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Revista de Lenguas Modernas最新文献

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trágica historia de Violante y Didaco en las versiones de Pierre Boaistuau y Jean de Marconville: De la nouvelle al exemplum. 皮埃尔-博埃斯托（Pierre Boaistuau）和让-德-马尔孔维尔（Jean de Marconville）版本中的维奥兰特和迪达克斯悲剧故事：从新版到范本。
Revista de Lenguas Modernas Pub Date : 2024-06-07 DOI: 10.15517/rlm.v0i37.54059
D. González-Doreste
{"title":"trágica historia de Violante y Didaco en las versiones de Pierre Boaistuau y Jean de Marconville: De la nouvelle al exemplum.","authors":"D. González-Doreste","doi":"10.15517/rlm.v0i37.54059","DOIUrl":"https://doi.org/10.15517/rlm.v0i37.54059","url":null,"abstract":"De la bonté et mauvaistié des femmes (1563) está plagada de referencias a numerosas autoridades cuyos nombres son incluidos en el propio texto o destacados en los márgenes. En ocasiones estas fuentes no han sido consultadas directamente y en otros casos Marconville las oculta o no las identifica. Como señala Richard A. Carr (2000), de todas esas fuentes silenciadas, la más importante y explotada es sin duda la obra del humanista francés, Pierre Boaistiau, señor de Launay (1520-1566). La truculenta historia de Violante y Didaco, ignorada, excepto en la obra de Marconville, en todos los tratados de Vies des femmes illustres de finales del siglo XV y del XVI, se inspira de la quinta nouvelle de las Histoires tragiques de Boaistuau. Este trabajo se propone descubrir las estrategias formales e ideológicas empleadas por Marconville para elaborar su propia versión, así como para conseguir sus propósitos didácticos y morales, orientados, como el mismo expone en la dedicatoria, a servir de ejemplo: “que cela serve de miroir et exemple perpetuel aux lecteurs pour guider et conduire leurs actions et reformer l’estat de leur vie”.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Patriarchal House as a Physical and Metaphorical Prison in Sandra Cisneros’ The House on Mango Street 桑德拉-西斯内罗斯的《芒果街的房子》中作为物质和隐喻监狱的父权制房子
Revista de Lenguas Modernas Pub Date : 2024-05-17 DOI: 10.15517/rlm.v0i37.50341
Ileana Molina Espinoza
{"title":"Patriarchal House as a Physical and Metaphorical Prison in Sandra Cisneros’ The House on Mango Street","authors":"Ileana Molina Espinoza","doi":"10.15517/rlm.v0i37.50341","DOIUrl":"https://doi.org/10.15517/rlm.v0i37.50341","url":null,"abstract":"Chicana writer Sandra Cisneros explores in her novel The House on Mango Street the construction of the patriarchal house as a physical and metaphorical prison for the female characters that inhabit this text. In this way, the writer highlights the situation of many Chicano women in the United States who struggle, from their barrios, to build a place in a society that excludes them because of their ethnic origin and discriminates against them because of their condition as women. This causes a double sense of marginality that imprisons them in the private space of the house.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"36 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
uso de videos de comedias de situación subtitulados en inglés para aumentar el vocabulario en un grupo de estudiantes de bajo rendimiento 使用英语字幕情景喜剧视频来增加一群成绩较差学生的词汇量
Revista de Lenguas Modernas Pub Date : 2024-04-04 DOI: 10.15517/rlm.v0i37.50071
Netzi Valdelomar Miranda, Andrea Lasso de la Vega Moreno
{"title":"uso de videos de comedias de situación subtitulados en inglés para aumentar el vocabulario en un grupo de estudiantes de bajo rendimiento","authors":"Netzi Valdelomar Miranda, Andrea Lasso de la Vega Moreno","doi":"10.15517/rlm.v0i37.50071","DOIUrl":"https://doi.org/10.15517/rlm.v0i37.50071","url":null,"abstract":"Este estudio explora los resultados de usar videos de comedias de situación con subtítulos en inglés con el fin de ayudar a los estudiantes de bajo rendimiento de un curso de nivel B1 de la carrera del Bachillerato en Inglés de una universidad pública de Costa Rica a aumentar su vocabulario en el idioma meta. Ocho estudiantes de este grupo participaron en la investigación. Los participantes fueron