Onomázein Revista de lingüística filología y traducción最新文献

{"title":"Del concepto de lengua materna al de competencia plurilingüe. Representaciones de la identidad y la enseñanza multilingües a partir de biografías lingüísticas","authors":"Alexandre Bataller Catalá","doi":"10.7764/ONOMAZEIN.44.02","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.44.02","url":null,"abstract":"espanolEl presente trabajo se centra en la descripcion de algunas representaciones que manifiestan estudiantes valencianos de magisterio, en biografias linguisticas, en relacion al plurilinguismo, la transmision de lenguas y la construccion de la identidad a traves de aquellas. El objeto de estudio es acercarnos a la percepcion que tienen estos estudiantes, que se estan formando para afrontar los retos de una ensenanza plurilingue, sobre la relacion entre identidad y educacion, el proceso de adquisicion de lenguas y sobre diversos aspectos de la realidad sociolinguistica valenciana, con un sistema educativo bilingue (valenciano-castellano) oficial desde 1983. En concreto, se abordan dos conceptos muy extendidos para expresar la adscripcion linguistica de cada alumno en relacion a la que considera su lengua primera y su lengua segunda. Por un lado, se examina el uso de las designaciones “castellanoparlante” y “valencianoparlante”, que supondrian la existencia de dos grupos etnolinguisticos inmutables. Por otro, los distintos usos del termino “lengua materna”: lengua materna como origen (la lengua o lenguas que se han aprendido primero), como identificacion interna (la lengua / las lenguas con que uno se identifica) o externa (la lengua o lenguas con que uno es identificado), lengua materna como competencia (la lengua o lenguas que conoce mejor) o como funcion (la lengua o lenguas que utiliza mas). EnglishThis paper focuses on some representations that Valencian students of Education have as regards plurilingualism, language transmission and the construction of identity in linguistic autobiographies.2 These students are learning to face the challenge of a plurilingual education. With this in mind, the object of study here has been these learners’ perceptions of the relationship between identity and education, the process of language acquisition, and ent aspects of Valencian sociolinguistic reality. This reality is based on a bilingual educational system (Valencian-Castilian Spanish), which is official since 1983. More specifically, this paper centres on two extended concepts students commonly used to express their linguistic identity as regards their first language and their second language. On the one hand, the use of the expressions “castellanoparlante” (Castilian Spanish native speaker) and “valencianoparlante” (Valencian native speaker) is explored. Such usage entails the existence of two unchangeable ethnolinguistic groups. On the other hand, the different uses of the term “lengua materna” (mother tongue) are also examined, i.e.: mother tongue as origin (the language or languages that have been learned first), mother tongue as internal identification (the language or languages one identifies with) or external identification (language or languages one is identified with), and mother tongue as competence (the language or languages that one masters) or function (the language or languages that one uses the most).","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116220820","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}

{"title":"“Atrapar”, representación de la experiencia en narraciones de niños con discapacidad intelectual","authors":"H Dominique Manghi, Pontificia U. Católica de Valparaíso, C. Otárola, E. Godoy, G. I. Aranda","doi":"10.7764/ONOMAZEIN.44.03","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.44.03","url":null,"abstract":"espanolExisten escasas investigaciones que profundizan en las caracteristicas de los recursos comunicativos y significados intercambiados en la comunicacion de ninos con discapacidad intelectual. El presente estudio se posiciona en un paradigma comunicativo semiotico social para explorar las funciones semanticas de recursos no verbales en la representacion de la experiencia de narraciones de ninos con discapacidad intelectual. Desde un enfoque multimodal de la comunicacion que reconoce el valor semiotico de todos los recursos para la construccion de significados, se lleva a cabo un analisis multimodal del discurso centrado en la metafuncion ideacional a un corpus audiovisual de cuatro narraciones de escolares con discapacidad intelectual basadas en una tarea de recontado con apoyo visual de un libro album. Los resultados de la exploracion muestran que los narradores construyen el nudo narrativo “atrapar” mediante ensamblajes semioticos que incluyen gestos deicticos de distinto tipo sobre las imagenes del cuento y pantomima. Sus ensamblajes semioticos permiten construir de manera intersemiotica tanto acciones como a los participantes Agente y Meta, asi como reacciones y Reactor y Fenomeno. Tanto el analisis del discurso de este estudio como sus resultados preliminares abren las puertas a nuevas preguntas sobre la comunicacion de este grupo singular de narradores EnglishThere is limited research that deepens into the characteristics of communicative resources and meanings exchanged in the communication of children with intellectual disabilities. The present study is positioned in a social semiotic paradigm to explore the semantic functions of nonverbal resources in the representation of experience in the narratives of children with intellectual disabilities. From a multimodal approach to communication we recognize the semiotic value of all resources for the construction of meanings. Based on an audiovisual corpus of narratives of four children with intellectual disabilities, we develop a multimodal discourse analysis of a recounting task with visual support of a picture book, focused on ideational metafunction. The results show that narrators construct the narrative knot “catch” through semiotic ensembles that include different types of deictic gestures on the images of the picture book and pantomime. These semiotic ensembles allow the intersemiotic construction of both actions and the participants Agent and Goal, as well as reactions: Reactor and Phenomenon. The discourse analysis of this research as well as the preliminary data open the doors to new questions about the communication of this singular group of narrators.","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117316321","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}

