This article offers a pragmatic reflection on the use of short stories in the teaching of French as a foreign language. After analyzing the use of short stories in the foreign language classroom as didactic material, we briefly assess the different advantages of short stories and inquire about the validity of this genre as a suitable material for the teaching of written expression in the light of the Common European Framework of Reference for Languages (CEFRL). On this basis, we propose a practical approach in which short stories are integrated to the teaching of written expression within a communicative context.
{"title":"El cuento como recurso didáctico en la enseñanza del francés lengua extranjera","authors":"S. Roig","doi":"10.4995/RLYLA.2018.8694","DOIUrl":"https://doi.org/10.4995/RLYLA.2018.8694","url":null,"abstract":"This article offers a pragmatic reflection on the use of short stories in the teaching of French as a foreign language. After analyzing the use of short stories in the foreign language classroom as didactic material, we briefly assess the different advantages of short stories and inquire about the validity of this genre as a suitable material for the teaching of written expression in the light of the Common European Framework of Reference for Languages (CEFRL). On this basis, we propose a practical approach in which short stories are integrated to the teaching of written expression within a communicative context.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45498854","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}
The first two academic periodicals were the Journal des Sçavans and the Philosophical Transactions which appeared within two months of each other in early 1665. At that time France was totally stable and centralized, while England was just emerging from a half-century of chaos. The first issue of the Philosophical Transactions included an item translated from the Journal des Sçavans. Study of these two texts shows that the English translator (Oldenburg) attempted to tidy up the French text. Analysis of the thematic structure, in comparison with a larger sample for the year 1665, shows that Oldenburg aligns his translation with his source text. Analysis of the process types shows that the percentages of process types are similar for the two texts, with the exception of verbal process. This seems to indicate a desire on the part of Oldenburg the attribute the discourse to someone else. These two texts are of particular importance as the first example of the translation of an academic article.
{"title":"The first translation of an academic article (Philosophical Transactions, 6 march, 1665)","authors":"David Banks","doi":"10.4995/RLYLA.2018.7933","DOIUrl":"https://doi.org/10.4995/RLYLA.2018.7933","url":null,"abstract":"The first two academic periodicals were the Journal des Sçavans and the Philosophical Transactions which appeared within two months of each other in early 1665. At that time France was totally stable and centralized, while England was just emerging from a half-century of chaos. The first issue of the Philosophical Transactions included an item translated from the Journal des Sçavans. Study of these two texts shows that the English translator (Oldenburg) attempted to tidy up the French text. Analysis of the thematic structure, in comparison with a larger sample for the year 1665, shows that Oldenburg aligns his translation with his source text. Analysis of the process types shows that the percentages of process types are similar for the two texts, with the exception of verbal process. This seems to indicate a desire on the part of Oldenburg the attribute the discourse to someone else. These two texts are of particular importance as the first example of the translation of an academic article.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43020318","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 paper presents a descriptive characterization of intentionality of high school students’ performances, when trying to solve ambiguities in contents and intra and extratextual anaphoric referential relationships in their written comments of a literary text. Anaphora is the grammatical, referential and content interrelationship between a lexical element and another, known as antecedent. The students wrote their texts in class and in counseling sessions to promote reflexive and self-regulated textual decisions when modifying their writings. The compilation of texts involved the follow-up of the textual decisions to try to improve writing. The method of analysis contemplated criteria and expectations as textual categories for classification and interpretation. Results show that anaphora relationships involve grammar cohesion, contents and punctuation. The main difficulties were the incorporation and correction of information and the ambiguities in intra-textual anaphora. Intentionality was manifested in the regulation of performance and in the experimentation of compensatory strategies, when students couldn’t find solutions to certain difficulties.
