Este trabajo revisa los factores que determinan el valor semántico agregado de una perífrasis incoativa con verbo de lanzamiento como auxiliar. Se reconoce que la semántica básica del verbo auxiliar es concluyente en la lectura de inicio inesperado del evento, como se ha planteado tradicionalmente para la perífrasis de fase inicial echar(se) a + infinitivo. A partir de un análisis cualitativo de echar a + infinitivo, echarse a + infinitivo, lanzarse a + infinitivo y aventarse a + infinitivo, con datos del registro escrito mexicano, se determina, además, que las motivaciones que causan un matiz específico de la manera en que da inicio el evento en estas construcciones se asocian con parámetros morfosintácticos, el aspecto léxico de los infinitivos, el rol semántico del sujeto y contextos oracionales particulares.
Una cronología cruzada vincula, paradójicamente, varias obras de la Edad de Plata: Niebla (1914) de Miguel de Unamuno con La deshumanización del arte (1925) de José Ortega y Gasset; y Meditaciones del Quijote (1914) de José Ortega y Gasset con Cántico (1936) de Jorge Guillén. A su vez, un distante Ramón Pérez de Ayala es, en Tigre Juan. El curandero de su honra (1926), un aplicado ejecutor —no se sabe cuán conscientemente— del ideal de novela psicológica propuesto por José Ortega y Gasset en Ideas sobre la novela (1925) y de algunas características de la estética moderna anunciadas en La deshumanización del arte. El artículo se propone explorar las relaciones —por presencia o por ausencia— de las ideas estéticas de Ortega y Gasset tanto en su generación como en las que la precedieron y sucedieron.
This article introduces the translator involved in the translation of art titles and art albums as an ambassador for art. Given the role of painting titles in the process of interpreting a work of art, but also in identifying it from other art products, the translator, as the artist’s spokesperson, has to perform a number of actions to enable the correct interpretation and identification of the work in the target culture. This is a very arduous and responsible task, which is particularly difficult in times of new media and the unlimited possibilities of digital reproduction and distribution of cultural goods. Based on the examples of translations of the titles of paintings by selected French painters published in Polish-language albums, the author shows the translator’s responsibility for the promotion and, above all, for the protection of the identity and integrity of works of art, especially those that belong to the public domain and are therefore deprived of proper protection.
Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.
In the past two decades translanguaging has proven to be a potent concept in applied linguistics, having generated a large amount of literature that explores theoretical and empirical dimensions of this linguistically inclusive pedagogical approach to language teaching and learning. This systematic literature review focuses on empirical studies that draw on the translanguaging framework in English language teaching (ELT) and beyond. Following PRISMA guidelines for systematic reviews, this study aims to shed light on the current state of knowledge about the affordances of translanguaging pedagogies in a plethora of educational contexts worldwide and to highlight possible avenues for future research. Eleven databases were searched to obtain a dataset spanning from 2011 till February of 2021 and yielding nearly 3000 publications. After duplicate removal, abstract screening, and application of the inclusion/exclusion criteria, a total of 233 studies were coded and analysed to address the research questions. As a result, this systematic review synthesizes the state of knowledge on pedagogical translanguaging, with the aim to inform educators about developments in this rapidly growing field and support researchers in identifying future research priorities on the subject of drawing on learners’ full linguistic repertoires for linguistically inclusive education.
As a popular strategy in collaborative learning, peer assessment has attracted keen interest in academic studies on online language learning contexts. The growing body of studies and findings necessitates the analysis of current publication trends and citation networks, given that studies in technology-enhanced language learning are increasingly active. Through a bibliometric analysis involving visualization and citation network analyses, this study finds that peer assessment in online language courses has received much attention since the COVID-19 outbreak. It remains a popular research topic with a preference for studies on online writing courses, and demonstrates international and interdisciplinary research trends. Recent studies have led peer assessment in online language courses to more specific research topics, such as critical factors for improving students’ engagement and feedback quality, unique advantages in providing online peer assessment, and designs to enhance peer assessment quality. This study also provides critical aspects about how to effectively integrate educational technologies into peer assessment in online language courses. The findings in this study will encourage future studies on peer assessment in online learning, language teaching methods, and the application of educational technologies.