divididos en dos subgrupos de cuatro estudiantes cada uno: el grupo de control que recibió instrucción estándar y el grupo experimental que recibió el tratamiento. Los resultados obtenidos en las pruebas previas y posteriores indican que el grupo experimental mostró una mejoría más sustancial que la del grupo de control en términos de adquisición de vocabulario. Sin embargo, se recomienda obtener más evidencia para establecer con más seguridad el potencial de utilizar videos de comedia de situación subtitulados en inglés como un recurso más eficaz para mejorar el vocabulario de los estudiantes en comparación con enfoques más tradicionales para el aprendizaje de elementos léxicos en un curso de inglés como idioma extranjero.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"11 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating Costa Rican English Teachers’ Attitudes Towards Their Native or Non-native Pronunciation: 调查哥斯达黎加英语教师对母语或非母语发音的态度：
Revista de Lenguas Modernas Pub Date : 2024-02-29 DOI: 10.15517/rlm.v0i37.51354
Saiden Ortiz-Gómez
{"title":"Investigating Costa Rican English Teachers’ Attitudes Towards Their Native or Non-native Pronunciation:","authors":"Saiden Ortiz-Gómez","doi":"10.15517/rlm.v0i37.51354","DOIUrl":"https://doi.org/10.15517/rlm.v0i37.51354","url":null,"abstract":"\u0000\u0000\u0000\u0000Pronunciation plays a fundamental role on non-native English speaker teachers’ (NNESTs) communication, and some may even think that by having a native accent they could be better instructors. Thus, to analyze and ascertain educators’ view on pronuncia- tion and how it affects their performance, this study has focused on 23 elementary and high school teachers working in Circuit 03, Dirección Regional de Educación de Guápiles. A cross-sectional survey design, which employs a web-based questionnaire with different closed-ended, semi-closed-ended, and open-ended questions, is utilized. The results have shown that there is a rooted idea that the American and British accents must be used by both educators and their students, which reflects native-speakerism. Even though there was a high degree of satisfaction among these teachers when rating their accent, a small percentage felt that it did influence their desire to communicate or avoid any exchange with other speakers. Moreover, a certain percentage of English as a Foreign Language teachers also believed that their pronunciation affected their performance when commu- nicating in different environments, mainly in trainings.\u0000\u0000\u0000\u0000","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessment of Young English-Language Learners 青少年英语学习者评估
Revista de Lenguas Modernas Pub Date : 2023-10-12 DOI: 10.15517/rlm.v0i36.48313
Allen G. Quesada Pacheco
{"title":"Assessment of Young English-Language Learners","authors":"Allen G. Quesada Pacheco","doi":"10.15517/rlm.v0i36.48313","DOIUrl":"https://doi.org/10.15517/rlm.v0i36.48313","url":null,"abstract":"This article provides a comprehensive overview of formative and summative language assessment of young language learners, including the steps involved in developing a di- agnostic test of English for primary school children. The importance of determining the level of English competence in young learners is emphasized, and various assessment and teaching are explored. The article covers both formative assessment, which allows for ongoing feedback and progress monitoring, as well as summative assessment. The four essential language skills - listening, speaking, reading, and writing - are examined in detail, and strategies for assessing each skill are discussed. The article also empha- sizes the need to use assessment results for diagnostic purposes to improve teaching and learning outcomes. This article is intended for language educators and policymakers seeking to improve language instruction and evaluation in primary education settings.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
analysis of pedagogical and theoretical implications 分析教学和理论意义
Revista de Lenguas Modernas Pub Date : 2023-09-21 DOI: 10.15517/rlm.v0i36.50324
Marisela Bonilla López
