Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.08
María J. López, Antonia Navarro Rincón
espanolEl estudio presentado se llevo a cabo en los 5 ultimos cursos academicos, con 66 estudiantes del Grado en Educacion Primaria, que iniciaban la formacion en la mencion de Lengua Extranjera (Frances/Ingles) en Melilla. En el primer apartado de este articulo, se describen los fundamentos teoricos sobre didactica de la cultura meta, desde una perspectiva plurilingue e intercultural. A continuacion, se informa acerca de la metodologia de la investigacion realizada, en la cual se utilizo un cuestionario y el paquete estadistico IBM SPSS 25 para la obtencion y el analisis descriptivo e inferencial de los datos. Finalmente, se muestran y discuten los resultados, aportando reflexiones y conclusiones sobre las concepciones de los participantes, relacionadas con los objetivos planteados y las variables descriptivas contempladas en el estudio (lengua materna, grupo de edad, lengua extranjera de la mencion y curso academico). EnglishThis research was carried out over the past five years with sixty-six prospective foreign language teachers (French and English) in primary school. These students were commencing their studies in foreign language teaching in Melilla. The first section of this article aims to examine the theoretical foundations of culture teaching from a plurilingual and intercultural perspective. The subsequent data were collected by means of a questionnaire and the findings were analyzed with the statistical package IBM SPSS 25 using both descriptive and inferential statistics. Lastly, the final results are illustrated through reflections and conclusions by the participants, which were related to the stated objectives as well as the variables contemplated on this research (mother-tongue, age group, foreign language chosen, and academic year).
{"title":"Concepciones sobre didáctica de la cultura de la lengua extranjera de los futuros graduados en Educación Primaria de Melilla","authors":"María J. López, Antonia Navarro Rincón","doi":"10.7764/onomazein.ne6.08","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.08","url":null,"abstract":"espanolEl estudio presentado se llevo a cabo en los 5 ultimos cursos academicos, con 66 estudiantes del Grado en Educacion Primaria, que iniciaban la formacion en la mencion de Lengua Extranjera (Frances/Ingles) en Melilla. En el primer apartado de este articulo, se describen los fundamentos teoricos sobre didactica de la cultura meta, desde una perspectiva plurilingue e intercultural. A continuacion, se informa acerca de la metodologia de la investigacion realizada, en la cual se utilizo un cuestionario y el paquete estadistico IBM SPSS 25 para la obtencion y el analisis descriptivo e inferencial de los datos. Finalmente, se muestran y discuten los resultados, aportando reflexiones y conclusiones sobre las concepciones de los participantes, relacionadas con los objetivos planteados y las variables descriptivas contempladas en el estudio (lengua materna, grupo de edad, lengua extranjera de la mencion y curso academico). EnglishThis research was carried out over the past five years with sixty-six prospective foreign language teachers (French and English) in primary school. These students were commencing their studies in foreign language teaching in Melilla. The first section of this article aims to examine the theoretical foundations of culture teaching from a plurilingual and intercultural perspective. The subsequent data were collected by means of a questionnaire and the findings were analyzed with the statistical package IBM SPSS 25 using both descriptive and inferential statistics. Lastly, the final results are illustrated through reflections and conclusions by the participants, which were related to the stated objectives as well as the variables contemplated on this research (mother-tongue, age group, foreign language chosen, and academic year).","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":"47516453","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}
espanolEste articulo pretende justificar la creacion de un glosario comentado con los hispanismos que aparecen en un corpus de novela rosa inglesa compilado para el Proyecto de Investigacion FFI2014-53962-P. Al estar total o parcialmente ambientadas en una zona hispanohablante, las Islas Canarias, las obras de este corpus muestran una tendencia notable a la insercion de palabras, expresiones e incluso frases en espanol. Ademas de describir las pautas para la elaboracion de este inventario lexico, en este trabajo preliminar ofrecemos un avance de los registros que incluira el futuro glosario, con los hispanismos detectados en 30 novelas publicadas entre 1955 y 2004. Con esta aportacion pretendemos contribuir a los estudios del papel del espanol como lengua emisora de prestamos. EnglishThis paper aims to justify the building of a glossary or annotated inventory of all the Hispanicisms used in a corpus of English popular romance fiction novels compiled for research project FFI2014-53962-P. An examination of these texts, which are totally or partially set in a Spanish-speaking area, the Canary Islands, proves their tendency to include Spanish words, phrases and even sentences. In this preliminary work, we will describe the guidelines we are using for the compilation and classification of the Hispanicisms found in 30 novels, published between 1955 and 2004, and will also list the entries to be included in the glossary. The work is conceived as a contribution to the studies on the role of Spanish as a loan-giver language.