{"title":"¿Realmentes existen?: la “pluralización” de los adverbios en -mente en español actual","authors":"E. Arquiola, Enrique Pato","doi":"10.7764/ONOMAZEIN.44.08","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.44.08","url":null,"abstract":"espanolEn este trabajo se presenta un fenomeno no normativo casi desconocido en espanol, la “pluralizacion” de los adverbios en -mente (lugares realmentes sorprendentes), que no se encuentra recogido en las principales gramaticas de esta lengua. A partir de los datos del Corpus del espanol, damos a conocer este fenomeno, mostramos en que paises se documenta y con que frecuencia. Posteriormente, analizamos que adverbios en -mente muestran esta -s final en espanol actual y en que contextos sintacticos se dan. En concreto, mostramos que en este fenomeno se encuentran implicados fundamentalmente adverbios de grado, adverbios relacionados con la modalidad y adverbios focalizadores, sobre todo cuando aparecen como modificadores de adjetivos y como modificadores oracionales. Finalmente, proponemos una explicacion para la presencia de esta -s final a partir de dos procesos distintos, pero complementarios, que afectan a la categoria gramatical del adverbio en espanol: la concordancia adverbial, descrita hasta el momento para los adverbios cuantificadores que modifican a un adjetivo, y la “falsa” pluralizacion del adverbio. EnglishThis paper presents a non-normative phenomenon almost unknown in Spanish, the “pluralization” of adverbs in -mente (lugares realmentes sorprendentes ‘places really surprising’), which is not found in the main grammars of this language. From the data of Corpus del espanol we propose to make known this phenomenon, to show in which countries it is documented and with what frequency. Later, we analyze which adverbs in -mente show this final -s in current Spanish and in what syntactic contexts are given. In particular, we show that the kind of adverbs that are involved in this phenomenon are degree, modality, and focusing adverbs, mainly when they modify adjectives or sentences. Finally, we propose an explanation of the presence of this final -s based on two different processes that the Spanish language undergoes in the grammatical category of adverbs: adverbial agreement, which so far has been described for quantifier adverbs, and adverb “false” pluralization.","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129595587","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}

{"title":"Geolingüística de los pronombres de 1pl y 2pl en las lenguas romances del siglo XX","authors":"V. Bermejo","doi":"10.7764/ONOMAZEIN.44.10","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.44.10","url":null,"abstract":"espanolLas distintas lenguas romances heredaron del latin los pronombre tonicos nos y vos de 1pl y 2pl, respectivamente. Sin embargo, el surgimiento de las formas complejas nos alteros / vos alteros en toda la Romania occidental y central alrededor del siglo xiii produjo la sustitucion de las formas simples por las compuestas en ciertas variedades, la convivencia de las dos en algunas o su no imposicion en otras. Con el fin de cartografiar estas realidades en el siglo xx y dar una explicacion linguistica a las mismas, mostramos los resultados de los atlas dialectales AIS, ALF y ALPI. EnglishThe different Romance languages inherited from Latin the stressed pronouns nos and vos of 1pl and 2pl, respectively. However, the emergence of the compound forms nos alteros / vos alteros throughout the western and central Romania approximately in the 13th century triggered the replacement of the simple forms by the compound ones in certain varieties, the coexistence of both strategies in some, or their disappearance in others. With the aim to map these realities in the 20th century and provide a linguistic explanation, I will show the results from the dialect atlases AIS, ALF and ALPI.","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127996392","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}

{"title":"Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study","authors":"Xiangdong Li","doi":"10.7764/ONOMAZEIN.44.06","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.44.06","url":null,"abstract":"Video dominated instruction (VDI) and simulation dominated instruction (SDI) are commonly practised in interpreter training, and yet their teaching effects have not been adequately researched so far. The present study was intended to compare the effectiveness \u0000of the two instructional approaches in teaching consecutive interpreting (CI) to third-year \u0000undergraduates. A quasi-experimental two-group pre-test/post-test comparison design was \u0000used. Sixty-two students took a pre-test on consecutive interpreting skills and completed \u0000a pre-self-assessment to rate their competence in eleven learning objectives at the beginning of a consecutive interpreting course. Thirty-one students in class one as the comparison \u0000group received VDI, while thirty-one students in class two received SDI. Sixteen weeks later \u0000at the end of the course, the two classes took a post-test on consecutive interpreting skills \u0000and completed a post-self-assessment to rate their competence in the same eleven learning \u0000objectives. After controlling the effects of pre-test and pre-self-assessment scores, ANCOVA \u0000results suggested that VDI and SDI are equally effective in teaching CI to undergraduates, \u0000except for one aspect that the latter is more effective in cultivating students’ ability to use \u0000non-verbal elements. Pedagogical implications about the complementary nature of the two \u0000approaches were discussed.","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114395275","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}