{"title":"Intencionalidad para resolver contenidos y referencias anafóricas en el comentario escrito de un texto literario en bachillerato","authors":"Ernesti Hernández Rodríguez","doi":"10.4995/rlyla.2018.8950","DOIUrl":"https://doi.org/10.4995/rlyla.2018.8950","url":null,"abstract":"This paper presents a descriptive characterization of intentionality of high school students’ performances, when trying to solve ambiguities in contents and intra and extratextual anaphoric referential relationships in their written comments of a literary text. Anaphora is the grammatical, referential and content interrelationship between a lexical element and another, known as antecedent. The students wrote their texts in class and in counseling sessions to promote reflexive and self-regulated textual decisions when modifying their writings. The compilation of texts involved the follow-up of the textual decisions to try to improve writing. The method of analysis contemplated criteria and expectations as textual categories for classification and interpretation. Results show that anaphora relationships involve grammar cohesion, contents and punctuation. The main difficulties were the incorporation and correction of information and the ambiguities in intra-textual anaphora. Intentionality was manifested in the regulation of performance and in the experimentation of compensatory strategies, when students couldn’t find solutions to certain difficulties.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70617128","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}
The concepts of association and associative are present in lexical studies since the dawn of modern linguistics. They have been the subject of multiple conceptual interpretations but not without problems. Both conceptions of associative relationship as a connection between the two psychological faces of the linguistic sign and as in absentia relationships coexist, especially in Linguistics dictionaries, with the interpretation (almost opposite) as connotation or, in other words, as a sense relationship which lies outside of word meaning. In contrast, current advances in the neurocognitive research of the lexicon, which have contributed to the reconstruction of the semantic system from a cerebral perspective, lead us necessarily to a new interpretation of these notions that is transferred from the word level to its formal and semantic traits.
{"title":"Consideraciones sobre la polivalencia del término asociación desde la perspectiva neurocognitiva del léxico","authors":"Carmen Varo Varo","doi":"10.4995/rlyla.2018.9201","DOIUrl":"https://doi.org/10.4995/rlyla.2018.9201","url":null,"abstract":"The concepts of association and associative are present in lexical studies since the dawn of modern linguistics. They have been the subject of multiple conceptual interpretations but not without problems. Both conceptions of associative relationship as a connection between the two psychological faces of the linguistic sign and as in absentia relationships coexist, especially in Linguistics dictionaries, with the interpretation (almost opposite) as connotation or, in other words, as a sense relationship which lies outside of word meaning. In contrast, current advances in the neurocognitive research of the lexicon, which have contributed to the reconstruction of the semantic system from a cerebral perspective, lead us necessarily to a new interpretation of these notions that is transferred from the word level to its formal and semantic traits.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70617877","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}
Ester Trigo Ibáñez, Manuel Francisco Romero Oiva, Inmaculada Clotilde Santos Díaz
The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.
{"title":"Elaboración de un corpus cacográfico desde la disponibilidad léxica en estudiantes sevillanos. Un análisis para la enseñanza de la lengua","authors":"Ester Trigo Ibáñez, Manuel Francisco Romero Oiva, Inmaculada Clotilde Santos Díaz","doi":"10.4995/rlyla.2018.9176","DOIUrl":"https://doi.org/10.4995/rlyla.2018.9176","url":null,"abstract":"The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70617365","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 article deals with the recursive compounding of Old English nouns, adjectives, verbs and adverbs. It addresses the question of the textual occurrences of the compounds of Old English by means of a corpus analysis based on the Dictionary of Old English Corpus. The data of qualitative analysis have been retrieved from the lexical database of Old English Nerthus. The analysis shows that the nominal, adjectival and adverbial compounds of Old English can be recursive. Nominal compounding allows double recursivity, whereas adjectival and adverbial compounding do not. The conclusion is reached that both the type and token frequencies of recursive compounds are very low; and recursive compounds from the adjectival class are more exocentric as regards categorisation.
{"title":"The types and categories of old english recursive compounding","authors":"Carmen Novo Urraca","doi":"10.4995/RLYLA.2017.7161","DOIUrl":"https://doi.org/10.4995/RLYLA.2017.7161","url":null,"abstract":"This article deals with the recursive compounding of Old English nouns, adjectives, verbs and adverbs. It addresses the question of the textual occurrences of the compounds of Old English by means of a corpus analysis based on the Dictionary of Old English Corpus. The data of qualitative analysis have been retrieved from the lexical database of Old English Nerthus. The analysis shows that the nominal, adjectival and adverbial compounds of Old English can be recursive. Nominal compounding allows double recursivity, whereas adjectival and adverbial compounding do not. The conclusion is reached that both the type and token frequencies of recursive compounds are very low; and recursive compounds from the adjectival class are more exocentric as regards categorisation.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48095708","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}
La optimizacion del aprendizaje de lenguas es hoy en dia una de las preocupaciones pedagogicas mas significativas en nuestro pais. El principal objetivo de este estudio fue analizar las percepciones de los estudiantes y los docentes en un centro de secundaria donde se aplico un Enfoque Plurilingue Integrador (EPI). Se llevo a cabo una investigacion accion participativa en la que todos los departamentos linguisticos del centro trabajaron cooperativamente para implantar un Tratamiento Integrado de Lenguas (TIL). Se recopilaron datos a traves de cuestionarios y grupos de discusion, entre otros registros. Los resultados evidenciaron que mediante el aprendizaje global, transversal e interdisciplinar, tanto de lenguas maternas como de segundas lenguas o lenguas extranjeras, los alumnos se sentian mas seguros, utilizando como recurso sus experiencias y conocimientos previos. En consecuencia, dichos alumnos estaban mas motivados para adquirir las competencias plurilingue y multicultural, dos competencias genericas muy relevantes para el futuro desarrollo academico y personal de nuestros estudiantes.