这篇文章的目的是证明在为FFI2014-53962-P研究项目汇编的英语玫瑰小说语料库中出现的西班牙语词汇表的创建是合理的。由于全部或部分设置在西班牙语地区，加那利群岛，这个语料库的作品显示了一个显著的趋势，插入西班牙语单词，表达，甚至短语。在这篇文章中，我们提出了一种新的词汇清单，其中包括在1955年至2004年间出版的30部小说中发现的西班牙语词汇。通过这一贡献，我们打算为研究西班牙语作为贷款发行语言的作用作出贡献。这篇论文的目的是证明为研究项目FFI2014-53962-P汇编的英国流行小说小说语料库中使用的所有西班牙语词汇或注释清单的构建是正确的。An审查这些texts, which are totally or partially set in a Spanish-speaking area, the Canary Islands, proves tendency to include phrases西班牙words and even服刑。在这项初步工作中，我们将描述我们用于汇编和分类在1955年至2004年出版的30部小说中发现的西班牙语主义的指导方针，并将列出要列入词汇表的条目。这首歌在英国单曲排行榜上排名第二，在英国单曲排行榜上排名第三，在英国单曲排行榜上排名第四。
{"title":"Hacia un glosario de hispanismos en un corpus de novela rosa inglesa contemporánea","authors":"M. Cruz","doi":"10.7764/onomazein.48.08","DOIUrl":"https://doi.org/10.7764/onomazein.48.08","url":null,"abstract":"espanolEste articulo pretende justificar la creacion de un glosario comentado con los hispanismos que aparecen en un corpus de novela rosa inglesa compilado para el Proyecto de Investigacion FFI2014-53962-P. Al estar total o parcialmente ambientadas en una zona hispanohablante, las Islas Canarias, las obras de este corpus muestran una tendencia notable a la insercion de palabras, expresiones e incluso frases en espanol. Ademas de describir las pautas para la elaboracion de este inventario lexico, en este trabajo preliminar ofrecemos un avance de los registros que incluira el futuro glosario, con los hispanismos detectados en 30 novelas publicadas entre 1955 y 2004. Con esta aportacion pretendemos contribuir a los estudios del papel del espanol como lengua emisora de prestamos. EnglishThis paper aims to justify the building of a glossary or annotated inventory of all the Hispanicisms used in a corpus of English popular romance fiction novels compiled for research project FFI2014-53962-P. An examination of these texts, which are totally or partially set in a Spanish-speaking area, the Canary Islands, proves their tendency to include Spanish words, phrases and even sentences. In this preliminary work, we will describe the guidelines we are using for the compilation and classification of the Hispanicisms found in 30 novels, published between 1955 and 2004, and will also list the entries to be included in the glossary. The work is conceived as a contribution to the studies on the role of Spanish as a loan-giver language.","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":"43252186","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.ne6.07
Oleksandr (Alexander) Kapranov
This article presents and discusses a computer-assisted case study of the use of discourse markers (further—‘DMs’) in oral discourse in English as a Foreign Language (EFL) by pre-service teachers in Norway. The aim of this case study is to explore the use of DMs by pre-service teachers (further referred to as ‘participants’) in EFL classroom by means of analysing the participants’ answers to the questionnaire that is designed to address the use of DMs in oral discourse in EFL after their school practice. The case study is informed by the view of DMs as “sequentially dependent elements that bracket units of talk” (Schiffrin, 1987: 31). The quantitative analysis of the participants’ questionnaires in statistical program SPSS version 18.0 (2009) indicates that the participants’ repertoire of DMs in their oral discourse in EFL classroom consists of such DMs as also, and, as, because, besides, but, especially, if, OK, or, so, and then. Additionally, the participants note that they do not use the following DMs during their teaching practice at school, e.g. indeed, moreover, and rather. These findings and their linguo-didactic implications will be further discussed in the article.
