Pub Date : 2023-07-26DOI: 10.4995/rlyla.2023.18221
A. George, Anne Hoffman-González
Spanish teachers in the USA are responsible for showing students what Spanish looks and sounds like (Ballman, Liskin-Gasparro & Mandell, 2001) and therefore act as role-models for their students in terms of their attitudes towards different varieties of Spanish. They must choose which features from which varieties to teach their students (Burns, 2018). Spanish teachers in the UK found Caribbean Spanish difficult to comprehend (Bárkányi & Fuerte Gutiérrez, 2019) and Spanish teachers in the USA preferred Peninsular Spanish over other varieties (Martínez-Franco, 2019), similar to Spanish teachers in Australia (Ortiz-Jiménez, 2019). The current study investigates (dis)preferences towards different regional varieties of Spanish by 63 primary, secondary and postsecondary teachers of Spanish in the USA. The findings indicate preferences split among four macro-varieties and a dispreference for Caribbean Spanish, highlighting the importance of comprehension and exposure to varieties regardless of prior explicit training on the topic.
{"title":"Regional variety preferences by teachers in USA","authors":"A. George, Anne Hoffman-González","doi":"10.4995/rlyla.2023.18221","DOIUrl":"https://doi.org/10.4995/rlyla.2023.18221","url":null,"abstract":"Spanish teachers in the USA are responsible for showing students what Spanish looks and sounds like (Ballman, Liskin-Gasparro & Mandell, 2001) and therefore act as role-models for their students in terms of their attitudes towards different varieties of Spanish. They must choose which features from which varieties to teach their students (Burns, 2018). Spanish teachers in the UK found Caribbean Spanish difficult to comprehend (Bárkányi & Fuerte Gutiérrez, 2019) and Spanish teachers in the USA preferred Peninsular Spanish over other varieties (Martínez-Franco, 2019), similar to Spanish teachers in Australia (Ortiz-Jiménez, 2019). The current study investigates (dis)preferences towards different regional varieties of Spanish by 63 primary, secondary and postsecondary teachers of Spanish in the USA. The findings indicate preferences split among four macro-varieties and a dispreference for Caribbean Spanish, highlighting the importance of comprehension and exposure to varieties regardless of prior explicit training on the topic.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48435769","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 : 2023-07-26DOI: 10.4995/rlyla.2023.18769
M. P. Agustín Llach
The present paper explores the lexical profiles of monolingual and bilingual learners acquiring English as a second and third language, respectively. Those profiles allow to get insights into learners’ lexical access and lexical organization in the new language. To shed more light in this issue, a lexical fluency task was used to gather data. Results showed lack of significant differences in all the measures taken, but some very interesting differences appear when graph theory metrics are applied. Thus, educational bilinguals show higher levels of lexical organization and stronger connections among the nodes. This can be indicative of a mental lexicon which is better organized, more compact, and more stable. Additionally, educational bilinguals’ networks display highest clustering coefficient and shortest path length. In semantic terms, this means that educational bilinguals can navigate their lexicon more efficiently and in a way that better resembles native lexical search. These findings open up new avenues for insightful studies concerning lexicon organization in different types of learners, with bilingualism being a relevant modulating factor.
{"title":"Mapping the mental lexicon of EFL learners","authors":"M. P. Agustín Llach","doi":"10.4995/rlyla.2023.18769","DOIUrl":"https://doi.org/10.4995/rlyla.2023.18769","url":null,"abstract":"The present paper explores the lexical profiles of monolingual and bilingual learners acquiring English as a second and third language, respectively. Those profiles allow to get insights into learners’ lexical access and lexical organization in the new language. To shed more light in this issue, a lexical fluency task was used to gather data. Results showed lack of significant differences in all the measures taken, but some very interesting differences appear when graph theory metrics are applied. Thus, educational bilinguals show higher levels of lexical organization and stronger connections among the nodes. This can be indicative of a mental lexicon which is better organized, more compact, and more stable. Additionally, educational bilinguals’ networks display highest clustering coefficient and shortest path length. In semantic terms, this means that educational bilinguals can navigate their lexicon more efficiently and in a way that better resembles native lexical search. These findings open up new avenues for insightful studies concerning lexicon organization in different types of learners, with bilingualism being a relevant modulating factor. ","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43338869","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16132
Roberto Torre Alonso
The grammatical description of Old English lacks complete and systematic lemmatization, which hinders Natural Language Processing studies in this language, as they strongly rely on the existence of large, annotated corpora. Moreover, the inflectional features of Old English preclude token-based automatic lemmatization. Therefore, specifically goal-oriented applications must be developed to account for the automatic lemmatization of specific variable categories. This article designs an automatic lemmatizer within the framework of Morphological Generation to address the type-based lemmatization of Old English class V strong verbs (L-Y). The lemmatizer is implemented with rules that account for inflectional, derivational and morphophonological variation. The generated forms are compared with the most relevant corpora of Old English for validation before being assigned a lemma. The lemmatizer is successful in supplying form-lemma associations not yet accounted for in the literature, and in identifying mismatches and areas for manual revision.
