Pub Date : 2017-11-23DOI: 10.1075/RESLA.30.1.15JOR
Eivor Jordà Mathiasen
Dictionaries are means of transmission of words and senses as a reflection of the prejudices and beliefs of their time. This paper takes a look into the ten editions of the Diccionario de terminos juridicos (Ingles-espanol/Spanish-English) by Enrique Alcaraz Varo and Brian Hughes to see how gender is treated. The analysis takes place both on the macrostructural and the microstructural level, and it illustrates the sexism present in the traditional lexicographical practice in Spanish dictionaries. Among others we have confirmed the presence of certain approaches such as: the concealment of women (by use of the generic masculine or an androcentric treatment of professions), or the presentation of stereotyped portraits of men and women and their relationship (by the selection of semantic fields referred exclusively to women or non-neutral examples of use in terms of gender).
{"title":"A study of gender in a bilingual law dictionary (English/Spanish)","authors":"Eivor Jordà Mathiasen","doi":"10.1075/RESLA.30.1.15JOR","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.15JOR","url":null,"abstract":"Dictionaries are means of transmission of words and senses as a reflection of the prejudices and beliefs of their time. This paper takes a look into the ten editions of the Diccionario de terminos juridicos (Ingles-espanol/Spanish-English) by Enrique Alcaraz Varo and Brian Hughes to see how gender is treated. The analysis takes place both on the macrostructural and the microstructural level, and it illustrates the sexism present in the traditional lexicographical practice in Spanish dictionaries. Among others we have confirmed the presence of certain approaches such as: the concealment of women (by use of the generic masculine or an androcentric treatment of professions), or the presentation of stereotyped portraits of men and women and their relationship (by the selection of semantic fields referred exclusively to women or non-neutral examples of use in terms of gender).","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"7 1","pages":"370-394"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74093279","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.03BUR
Clara Burgo
It is very well known that we should take a sociolinguistic teaching approach for Spanish heritage language (HL) learners' instruction. Potowski (2005) proposed that instruction be centered on literacy development and grammatical knowledge. However, not much has been said regarding grammar instruction: What does Spanish HL learners' grammar look like? What are the main similarities and differences between advanced L2 learners and HL learners? What are the most effective grammar teaching techniques for Spanish HL learners? Can those techniques used for L2 grammar teaching be applied to HL learners? In this article, an answer to all of these questions is offered. Moreover, practical examples of activities are provided using several techniques such as processing instruction, interactional feedback, dictogloss, and input enhancement, followed by pedagogical implications derived from current research on grammar instruction for both advanced L2 and HL learners of Spanish.
{"title":"Comparing advanced L2 and heritage language learners’ Spanish grammars","authors":"Clara Burgo","doi":"10.1075/RESLA.30.1.03BUR","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.03BUR","url":null,"abstract":"It is very well known that we should take a sociolinguistic teaching approach for Spanish heritage language (HL) learners' instruction. Potowski (2005) proposed that instruction be centered on literacy development and grammatical knowledge. However, not much has been said regarding grammar instruction: What does Spanish HL learners' grammar look like? What are the main similarities and differences between advanced L2 learners and HL learners? What are the most effective grammar teaching techniques for Spanish HL learners? Can those techniques used for L2 grammar teaching be applied to HL learners? In this article, an answer to all of these questions is offered. Moreover, practical examples of activities are provided using several techniques such as processing instruction, interactional feedback, dictogloss, and input enhancement, followed by pedagogical implications derived from current research on grammar instruction for both advanced L2 and HL learners of Spanish.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"1 1","pages":"52-73"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88491812","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.18MOL
S. Plaza
{"title":"Martín-Monje, E., Elorza, I., & García Riaza, B. (Eds.). 2016. Technology-enhanced language learning for specialized domains: Practical applications and mobility","authors":"S. Plaza","doi":"10.1075/RESLA.30.1.18MOL","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.18MOL","url":null,"abstract":"","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"21 1","pages":"422-427"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81817533","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.01JIM
Diego Jiménez Palmero, A. Palmero
En este trabajo se analiza el impacto de la alternancia de codigo o code-switching en el exito musical de las canciones recientemente lanzadas al mercado. Tras efectuar una revision de la literatura sobre el bilinguismo en general y la alternancia de codigo en particular, se analiza una muestra de 284 canciones a traves de un analisis de corpus asi como de un enfoque empirico y cuantitativo basado en la regresion binomial negativa y la minimocuadratica. Los resultados obtenidos demuestran que el empleo de la alternancia de codigo tiene un impacto positivo y significativo sobre el exito de la cancion medido a traves de diversos indicadores, lo que verifica y refuerza la necesidad de tener en consideracion las importantes repercusiones, en este caso de naturaleza socioeconomica, que la linguistica ejerce en el mundo actual.
