In the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.
{"title":"Stepping into the translator trainees’ shoes: a descriptive study","authors":"Ana Gregorio-Cano","doi":"10.7764/onomazein.49.08","DOIUrl":"https://doi.org/10.7764/onomazein.49.08","url":null,"abstract":"In the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48871671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El objetivo principal de este estudio es la creación de un test de nivel de comprensión pragmática para estudiantes sinohablantes de español como lengua extranjera. Los resultados de este estudio muestran un test estandarizado que cumple con los requisitos de utilidad (autenticidad, interactividad, impacto, practicabilidad y valoración y puntuación) propuestos por Bachman y Palmer (1996) para las pruebas de lengua y los requisitos estadísticos psicométricos de fiabilidad y validez.
{"title":"Desarrollo de un test de nivel de comprensión pragmática para estudiantes sinohablantes de español como lengua extranjera","authors":"M. I. Gibert-Escofet, M. Plana, P. García","doi":"10.7764/onomazein.49.07","DOIUrl":"https://doi.org/10.7764/onomazein.49.07","url":null,"abstract":"El objetivo principal de este estudio es la creación de un test de nivel de comprensión pragmática para estudiantes sinohablantes de español como lengua extranjera. Los resultados de este estudio muestran un test estandarizado que cumple con los requisitos de utilidad (autenticidad, interactividad, impacto, practicabilidad y valoración y puntuación) propuestos por Bachman y Palmer (1996) para las pruebas de lengua y los requisitos estadísticos psicométricos de fiabilidad y validez.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42792213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Román, D. Muñoz-Builes, Camilo Quezada, José Joaquín Atria
El presente artículo tiene como objetivo presentar el primer “Mapa prosódico de Chile”, un proyecto de largo alcance que pretende documentar y describir, fonética y fonológicamente, los rasgos suprasegmentales del español hablado por chilenos. Para entender su dimensión, se proporciona una caracterización de los mapas prosódicos que se encuentran actualmente en curso, tales como AMPER, ATLES y otros relacionados, analizando los parámetros estudiados en cada uno de ellos y enfatizando en sus fundamentos, orientaciones y alcances. Finalmente, se incluye una reflexión sobre las herramientas libres para construir mapas en internet, especialmente del proyecto OpenStreetMap, y sus posibilidades para futuros trabajos internacionales coordinados.
本文的目的是介绍第一个“Mapa prosodico de Chile”，这是一个长期的项目，旨在记录和描述智利人所说的西班牙语的语音和音位上的特征。为了理解韵律图的维度，本文对目前正在进行的韵律图，如AMPER、ATLES和其他相关的韵律图进行了描述，分析了每一种韵律图所研究的参数，并强调了它们的基础、方向和范围。最后，讨论了在互联网上构建地图的免费工具，特别是OpenStreetMap项目，以及它对未来协调国际工作的可能性。
{"title":"Alcances y límites de un mapa prosódico","authors":"D. Román, D. Muñoz-Builes, Camilo Quezada, José Joaquín Atria","doi":"10.7764/onomazein.49.02","DOIUrl":"https://doi.org/10.7764/onomazein.49.02","url":null,"abstract":"El presente artículo tiene como objetivo presentar el primer “Mapa prosódico de Chile”, un proyecto de largo alcance que pretende documentar y describir, fonética y fonológicamente, los rasgos suprasegmentales del español hablado por chilenos. Para entender su dimensión, se proporciona una caracterización de los mapas prosódicos que se encuentran actualmente en curso, tales como AMPER, ATLES y otros relacionados, analizando los parámetros estudiados en cada uno de ellos y enfatizando en sus fundamentos, orientaciones y alcances. Finalmente, se incluye una reflexión sobre las herramientas libres para construir mapas en internet, especialmente del proyecto OpenStreetMap, y sus posibilidades para futuros trabajos internacionales coordinados.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46514994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.14
M. García
espanolEl presente estudio pretende detectar los habitos, estrategias y caracteristicas linguisticas utilizados en el sistema comunicativo de WhatsApp, como red social de mayor numero de usuarios, por los estudiantes de la Universidad de Granada (Espana) con una muestra de 342 conversaciones (198 de mujeres y 144 de hombres) ofrecidas por un total de 114 participantes a los que tambien se les aplica un cuestionario disenado ad hoc para completar la informacion. El analisis de datos se hace por el programa estadistico SPSS (version 22 para Windows) y el Parametrizador Morfologico de Textos (ParamText TIP) de Carreras-Riudavets y otros (2011). El estudio expone el uso que se hace de esta via de comunicacion y confirma que se emplea un lenguaje multimodal especifico. Tambien revela la existencia de algunas diferencias desde la perspectiva del genero. EnglishThis study aims to detect the habits, strategies and linguistic characteristics used in the WhatsApp communication system, as a social network with a greater number of users, by university students of the University of Granada (Spain) with a sample of 342 conversations (198 of women and 144 of men) offered by a total of 114 participants to whom an ad hoc questionnaire designed to complete the information is also applied. The data analysis is done by the statistical program SPSS (version 22 for Windows) and the Morphological Text Parameterizer (ParamText TIP) of Carreras-Riudavets et al. (2011). The study exposes the use made of this communication channel and confirms that a specific multimodal language is used. It also reveals the existence of some differences from a gender perspective.