{"title":"Advances in the automatic lemmatization of Old English: class V strong verbs (L-Y)","authors":"Roberto Torre Alonso","doi":"10.4995/rlyla.2022.16132","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16132","url":null,"abstract":"The grammatical description of Old English lacks complete and systematic lemmatization, which hinders Natural Language Processing studies in this language, as they strongly rely on the existence of large, annotated corpora. Moreover, the inflectional features of Old English preclude token-based automatic lemmatization. Therefore, specifically goal-oriented applications must be developed to account for the automatic lemmatization of specific variable categories. This article designs an automatic lemmatizer within the framework of Morphological Generation to address the type-based lemmatization of Old English class V strong verbs (L-Y). The lemmatizer is implemented with rules that account for inflectional, derivational and morphophonological variation. The generated forms are compared with the most relevant corpora of Old English for validation before being assigned a lemma. The lemmatizer is successful in supplying form-lemma associations not yet accounted for in the literature, and in identifying mismatches and areas for manual revision.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44867353","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16122
Marco Cancino, Renata Arenas, C. Herrera
Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.
语言学习策略（LLS）的使用和二语自我效能感（SE）被认为是第二语言学习者发展的关键（Rose et al.，2018）。尽管这两个变量之间的关系已经在文献中得到了讨论，但在EFL语境中，人们很少关注二语水平如何与这两个结构相关。因此，本定量研究收集了智利一所大学47名成年英语学习者的LLSs、SE认知和二语水平之间的关系。结果显示，口语SE与认知策略之间以及写作SE与记忆策略之间存在显著的强相关性。语言能力和接受能力（听力和写作SE）之间存在微弱但显著的相关性。教育意义是指英语教师如何增加学习者对元认知策略的使用，并提高他们的SE。
{"title":"Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms","authors":"Marco Cancino, Renata Arenas, C. Herrera","doi":"10.4995/rlyla.2022.16122","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16122","url":null,"abstract":"Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42866029","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16547
M. J. Serrano
The present investigation analyzes the use of a construction traditionally described as impersonal: the periphrasis haber que + infinitive. This is a variable phenomenon in Spanish grammar studied as a meaningful choice based on the cognitive conceptualization of salience. The construction conveys a meaning of duty, obligation, recommendation or convenience by which the speaker accepts the situation described as unavoidable. Its use is analyzed in the texts of the Corpus Interaccional del Español, which comprises a wide range of genres and communicative situations. The hypothesis posed is that the meaning conveyed by haber que + infinitive contributes to the shaping of a communicative style based on the desubjectivity cognitive dimension.
{"title":"Desubjectivizing discourse through the use of the periphrasis haber que + infinitive in Spanish","authors":"M. J. Serrano","doi":"10.4995/rlyla.2022.16547","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16547","url":null,"abstract":"The present investigation analyzes the use of a construction traditionally described as impersonal: the periphrasis haber que + infinitive. This is a variable phenomenon in Spanish grammar studied as a meaningful choice based on the cognitive conceptualization of salience. The construction conveys a meaning of duty, obligation, recommendation or convenience by which the speaker accepts the situation described as unavoidable. Its use is analyzed in the texts of the Corpus Interaccional del Español, which comprises a wide range of genres and communicative situations. The hypothesis posed is that the meaning conveyed by haber que + infinitive contributes to the shaping of a communicative style based on the desubjectivity cognitive dimension.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095673","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16064
María Dolores Muñoz Núñez
El objetivo de este trabajo es el de analizar, tomando como referencia una pequeña muestra de textos cortos, algunos indicadores de carácter semántico y pragmático que consideramos que no han sido tratados en la bibliografía sobre determinación de autoría en Lingüística forense. Tanto los análisis estilísticos manuales, que se han centrado fundamentalmente en aspectos como la puntuación, la ortografía, las erratas y las combinaciones de ciertas categorías gramaticales, como los análisis estilométricos, proporcionan básicamente una información cuantitativa y estadística. Consideramos, en cambio, que un estudio de determinación de autoría -sobre todo en el caso de los textos seleccionados- debe tener como base un análisisestilístico manual que tenga en cuenta la presencia en los textos correspondientes de ciertos actos de habla, el uso de distintas modalidades oracionales, la aparición de diferentes conectores y, sobre todo, el semantismo de combinaciones y unidades léxicas con carácter valorativo.