{"title":"La alternancia de código como variable estratégica de decisiones económicas en la industria musical","authors":"Diego Jiménez Palmero, A. Palmero","doi":"10.1075/RESLA.30.1.01JIM","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.01JIM","url":null,"abstract":"En este trabajo se analiza el impacto de la alternancia de codigo o code-switching en el exito musical de las canciones recientemente lanzadas al mercado. Tras efectuar una revision de la literatura sobre el bilinguismo en general y la alternancia de codigo en particular, se analiza una muestra de 284 canciones a traves de un analisis de corpus asi como de un enfoque empirico y cuantitativo basado en la regresion binomial negativa y la minimocuadratica. Los resultados obtenidos demuestran que el empleo de la alternancia de codigo tiene un impacto positivo y significativo sobre el exito de la cancion medido a traves de diversos indicadores, lo que verifica y refuerza la necesidad de tener en consideracion las importantes repercusiones, en este caso de naturaleza socioeconomica, que la linguistica ejerce en el mundo actual.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"6 1","pages":"1-22"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78062211","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.13SAN
María Jesús Santos Sánchez, Carmen Diego, Alfredo Fernández-Sánchez
This article addresses the testing effect, which refers to the increase in learning that results from taking tests (Halamish & Bjork, 2011; Karpicke & Roediger, 2008; Roediger, Agarwal, McDaniel, & McDermott, 2011). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines (Balter, Enstrom, & Klingenberg, 2013; McDaniel, Wildman, & Anderson, 2012); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.
{"title":"Using quizzes to assess and enhance learning of English as a foreign language","authors":"María Jesús Santos Sánchez, Carmen Diego, Alfredo Fernández-Sánchez","doi":"10.1075/RESLA.30.1.13SAN","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.13SAN","url":null,"abstract":"This article addresses the testing effect, which refers to the increase in learning that results from taking tests (Halamish & Bjork, 2011; Karpicke & Roediger, 2008; Roediger, Agarwal, McDaniel, & McDermott, 2011). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines (Balter, Enstrom, & Klingenberg, 2013; McDaniel, Wildman, & Anderson, 2012); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"42 1","pages":"325-341"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87211604","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.16MUN
M. Ayala, María del Rosario Ortiz, Adelina Estévez Monzó, C. Vásquez
Este estudio examina si ninos con dificultades lectoras presentan deficit en el procesamiento temporal de estimulos auditivos, y si este deficit es especifico al procesamiento del lenguaje. El diseno usa el mismo paradigma para evaluar estimulos linguisticos y no-linguisticos y se controla la complejidad de ambos tipos de estimulos. Se evaluaron 10 ninos sin dificultades en la lectura y 11 ninos con dificultades en lectura emparejados en edad (8–9 anos) en tareas de juicio de orden temporal. La tarea consiste en determinar el orden en el que perciben las silabas /pa/ – /ba/, las cuales difieren en sonoridad, y dos tonos que difieren en la frecuencia (260 – 470 Hz). Los resultados muestran que los problemas en el procesamiento temporal de los ninos con dificultades en la lectura son especificos al procesamiento de estimulos linguisticos. La discusion se centra en el papel del procesamiento temporal del lenguaje en la lectura.