{"title":"The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers","authors":"Oleksandr (Alexander) Kapranov","doi":"10.7764/onomazein.ne6.07","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.07","url":null,"abstract":"This article presents and discusses a computer-assisted case study of the use of discourse markers (further—‘DMs’) in oral discourse in English as a Foreign Language (EFL) by pre-service teachers in Norway. The aim of this case study is to explore the use of DMs by pre-service teachers (further referred to as ‘participants’) in EFL classroom by means of analysing the participants’ answers to the questionnaire that is designed to address the use of DMs \u0000in oral discourse in EFL after their school practice. The case study is informed by the view of DMs as “sequentially dependent elements that bracket units of talk” (Schiffrin, 1987: 31). The quantitative analysis of the participants’ questionnaires in statistical program SPSS version 18.0 (2009) indicates that the participants’ repertoire of DMs in their oral discourse in EFL classroom consists of such DMs as also, and, as, because, besides, but, especially, if, OK, or, so, \u0000and then. Additionally, the participants note that they do not use the following DMs during their teaching practice at school, e.g. indeed, moreover, and rather. These findings and their linguo-didactic implications will be further discussed in the article.","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":"43255615","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}
M. Mella, Mauricio A. Figueroa Candia, Antonio Chihuaicura Chihuaicura
espanolEste estudio exploratorio presenta los resultados cuantitativos sobre el efecto de las palabras interrogativas en la curva de tono de las dos ultimas silabas de enunciados interrogativos del mapudungun. La muestra analizada corresponde a 81 enunciados de pregunta emitidos por tres hablantes nativos representantes de tres zonas de la region de la Araucania: Lonquimay, Cholchol y Padre las Casas. Los resultados indican que la mayoria de los enunciados interrogativos evaluados presentan ascensos entonativos finales; asimismo se aprecia una clara tendencia a que los enunciados sin palabra interrogativa manifiesten ascensos entonativos mas pronunciados que los de los enunciados con palabra interrogativa. El contraste entre la presencia o ausencia de un termino interrogativo en los valores de frecuencia fundamental de las preguntas en mapudungun es estadisticamente significativo en los enunciados del hablante de Lonquimay, pero no asi en los enunciados de los hablantes de Cholchol y Padre las Casas. Estos resultados, que se discuten bajo la luz de relaciones de contacto linguistico y de recursos pragmaticos para la transmision de informacion interrogativa, sugieren que los enunciados interrogativos descendentes del castellano pueden estar ejerciendo una influencia en las variantes del mapudungun con las que tienen mayor contacto, y que ascensos entonativos finales relativamente grandes son el mecanismo vernaculo primario de transmision de informacion pragmatica interrogativa en mapudungun, excepto cuando las particulas interrogativas codifican esta informacion mediante foco estrecho. EnglishThis exploratory study provides quantitative evidence regarding the effect of interrogative words in sentence-final inflections of the last two syllables of interrogative utterances from Mapudungun. The sample contains 81 interrogative utterances spoken by three native speakers of Mapudungun, representing three different geographical areas from the Araucania region: Lonquimay, Cholchol and Padre las Casas. Results showed that most interrogative utter ances display a sentence-final rise in fundamental frequency; also, there is a clear trend to find larger rises in utterances that do not have interrogative words. These differences were statistically significant in Lonquimay, but not in Cholchol or Padre las Casas. These results, which are discussed in relation to dynamics of linguistic contact and pragmatic resources to convey information about interrogative clauses, suggest that descending interrogative utterances from Chilean Spanish might be influencing those variants of Mapudungun in which there is more linguistic contact with Spanish, and that relatively large sentence-final rises are the primary vernacular mechanism to convey interrogative pragmatic information in Mapudungun, except when interrogative words codify this information via a narrow focus.