espanolEl本研究旨在发现习惯、战略和caracteristicas linguisticas交际系统使用WhatsApp,作为主要用户的社交网络,由格拉纳达大学的学生(西班牙)342会谈显示(198名妇女提供男性)和144共114人参加到也都应用了特设disenado调查表,完成的信息。数据分析由统计程序SPSS (Windows版本22)和Carreras-Riudavets等人(2011)的形态文本参数化(ParamText TIP)完成。这项研究揭示了这种交流方式的使用，并确认使用了一种特定的多模态语言。它还揭示了一些性别差异。EnglishThis研究以干扰源habits, strategies and linguistic特征用来一书WhatsApp communication system, as a social network with a greater number of users, by乔治university students of the university of Spain) with a sample of 342对话(198 of women and 144 of men) offered by a total of 114参与者to an专案调查问卷所to complete the information也应用而设计的。数据分析由统计程序SPSS (Windows版本22)和carreraser - riudavets等人(2011)的形态文本参数化(ParamText TIP)完成。该研究描述了这种沟通渠道的使用，并确认使用了一种特定的多模态语言。它还揭示了一些性别差异的存在。
{"title":"¿Hablamos? Análisis del discurso y estrategias empleadas en WhatsApp por estudiantes universitarios","authors":"M. García","doi":"10.7764/onomazein.ne6.14","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.14","url":null,"abstract":"espanolEl presente estudio pretende detectar los habitos, estrategias y caracteristicas linguisticas utilizados en el sistema comunicativo de WhatsApp, como red social de mayor numero de usuarios, por los estudiantes de la Universidad de Granada (Espana) con una muestra de 342 conversaciones (198 de mujeres y 144 de hombres) ofrecidas por un total de 114 participantes a los que tambien se les aplica un cuestionario disenado ad hoc para completar la informacion. El analisis de datos se hace por el programa estadistico SPSS (version 22 para Windows) y el Parametrizador Morfologico de Textos (ParamText TIP) de Carreras-Riudavets y otros (2011). El estudio expone el uso que se hace de esta via de comunicacion y confirma que se emplea un lenguaje multimodal especifico. Tambien revela la existencia de algunas diferencias desde la perspectiva del genero. EnglishThis study aims to detect the habits, strategies and linguistic characteristics used in the WhatsApp communication system, as a social network with a greater number of users, by university students of the University of Granada (Spain) with a sample of 342 conversations (198 of women and 144 of men) offered by a total of 114 participants to whom an ad hoc questionnaire designed to complete the information is also applied. The data analysis is done by the statistical program SPSS (version 22 for Windows) and the Morphological Text Parameterizer (ParamText TIP) of Carreras-Riudavets et al. (2011). The study exposes the use made of this communication channel and confirms that a specific multimodal language is used. It also reveals the existence of some differences from a gender perspective.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45302499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEn este articulo se analiza una serie de rasgos morfosintacticos presentes en la cronica chilena colonial La restauracion de La Imperial y conversion de las almas infieles (c. 1693), escrita por el fraile mercedario Juan de Barrenechea y Albis. La existencia de la mayoria de estos fenomenos en el corpus se podria explicar por dos razones interrelacionadas. Por una parte, los rasgos estudiados forman parte del espanol de Chile y de algunas zonas americanas del siglo XVII. Por otra parte, el nivel sociocultural alto del autor le permitio la creacion de esta obra especialmente culta de la produccion colonial chilena, que presenta fenomenos del espanol peninsular de la Edad Media y del Siglo de Oro. EnglishThis paper presents a morphosyntactic analysis of the colonial Chilean chronicle La restauracion de La Imperial y conversion de las almas infieles (c. 1693), written by the Mercedarian friar Juan de Barrenechea y Albis. Most features in the corpus could be explained by two interrelated motives. On the one hand, the examined characteristics are present in Chilean Spanish and in some areas of Latin America during the 17th century. On the other hand, the author’s high sociocultural level is responsible for the creation of this especially highbrow text among colonial Chilean chronicles, that includes linguistic phenomena of Medieval Spanish and the Spanish Golden Age.