{"title":"analysis of pedagogical and theoretical implications","authors":"Marisela Bonilla López","doi":"10.15517/rlm.v0i36.50324","DOIUrl":"https://doi.org/10.15517/rlm.v0i36.50324","url":null,"abstract":"Different researchers in the field of error correction (also known as written corrective feedback—CF) have voiced their concern and advocated for research that is conducted in under-represented settings (e.g., Lee, 2014), that investigates a feedback scope in line with common second language (L2) classroom feedback practices (e.g., Hartshorn et al., 2010), and that has a design that looks into factors beyond the end product such as learner variables (e.g., Storch & Wigglesworth, 2010). Against this background, an analysis of previous literature in light of the aforementioned concerns is called for. Specifically, emerging from precursor metanalyses (e.g., Authors, XXXX), three studies in particular (i.e., Bonilla et al., 2017, 2018, 2021) deserve a fine-grained analysis due to their design and ensuing theoretical as well as practical implications. To this end, the objective of this study is to critically analyze how Bonilla et al. (2017, 2018, 2021) —as a response to previous research concerns—widen current understanding of the L2 error correction practice and research","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Los Borges de Borges: la construcción de una alteridad particular 博尔赫斯的博尔赫斯:一种特殊的他者的建构
Revista de Lenguas Modernas Pub Date : 2023-07-20 DOI: 10.15517/rlm.v0i36.53262
Estefanía Calderón Sánchez
{"title":"Los Borges de Borges: la construcción de una alteridad particular","authors":"Estefanía Calderón Sánchez","doi":"10.15517/rlm.v0i36.53262","DOIUrl":"https://doi.org/10.15517/rlm.v0i36.53262","url":null,"abstract":"La obra del argentino Jorge Luis Borges marcó un hito dentro de la historia literaria, dado que cuestionó muchos de los preceptos heredados de la tradición europea al formular una poética donde la ambigüedad, lo paródico y la inestabilidad son partes intrínsecas de su perspectiva literaria. Por ello, este artículo se centrará en uno de los temas más recurrentes del argentino: la alteridad, el cual permite no solo hablar de una construcción literaria particular, sino también acercarse a la figura de un escritor que se desdobla y se revela en sus textos. Así, los textos por analizar forman parte de dos de las producciones más importantes del argentino. Por un lado, “Los teólogos” y  “La busca de Averroes” pertenecen al libro El Aleph (1949) y, por otro, “El otro” es uno de los cuentos de El Libro de Arena (1975). Los tres han sido bastante citados por la crítica literaria; sin embargo, no se encontró ningún estudio donde se estableciera un diálogo entre ellos. Por ende, el presente análisis busca construir una perspectiva que permita enriquecer la discusión sobre la alteridad y su relación con los temas del doble y de la identidad dentro del mundo borgeano.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Attitudes of Fourth Year English as a Foreign Language Students 外语四年级学生的阅读态度
Revista de Lenguas Modernas Pub Date : 2023-05-02 DOI: 10.15517/rlm.v0i36.51238
Laura Paola Mata Boschini, Marisela Bonilla López
{"title":"Reading Attitudes of Fourth Year English as a Foreign Language Students","authors":"Laura Paola Mata Boschini, Marisela Bonilla López","doi":"10.15517/rlm.v0i36.51238","DOIUrl":"https://doi.org/10.15517/rlm.v0i36.51238","url":null,"abstract":"The present exploratory study sought to identify the attitudes towards reading for pleasure of a group of fourth year English as a Foreign Language (EFL) majors after taking mandatory literature courses. A total of 45 students from the School of Modern Languages at a public university in San José, Costa Rica participated in this investigation. In order to elicit the participants’ attitudes and motivations both before and after entering the university, an online survey was administered. The results of the survey showed that after entering the university almost half of the participants kept good reading habits, apart from the mandatory readings. Main findings also reveal that the main pre-university reading motivators suffered a change after entering the university. Although personal enjoyment and relaxation were maintained, motivators related to the general improvement of language skills obtained a higher relevance for the students. The survey answers also suggested the literary works read in class play an important role in the students’ voluntary reading practices. Practical implications are discussed.