这项西班牙探索性研究提供了关于疑问词对马普东贡疑问句最后两个音节语气曲线影响的定量结果。分析的样本对应于来自阿劳卡尼亚地区三个地区的三名母语者代表发出的81条问题陈述：Lonquimay、Cholcol和Padre Las Casas。结果表明，大多数被评估的疑问句都有最终的语调提升；同样明显的趋势是，没有疑问词的句子比有疑问词的句子表现出更明显的语调提升。Mapudungun中问题基本频率值中疑问词的存在或不存在之间的对比在Lonquimay说话者的陈述中具有统计意义，但在Cholcol说话者和Padre Las Casas的陈述中并非如此。这些结果是根据语言接触关系和传递疑问信息的语用资源进行讨论的，表明卡斯蒂利亚语的自下而上的疑问句可能对他们接触最多的马普东贡语变体产生影响，而相对较大的最后语调提升是马普东贡语疑问语用信息传递的主要母语机制，除非疑问粒子通过窄焦点编码这些信息。这项探索性研究提供了定量证据，说明疑问词对句子的影响——马普东贡疑问词最后两个音节的最后一个转折。样本中有81个疑问UTERANCE，由Mapudungun的三位土著发言人发言，代表阿劳卡尼亚地区的三个不同地理区域：Lonquimay、Cholcol和Parente Las Casas。结果表明，大多数疑问Utter-Ances显示句子-最后一句的基本频率增加；此外，有一种明显的趋势是，在没有疑问词的乌托邦中发现更大的增长。这些差异在Lonquimay统计上显著，但在Cholcol或Padre Las Casas统计上不显著。这些结果是关于语言接触动态和传递疑问句信息的语用资源的讨论，表明智利-西班牙疑问句的减少可能会影响与西班牙语有更多语言接触的马普东贡语的这些变体，而相对较大的句尾上升是马普东贡语中传递疑问语用信息的主要白话机制，除非疑问词通过窄焦点编码这些信息。
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Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.06
Violeta Delgado-Crespo, Victoria Gil, P. Mur-Dueñas, Silvia Pellicer-Ortín
It is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for 1st, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students’ learning of a language relevant and meaningful.
我们的目标是为萨拉戈萨大学(西班牙)初等教育教学学位的英语作为外语学生提供一个新的教学大纲模型和以学习者为中心的方法，提出理论原则并分析已设计的资源和材料样本。在上述教育环境中，在水平和学习概况的多样性背景下，教师培训的这一部分不再仅仅是从语言能力的角度出发，而是有必要为学生提供“学会学习”的工具和元认知策略，以及根据他们的背景、专业兴趣和语言需求有目的地设计的材料和资源。因此，在学位课程的三个6 ECTS课程中(分别为一年级，二年级和四年级学生的小学教育英语I, II和III)，我们寻求实施积极的方法，并利用各种资源，遵循交际语言教学和任务型教学原则，例如:(I)深度学习(Clark, 2009a, 2009b)和脚手架，可见思维(Ritchhart, Church, and Morrison, 2011);合作学习(卡根和卡根，1994年);(iii)资讯及通讯科技及教育科技;(iv)反思性学习，促进自我评估和同行评估，以及(v)基于项目的学习(BIE, 2003)。总体而言，设计的教学方案使我们能够部分地应对我们大班的异质性，并使我们的学生学习一门语言相关且有意义。
{"title":"Developing communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model","authors":"Violeta Delgado-Crespo, Victoria Gil, P. Mur-Dueñas, Silvia Pellicer-Ortín","doi":"10.7764/onomazein.ne6.06","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.06","url":null,"abstract":"It is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for 1st, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students’ learning of a language relevant and meaningful.","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":"42754103","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}
espanolEl lenguaje cientifico en los diversos idiomas debe cumplir con tres principios: la veracidad, la precision y la claridad (Navarro, 2008; Corral y Encinas, 2013). Sin embargo, en espanol, no es raro encontrar textos que no cumplen a cabalidad con estas maximas. Debido a la funcion principalmente referencial de los textos cientificos y a que, en su mayoria, estan destinados a expertos en la materia en cuestion, los aspectos linguisticos se consideran secundarios y a menudo se desatienden (Gutierrez, 1998). El panorama es similar en el caso de las traducciones al espanol de textos cientificos, las que en gran parte estan a cargo exclusivamente de especialistas en el area de las ciencias (Gutierrez, 1998; Claros, 2016). No obstante, no todos estos textos estan dirigidos a expertos. Un ejemplo corresponde al genero del manual academico universitario, cuyo publico destinatario aun esta en formacion. Dado el estatus del manual como medio fundamental de acceso al conocimiento especializado en la educacion terciaria (Parodi, 2008), cumplir con los principios del lenguaje cientifico resulta esencial para la correcta comprension del texto, asi como para el exito academico del alumno. Este articulo tiene por objetivo cuestionar la mirada instrumentalista y simplista de la lengua en el ambito de la traduccion cientifica al espanol asi como analizar algunas de sus implicancias en la ensenanza. Para ello, se han seleccionado fragmentos de un manual academico universitario de bioquimica en ingles y su traduccion oficial al espanol. Con esto se intenta fundamentar que la consecucion de los principios del lenguaje cientifico requiere un trabajo