{"title":"Procesamiento temporal auditivo de estímulos lingüísticos y no lingüísticos en niños con dificultades en lectura","authors":"M. Ayala, María del Rosario Ortiz, Adelina Estévez Monzó, C. Vásquez","doi":"10.1075/RESLA.30.1.16MUN","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.16MUN","url":null,"abstract":"Este estudio examina si ninos con dificultades lectoras presentan deficit en el procesamiento temporal de estimulos auditivos, y si este deficit es especifico al procesamiento del lenguaje. El diseno usa el mismo paradigma para evaluar estimulos linguisticos y no-linguisticos y se controla la complejidad de ambos tipos de estimulos. Se evaluaron 10 ninos sin dificultades en la lectura y 11 ninos con dificultades en lectura emparejados en edad (8–9 anos) en tareas de juicio de orden temporal. La tarea consiste en determinar el orden en el que perciben las silabas /pa/ – /ba/, las cuales difieren en sonoridad, y dos tonos que difieren en la frecuencia (260 – 470 Hz). Los resultados muestran que los problemas en el procesamiento temporal de los ninos con dificultades en la lectura son especificos al procesamiento de estimulos linguisticos. La discusion se centra en el papel del procesamiento temporal del lenguaje en la lectura.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"25 1","pages":"395-415"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82149353","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.08GRA
Marta Gràcia, M. J. Galván-Bovaira, Manuel Sánchez-Cano
En la Educacion obligatoria ensenar y aprender la competencia linguistica en sus ambitos de hablar y escuchar para comunicarse y construir conocimiento, requiere de acciones educativas especificas. Este trabajo revisa descriptivamente las perspectivas de estudio que abordan este tema. Hemos consultado diversas bases de datos para seleccionar los autores relevantes e identificar las estrategias y actividades que cada perspectiva prioriza para ensenar y aprender el uso del lenguaje oral en el aula. Las perspectivas analizadas son siete, incluyendo la didactica de la lengua, la interaccion comunicativa en el aula, o el TIL (Tratamiento Integrado de Lenguas), entre otras. Las estrategias de ensenanza son diversas y las actividades mas frecuentes son las exposiciones orales y los debates. Los resultados aportan una vision de conjunto y manifiestan que la ensenanza y el aprendizaje del uso del lenguaje oral requieren una programacion y definicion de objetivos de aprendizaje sistematica.
{"title":"Análisis de las líneas de investigación y actuación en la enseñanza y el aprendizaje del lenguaje oral en contexto escolar","authors":"Marta Gràcia, M. J. Galván-Bovaira, Manuel Sánchez-Cano","doi":"10.1075/RESLA.30.1.08GRA","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.08GRA","url":null,"abstract":"En la Educacion obligatoria ensenar y aprender la competencia linguistica en sus ambitos de hablar y escuchar para comunicarse y construir conocimiento, requiere de acciones educativas especificas. Este trabajo revisa descriptivamente las perspectivas de estudio que abordan este tema. Hemos consultado diversas bases de datos para seleccionar los autores relevantes e identificar las estrategias y actividades que cada perspectiva prioriza para ensenar y aprender el uso del lenguaje oral en el aula. Las perspectivas analizadas son siete, incluyendo la didactica de la lengua, la interaccion comunicativa en el aula, o el TIL (Tratamiento Integrado de Lenguas), entre otras. Las estrategias de ensenanza son diversas y las actividades mas frecuentes son las exposiciones orales y los debates. Los resultados aportan una vision de conjunto y manifiestan que la ensenanza y el aprendizaje del uso del lenguaje oral requieren una programacion y definicion de objetivos de aprendizaje sistematica.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"27 1","pages":"188-209"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81072445","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.14FER
Elena Fernández de Molina Ortés
En los estudios morfosintacticos realizados hasta la actualidad sobre el habla en Extremadura se han descrito las caracteristicas linguisticas de la region a partir del analisis de los datos procedentes de areas rurales obtenidos, principalmente, durante la segunda mitad del siglo XX a partir de los metodos y objetivos de la dialectologia tradicional. Aunque estos estudios son esenciales para conocer la evolucion linguistica del extremeno, unicamente reflejan una variedad linguistica caracterizada por rasgos vulgares que no representan, hoy, la verdadera variacion regional. Por esta razon, y para intentar comprobar como es el habla de Extremadura en la actualidad, en esta investigacion presentaremos un estudio sobre los rasgos morfologicos y sintacticos de un area urbana extremena, Merida (Badajoz), en el que compararemos los resultados tradicionales con los obtenidos en la localidad en la actualidad. Ademas, y para comprobar cual es el uso de las variantes analizadas, utilizaremos una perspectiva sociolinguistica que nos permita corroborar que caracteristicas son propias del extremeno y cuales, en cambio, estan restringidas a grupos sociales concretos.