这篇文章分析了在殖民时期的智利编年史la restauracion de la Imperial y conversion de las almas infieles(约1693年)中出现的一系列形态完整特征，作者是梅塞德修士Juan de Barrenechea y Albis。这些现象在语料库中的存在可以用两个相互关联的原因来解释。一方面，研究的特征是智利西班牙语和17世纪一些美洲地区的一部分。另一方面，作者的高社会文化水平使他能够创作出这部特别有教养的智利殖民作品，呈现了中世纪和黄金时代西班牙半岛的现象。这篇论文提出了对殖民智利编年史的形态句法分析，帝国的恢复和异教徒灵魂的皈依(约1693年)，由梅塞达里安修士Juan de Barrenechea y Albis撰写。= =地理= =根据美国人口普查，这个县的面积为。在17世纪，智利的西班牙语和拉丁美洲的一些地区都有这种特征。另一方面，作者的高社会文化水平负责在智利殖民编年史中创造这一特别高的文本，其中包括中世纪西班牙语和西班牙黄金时代的语言现象。
{"title":"Rasgos morfosintácticos en el español de Chile del s. XVII: análisis del manuscrito inédito “La restauración de La Imperial y conversión de las almas infieles” de Juan de Barrenechea y Albis (c. 1693)","authors":"Lucía Marisol Martínez Rojas","doi":"10.7764/onomazein.48.10","DOIUrl":"https://doi.org/10.7764/onomazein.48.10","url":null,"abstract":"espanolEn este articulo se analiza una serie de rasgos morfosintacticos presentes en la cronica chilena colonial La restauracion de La Imperial y conversion de las almas infieles (c. 1693), escrita por el fraile mercedario Juan de Barrenechea y Albis. La existencia de la mayoria de estos fenomenos en el corpus se podria explicar por dos razones interrelacionadas. Por una parte, los rasgos estudiados forman parte del espanol de Chile y de algunas zonas americanas del siglo XVII. Por otra parte, el nivel sociocultural alto del autor le permitio la creacion de esta obra especialmente culta de la produccion colonial chilena, que presenta fenomenos del espanol peninsular de la Edad Media y del Siglo de Oro. EnglishThis paper presents a morphosyntactic analysis of the colonial Chilean chronicle La restauracion de La Imperial y conversion de las almas infieles (c. 1693), written by the Mercedarian friar Juan de Barrenechea y Albis. Most features in the corpus could be explained by two interrelated motives. On the one hand, the examined characteristics are present in Chilean Spanish and in some areas of Latin America during the 17th century. On the other hand, the author’s high sociocultural level is responsible for the creation of this especially highbrow text among colonial Chilean chronicles, that includes linguistic phenomena of Medieval Spanish and the Spanish Golden Age.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45899970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reciprocity in contemporary English is normally expressed by means of the compound pronouns each other and one another, both constructions used interchangeably and without any apparent difference in meaning, even though various factors have been proposed to account for the choice between the two alternatives. Among them, style stands out as the most convincing argument postulating the use of each other and one another in informal and formal contexts, register variation, each other being by far the most common form in all contexts while one another becomes relatively common in fiction and academic prose (Biber et al., 1999: 346-347). From a historical viewpoint, each other stems from those Old English constructions in which the quantifier aelc occurs with the alterity word o¯þer in neighbouring positions, while one another is a Late Middle English development of (the) one + (the) (an)other, where the first element is also the grammatical subject and the second the object (Haas, 2010: 63-68). Since then, both reciprocals have competed for more than five centuries for the expression of reciprocity in English and, interestingly enough, the dilemma is still unresolved, contradicting the general assumption that the competition between forms whose meaning is compatible is usually resolved either by the loss of one of them or by the adoption of a different (Kahlas-Tarkka, 2004: 132). The Early Modern English period becomes a crucial period in the history of reciprocals witnessing the transition from the discontinuous forms each the other and one the other to the fossilized constructions each other and one another. In the light of this, the present paper pursues the following objectives: a) to trace the origin, grammaticalization and univerbation of each other and one another within their own paradigm in Early Modern English, and b) to analyse the use and distribution of these reciprocals to determine the date and the circumstances that contributed to the adoption of each other over one another for the expression of reciprocity in the history of English. The source of evidence comes from the Early English Books Online Corpus (for the period 1473-1700) and the Old Bailey Corpus (for the period 1674-1913).