Developing intercultural competence is one of the most important aspects when mastering a second language (L2, henceforth). This can be achieved through different approaches, but this paper focuses on the possibility of acquiring this skill online through the use of Didactic Audiovisual Translation (DAT). Here, we present the findings of the TRADILEX Project, which has produced data that support the ability of DAT to encourage motivation in learners while they develop integrated L2 skills in general and intercultural competence in particular through a combination of intrinsic and explicit cultural components presented in different lesson plans.
Abstract Critical Language Awareness (CLA) seeks to promote social justice by explicitly calling attention to power issues in the context of literacy development and language instruction. In this article, we assert that a CLA approach to English language teaching (ELT) which does not recognize and account for the urgency of climate change and its myriad effects on present and future generations of learners is flawed. It is time ELT extends a critical lens to the role that our practices and pedagogies serve in the (re)production of attitudes, ideologies, identities, and actions which contribute to ecological degradation and climate crisis while also engaging how we may advance ecological wellbeing and sustainability. This article outlines the rationale for this ecolinguistics-informed CLA (eco-CLA) approach to English language instruction by asserting the compatibility of ecolinguistics and CLA and the intersection of social, linguistic, and environmental justice. It then presents and discusses five principles for an eco-CLA approach to ELT that can be applied to a range of language learning contexts. Finally, it demonstrates how these principles can be operationalized within ELT by presenting a series of instructional activities.
The article investigates the significance of syntax in the multilingual EU law. It attempts to respond to the question whether syntax is apt to contribute to the uniformity of that law and how, with regard to this function, it relates to the (widely disputed yet uncontested) semantic and pragmatic methods of achieving such a uniformity. In order to respond to this question, the article firstly, recalls fundamental concepts which would help conceptualize the endeavour and, secondly, presents examples of analysis of syntax arrangements which can be deemed representative for the study of the said problem of contribution. The study finds that EU law (expressed in 24 official languages which have equal authentic status) relies on diversified syntax of its respective constitutive languages. Syntax structures used in respective language versions of EU law represent narrower, law-specific, form of syntax structures available in these languages. Its specificity is determined mostly by legislative traditions of respective EU member states. Syntactic structures of EU law produced in different official languages do not represent a single pattern because of diversified mode of producing illocutionary value of provisions in which strongly idiomatic modal verbs (modal operators) and even special modal structures (not necessarily containing modal verbs) are used to express legal norms. They also differ when it comes to their law-specific compositionality, i.e. flexibility of different syntax structure to produce the same meaning and, in the same time, to preserve their genre/register informational value. Notwithstanding, these structures have well pronounced and system-significant common features within respective Germanic, Romanic, and Slavic families of languages in which EU law is mostly reproduced. The sentence structure and the relevant register of EU law provisions are the same for respective versions of EU texts of law expressed in the languages belonging to the respective three language families which were examined for the sake of this study. These common features are re-enforced by the synoptic mode of producing EU law which imposes formal resemblance of provisions reproduced in respective EU official languages to each other. The multilingual EU legislator also uses patterns which grant legal text the relevant register, yet its specific EU character ultimately transpires through semantic aspects of EU texts rather than their mere syntax. The unity of the system is achieved most strongly through the EU specific interpretation, where the teleological methods (which can be conceived as a language means to achieve EU law goals and objectives at the pragmatic level) are of utmost importance. Thus, there is no EU-specific syntax which would, as such, contribute to unity of EU law. Instead, unity is achieved in the area of semantics and pragmatics. The well exposed anaphoric character of EU law (as any other type of law) may contribute to narrowing down possibility for differentiation of respective language versions of EU law.