在morfosintacticos研究至今关于以埃斯特雷马杜拉已报告有caracteristicas linguisticas起地区分析所得,主要来自农村地区的数据,在二十世纪下半叶,从传统dialectologia metodos和目标。尽管这些研究对了解极端民族的语言进化至关重要，但它们只是反映了一种以普通特征为特征的语言多样性，而这些特征在今天并不代表真正的区域差异。因为这个原因,并试图证明如说话,埃斯特雷马杜拉目前的这种调查将一个研究特点morfologicos sintacticos area (extremena、Merida城市霍斯),比较传统的结果目前镇。此外，为了验证所分析的变体的使用，我们将使用社会语言学的观点，使我们能够证实哪些特征是极端的，而这些特征则局限于特定的社会群体。
{"title":"Nuevas perspectivas para el estudio de la variación lingüística regional en el habla de Mérida (Badajoz): características morfosintácticas desde una perspectiva sociolingüística","authors":"Elena Fernández de Molina Ortés","doi":"10.1075/RESLA.30.1.14FER","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.14FER","url":null,"abstract":"En los estudios morfosintacticos realizados hasta la actualidad sobre el habla en Extremadura se han descrito las caracteristicas linguisticas de la region a partir del analisis de los datos procedentes de areas rurales obtenidos, principalmente, durante la segunda mitad del siglo XX a partir de los metodos y objetivos de la dialectologia tradicional. Aunque estos estudios son esenciales para conocer la evolucion linguistica del extremeno, unicamente reflejan una variedad linguistica caracterizada por rasgos vulgares que no representan, hoy, la verdadera variacion regional. Por esta razon, y para intentar comprobar como es el habla de Extremadura en la actualidad, en esta investigacion presentaremos un estudio sobre los rasgos morfologicos y sintacticos de un area urbana extremena, Merida (Badajoz), en el que compararemos los resultados tradicionales con los obtenidos en la localidad en la actualidad. Ademas, y para comprobar cual es el uso de las variantes analizadas, utilizaremos una perspectiva sociolinguistica que nos permita corroborar que caracteristicas son propias del extremeno y cuales, en cambio, estan restringidas a grupos sociales concretos.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"28 1","pages":"342-369"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82324700","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.09IZA
Aneider Iza Erviti
This paper studies the fundamental characteristics of a subgroup of members of the family of complementary-contrastive discourse constructions in English. Following Ruiz de Mendoza and Gomez-Gonzalez (2014) by discourse constructions this article refers to form-meaning pairings capturing relational meaning such as addition, exemplification, contrast, etc. grounded in high-level cognitive models. A discourse construction (e.g., X Let Alone Y; cf. Fillmore, Kay, & O’Connor, 1988), generally consists of a fixed part and two variables, where the fixed part is a connector (a discourse marker or a conjunction). The constructions under scrutiny indicate a relation between two elements or situations in the world that are opposites but not exclusive of each other. Many of the members of this constructional family have frequently been treated as fully interchangeable in standard lexicographic practice. By contrast, this paper argues that each of these constructions introduces small but decisive changes in focal structure, resulting in important differences in meaning. Taking this evidence into account, the paper specifies the cases where one construction is used with preference over the others.