interdisciplinario entre el experto en ciencias y el traductor-linguista. EnglishScientific discourse in any language must meet three principles: veracity, accuracy and clarity (Navarro, 2008; Corral & Encinas, 2013). However, texts fulfilling these three principles are not quite frequent in Spanish. In scientific texts, linguistic features are considered less important and often dismissed because of both the referential function of these texts and the fact that they are mainly addressed to experts in a certain field. This scenario is not very different when it comes to scientific translation into Spanish, which is performed almost exclusively by scientists (Gutierrez, 1998; Claros, 2016). However, scientific texts are not addressed to experts only. One example is the genre of introductory coursebooks at university, whose receivers are just starting to study the subject in depth. Since introductory coursebooks are defined as a fundamental means to access to specialized knowledge in higher education (Parodi, 2008), achieving the principles of the scientific discourse turns out to be essential for the appropriate comprehension of these texts and eventually for the students’ academic success. The present work seeks to question the simplistic view of language as a mere instrument in the context of scientific translation
不同语言的科学语言必须遵守三个原则:准确性、准确性和清晰度(Navarro, 2008;Corral y Encinas, 2013)。然而，在西班牙语中，不完全符合这些准则的文本并不罕见。由于科学文本的主要参考功能，而且它们大多是为相关领域的专家准备的，语言方面被认为是次要的，经常被忽视(Gutierrez, 1998)。科学文本的西班牙语翻译也有类似的情况，其中大部分都是由科学领域的专家专门翻译的(Gutierrez, 1998;明确,2016)。然而，并不是所有这些文本都是为专家准备的。例如，《大学学术手册》的类型，其目标受众仍在接受培训。由于教科书是高等教育中获取专业知识的基本手段(Parodi, 2008)，遵守科学语言的原则对于正确理解文本和学生的学业成功至关重要。这篇文章的目的是质疑语言在科学翻译成西班牙语领域的工具主义和简单化的观点，并分析它在教学中的一些含义。摘要本研究的目的是探讨生物化学在生物化学研究中的应用，以及生物化学在生物化学研究中的应用。这篇文章的目的是强调科学语言原则的实现需要科学专家和翻译语言学家之间的跨学科工作。任何语言中的英语科学论述都必须满足三个原则:准确性、准确性和清晰度(Navarro, 2008;= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(3.064平方公里)水。然而，在西班牙语中，满足这三个原则的文本并不常见。在科学文本中，语言特征被认为不那么重要，而且往往被认为是不重要的，因为这些文本的参考功能和它们主要针对某一领域的专家的事实。这种情况在科学翻译成西班牙语时并没有太大的不同，这几乎完全是由科学家完成的(Gutierrez, 1998;明确,2016)。然而，科学文本并不只针对专家。一个例子是大学的入门课程，学生们刚刚开始深入研究这门学科。由于导论课本被定义为在高等教育中获取专业知识的基本手段(Parodi, 2008年)，实现科学论述的原则对于正确理解这些课本并最终对学生的学术成功至关重要。本文试图质疑语言作为科学翻译成西班牙语的一种工具的简单化观点，并分析其在教育中的一些影响。To this end, I have some passages选编from an introductory coursebook on biochemistry and its官方英文into…。因此，本文旨在阐明跨学科翻译方法对实现科学语言原则的重要性。
{"title":"Consideraciones en torno a la traducción del manual académico universitario: ¿es necesario un abordaje interdisciplinario?","authors":"Silva Becerra","doi":"10.7764/onomazein.48.09","DOIUrl":"https://doi.org/10.7764/onomazein.48.09","url":null,"abstract":"espanolEl lenguaje cientifico en los diversos idiomas debe cumplir con tres principios: la veracidad, la precision y la claridad (Navarro, 2008; Corral y Encinas, 2013). Sin embargo, en espanol, no es raro encontrar textos que no cumplen a cabalidad con estas maximas. Debido a la funcion principalmente referencial de los textos cientificos y a que, en su mayoria, estan destinados a expertos en la materia en cuestion, los aspectos linguisticos se consideran secundarios y a menudo se desatienden (Gutierrez, 1998). El panorama es similar en el caso de las traducciones al espanol de textos cientificos, las que en gran parte estan a cargo exclusivamente de especialistas en el area de las ciencias (Gutierrez, 1998; Claros, 2016). No obstante, no todos estos textos estan dirigidos a expertos. Un ejemplo corresponde al genero del manual academico universitario, cuyo publico destinatario aun esta en formacion. Dado el estatus del manual como medio fundamental de acceso al conocimiento especializado en la educacion terciaria (Parodi, 2008), cumplir con los principios del lenguaje cientifico resulta esencial para la correcta comprension del texto, asi como para el exito academico del alumno. Este articulo tiene por objetivo cuestionar