现代英语中的互惠通常通过复合代词each other和one another来表达，这两种结构可以互换使用，没有任何明显的意义差异，尽管人们提出了各种因素来解释这两种选择之间的选择。其中，文体是最有说服力的论点，它假设在非正式和正式语境中彼此使用，语域变化，彼此是迄今为止所有语境中最常见的形式，而另一个在小说和学术散文中相对常见(Biber et al.， 1999: 346-347)。从历史的角度来看，each other源于古英语结构，其中量词aelc与替代词o¯þer一起出现在相邻位置，而one another是(the) one + (the) (an)other的中古晚期发展，其中第一个元素也是语法主语，第二个元素是宾语(Haas, 2010: 63-68)。从那时起，这两个互用词在英语中相互表达的竞争已经持续了五个多世纪，有趣的是，这个困境仍然没有得到解决，这与一般的假设相矛盾，即意义相容的形式之间的竞争通常通过失去其中一种形式或采用另一种形式来解决(kahas - tarkka, 2004: 132)。近代早期英语是往复语体历史上的一个关键时期，它见证了从“彼此和彼此”的不连续语体到“彼此和彼此”的僵化语体的转变。鉴于此，本文的目标如下:a)在早期现代英语中追溯彼此的起源、语法化和普遍性，并在各自的范式中相互使用;b)分析这些互惠的使用和分布，以确定在英语历史上相互采用而不是彼此表达互惠的日期和情况。证据来源来自早期英语书籍在线语料库(1473-1700年)和老贝利语料库(1674-1913年)。
{"title":"‘We kissed one another and parted good friends.’ On the expression of reciprocity in Early Modern English","authors":"Javier Calle Martín","doi":"10.7764/onomazein.48.03","DOIUrl":"https://doi.org/10.7764/onomazein.48.03","url":null,"abstract":"Reciprocity in contemporary English is normally expressed by means of the compound pronouns each other and one another, both constructions used interchangeably and without any apparent difference in meaning, even though various factors have been proposed to account for the choice between the two alternatives. Among them, style stands out as the most convincing argument postulating the use of each other and one another in informal and formal contexts, register variation, each other being by far the most common form in all contexts while one another becomes relatively common in fiction and academic prose (Biber et al., 1999: 346-347). From a historical viewpoint, each other stems from those Old English constructions in which the quantifier aelc occurs with the alterity word o¯þer in neighbouring positions, while one another is a Late Middle English development of (the) one + (the) (an)other, where the first element is also the grammatical subject and the second the object (Haas, 2010: 63-68). Since then, both reciprocals have competed for more than five centuries for the expression of reciprocity in English and, interestingly enough, the dilemma is still unresolved, contradicting the general assumption that the competition between forms whose meaning is compatible is usually resolved either by the loss of one of them or by the adoption of a different (Kahlas-Tarkka, \u00002004: 132). The Early Modern English period becomes a crucial period in the history of reciprocals witnessing the transition from the discontinuous forms each the other and one the other to the fossilized constructions each other and one another. In the light of this, the present paper pursues the following objectives: a) to trace the origin, grammaticalization and univerbation of each other and one another within their own paradigm in Early Modern \u0000English, and b) to analyse the use and distribution of these reciprocals to determine the date and the circumstances that contributed to the adoption of each other over one another for the expression of reciprocity in the history of English. The source of evidence comes from the Early English Books Online Corpus (for the period 1473-1700) and the Old Bailey Corpus (for the period 1674-1913).","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolA partir de un corpus de datos espontaneos analizados en su contexto de uso, en este trabajo se examinan las motivaciones funcionales que subyacen al uso de la pasiva con ser en espanol. Se argumenta que las hipotesis tradicionales, en terminos de la desfocalizacion del agente y/o la topicalizacion del paciente, no capturan los datos con la regularidad necesaria, ni permiten describir la especificidad de la pasiva frente a las construcciones alternativas presentes en el sistema. Se propone, en