{"title":"Aproximación a un análisis semántico y pragmático de indicadores para la determinación de autoría en Lingüística forense","authors":"María Dolores Muñoz Núñez","doi":"10.4995/rlyla.2022.16064","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16064","url":null,"abstract":"El objetivo de este trabajo es el de analizar, tomando como referencia una pequeña muestra de textos cortos, algunos indicadores de carácter semántico y pragmático que consideramos que no han sido tratados en la bibliografía sobre determinación de autoría en Lingüística forense. Tanto los análisis estilísticos manuales, que se han centrado fundamentalmente en aspectos como la puntuación, la ortografía, las erratas y las combinaciones de ciertas categorías gramaticales, como los análisis estilométricos, proporcionan básicamente una información cuantitativa y estadística. Consideramos, en cambio, que un estudio de determinación de autoría -sobre todo en el caso de los textos seleccionados- debe tener como base un análisisestilístico manual que tenga en cuenta la presencia en los textos correspondientes de ciertos actos de habla, el uso de distintas modalidades oracionales, la aparición de diferentes conectores y, sobre todo, el semantismo de combinaciones y unidades léxicas con carácter valorativo.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47962291","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16755
Luisa Chierichetti
En el presente estudio se propone un acercamiento a los guiones de una serie televisiva española utilizando las acotaciones y las descripciones como marcas metapragmáticas que clasifican los enunciados como irónicos o sarcásticos. De esta manera, se plantea el corpus de estudio como un material discursivo que permite un acercamiento a la (des)cortesía de primer orden, en el que puede observarse el uso operativo y la interpretación que los guionistas hacen de los rótulos “irónico” o “sarcástico” en su producción discursiva orientada hacia los profesionales que crean un producto audiovisual. El análisis cualitativo que se lleva a cabo permite enfocar las principales estrategias (des)corteses marcadas como irónicas o sarcásticas, evidenciando una sustancial intercambiabilidad de las etiquetas.
{"title":"Recursos (des)corteses en el diálogo telecinemático: la ironía y el sarcasmo en la serie \"Vis a Vis\"","authors":"Luisa Chierichetti","doi":"10.4995/rlyla.2022.16755","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16755","url":null,"abstract":"En el presente estudio se propone un acercamiento a los guiones de una serie televisiva española utilizando las acotaciones y las descripciones como marcas metapragmáticas que clasifican los enunciados como irónicos o sarcásticos. De esta manera, se plantea el corpus de estudio como un material discursivo que permite un acercamiento a la (des)cortesía de primer orden, en el que puede observarse el uso operativo y la interpretación que los guionistas hacen de los rótulos “irónico” o “sarcástico” en su producción discursiva orientada hacia los profesionales que crean un producto audiovisual. El análisis cualitativo que se lleva a cabo permite enfocar las principales estrategias (des)corteses marcadas como irónicas o sarcásticas, evidenciando una sustancial intercambiabilidad de las etiquetas.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404562","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16513
Vicente Iranzo
Knowledge of the effects of task design features on linguistic performance is essential to obtain the right conclusions in linguistic research. Several studies have explored the effects of task modality in second language learners (Johnson, 1992; Murphy, 1997; Shiu, Yalçın, & Spada, 2018). These studies showed that L2 learners perform better when the stimulus is presented in written form compared to aural form. However, the effect of task modality in linguistic performance is an area that needs exploration in the field of heritage bilingualism research (Jegerski, 2018). Thus, the purpose of this study is to determine the effects of task modality on linguistic performance in heritage bilinguals. Participants in this study included 63 heritage bilinguals divided into high- and low-proficiency groups. All participants completed a proficiency test, a language background questionnaire, an aural speeded acceptability judgment task, and a written speeded acceptability judgment task. The statistical analysis revealed a significant effect of task modality on linguistic performance. High-proficiency heritage bilinguals performed significantly better (i.e., shorter reaction times) when the stimuli were presented in aural form. The results of this study contribute to the existing body on research methods in linguistic and specifically, to the effects that design features may have on linguistic performance in heritage bilinguals.