la mirada instrumentalista y simplista de la lengua en el ambito de la traduccion cientifica al espanol asi como analizar algunas de sus implicancias en la ensenanza. Para ello, se han seleccionado fragmentos de un manual academico universitario de bioquimica en ingles y su traduccion oficial al espanol. Con esto se intenta fundamentar que la consecucion de los principios del lenguaje cientifico requiere un trabajo interdisciplinario entre el experto en ciencias y el traductor-linguista. EnglishScientific discourse in any language must meet three principles: veracity, accuracy and clarity (Navarro, 2008; Corral & Encinas, 2013). However, texts fulfilling these three principles are not quite frequent in Spanish. In scientific texts, linguistic features are considered less important and often dismissed because of both the referential function of these texts and the fact that they are mainly addressed to experts in a certain field. This scenario is not very different when it comes to scientific translation into Spanish, which is performed almost exclusively by scientists (Gutierrez, 1998; Claros, 2016). However, scientific texts are not addressed to experts only. One example is the genre of introductory coursebooks at university, whose receivers are just starting to study the subject in depth. Since introductory coursebooks are defined as a fundamental means to access to specialized knowledge in higher education (Parodi, 2008), achieving the principles of the scientific discourse turns out to be essential for the appropriate comprehension of these texts and eventually for the students’ academic success. The present work seeks to question the simplistic view of language as a mere instrument in the context of scientific translation","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":"46084542","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}
espanolEl presente estudio tiene como objetivo definir un modelo semantico en el que se puedan analizar construcciones de verbo-particula tanto en lenguas de marco satelital (lenguas germanicas y clasicas) como verbal (lenguas romances) y que sea compatible con el aparato teorico de la Gramatica Combinatoria Categorial (CCG: Steedman, 2000; Baldridge y Hoyt, 2015). Asi, se defiende la idea de que tanto el tipo semantico-sintactico de los adjuntos como el tipo de regla de modificacion aplicada en la composicion no solo pueden predecir la distribucion combinatoria de verbos de desplazamiento en las lenguas germanicas, en oposicion a las romanicas, sino que arrojan luz sobre el comportamiento de dominios intercategoriales, como el de la causacion directa o indirecta, la subordinacion y la predicacion secundaria a traves de diversas clases lexicas. Finalmente, se explica como es posible que algunas lenguas prototipicamente verbales como las romances asuman comportamientos satelitales en algunos contextos. EnglishThe aim of the present contribution is to define how can verb particle constructions in both satellite-framed languages like Germanic, Ancient Greek or Latin and verb-framed languages like Romance (Talmy, 2000) be analyzed in a unified semantic model, which is compatible with the framework of Combinatory Categorial Grammar (CCG: Steedman, 2000; Baldridge and Hoyt, 2015). It is argued that the syntactic-semantic type postulated for local adjuncts as well as the type of semantic modification rule applied to compose such structures can predict not only the combinatorial distribution of motion verbs in Germanic, as opposed to Romance, but also the behaviour of cross-categorial domains like indirect/direct causation, subordination and secondary predication among several lexical classes. Finally, it is explained how it is possible for Romance to assume the syntactic expression of satellite structures, even if this language family does not belong to the satellite-framed typology.