cambio, que la pasiva sirve fundamentalmente para “desanclar” al objeto sintactico de la posicion de asignacion de foco informativo, tipicamente para crear un “espacio focal vacante” que permita introducir otro constituyente con valor focal, ya sea el agente u otro tipo de oblicuo. Creemos que esta perspectiva permite explicar por que, en el uso, (i) el espacio postverbal esta tipicamente ocupado, (ii) no esta ocupado por mas de un constituyente, (iii) son marginales las pasivas “minimas” y (iv), a diferencia de otros sujetos intransitivos, el sujeto pasivo evita la posicion postverbal. EnglishThis study examines the functional motivations behind the use of periphrastic ser passives in Spanish, based on a corpus of spontaneous data analyzed in their context of occurrence. It is argued that traditional hypotheses in terms of agent-defocusing and/or patient-topicalizing do not capture usage data with the expected regularity, nor allow for describing the functional specificity of passives vs. alternative constructions. Instead, it is proposed that passives serve basically to “unanchor” the syntactic object from the position of assignment of information focus, in order to create a “vacant focal space” typically with the purpose of introducing another focal element, be it the agent or some other oblique. We propose that this perspective explains why, in natural discourse, (i) the postverbal space is typically occupied, (ii) it is not occupied by more than one constituent, (iii) “minimal” passives are marginal, and (iv), differently from other intransitive subjects, passive subjects do not occur postverbally.
在这篇文章中，我们分析了西班牙语中使用被动语态和ser的功能动机。本文认为，传统的假设，在主体的模糊和/或患者的局部化方面，不能以必要的规定性捕获数据，也不允许描述被动面对系统中存在的替代结构的特异性。相反，被动语态主要用于将句法对象从信息焦点分配位置“释放”，通常是创建一个“空焦点空间”，允许引入另一个具有焦点值的成分，无论是代理还是其他类型的斜。我们认为这一观点可以解释为什么在使用中，(i)后语空间通常被占用，(ii)它不被一个以上的组成部分占用，(iii)“最小”被动语态是边缘的，(iv)与其他不及物主语不同，被动语态避免后语位置。本研究以一组自发数据为基础，在其发生的语境中进行分析，探讨了西班牙语中periphrastic ser passives使用背后的功能动机。有人认为，关于代理去焦点化和/或患者主题化的传统假设不能以预期的规律性捕获使用数据，也不能描述被动结构与替代结构的功能特性。相反，有人提出，被动语态的基本作用是将句法对象从信息焦点的分配位置“分离”，以便创建一个“空焦点空间”，通常目的是引入另一个焦点元素，无论是代理还是其他一些倾斜的。我们认为这一观点解释了为什么，在自然话语中，(i)后语空间是典型的占据的，(ii)它不被一个以上的构成所占据，(iii)“最小”被动语态是边缘的，(iv)与其他不及物主语不同，被动语态不占据后语。
{"title":"Poniendo el ‘foco’ en la pasiva perifrástica. Estructura informativa en las oraciones pasivas del español","authors":"V. Belloro","doi":"10.7764/onomazein.48.05","DOIUrl":"https://doi.org/10.7764/onomazein.48.05","url":null,"abstract":"espanolA partir de un corpus de datos espontaneos analizados en su contexto de uso, en este trabajo se examinan las motivaciones funcionales que subyacen al uso de la pasiva con ser en espanol. Se argumenta que las hipotesis tradicionales, en terminos de la desfocalizacion del agente y/o la topicalizacion del paciente, no capturan los datos con la regularidad necesaria, ni permiten describir la especificidad de la pasiva frente a las construcciones alternativas presentes en el sistema. Se propone, en cambio, que la pasiva sirve fundamentalmente para “desanclar” al objeto sintactico de la posicion de asignacion de foco informativo, tipicamente para crear un “espacio focal vacante” que permita introducir otro constituyente con valor focal, ya sea el agente u otro tipo de oblicuo. Creemos que esta perspectiva permite explicar por que, en el uso, (i) el espacio postverbal esta tipicamente ocupado, (ii) no esta ocupado por mas de un constituyente, (iii) son marginales las pasivas “minimas” y (iv), a diferencia de otros sujetos intransitivos, el sujeto pasivo evita la posicion postverbal. EnglishThis study examines the functional motivations behind the use of periphrastic ser passives in Spanish, based on a corpus of spontaneous data analyzed in their context of occurrence. It is argued that traditional hypotheses in terms of agent-defocusing and/or patient-topicalizing do not capture usage data with the expected regularity, nor allow for describing the functional specificity of passives vs. alternative constructions. Instead, it is proposed that passives serve basically to “unanchor” the syntactic object from the position of assignment of information focus, in order to create a “vacant focal space” typically with the purpose of introducing another focal element, be it the agent or some other oblique. We propose that this perspective explains why, in natural discourse, (i) the postverbal space is typically occupied, (ii) it is not occupied by more than one constituent, (iii) “minimal” passives are marginal, and (iv), differently from other intransitive subjects, passive subjects do not occur postverbally.