantes con el fin de lograr mejores resultados en sus producciones escritas.
{"title":"Un estudio sobre la concordancia en número en estudiantes de primer año de universidad","authors":"María Cecilia Romero, Mariana Morón Usandivaras, L. Andrín","doi":"10.34096/SYS.N33.5262","DOIUrl":"https://doi.org/10.34096/SYS.N33.5262","url":null,"abstract":"Este articulo propone analizar la influencia de ciertas variables contextuales en el establecimiento de la concordancia en numero entre el sujeto y el verbo en trabajos escritos de estudiantes de primer primer ano de la carrera de Ingenieria Industrial de la Universidad Tecnologica Nacional, Argentina. En cada caso se revisaron la manera y las estrategias de escritura que utilizo el estudiante para construir un determinado designado (el del sujeto) en su propio discurso. Partimos de la nocion de numero presentada por Langacker (1991, § 2), segun la cual el hablante percibe siempre en un nominal, sea singular o plural, una unidad. Realizamos un analisis de tipo cualitativo sobre casos de discordancia sintactica que involucraron no solo aspectos morfologicos, sintacticos y semanticos, sino tambien pragmaticos, puesto que desde el Enfoque Cognitivo-Prototipico (Lakoff 1987, Langacker 2008), consideramos que la gramatica se entiende como un sistema de tendencias que refleja la concepcion del mundo de una sociedad. A modo de cierre, sostenemos que es necesario que quienes se dedican al area de la ensenanza puedan comprender el funcionamiento de ciertos mecanismos de procesamiento de la informacion linguistica que llevan a los alumnos a utilizar formas gramaticales que se consideran no correctas; esto va a permitir generar reflexiones entre docentes y estudiantes con el fin de lograr mejores resultados en sus producciones escritas.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69795101","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}
espanolA finales del siglo XIX, Luigi Pavia publico tres gramaticas espanolas (Grammatica elementare della lingua spagnuola con temi, esercizi e letture; Grammatica della lingua spagnuola con temi, letture e dialoghi y Grammatica spagnuola). A pesar de que estas obras fueron editadas posteriormente en varias ocasiones hasta 1927 y se convirtieron en libros de especial importancia en el campo de la ensenanza del espanol para los italianos, hasta ahora han pasado desapercibidas en el ambito de la historiografia linguistica. Este trabajo tiene como objetivo mitigar esta falta de atencion y analizar la importancia de este autor y su metodo de ensenanza del espanol con diferentes objetivos especificos: a) describir sus trabajos, diferentes ediciones, estructura, metodologia, objetivos, fuentes; y b) evaluar la importancia de estas gramaticas en el campo de la ensenanza de idiomas, especificamente, la ensenanza del espanol para italianos entre finales del siglo XIX y principios del siglo XX. portuguesNo final do seculo XIX, Luigi Pavia publicou tres gramaticas espanholas (Grammatica elementare della lingua spagnuola con temi, esercizi e letture [Gramatica elementar da lingua espanhola com temas, exercicios e leituras], Grammatica della lingua spagnuola con temi, letture e dialoghi [Gramatica da lingua espanhola com temas, leituras e dialogos] e Grammatica spagnuola [Gramatica espanhola]). Apesar de que estas obras foram editadas posteriormente em varias ocasioes ate 1927 e converteram-se em livros de especial importância no campo do ensino do espanhol para os italianos, ate agora passaram despercebidas no âmbito da historiografia linguistica. Este trabalho que tem como objetivo mitigar esta falta de atencao e analisar a importância deste autor e seu metodo de ensino do espanhol com diferentes objetivos especificos: a) descrever seus trabalhos, diferentes edicoes, estrutura, metodologia, objetivos, fontes e b) avaliar a importância destas gramaticas no campo do ensino de idiomas, especificamente, o ensino do espanhol para italianos entre o final do seculo XIX e comecos do seculo XX. EnglishAt the end of the nineteenth century, Luigi Pavia published three Spanish grammars (Grammatica elementare della lingua spagnuola con temi, esercizi e letture [Elementary grammar of the Spanish language with themes, exercises and readings], Grammatica della lingua spagnuola con temi, letture e dialoghi [Grammar of the Spanish language with themes, readings and dialogues] and Grammatica spagnuola [Spanish grammar]). Even though these works were subsequently published on several occasions until 1927 and became books of special significance in the field of the teaching of Spanish to Italians, so far, they have gone unperceived in the field of linguistic historiography. This work aims to mitigate this lack of attention and analyze the significance of this author and his method of teaching Spanish with different specific objectives: a) to describe his works, different editi