espanolEl本研究旨在定义一个semantico模型中能够分析verbo-particula建设卫星框架语言(语言germanicas clasicas)作为口头语言(罗曼史),并且符合teorico机器的Gramatica文库Categorial(海湾合作委员会:Steedman, 2000年;Baldridge和Hoyt, 2015)。这样主张,无论是附件类型semantico-sintactico类型规则应用modificacion composicion不仅可以预测几何文库位移动词germanicas语言,oposicion romanicas域,而是能够让人深入了解行为intercategoriales,如直接或间接causacion subordinacion和predicacion初中是通过各种lexicas。最后，它解释了一些原始语言，如罗摩语，如何在某些语境中假定卫星行为。EnglishThe aim of the目前对is to define how can verb particle constructions in both satellite-framed Ancient希腊和拉丁语言像Germanic verb-framed语言像(Talmy浪漫,2000)be analyzed in a unified语义model, which is with the framework of Combinatory兼容Categorial Grammar(海湾合作委员会:Steedman, 2000年;他的父亲是一名律师，母亲是一名律师。当地It is argued that the type syntactic-semantic postulated for adjuncts as well as the type of语义约束rule applied to compose此类聘用can predict not only the combinatorial distribution of motion verbs in Germanic, as行为浪漫,但也受行为of cross-categorial领域像indirect / direct causation、等级和中学predication书籍若干lexical聚会。最后,it is解释说how it单人床for to assume the expression of卫星聘用syntactic浪漫,即使家庭这种语言并不属于谁to the satellite-framed typology。
{"title":"Restricciones tipológicas en la incorporación verbal de adjuntos","authors":"Elia Hernández Socas, Héctor Eutimio Hernández Arocha","doi":"10.7764/onomazein.48.04","DOIUrl":"https://doi.org/10.7764/onomazein.48.04","url":null,"abstract":"espanolEl presente estudio tiene como objetivo definir un modelo semantico en el que se puedan analizar construcciones de verbo-particula tanto en lenguas de marco satelital (lenguas germanicas y clasicas) como verbal (lenguas romances) y que sea compatible con el aparato teorico de la Gramatica Combinatoria Categorial (CCG: Steedman, 2000; Baldridge y Hoyt, 2015). Asi, se defiende la idea de que tanto el tipo semantico-sintactico de los adjuntos como el tipo de regla de modificacion aplicada en la composicion no solo pueden predecir la distribucion combinatoria de verbos de desplazamiento en las lenguas germanicas, en oposicion a las romanicas, sino que arrojan luz sobre el comportamiento de dominios intercategoriales, como el de la causacion directa o indirecta, la subordinacion y la predicacion secundaria a traves de diversas clases lexicas. Finalmente, se explica como es posible que algunas lenguas prototipicamente verbales como las romances asuman comportamientos satelitales en algunos contextos. EnglishThe aim of the present contribution is to define how can verb particle constructions in both satellite-framed languages like Germanic, Ancient Greek or Latin and verb-framed languages like Romance (Talmy, 2000) be analyzed in a unified semantic model, which is compatible with the framework of Combinatory Categorial Grammar (CCG: Steedman, 2000; Baldridge and Hoyt, 2015). It is argued that the syntactic-semantic type postulated for local adjuncts as well as the type of semantic modification rule applied to compose such structures can predict not only the combinatorial distribution of motion verbs in Germanic, as opposed to Romance, but also the behaviour of cross-categorial domains like indirect/direct causation, subordination and secondary predication among several lexical classes. Finally, it is explained how it is possible for Romance to assume the syntactic expression of satellite structures, even if this language family does not belong to the satellite-framed typology.","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":"45088450","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}
This paper explores the pragmatic functions of a previously unattested pragmatic marker (Fraser, 1996, 2006) found in Aymara, i.e. sanani ‘let’s say’. The uses of sanani suggest that this marker is the result of the influence of Spanish on Aymara due to sustained language contact. Sanani seems to be the “replication” (Heine and Kuteva, 2005) of the Spanish pragmatic marker digamos ‘let’s say’. Like digamos (Grande Alija, 2010; Quartararo, 2017a), sanani functions as a pragmatic marker by signaling either an inferential process or the semantic relation between two discourse segments. The original data used for this analysis was gathered through the Family Problems Picture task (San Roque et al., 2012), the Pear Story task (Chafe, 1980) and personal and traditional narratives. All the data transcripts were used to compile a novel corpus of Aymara.