{"title":"The Effect of Task Modality in Heritage Bilingualism Research","authors":"Vicente Iranzo","doi":"10.4995/rlyla.2022.16513","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16513","url":null,"abstract":"Knowledge of the effects of task design features on linguistic performance is essential to obtain the right conclusions in linguistic research. Several studies have explored the effects of task modality in second language learners (Johnson, 1992; Murphy, 1997; Shiu, Yalçın, & Spada, 2018). These studies showed that L2 learners perform better when the stimulus is presented in written form compared to aural form. However, the effect of task modality in linguistic performance is an area that needs exploration in the field of heritage bilingualism research (Jegerski, 2018). Thus, the purpose of this study is to determine the effects of task modality on linguistic performance in heritage bilinguals. Participants in this study included 63 heritage bilinguals divided into high- and low-proficiency groups. All participants completed a proficiency test, a language background questionnaire, an aural speeded acceptability judgment task, and a written speeded acceptability judgment task. The statistical analysis revealed a significant effect of task modality on linguistic performance. High-proficiency heritage bilinguals performed significantly better (i.e., shorter reaction times) when the stimuli were presented in aural form. The results of this study contribute to the existing body on research methods in linguistic and specifically, to the effects that design features may have on linguistic performance in heritage bilinguals.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47779072","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16787
Javier Martín Arista
The aim of this article is to take the first steps toward the compilation of a treebank of Old English compatible with the framework of Universal Dependencies (UD). Such a treebank will comprise morphological and syntactic annotation of Old English texts adequate for cross-linguistic comparison, diachronic analysis and natural language processing. The article, therefore, engages in four tasks: (i) identifying the Old English exponents of UD lexical categories; (ii) selecting the Old English exponents of UD morphological features; (iii) finding the areas of Old English morphology that require token indexing in the UD format; and (iv) checking on the relevance of the universal set of dependency relations. The data have been extracted from ParCorOEv2, an open access annotated parallel corpus Old English-English. The main conclusions are that the annotation format calls for two additional fields (gloss and morphological relatedness) and that enhanced dependencies are required in order to account for some syntactic phenomena.
{"title":"Toward the morpho-syntactic annotation of an Old English corpus with universal dependencies","authors":"Javier Martín Arista","doi":"10.4995/rlyla.2022.16787","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16787","url":null,"abstract":"The aim of this article is to take the first steps toward the compilation of a treebank of Old English compatible with the framework of Universal Dependencies (UD). Such a treebank will comprise morphological and syntactic annotation of Old English texts adequate for cross-linguistic comparison, diachronic analysis and natural language processing. The article, therefore, engages in four tasks: (i) identifying the Old English exponents of UD lexical categories; (ii) selecting the Old English exponents of UD morphological features; (iii) finding the areas of Old English morphology that require token indexing in the UD format; and (iv) checking on the relevance of the universal set of dependency relations. The data have been extracted from ParCorOEv2, an open access annotated parallel corpus Old English-English. The main conclusions are that the annotation format calls for two additional fields (gloss and morphological relatedness) and that enhanced dependencies are required in order to account for some syntactic phenomena.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70617629","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 : 2022-07-28DOI: 10.4995/rlyla.2022.16758
María Tadea Díaz Hormigo
En este estudio, pretendemos aportar nuevas pautas a la delimitación de los criterios que se emplean para la asignación de género a las voces tomadas de otras lenguas que carecen de esta categoría gramatical. Para ello, analizamos 631 contextos de prensa escrita con sustantivos ingleses incorporados recientemente al español y no adaptados ortográficamente a esta lengua. Para el análisis del género de los sustantivos empleamos el criterio sintáctico colocacional o combinatorio, basado en la concordancia del sustantivo con otras palabras del contexto, y el criterio semántico, basado en la recurrencia a la naturaleza del referente a partir de su equivalente español o de una paráfrasis definitoria del mismo. Confirmamos nuestra hipótesis de que los sustantivos ingleses con referentes animados y sexuados presentan en español el género de este y los inanimados, el de su equivalente en español o el que se infiere de su paráfrasis.
{"title":"Neología de préstamo: la adaptación morfológica de género de los neologismos léxicos procedentes del inglés","authors":"María Tadea Díaz Hormigo","doi":"10.4995/rlyla.2022.16758","DOIUrl":"https://doi.org/10.4995/rlyla.2022.16758","url":null,"abstract":"En este estudio, pretendemos aportar nuevas pautas a la delimitación de los criterios que se emplean para la asignación de género a las voces tomadas de otras lenguas que carecen de esta categoría gramatical. Para ello, analizamos 631 contextos de prensa escrita con sustantivos ingleses incorporados recientemente al español y no adaptados ortográficamente a esta lengua. Para el análisis del género de los sustantivos empleamos el criterio sintáctico colocacional o combinatorio, basado en la concordancia del sustantivo con otras palabras del contexto, y el criterio semántico, basado en la recurrencia a la naturaleza del referente a partir de su equivalente español o de una paráfrasis definitoria del mismo. Confirmamos nuestra hipótesis de que los sustantivos ingleses con referentes animados y sexuados presentan en español el género de este y los inanimados, el de su equivalente en español o el que se infiere de su paráfrasis.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48949954","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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