{"title":"Enfoque plurilingüe integrador: una experiencia educativa interdisciplinar en el tratamiento integrado de lenguas en la ESO","authors":"Cristina Mallol, M. Alsina","doi":"10.4995/RLYLA.2017.6547","DOIUrl":"https://doi.org/10.4995/RLYLA.2017.6547","url":null,"abstract":"La optimizacion del aprendizaje de lenguas es hoy en dia una de las preocupaciones pedagogicas mas significativas en nuestro pais. El principal objetivo de este estudio fue analizar las percepciones de los estudiantes y los docentes en un centro de secundaria donde se aplico un Enfoque Plurilingue Integrador (EPI). Se llevo a cabo una investigacion accion participativa en la que todos los departamentos linguisticos del centro trabajaron cooperativamente para implantar un Tratamiento Integrado de Lenguas (TIL). Se recopilaron datos a traves de cuestionarios y grupos de discusion, entre otros registros. Los resultados evidenciaron que mediante el aprendizaje global, transversal e interdisciplinar, tanto de lenguas maternas como de segundas lenguas o lenguas extranjeras, los alumnos se sentian mas seguros, utilizando como recurso sus experiencias y conocimientos previos. En consecuencia, dichos alumnos estaban mas motivados para adquirir las competencias plurilingue y multicultural, dos competencias genericas muy relevantes para el futuro desarrollo academico y personal de nuestros estudiantes.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564417","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 article presents the results of an experiment jointly carried out at the Universities of Trieste and Chieti (Italy) with the aim to explore the relationship between translation competence and the use of ICT (including language corpora). Two groups were involved in the experiment: a group of students specialising in translation (Trieste) and a group of students with limited translation training (Chieti). Both groups carried out two translation tasks (into and from their native language), while compiling a questionnaire illustrating the reasoning behind the translation of a number of problematic points previously identified by the authors. Results shed light on the decision-making process involved in translation and on the link between translation quality and type of ICT resources used. In particular, data suggest that ICT resources do not compensate the gap in language skills, specialised knowledge and specialised training in translation. The final discussion proposes a number of classroom considerations that address the problems detected in the experiment.
{"title":"Competencia traductora y recursos informáticos: por qué las tecnologías no sustituyen la formación en traducción","authors":"S. Piccioni, G. Pontrandolfo","doi":"10.4995/RLYLA.2017.6990","DOIUrl":"https://doi.org/10.4995/RLYLA.2017.6990","url":null,"abstract":"This article presents the results of an experiment jointly carried out at the Universities of Trieste and Chieti (Italy) with the aim to explore the relationship between translation competence and the use of ICT (including language corpora). Two groups were involved in the experiment: a group of students specialising in translation (Trieste) and a group of students with limited translation training (Chieti). Both groups carried out two translation tasks (into and from their native language), while compiling a questionnaire illustrating the reasoning behind the translation of a number of problematic points previously identified by the authors. Results shed light on the decision-making process involved in translation and on the link between translation quality and type of ICT resources used. In particular, data suggest that ICT resources do not compensate the gap in language skills, specialised knowledge and specialised training in translation. The final discussion proposes a number of classroom considerations that address the problems detected in the experiment.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42970991","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}
The Functional Grammar Knowledge Base (FunGramKB), (Perinan-Pascual and Arcas-Tunez 2010) is a multipurpose lexico-conceptual knowledge base designed to be used in different Natural Language Processing (NLP) tasks. It is complemented with the ARTEMIS (Automatically Representing Text Meaning via an Interlingua–based System) application, a parsing device linguistically grounded on Role and Reference Grammar (RRG) that transduces natural language fragments into their corresponding grammatical and semantic structures. This paper unveils the different phases involved in its parsing routine, paying special attention to the treatment of argumental constructions. As an illustrative case, we will follow all the steps necessary to effectively parse a For-Benefactive structure within ARTEMIS. This methodology will reveal the necessity to distinguish between Kernel constructs and L1-constructions, since the latter involve a modification of the lexical template of the verb. Our definition of L1-constructions leads to the reorganization of the catalogue of FunGramKB L1-constructions, formerly based on Levin’s (1993) alternations. Accordingly, a rearrangement of the internal configuration of the L1-Constructicon within the Grammaticon is proposed.
