Hasil untuk "Romanic languages"

A. Borning

B. Liskov, R. Scheifler

S. Owicki, L. Lamport

Beatriz Gómez-Pablos

El artículo analiza los anglicismos derivados en el Diccionario del léxico juvenil en España (2023), de María Luisa Regueiro Rodríguez, desde el punto de vista morfológico, la difusión de abreviaturas inglesas en el lenguaje escrito y el fenómeno de los pseudoanglicismos en dicho repertorio lexicográfico. Actualmente se aprecia una mayor familiaridad con el inglés entre los jóvenes, lo cual se refleja en el elevado número de préstamos no adaptados que emplean. Del mismo modo, también se manifiesta en la gran cantidad de formas derivadas, donde la variedad ortográfica y la de sufijos son dos de las características principales. Unida a ellas se encuentra la creatividad que lleva a los jóvenes a formar palabras nuevas, introducir sufijos foráneos, cambiar significados originales y otros fenómenos mencionados en este trabajo.

Maria Palmer i Clar

Andrzej Pawelec

This article focuses on Yitzhak Katzenelson – a pedagogue, playwright and poet from Łódź – and his work on the epic poem The Song of the Murdered Jewish People written in Vittel and published in Paris in 1945. The Vittel internment camp for foreigners served as the first destination for Polish Jews with travel documents from Latin American countries, obtained primarily in the Warsaw ghetto in the so-called ‘Hotel Polski Affair’. Their final destination was Auschwitz, where they perished on arrival in May 1944.

LUIS MIGUEL TOQUERO PÉREZ

Adjectival superlatives in Spanish are expressed by a definite determiner and the com-parative morpheme m ́as ‘more/-er’ modifying the adjective. While gender and numberconcord between the determiner, adjective and noun is generally obligatory, there is asubset of cases where it seems to be disrupted: the determiner surfaces as the so-calledneuter lo, the adjective spells out masculine and there is no overt noun. I argue that thisnon-canonical pattern is the result of a failed Agree dependency between probes on D anda noun underspecified for φ. Failure to value the probe triggers the emergence of defaultsat the point of Vocabulary Insertion: lo and masculine morphology on the adjective. Theanalysis that lo as genderless and numberless receives support from coordination patterns.

Belén Mateos Blanco, Milagrosa Parrado Collantes

Este artículo tiene como objetivo analizar el arquetipo de la bruja en la literatura infantil. El marco teórico hace un recorrido por la imagen de la bruja, la construcción de su arquetipo literario y su activación de intertextos lectores. La metodología es un estudio bibliográfico y documental de corte mixto. Los resultados parten de un corpus bibliográfico de 100 títulos basado en la caracterización de Bechdel-Wallace y Lagarde y, además, se analiza la edad lectora donde proliferan los libros de brujas en correlación con las etapas psicológicas.

Ralph E. Johnson

Taiane Malabarba, Anna C. Oliveira Mendes, José Carlos Rosa Pires de Souza

This paper investigates a pervasive phenomenon in video-mediated interaction (VMI), namely, simultaneous start-ups, which happen when two speakers produce a turn beginning in overlap. Based on the theoretical and methodological tenets of conversation analysis and interactional linguistics, the present study offers a multimodal and sequential account of how simultaneous start-ups are oriented to and solved in the context of English as an additional language (L2) tutoring. The micro- and sequential analysis of ten hours of screen-recorded video-mediated data from tutoring sessions between an experienced tutor and an advanced-level tutee reveals that the typical overlap resolution trajectory results in the tutor withdrawing from the interactional floor. The same analysis uncovered a range of resources, such as lip pressing and the verbal utterance ‘go ahead’, employed in what we call enhanced explicitness, through which the withdrawal is done. The orchestration of these resources allows the tutor to exploit the specific features of the medium to resolve simultaneous start-ups while also supporting the continuation of student talk. We maintain that this practice is used in the service of securing the learner’s interactional space, and consequently in fostering the use of the language being learned. The results of the study help advance current understandings of L2 instructors’ specialized work of managing participation and creating learning opportunities. Being one of the first studies to detail the practices involved in overlap resolution in the micro-context of simultaneous talk on Zoom-based L2 instruction, this study also makes a significant contribution to research on video-mediated instruction and video-mediated interaction more generally.

Christof Schöch, Tomaz Erjavec, Roxana Patraș et al.

The aim of this contribution is to reflect on the process of building the multilingual European Literary Text Collection (ELTeC) that is being created in the framework of the networking project Distant Reading for European Literary History funded by COST (European Cooperation in Science and Technology). To provide some background, we briefly introduce the basic idea of ELTeC with a focus on the overall goals and intended usage scenarios. We then describe the collection composition principles that we have derived from the usage scenarios. In our discussion of the corpus-building process, we focus on collections of novels from four different literary traditions as components of ELTeC: French, Portuguese, Romanian, and Slovenian, selected from the more than twenty collections that are currently in preparation. For each collection, we describe some of the challenges we have encountered and the solutions developed while building ELTeC. In each case, the literary tradition, the history of the language, the current state of digitization of cultural heritage, the resources available locally, and the scholars’ training level with regard to digitization and corpus building have been vastly different. How can we, in this context, hope to build comparable collections of novels that can usefully be integrated into a multilingual resource such as ELTeC and used in Distant Reading research? Based on our individual and collective experience with contributing to ELTeC, we end this contribution with some lessons learned regarding collaborative, multilingual corpus building.