{"title":"Luigi Pavia y sus aportaciones a la enseñanza del español para italianos","authors":"Victoriano Gaviño Rodríguez","doi":"10.34096/sys.n33.5255","DOIUrl":"https://doi.org/10.34096/sys.n33.5255","url":null,"abstract":"espanolA finales del siglo XIX, Luigi Pavia publico tres gramaticas espanolas (Grammatica elementare della lingua spagnuola con temi, esercizi e letture; Grammatica della lingua spagnuola con temi, letture e dialoghi y Grammatica spagnuola). A pesar de que estas obras fueron editadas posteriormente en varias ocasiones hasta 1927 y se convirtieron en libros de especial importancia en el campo de la ensenanza del espanol para los italianos, hasta ahora han pasado desapercibidas en el ambito de la historiografia linguistica. Este trabajo tiene como objetivo mitigar esta falta de atencion y analizar la importancia de este autor y su metodo de ensenanza del espanol con diferentes objetivos especificos: a) describir sus trabajos, diferentes ediciones, estructura, metodologia, objetivos, fuentes; y b) evaluar la importancia de estas gramaticas en el campo de la ensenanza de idiomas, especificamente, la ensenanza del espanol para italianos entre finales del siglo XIX y principios del siglo XX. portuguesNo final do seculo XIX, Luigi Pavia publicou tres gramaticas espanholas (Grammatica elementare della lingua spagnuola con temi, esercizi e letture [Gramatica elementar da lingua espanhola com temas, exercicios e leituras], Grammatica della lingua spagnuola con temi, letture e dialoghi [Gramatica da lingua espanhola com temas, leituras e dialogos] e Grammatica spagnuola [Gramatica espanhola]). Apesar de que estas obras foram editadas posteriormente em varias ocasioes ate 1927 e converteram-se em livros de especial importância no campo do ensino do espanhol para os italianos, ate agora passaram despercebidas no âmbito da historiografia linguistica. Este trabalho que tem como objetivo mitigar esta falta de atencao e analisar a importância deste autor e seu metodo de ensino do espanhol com diferentes objetivos especificos: a) descrever seus trabalhos, diferentes edicoes, estrutura, metodologia, objetivos, fontes e b) avaliar a importância destas gramaticas no campo do ensino de idiomas, especificamente, o ensino do espanhol para italianos entre o final do seculo XIX e comecos do seculo XX. EnglishAt the end of the nineteenth century, Luigi Pavia published three Spanish grammars (Grammatica elementare della lingua spagnuola con temi, esercizi e letture [Elementary grammar of the Spanish language with themes, exercises and readings], Grammatica della lingua spagnuola con temi, letture e dialoghi [Grammar of the Spanish language with themes, readings and dialogues] and Grammatica spagnuola [Spanish grammar]). Even though these works were subsequently published on several occasions until 1927 and became books of special significance in the field of the teaching of Spanish to Italians, so far, they have gone unperceived in the field of linguistic historiography. This work aims to mitigate this lack of attention and analyze the significance of this author and his method of teaching Spanish with different specific objectives: a) to describe his works, different editi","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985571","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}
{"title":"La enseñanza del castellano a vascoparlantes en Argentina: Gramera berrria, ikasteko eskualdunec mintzatzen espainoles (1850) de Francisco Jáuregui","authors":"Nerea Fernández de Gobeo Díaz de Durana","doi":"10.34096/sys.n33.5254","DOIUrl":"https://doi.org/10.34096/sys.n33.5254","url":null,"abstract":"","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47323046","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}