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43971738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Desarrollo Autónomo de Competencias Comunicativas en el Idioma Inglés 英语交际能力的自主发展
Revista de Lenguas Modernas Pub Date : 2022-05-19 DOI: 10.15517/rlm.v0i35.44485
Kristian Armando Pineda Castillo
{"title":"Desarrollo Autónomo de Competencias Comunicativas en el Idioma Inglés","authors":"Kristian Armando Pineda Castillo","doi":"10.15517/rlm.v0i35.44485","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.44485","url":null,"abstract":"Esta obra es producto de una investigación realizada que para obtener el grado de maestría en la Universidad Autónoma de Occidente. El trabajo aborda una investigación sobre el desarrollo autónomo de competencias comunicativas en el idioma inglés por parte de discentes del plantel COBAES 60 “Profra. Jesusita Neda”, en la ciudad de Culiacán, Sinaloa, México. El propósito central del estudio fue conocer la manera en que los educandos desarrollan de manera autónoma competencias comunicativas en la lengua anglosajona, pero también saber los elementos emocionales, materiales, y recursos humanos que necesitan estar involucrados. Esta indagación siguió un enfoque cualitativo bajo el método de la fenomenología. Los resultados revelaron que aspectos como la interacción del estudiante con la lengua extranjera a través de actividades de interés, el rol de los recursos tecnológicos, y el rol del docente en el proceso de aprendizaje del idioma, juegan un papel crucial en el desarrollo de las competencias comunicativas en el idioma extranjero.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47524817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influencia del inglés para el aprendizaje del español en sinohablantes 英语对西班牙语学习的影响
Revista de Lenguas Modernas Pub Date : 2022-03-31 DOI: 10.15517/rlm.v0i35.48254
Yitong Liu, Isabel de la Fuente Cobas
{"title":"Influencia del inglés para el aprendizaje del español en sinohablantes","authors":"Yitong Liu, Isabel de la Fuente Cobas","doi":"10.15517/rlm.v0i35.48254","DOIUrl":"https://doi.org/10.15517/rlm.v0i35.48254","url":null,"abstract":"Basándose en el concepto de distancia lingüística (Santos Gargallo, 1993; Moreno, 2010) y la hipótesis de transferencia / interferencia (Kellerman, 1977; Kellerman et al, 1986), se puede decir que la larga distancia lingüística entre el chino y el español implica muchas dificultades para los aprendices chinos por falta de apoyo de fenómenos lingüísticos conocidos en su lengua materna (LM). Sin embargo, un posible factor favorable es que los estudiantes universitarios chinos generalmente poseen un buen dominio de inglés, que se encuentra entre el chino, su lengua materna, y el español, su tercera lengua, en la secuencia de la distancia lingüística (Lu, 2008, p. 48). Nuestra hipótesis es que las similitudes entre el inglés y el español producen transferencia positiva, mientras que las diferencias generan interferencia. Tras un estudio contrastivo de los participios en español e inglés, el presente trabajo estudia el uso que hacen los estudiantes universitarios chinos del participio en español y se realiza un análisis de errores (AE). El resultado del AE ratifica nuestra hipótesis, y además, hemos descubierto que la transferencia positiva se presenta destacadamente en los usos de niveles básico e intermedio, mientras que la interferencia se presenta principalmente en el nivel avanzado.","PeriodicalId":33485,"journal":{"name":"Revista de Lenguas Modernas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49069900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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