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Code switching is a phenomenon that has increasingly attracted more and more attention from the linguistic community. As of last forty years, it is no more deemed as a deficiency in speech, but rather as a separate area of research. However, to obtain data for further examination that would not be manipulated by priming the subjects is quite complicated and poses a challenge in creating a corpus that could be used by researchers. This paper offers examples of code switching that were produced in a second language classroom in a large public university in southwestern United States. Three levels of class, from beginner up until intermediate level, were observed and recorded. Each of the instructors—a native speaker of Spanish, a native speaker of English and an early balanced bilingual—offered their insights into the use and perceptions of code switching practice in the classroom. This observation provided a framework of reference to better understand the process that takes place in a bilingual environment of a second language classroom.
{"title":"Use and perception of code switching by students and instructors in the second language classroom in the US","authors":"Slávka Mad’arová","doi":"10.7764/onomazein.48.07","DOIUrl":"https://doi.org/10.7764/onomazein.48.07","url":null,"abstract":"Code switching is a phenomenon that has increasingly attracted more and more attention from the linguistic community. As of last forty years, it is no more deemed as a deficiency in speech, but rather as a separate area of research. However, to obtain data for further examination that would not be manipulated by priming the subjects is quite complicated and poses a challenge in creating a corpus that could be used by researchers. This paper offers examples of code switching that were produced in a second language classroom in a large public university in southwestern United States. Three levels of class, from beginner up until \u0000intermediate level, were observed and recorded. Each of the instructors—a native speaker of Spanish, a native speaker of English and an early balanced bilingual—offered their insights into the use and perceptions of code switching practice in the classroom. This observation provided a framework of reference to better understand the process that takes place in a bilingual environment of a second language classroom.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47485412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.13
A. Rodríguez
espanolEste trabajo es un estudio mixto (cuantitativo y cualitativo) sobre el estado de la lectura estetica en ingles como lengua extranjera en las aulas de Educacion Primaria de la Comunidad Autonoma de Andalucia, Espana. La muestra poblacional asciende a 252 clases encuestadas. Se realizaron 15 entrevistas a docentes de ingles como lengua extranjera de 42 escuelas de E. Primaria. El comienzo de la investigacion es un muestreo y un estudio piloto. El diseno de investigacion ha usado como instrumento principal la encuesta y la entrevista guiada. Los resultados obtenidos tanto en las variables cuantitativas como en las cualitativas aparecen muy atomizados y reflejan una gran heterogeneidad en la seleccion de lecturas esteticas frente a un uso homogeneo y mayoritario de lecturas informativas. Se evidencian dos conclusiones claras: 1) la persistente creencia de que la lectura en una lengua extranjera esta basada en la descodificacion y en la obtencion de informacion como residuo despues de la lectura; 2) se constata que existe un Plan estrategico de desarrollo de las lenguas en Andalucia. Horizonte 2020, donde se dan