Polyglot manuals for the teaching and learning of vernacular languages enjoyed a wide dissemination across Europe since their appearance in the Renaissance. Spain stayed outside of this cultural initiative with regard to the publication of this type of manuals. So much so that the first polyglot work published in Spain corresponds to the one that we present in the following study, in a period that witnessed the slow decline of the polyglot manuals originated at the end of the 18th century. Gabarro’s Gramatica Pentaglota [Pentaglot grammar], written in the late 19th century, gathers five modern languages for the very first time: Spanish, Catalan, French, English and Italian. This grammar initiates a new grammaticographic tradition such as putting in contact two languages that had never shared place in a same manual before: we are talking about Catalan and English. Our objective is to rescue a singular and unique in its genre work from oblivion, by means of a detailed study of its content and preceded by an introductory study on the forgotten figure of its author, Bartolome Gabarro. Gabarro was a multifaceted and controversial character in his time who caused the (r)evolution of the Spanish social scene with the creation of a secular educational movement, unknown until then in Spain.
{"title":"Una retrospectiva historiográfica de finales del siglo XIX. Bartolomé Gabarró y su Gramática pentáglota (1886)","authors":"Alberto Lombardero Caparrós","doi":"10.34096/sys.n33.5256","DOIUrl":"https://doi.org/10.34096/sys.n33.5256","url":null,"abstract":"Polyglot manuals for the teaching and learning of vernacular languages enjoyed a wide dissemination across Europe since their appearance in the Renaissance. Spain stayed outside of this cultural initiative with regard to the publication of this type of manuals. So much so that the first polyglot work published in Spain corresponds to the one that we present in the following study, in a period that witnessed the slow decline of the polyglot manuals originated at the end of the 18th century. Gabarro’s Gramatica Pentaglota [Pentaglot grammar], written in the late 19th century, gathers five modern languages for the very first time: Spanish, Catalan, French, English and Italian. This grammar initiates a new grammaticographic tradition such as putting in contact two languages that had never shared place in a same manual before: we are talking about Catalan and English. Our objective is to rescue a singular and unique in its genre work from oblivion, by means of a detailed study of its content and preceded by an introductory study on the forgotten figure of its author, Bartolome Gabarro. Gabarro was a multifaceted and controversial character in his time who caused the (r)evolution of the Spanish social scene with the creation of a secular educational movement, unknown until then in Spain.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69794892","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}
{"title":"Presentation","authors":"María José García Folgado","doi":"10.34096/sys.n33.5253","DOIUrl":"https://doi.org/10.34096/sys.n33.5253","url":null,"abstract":"","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69794881","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}
Any valuable theory of meaning, sooner or later, has to tackle the problem of the relationship among the different semiotic modes that the old structural linguistics dismissed in the name of the preeminence of the language. The study of the transformations that take place when a work, genre or a fragment of work move from one medium to another and the consequent survivals (in terms of what remains, in one way or another, in the target text) is a privileged field for the analysis of the means in which the meaning leads its way. In this work, we propose a novel approach to the problem of the intersemiotic transposition, based on the critical analysis of some classical ideas of linguistics from the last century, in order to arrive at the concepts of transformation and survival taken from two theoretical lines adjacent to the discursive field: the works of Claude Levi-Strauss and the visual theorist Aby Warburg.