功能语法知识库(FunGramKB) (Perinan-Pascual and Arcas-Tunez 2010)是一个多用途的词汇概念知识库，旨在用于不同的自然语言处理(NLP)任务。它与ARTEMIS(通过基于语言间的系统自动表示文本含义)应用程序相辅相成，ARTEMIS是一种基于角色和参考语法(RRG)的解析设备，可以将自然语言片段转换为相应的语法和语义结构。本文揭示了其解析程序的不同阶段，特别注意了论理结构的处理。作为一个示例，我们将遵循在ARTEMIS中有效解析For-Benefactive结构所需的所有步骤。这种方法将揭示区分核心结构和l1结构的必要性，因为后者涉及动词词汇模板的修改。我们对l1结构的定义导致了FunGramKB l1结构目录的重组，该目录以前基于Levin(1993)的修改。因此，本文提出了一种重新排列语法中l1结构内部结构的方法。
{"title":"The interaction of parsing rules and argument – Predicate constructions: implications for the structure of the Grammaticon in FunGramKB","authors":"María del Carmen Fumero Pérez, Ana Díaz Galán","doi":"10.4995/RLYLA.2017.5406","DOIUrl":"https://doi.org/10.4995/RLYLA.2017.5406","url":null,"abstract":"The Functional Grammar Knowledge Base (FunGramKB), (Perinan-Pascual and Arcas-Tunez 2010) is a multipurpose lexico-conceptual knowledge base designed to be used in different Natural Language Processing (NLP) tasks. It is complemented with the ARTEMIS (Automatically Representing Text Meaning via an Interlingua–based System) application, a parsing device linguistically grounded on Role and Reference Grammar (RRG) that transduces natural language fragments into their corresponding grammatical and semantic structures. This paper unveils the different phases involved in its parsing routine, paying special attention to the treatment of argumental constructions. As an illustrative case, we will follow all the steps necessary to effectively parse a For-Benefactive structure within ARTEMIS. This methodology will reveal the necessity to distinguish between Kernel constructs and L1-constructions, since the latter involve a modification of the lexical template of the verb. Our definition of L1-constructions leads to the reorganization of the catalogue of FunGramKB L1-constructions, formerly based on Levin’s (1993) alternations. Accordingly, a rearrangement of the internal configuration of the L1-Constructicon within the Grammaticon is proposed.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679719","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}
Early Modern recipe books map onto women’s roles in the period. Women were responsible for the health and care of all their household members. This explains the women´s interest in gathering information on the topic, usually put together in manuscripts which circulated in the women´s intellectual and domestic circles to serve this purpose. The manuscript is viewed as an artefact likely to be changed to meet the needs of its users. The article seeks to explore genre and text-type conventions in a corpus of medical and culinary recipes written or compiled by women in the seventeenth and eighteenth centuries of Early Modern Britain. The recipes in this period show patterns of continuity from medieval times but also patterns of variation to foreshadow the shape of modern recipes.
{"title":"Genre and text-type conventions in Early Modern Women´s recipe books","authors":"I. D. L. C. Cabanillas","doi":"10.4995/RLYLA.2017.7309","DOIUrl":"https://doi.org/10.4995/RLYLA.2017.7309","url":null,"abstract":"Early Modern recipe books map onto women’s roles in the period. Women were responsible for the health and care of all their household members. This explains the women´s interest in gathering information on the topic, usually put together in manuscripts which circulated in the women´s intellectual and domestic circles to serve this purpose. The manuscript is viewed as an artefact likely to be changed to meet the needs of its users. The article seeks to explore genre and text-type conventions in a corpus of medical and culinary recipes written or compiled by women in the seventeenth and eighteenth centuries of Early Modern Britain. The recipes in this period show patterns of continuity from medieval times but also patterns of variation to foreshadow the shape of modern recipes.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012363","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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