los primeros pasos hacia una nueva y relevante mirada a la lectura estetica, tanto en la lengua madre como en las lenguas extranjeras, con la introduccion obligatoria en las programaciones de clase del curriculo integrado de lenguas. EnglishThis work is a mixed study (quantitative and qualitative) on the state of aesthetic reading in English as a foreign language in the primary classrooms of the Autonomous Community of Andalusia, Spain. The population sample reaches to 252 classes. Fifteen interviews were conducted with teachers of English as a foreign language in 42 primary schools. The beginning of the research is a pilot study. The research design has used the survey and semistructured interview as the main instruments. The results obtained in both quantitative and qualitative variables show very atomized data and reflect a situation of a great heterogeneity in the selection of aesthetic readings. There are two clear conclusions: 1) the persistent belief that reading in a foreign language is based on decoding and obtaining information as what it remains after reading; 2) it is confirmed that there is a Strategic Plan for the Development of Languages in Andalusia (Plan estrategico de desarrollo de las lenguas en Andalucia. Horizonte 2020), where the first steps are taken towards a new and relevant look at aesthetic reading, both in the mother tongue and in foreign languages, with the mandatory introduction into the class schedules of an integrated language curriculum.
这项工作是一项关于西班牙安达卢西亚自治社区小学课堂上英语作为外语的审美阅读状况的混合研究(定量和定性)。人口样本达252个阶层。对42所小学的英语作为外语教师进行了15次访谈。研究的开始是抽样和试点研究。本研究的主要目的是分析在墨西哥和拉丁美洲进行的一项研究的结果。本研究的目的是通过定性和定量的方法，对定性和定量的审美阅读的选择进行分析，并对定性和定量的审美阅读的选择进行分析。本文提出了两个明确的结论:1)坚持认为外语阅读是建立在解码和获取信息的基础上的，这是阅读后的残余;2)很明显，安达卢西亚有一个发展语言的战略计划。《地平线2020》，在这里，我们迈出了第一步，以一种新的和相关的方式看待母语和外语的审美阅读，并在综合语言课程的课程安排中强制引入。这项工作是一项混合研究(定量和定性)，研究西班牙安达卢西亚自治社区小学课堂中英语作为外语的审美阅读状况。人口样本达到252个班级。在42所小学对英语作为外语的教师进行了15次访谈。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(0.964平方公里)水。= =地理= =根据美国人口普查局的数据，该镇总面积为，其中土地和(1.5%)水。定量和定性变量的结果都显示出非常分散的数据，反映出在审美阅读的选择方面存在很大的异质性。有两个明确的结论:1)坚持认为用外语阅读是建立在解码和获取信息的基础上的;2)确认有一项安达卢西亚语言发展战略计划(Plan estrategico de desarrollo de las lenguas en Andalucia)。《地平线2020》，第一步是对母语和外语的审美阅读进行新的相关研究，并强制介绍综合语言课程的课程表。
{"title":"Lengua extranjera y lectura estética: estudio de la situación actual en las escuelas de Educación Primaria en la Comunidad Autónoma de Andalucía","authors":"A. Rodríguez","doi":"10.7764/onomazein.ne6.13","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.13","url":null,"abstract":"espanolEste trabajo es un estudio mixto (cuantitativo y cualitativo) sobre el estado de la lectura estetica en ingles como lengua extranjera en las aulas de Educacion Primaria de la Comunidad Autonoma de Andalucia, Espana. La muestra poblacional asciende a 252 clases encuestadas. Se realizaron 15 entrevistas a docentes de ingles como lengua extranjera de 42 escuelas de E. Primaria. El comienzo de la investigacion es un muestreo y un estudio piloto. El diseno de investigacion ha usado como instrumento principal la encuesta y la entrevista guiada. Los resultados obtenidos tanto en las variables cuantitativas como en las cualitativas aparecen muy atomizados y reflejan una gran heterogeneidad en la seleccion de lecturas esteticas frente a un uso homogeneo y mayoritario de lecturas informativas. Se evidencian dos conclusiones claras: 1) la persistente creencia de que la lectura en una lengua extranjera esta basada en la descodificacion y en la obtencion de informacion como residuo despues de la lectura; 2) se constata que existe un Plan estrategico de desarrollo de las lenguas en Andalucia. Horizonte 2020, donde se dan los primeros pasos hacia una nueva y relevante mirada a la lectura estetica, tanto en la lengua madre como en las lenguas extranjeras, con la introduccion obligatoria en las programaciones de clase del curriculo integrado de lenguas. EnglishThis work is a mixed study (quantitative and qualitative) on the state of aesthetic reading in English as a foreign language in the primary classrooms of the Autonomous Community of Andalusia, Spain. The population sample reaches to 252 