Fabrizio Ruggeri

La ricerca presentata in questo articolo riguarda le potenzialità dei social nei processi di acquisizione linguistica in lingua straniera. Lo studio, condotto in ambito universitario, intende verificare se l’uso di un social network possa avere effetti positivi su motivazione, partecipazione e coinvolgimento degli studenti, e se faccia diminuire gli errori lessicali in lingua target. Per verificare le ipotesi iniziali si sono analizzati e confrontati i contenuti lessicali dei corpora generati con i commenti a 21 post pubblicati su Facebook, di due gruppi di apprendenti: uno sperimentale (che aveva usato il social durante il corso) e l’altro di controllo (che non l’aveva usato in nessun momento). I risultati dimostrano una diminuzione degli errori lessicali nel gruppo che aveva usato Facebook e ciò è da collegarsi alle dinamiche specifiche dei social che, favorendo attività collaborative, partecipative e motivanti, evidenziano le loro notevoli possibilità in ambito educativo.

C. Fournet, Georges Gonthier

L. Kornder, I. Mennen

The purpose of this investigation was to trace first (L1) and second language (L2) segmental speech development in the Austrian German–English late bilingual Arnold Schwarzenegger over a period of 40 years, which makes it the first study to examine a bilingual’s speech development over several decades in both their languages. To this end, acoustic measurements of voice onset time (VOT) durations of word-initial plosives (Study 1) and formant frequencies of the first and second formant of Austrian German and English monophthongs (Study 2) were conducted using speech samples collected from broadcast interviews. The results of Study 1 showed a merging of Schwarzenegger’s German and English voiceless plosives in his late productions as manifested in a significant lengthening of VOT duration in his German plosives, and a shortening of VOT duration in his English plosives, closer to L1 production norms. Similar findings were evidenced in Study 2, revealing that some of Schwarzenegger’s L1 and L2 vowel categories had moved closer together in the course of L2 immersion. These findings suggest that both a bilingual’s first and second language accent is likely to develop and reorganize over time due to dynamic interactions between the first and second language system.

C. Riehl

This paper investigates how language awareness influences the writing abilities of bilingual heritage language speakers. The study includes 175 bilingual 9th and 10th graders with Italian, Greek, or Turkish as their L1 and German as an early L2. The analysis is based on a corpus of narrative and argumentative texts in L1 and L2 and a language awareness test to explore semantic, pragmatic, and textual knowledge that was administered in both languages. We found that the students’ writing abilities in both languages were highly interdependent and there was a significant correlation between achieving high scores in the heritage language test and achieving equally high (or even higher) scores in the L2 test. The results further point to a significant correlation between metalinguistic awareness and writing abilities. However, there was a higher correlation between metalinguistic awareness and text level scores in the heritage language, which shows that writing abilities in this language are more dependent on metalinguistic awareness than in the language of schooling. Moreover, differences were found between the respective language groups and different school types. Based on these results, it is argued that the fostering of language awareness ought to be implemented more intensively in the language classroom.

J. Lucassen, D. Gifford

W. Cook, Walter L. Hill, Peter S. Canning

Clara Eugenia Hernández Cabrera, Marta Samper Hernández

En este artículo se estudian las actitudes que muestran 117 estudiantes canarios de filología hispánica hacia la variedad andaluza, a partir de las respuestas obtenidas tras la aplicación de la encuesta diseñada en el marco del proyecto PRECAVES XXI. Las valoraciones de dos voces andaluzas cultas revelan una baja consideración de esta modalidad por parte de los universitarios isleños. El tipo de discurso (oral espontáneo o de lectura de texto) y la voz evaluada (masculina o femenina) son variables independientes que inciden significativamente en los resultados. En concreto, la mujer es sistemáticamente mejor considerada en todos los aspectos contemplados, a la vez que se le atribuyen unas características lingüísticas menos marcadas y, por consiguiente, se reconoce en menor medida como andaluza.

Rocío Flax

En este trabajo, analizamos la manera en que el ex presidente argentino Mauricio Macri conceptualiza a les migrantes en sus alocuciones públicas durante el primer año de su mandato (diciembre 2015-diciembre 2016). Inscribimos el presente trabajo dentro del Análisis Crítico del Discurso (ACD) (Fairclough 1992, 2003, 2014; Hart 2014). Detectamos que ciertos temas o asociaciones -marcos conceptuales, en términos de la Lingüística Cognitiva (Lakoff 2002, 2010)- se reiteraban a lo largo de los discursos. De esta manera, pudimos agruparlos en cinco marcos: 1) Argentina como país de migrantes/inmigrantes europeos de principios de siglo XX; 2) relaciones comerciales, inversiones; 3) narcotráfico y terrorismo; 4) refugiados; 5) disimilación entre el in-group, los argentinos y el out-group, los extranjeros.

Silvia Perez-Cortes, Michael T. Putnam, Liliana Sánchez

In this article, we propose that elements of heritage language grammars—both in the form of axiomatic features and larger combined representational units—are not easily lost over the course of the lifespan. This view contrasts with alternative explanations for the steady-state representation of these grammars that suggest truncated acquisition or erosion are the primary culprits of perceived language loss. In production and comprehension processes for heritage bilinguals, particular elements are more difficult to access than others, leading to differential ways to access representations and feature values. To illustrate and support this hypothesis, we build on previous work by examining the interpretation and use of obligatory mood selection in Spanish desiderative constructions in three groups of heritage speakers with different levels of language proficiency.