{"title":"Viaje al Oeste vs. viaje a la diversión: estrategias de traducción de los elementos culturales de Peregrinación al Oeste","authors":"M. Ku","doi":"10.7764/onomazein.43.09","DOIUrl":"https://doi.org/10.7764/onomazein.43.09","url":null,"abstract":"espanolPeregrinacion al Oeste es un libro de mitad del s. XVI, se cree que es una de las Cuatro Grandes Novelas Clasicas de China. La primera traduccion directa al espanol se publico en 1992 en diversos tomos que en 2004 la editorial espanola Siruela recopilo en un tomo unico. En 2010 la Biblioteca de Clasicos Chinos de la editorial Ediciones en Lenguas Extranjeras de China publico su Peregrinacion al Oeste. La ultima version, publicada por la editorial argentina ChinaZhong en 2011, es una version adaptada de 187 paginas. En nuestro trabajo comparamos la extension del contenido, la organizacion de los capitulos de la traduccion con el texto original y estudiamos la traduccion de los elementos culturales EnglishJourney to the West, one of the Four Great Classical Novels of Chinese Literature, was published in the mid-16th century during the Ming Dynasty. The first Spanish version of the novel was published in 1992. Later, in 2004, this edition was revised and republished in one volume by Siruela Publishing. In addition to Siruela’s edition, another Spanish translation is available as part of the Library of Chinese Classics in 2010. The most recent Spanish version of Journey to the West was a 187-page book published by the ChinaZhong Publishing of Argentina in 2011. This article discusses translators’ strategies in dealing with cultural differences. It compares the contents length, chapter arrangement of the original work and its translations as well as the translation strategies for cultural elements","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121119936","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}

{"title":"Guillermo Lorenzo y Víctor M. Longa: El innatismo. Orígenes, variaciones y vitalidad de una idea","authors":"Pablo Figueiredo Palacios","doi":"10.7764/onomazein.43.11","DOIUrl":"https://doi.org/10.7764/onomazein.43.11","url":null,"abstract":"","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115251083","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}

{"title":"Propuesta para el análisis de la evolución literaria de un autor mediante el uso de herramientas propias de la lingüística de corpus: el ejemplo de Pérez Galdós","authors":"G. Caballero","doi":"10.7764/ONOMAZEIN.43.04","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.43.04","url":null,"abstract":"espanolEn el presente articulo se realiza una propuesta para analizar la evolucion estilistica de un autor a lo largo de su trayectoria, usando herramientas propias de la linguistica de corpus. Para ello se ha utilizado la obra narrativa de Perez Galdos (ca. 6,4 millones de palabras), que ha sido procesada con el software de concordancias WordSmith Tools 7 (Scott, 2016). El analisis se centra en la proyeccion del discurso por parte de los narradores de las distintas novelas. En concreto, se ha analizado la forma verbal dijo, que ha revelado la frecuencia de uso de distintas estrategias de representacion del discurso en distintos estadios de la trayectoria de Galdos, lo que ha permitido distinguir dos fases bien diferenciadas en su estilo. Posteriormente, se han analizado algunas de las opciones ejercidas sistematicamente por el autor en el uso dijo, que definen claramente su estilo y contribuyen a trazar una evolucion en su trayectoria. El articulo pretende ilustrar el potencial de los estudios de estilistica de corpus en el ambito de la literatura en espanol, un area todavia escasa de analisis que adopten este tipo de enfoque EnglishThis article looks into the potential of corpus linguistic approaches in the analysis of the evolution of a literary author’s style throughout his career. To do so, the fictional narratives of Perez Galdos (c. 6.4 million words) have been scrutinized. They have been processed with the software tool WordSmith Tools (Scott, 2016). The analysis has focused on the reporting of characters’ verbal discourse by the narrators of Galdos’s novels, paying special attention to the speech verb dijo. The corpus-based approach used to carry out the analysis has made it possible to quantify the frequency with which Galdos uses different discourse presentation strategies at different stages of his career, which has revealed a clear evolution as far as his craftsmanship is concerned. Due to length constraints, we have focused on his early novels, analyzing the role of dijo as a core element in textual building blocks relevant to the creation of fictional universes and fictional personalities. The analysis is meant to make a contribution to the still-emerging field of corpus stylistics in Spanish, illustrating how the analysis of literary works can benefit greatly from the use of innovative corpus tools","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120971719","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}