{"title":"Transformaciones y supervivencias. Notas sobre el problema de la transposición intersemiótica","authors":"Cristian Palacios","doi":"10.34096/sys.n33.5261","DOIUrl":"https://doi.org/10.34096/sys.n33.5261","url":null,"abstract":"Any valuable theory of meaning, sooner or later, has to tackle the problem of the relationship among the different semiotic modes that the old structural linguistics dismissed in the name of the preeminence of the language. The study of the transformations that take place when a work, genre or a fragment of work move from one medium to another and the consequent survivals (in terms of what remains, in one way or another, in the target text) is a privileged field for the analysis of the means in which the meaning leads its way. In this work, we propose a novel approach to the problem of the intersemiotic transposition, based on the critical analysis of some classical ideas of linguistics from the last century, in order to arrive at the concepts of transformation and survival taken from two theoretical lines adjacent to the discursive field: the works of Claude Levi-Strauss and the visual theorist Aby Warburg.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46991447","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}
Produced vowels in a style focused on speech (isolated words reading) exhibit more peripheral formants and more spectral change than conversational vowels (text reading). This study explored the interaction between lexical stress and speech style by comparing the production of stressed and unstressed /a e o/ River Plate Spanish vowels produced by word reading versus the text reading in three different consonantal contexts. Formant frequency in the stable point of the vowel (50%) and spectral change were examined. Results revealed that speech style mainly affected the F2 of stressed and unstressed vowels /e/ and /o/. In the word reading, /e/ was more anterior and /o/ more posterior. Nevertheless, this modification in the F2 due to speech style was not observed in all the consonantal contexts. Regarding F1, only stressed /a/ increased its F1 in word reading in relation to conversational speech, independent of the phonetic context. Concerning the effect of the lexical stress, stressed /a/ and /o/ were produced with a higher F1 than the unstressed counterparts, while stressed /e/ showed a higher F2 than unstressed /e/. As for the spectral change, vowels /a/ and /o/ evinced a higher spectral variation in the word reading than in text reading, unlike /e/ that showed an opposite pattern. Only the unstressed /a/ in bilabial context had a greater spectral change than the stressed /a/.
{"title":"Características acústicas de las vocales tónicas y átonas del español rioplatense. Efectos del estilo de habla y del contexto consonántico","authors":"Sofía Romanelli, Andrea C. Menegotto","doi":"10.34096/sys.n33.5263","DOIUrl":"https://doi.org/10.34096/sys.n33.5263","url":null,"abstract":"Produced vowels in a style focused on speech (isolated words reading) exhibit more peripheral formants and more spectral change than conversational vowels (text reading). This study explored the interaction between lexical stress and speech style by comparing the production of stressed and unstressed /a e o/ River Plate Spanish vowels produced by word reading versus the text reading in three different consonantal contexts. Formant frequency in the stable point of the vowel (50%) and spectral change were examined. Results revealed that speech style mainly affected the F2 of stressed and unstressed vowels /e/ and /o/. In the word reading, /e/ was more anterior and /o/ more posterior. Nevertheless, this modification in the F2 due to speech style was not observed in all the consonantal contexts. Regarding F1, only stressed /a/ increased its F1 in word reading in relation to conversational speech, independent of the phonetic context. Concerning the effect of the lexical stress, stressed /a/ and /o/ were produced with a higher F1 than the unstressed counterparts, while stressed /e/ showed a higher F2 than unstressed /e/. As for the spectral change, vowels /a/ and /o/ evinced a higher spectral variation in the word reading than in text reading, unlike /e/ that showed an opposite pattern. Only the unstressed /a/ in bilabial context had a greater spectral change than the stressed /a/.","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619764","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}
{"title":"Carurivis, camarivis y carnavivis: las construcciones morfológicas X-ivis entre hablantes de Salvador-BA y las evidencias de un léxico líquido y complejo","authors":"Natival Almeida Simões Neto","doi":"10.34096/sys.n33.5260","DOIUrl":"https://doi.org/10.34096/sys.n33.5260","url":null,"abstract":"","PeriodicalId":41169,"journal":{"name":"Signo y Sena-Revista del Instituto de Linguistica","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69795050","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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