本文研究了英语互补-对比语篇结构家族成员中的一个亚群的基本特征。继Ruiz de Mendoza和Gomez-Gonzalez(2014)的话语结构之后，本文将基于高级认知模型的形式-意义配对纳入关系意义，如加法、例证、对比等。一个话语结构(例如，X，更不用说Y了;参见Fillmore, Kay， & O’connor, 1988)，通常由一个固定部分和两个变量组成，其中固定部分是连接词(话语标记或连词)。这些结构表明了世界上两种对立但并不排斥的元素或情况之间的关系。在标准词典编纂实践中，这个结构家族的许多成员经常被视为完全可互换的。相比之下，本文认为这两种结构都在焦点结构上引入了微小但决定性的变化，从而导致了意义上的重大差异。考虑到这一证据，本文规定了一种结构优先于其他结构使用的情况。
{"title":"An exploratory study of complementary contrastive discourse constructions in English","authors":"Aneider Iza Erviti","doi":"10.1075/RESLA.30.1.09IZA","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.09IZA","url":null,"abstract":"This paper studies the fundamental characteristics of a subgroup of members of the family of complementary-contrastive discourse constructions in English. Following Ruiz de Mendoza and Gomez-Gonzalez (2014) by discourse constructions this article refers to form-meaning pairings capturing relational meaning such as addition, exemplification, contrast, etc. grounded in high-level cognitive models. A discourse construction (e.g., X Let Alone Y; cf. Fillmore, Kay, & O’Connor, 1988), generally consists of a fixed part and two variables, where the fixed part is a connector (a discourse marker or a conjunction). The constructions under scrutiny indicate a relation between two elements or situations in the world that are opposites but not exclusive of each other. Many of the members of this constructional family have frequently been treated as fully interchangeable in standard lexicographic practice. By contrast, this paper argues that each of these constructions introduces small but decisive changes in focal structure, resulting in important differences in meaning. Taking this evidence into account, the paper specifies the cases where one construction is used with preference over the others.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"1 1","pages":"210-239"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89854382","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 : 2017-11-23DOI: 10.1075/RESLA.30.1.05ESC
A. Hernández
En este articulo vamos a mostrar como la argumentacion linguistica de caracter polifonico contribuye a reflejar la identidad y la imagen social de la novela negra, a traves de los enunciados publicitarios editoriales que la promocionan, constituyendose, asi, como un recurso linguistico persuasivo de gran eficacia. Hemos estudiado los distintos modos de polifonia textual para comprobar como la polifonia es en este ambito un mecanismo argumentativo muy poderoso con el que se consigue incentivar la compra, al tiempo que reflejar las caracteristicas y peculiaridades de este genero literario.
{"title":"Los recursos polifónicos como elementos lingüístico-persuasivos en la publicidad de la novela negra","authors":"A. Hernández","doi":"10.1075/RESLA.30.1.05ESC","DOIUrl":"https://doi.org/10.1075/RESLA.30.1.05ESC","url":null,"abstract":"En este articulo vamos a mostrar como la argumentacion linguistica de caracter polifonico contribuye a reflejar la identidad y la imagen social de la novela negra, a traves de los enunciados publicitarios editoriales que la promocionan, constituyendose, asi, como un recurso linguistico persuasivo de gran eficacia. Hemos estudiado los distintos modos de polifonia textual para comprobar como la polifonia es en este ambito un mecanismo argumentativo muy poderoso con el que se consigue incentivar la compra, al tiempo que reflejar las caracteristicas y peculiaridades de este genero literario.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"30 1","pages":"104-141"},"PeriodicalIF":0.4,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78246999","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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