{"title":"Encomio y retrato, comparación entre las artes y auto-reflexividad en Eikones de Luciano","authors":"Brenda López Saiz","doi":"10.7764/onomazein.43.03","DOIUrl":"https://doi.org/10.7764/onomazein.43.03","url":null,"abstract":"espanolEn este articulo, examinamos el dialogo Eikones2 de Luciano de Samosata, a la luz de su inscripcion en la tradicion del encomio y uno de sus topoi, la comparacion entre el poder de las artes visuales y el de la palabra para crear imagenes celebratorias, comparacion que a su vez suele implicar una reflexion sobre las cualidades del propio poema o discurso. Considerando el contexto particular en que se situa Luciano, esto es, el de los autores de la llamada “Segunda Sofistica” en el Imperio Romano durante el siglo II d. C., y algunas de las particularidades que caracterizan a su produccion, planteamos que la configuracion de un “retrato encomiastico” en este dialogo concede centralidad a la dimension auto-reflexiva implicada en la tradicion encomiastica. A partir de ella, por una parte se establece continuidad con la tradicion clasica del encomio y la comparacion entre las artes, inscribiendo al autor en la cultura griega clasica. Por otra, al mismo tiempo, el dialogo define una posicion que se distancia de la tradicion mimetica propia del arte clasico, concibiendo la creacion literaria como construccion discursiva cuyos referentes primordiales son intertextuales y culturales EnglishIn this paper, we analyse Lucian of Samosata’s dialogue Eikones, considering it from the perspective of its inscription in the tradition of encomium and one of its topoi, the comparison between the power of visual arts and of words to create commemorative images, a comparison which in turn frequently contains self-reflexive considerations about the poem’s or discourse’s qualities. Taking into account the particular context in which Lucian is located, that is, the “Second Sophistic” under Roman rule during the second century A. D., and some of the particular features exhibited by his production, we propose that the creation of an “encomiastic portrait” in this dialogue emphasizes the self-reflexive dimension implied in the tradition of encomium. Through this emphasis, on the one hand the dialogue establishes continuity with the classical tradition of encomium and the comparison of the arts’ topos, inscribing its author in the Greek classical paideia. On the other hand, it simultaneously defines a poetic stance which departs from the mimetic conception of arts characteristic of the classical period, and still dominant at Lucian’s time, and proposes literary creation as a discoursive construction, whose main referents are intertextual and intercultura","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133826076","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}

{"title":"Factores y estrategias del aprendiz preadolescente en chino como lengua extranjera. Estudio de caso en España","authors":"Lili Wang, M. Cáceres-Lorenzo","doi":"10.7764/ONOMAZEIN.43.06","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.43.06","url":null,"abstract":"espanolLa presencia de preadolescentes que aprenden chino como lengua extranjera (ChLE) en el Instituto Confucio de la Universidad de Las Palmas de Gran Canaria (IC-ULPGC) nos llevo a preguntarnos como utilizan las estrategias de aprendizaje y su posible relacion entre sus factores personales y academicos (L1, sexo, colegios monolingue/bilingue y puntuacion en el examen final-HSK). La investigacion se realizo con 81 estudiantes de 12 anos que asistieron entre 2012- 2015 al IC-ULPGC (Islas Canarias, Espana), a los que se interrogo sobre los referidos factores y, ademas, se les aplico el cuestionario de estrategias de aprendizaje de Rebeca Oxford (Strategy Inventory for Language Learning, version 7.0). El analisis estadistico de los resultados muestra datos cuantitativos novedosos, porque los adolescentes no presentan una alta frecuencia en uso de las estrategias; ademas, de manera general, la estrategia mas utilizada es la social, y la menos, la cognitiva, aunque son la afectiva y metacognitiva las que tienen correlacion significativa con el exito academico EnglishThe presence of preadolescent learning Chinese as a foreign language (Chle) at the Confucius Institute at the University of Las Palmas (IC-ULPGC) led us to ask ourselves how they use learning strategies and their possible relationship between their personal and academic factors (L1, sex, monolingual / bilingual schools, score on the final exam-HSK) and their learning strategies. The research was carried out with 81 12-year-old students who attended the IC-ULPGC (Canary Islands, Spain) between 2012-2015, who were questioned about these factors and also applied the questionnaire on learning strategies of Rebeca Oxford (Strategy Inventory for Language Learning, version 7.0). Statistical analysis of the results show novel quantitative data, because teenagers do not have a high frequency in use of strategies; generally, the most widely used strategy is social, and less, cognitive, although the affective and metacognitive which have significant correlation with academic success","PeriodicalId":387207,"journal":{"name":"Onomázein Revista de lingüística filología y traducción","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115338990","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}