classes. Fifteen interviews were conducted with teachers of English as a foreign language in 42 primary schools. The beginning of the research is a pilot study. The research design has used the survey and semistructured interview as the main instruments. The results obtained in both quantitative and qualitative variables show very atomized data and reflect a situation of a great heterogeneity in the selection of aesthetic readings. There are two clear conclusions: 1) the persistent belief that reading in a foreign language is based on decoding and obtaining information as what it remains after reading; 2) it is confirmed that there is a Strategic Plan for the Development of Languages in Andalusia (Plan estrategico de desarrollo de las lenguas en Andalucia. Horizonte 2020), where the first steps are taken towards a new and relevant look at aesthetic reading, both in the mother tongue and in foreign languages, with the mandatory introduction into the class schedules of an integrated language curriculum.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.11
L. Q. Vázquez, J. Romero
This paper focuses on the design and implementation of a ten-week pronunciation module within a university technical English course as part of a broader study that investigates the efficacy of explicit rhythm instruction to improve engineering students’ prosody in English. Sessions were adapted to the course contents and followed Celce-Murcia, Brinton & Goodwin's (1996) steps to teach communicatively. The participants were 298 Spanish/Catalan-speaking first-year undergraduate engineering students divided into three experimental groups and three control groups. The experimental groups received explicit rhythm instruction while the control groups did not. They all were recorded before and after the training. Ten sentences were analyzed acoustically and measures of rhythm (VarcoV) were obtained. Preliminary results revealed that students who took rhythm instruction tended to increase their VarcoV values, approaching English rhythm, while the control group showed a volatile behavior. The comparison of the effect sizes of each group’s differences in performance before and after instruction was statistically significant. Findings suggest that rhythm instruction can be beneficial to enhance EFL students’ prosody and that pronunciation can be effectively introduced within an ESP course.
{"title":"ESP within ESP: the design and implementation of a pronunciation module in a technical English course","authors":"L. Q. Vázquez, J. Romero","doi":"10.7764/onomazein.ne6.11","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.11","url":null,"abstract":"This paper focuses on the design and implementation of a ten-week pronunciation module within a university technical English course as part of a broader study that investigates the efficacy of explicit rhythm instruction to improve engineering students’ prosody in English. Sessions were adapted to the course contents and followed Celce-Murcia, Brinton & Goodwin's (1996) steps to teach communicatively. The participants were 298 Spanish/Catalan-speaking first-year undergraduate engineering students divided into three experimental groups and three control groups. The experimental groups received explicit rhythm instruction while \u0000the control groups did not. They all were recorded before and after the training. Ten sentences were analyzed acoustically and measures of rhythm (VarcoV) were obtained. Preliminary results revealed that students who took rhythm instruction tended to increase their VarcoV values, approaching English rhythm, while the control group showed a volatile behavior. The comparison of the effect sizes of each group’s differences in performance before and after instruction was statistically significant. Findings suggest that rhythm instruction can be beneficial to enhance EFL students’ prosody and that pronunciation can be effectively introduced \u0000within an ESP course.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46417522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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