本文探讨了在艾马拉语中发现的一个以前未经证实的语用标记(Fraser, 1996, 2006)的语用功能，即sanani ' let ' s say '。萨纳尼的使用表明，由于持续的语言接触，这个标记是西班牙语对艾马拉影响的结果。Sanani似乎是西班牙语语用标记digamos“let’s say”的“复制”(Heine and Kuteva, 2005)。像digamos (Grande Alija, 2010;Quartararo, 2017a)， sanani作为语用标记，通过表明两个语段之间的推理过程或语义关系。用于本分析的原始数据是通过家庭问题图片任务(San Roque et al.， 2012)、梨故事任务(Chafe, 1980)以及个人和传统叙述收集的。所有的数据抄本被用来编制一个新的艾马拉语料库。
{"title":"Pragmatic markers resulting from language contact. The case of sañani in Aymara","authors":"G. Quartararo","doi":"10.7764/onomazein.48.06","DOIUrl":"https://doi.org/10.7764/onomazein.48.06","url":null,"abstract":"This paper explores the pragmatic functions of a previously unattested pragmatic marker (Fraser, 1996, 2006) found in Aymara, i.e. sanani ‘let’s say’. The uses of sanani suggest that this marker is the result of the influence of Spanish on Aymara due to sustained language contact. Sanani seems to be the “replication” (Heine and Kuteva, 2005) of the Spanish pragmatic marker digamos ‘let’s say’. Like digamos (Grande Alija, 2010; Quartararo, 2017a), sanani functions as a pragmatic marker by signaling either an inferential process or the semantic relation between two discourse segments. The original data used for this analysis was gathered \u0000through the Family Problems Picture task (San Roque et al., 2012), the Pear Story task (Chafe, 1980) and personal and traditional narratives. All the data transcripts were used to compile a novel corpus of Aymara.","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":"44763904","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.ne6.10
Carmen Aguilera Carnerero
espanolEste articulo plantea una propuesta educativa que reivindica la inclusion del graffiti1 como objeto de estudio de una asignatura de espanol para extranjeros. Ademas de su infravalorado potencial desde una perspectiva meramente linguistica (como texto escrito), el graffiti puede resultar, sobre todo, una magnifica herramienta pedagogica que promueva el pensamiento critico y la formacion de ciudadanos intelectualmente activos. La incorporacion del graffiti al curriculo academico se justifica por la existencia de un marco educativo que prima la transversalidad como eje central para superar la mera concepcion de la ensenanza como transmision de conocimientos, asi como alienta el desarrollo de alumnos capaces de aplicar los mismos para adquirir un compromiso social. EnglishThis paper puts forward an educational proposal that reclaims the role of graffiti as the object of study of the subject of Spanish for foreign students. Letting aside its underused didactic potential from a linguistic perspective (as a written text), the graffiti can also be considered as a wonderful pedagogical tool that promotes critical thinking and the training of intellectually active citizens. The inclusion of graffiti in the curriculum is backed up by an educational framework that gives priority to transversality as the backbone that allows the improvement of pedagogy as just the transmission of knowledge and fosters the development of students capable to apply them to become socially engaged.
{"title":"El graffiti como motor del pensamiento crítico en lengua extranjera","authors":"Carmen Aguilera Carnerero","doi":"10.7764/onomazein.ne6.10","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.10","url":null,"abstract":"espanolEste articulo plantea una propuesta educativa que reivindica la inclusion del graffiti1 como objeto de estudio de una asignatura de espanol para extranjeros. Ademas de su infravalorado potencial desde una perspectiva meramente linguistica (como texto escrito), el graffiti puede resultar, sobre todo, una magnifica herramienta pedagogica que promueva el pensamiento critico y la formacion de ciudadanos intelectualmente activos. La incorporacion del graffiti al curriculo academico se justifica por la existencia de un marco educativo que prima la transversalidad como eje central para superar la mera concepcion de la ensenanza como transmision de conocimientos, asi como alienta el desarrollo de alumnos capaces de aplicar los mismos para adquirir un compromiso social. EnglishThis paper puts forward an educational proposal that reclaims the role of graffiti as the object of study of the subject of Spanish for foreign students. Letting aside its underused didactic potential from a linguistic perspective (as a written text), the graffiti can also be considered as a wonderful pedagogical tool that promotes critical thinking and the training of intellectually active citizens. The inclusion of graffiti in the curriculum is backed up by an educational framework that gives priority to transversality as the backbone that allows the improvement of pedagogy as just the transmission of knowledge and fosters the development of students capable to apply them to become socially engaged.","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":"43626409","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.ne6.02
Yiyi López Gándara
It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners’ perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model—the native speaker—that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.
{"title":"English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity","authors":"Yiyi López Gándara","doi":"10.7764/onomazein.ne6.02","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.02","url":null,"abstract":"It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners’ perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model—the native speaker—that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.","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":"41714167","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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