Onomazein最新文献

{"title":"Concepciones sobre didáctica de la cultura de la lengua extranjera de los futuros graduados en Educación Primaria de Melilla","authors":"María J. López, Antonia Navarro Rincón","doi":"10.7764/onomazein.ne6.08","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.08","url":null,"abstract":"espanolEl estudio presentado se llevo a cabo en los 5 ultimos cursos academicos, con 66 estudiantes del Grado en Educacion Primaria, que iniciaban la formacion en la mencion de Lengua Extranjera (Frances/Ingles) en Melilla. En el primer apartado de este articulo, se describen los fundamentos teoricos sobre didactica de la cultura meta, desde una perspectiva plurilingue e intercultural. A continuacion, se informa acerca de la metodologia de la investigacion realizada, en la cual se utilizo un cuestionario y el paquete estadistico IBM SPSS 25 para la obtencion y el analisis descriptivo e inferencial de los datos. Finalmente, se muestran y discuten los resultados, aportando reflexiones y conclusiones sobre las concepciones de los participantes, relacionadas con los objetivos planteados y las variables descriptivas contempladas en el estudio (lengua materna, grupo de edad, lengua extranjera de la mencion y curso academico). EnglishThis research was carried out over the past five years with sixty-six prospective foreign language teachers (French and English) in primary school. These students were commencing their studies in foreign language teaching in Melilla. The first section of this article aims to examine the theoretical foundations of culture teaching from a plurilingual and intercultural perspective. The subsequent data were collected by means of a questionnaire and the findings were analyzed with the statistical package IBM SPSS 25 using both descriptive and inferential statistics. Lastly, the final results are illustrated through reflections and conclusions by the participants, which were related to the stated objectives as well as the variables contemplated on this research (mother-tongue, age group, foreign language chosen, and academic year).","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"147-166"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47516453","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}

{"title":"Hacia un glosario de hispanismos en un corpus de novela rosa inglesa contemporánea","authors":"M. Cruz","doi":"10.7764/onomazein.48.08","DOIUrl":"https://doi.org/10.7764/onomazein.48.08","url":null,"abstract":"espanolEste articulo pretende justificar la creacion de un glosario comentado con los hispanismos que aparecen en un corpus de novela rosa inglesa compilado para el Proyecto de Investigacion FFI2014-53962-P. Al estar total o parcialmente ambientadas en una zona hispanohablante, las Islas Canarias, las obras de este corpus muestran una tendencia notable a la insercion de palabras, expresiones e incluso frases en espanol. Ademas de describir las pautas para la elaboracion de este inventario lexico, en este trabajo preliminar ofrecemos un avance de los registros que incluira el futuro glosario, con los hispanismos detectados en 30 novelas publicadas entre 1955 y 2004. Con esta aportacion pretendemos contribuir a los estudios del papel del espanol como lengua emisora de prestamos. EnglishThis paper aims to justify the building of a glossary or annotated inventory of all the Hispanicisms used in a corpus of English popular romance fiction novels compiled for research project FFI2014-53962-P. An examination of these texts, which are totally or partially set in a Spanish-speaking area, the Canary Islands, proves their tendency to include Spanish words, phrases and even sentences. In this preliminary work, we will describe the guidelines we are using for the compilation and classification of the Hispanicisms found in 30 novels, published between 1955 and 2004, and will also list the entries to be included in the glossary. The work is conceived as a contribution to the studies on the role of Spanish as a loan-giver language.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"178-201"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43252186","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}

{"title":"The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers","authors":"Oleksandr (Alexander) Kapranov","doi":"10.7764/onomazein.ne6.07","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.07","url":null,"abstract":"This article presents and discusses a computer-assisted case study of the use of discourse markers (further—‘DMs’) in oral discourse in English as a Foreign Language (EFL) by pre-service teachers in Norway. The aim of this case study is to explore the use of DMs by pre-service teachers (further referred to as ‘participants’) in EFL classroom by means of analysing the participants’ answers to the questionnaire that is designed to address the use of DMs \u0000in oral discourse in EFL after their school practice. The case study is informed by the view of DMs as “sequentially dependent elements that bracket units of talk” (Schiffrin, 1987: 31). The quantitative analysis of the participants’ questionnaires in statistical program SPSS version 18.0 (2009) indicates that the participants’ repertoire of DMs in their oral discourse in EFL classroom consists of such DMs as also, and, as, because, besides, but, especially, if, OK, or, so, \u0000and then. Additionally, the participants note that they do not use the following DMs during their teaching practice at school, e.g. indeed, moreover, and rather. These findings and their linguo-didactic implications will be further discussed in the article.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"126-146"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43255615","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}

{"title":"Efecto de las palabras interrogativas en la inflexión final de enunciados en un corpus oral del mapudungun: estudio exploratorio","authors":"M. Mella, Mauricio A. Figueroa Candia, Antonio Chihuaicura Chihuaicura","doi":"10.7764/onomazein.48.01","DOIUrl":"https://doi.org/10.7764/onomazein.48.01","url":null,"abstract":"espanolEste estudio exploratorio presenta los resultados cuantitativos sobre el efecto de las palabras interrogativas en la curva de tono de las dos ultimas silabas de enunciados interrogativos del mapudungun. La muestra analizada corresponde a 81 enunciados de pregunta emitidos por tres hablantes nativos representantes de tres zonas de la region de la Araucania: Lonquimay, Cholchol y Padre las Casas. Los resultados indican que la mayoria de los enunciados interrogativos evaluados presentan ascensos entonativos finales; asimismo se aprecia una clara tendencia a que los enunciados sin palabra interrogativa manifiesten ascensos entonativos mas pronunciados que los de los enunciados con palabra interrogativa. El contraste entre la presencia o ausencia de un termino interrogativo en los valores de frecuencia fundamental de las preguntas en mapudungun es estadisticamente significativo en los enunciados del hablante de Lonquimay, pero no asi en los enunciados de los hablantes de Cholchol y Padre las Casas. Estos resultados, que se discuten bajo la luz de relaciones de contacto linguistico y de recursos pragmaticos para la transmision de informacion interrogativa, sugieren que los enunciados interrogativos descendentes del castellano pueden estar ejerciendo una influencia en las variantes del mapudungun con las que tienen mayor contacto, y que ascensos entonativos finales relativamente grandes son el mecanismo vernaculo primario de transmision de informacion pragmatica interrogativa en mapudungun, excepto cuando las particulas interrogativas codifican esta informacion mediante foco estrecho. EnglishThis exploratory study provides quantitative evidence regarding the effect of interrogative words in sentence-final inflections of the last two syllables of interrogative utterances from Mapudungun. The sample contains 81 interrogative utterances spoken by three native speakers of Mapudungun, representing three different geographical areas from the Araucania region: Lonquimay, Cholchol and Padre las Casas. Results showed that most interrogative utter ances display a sentence-final rise in fundamental frequency; also, there is a clear trend to find larger rises in utterances that do not have interrogative words. These differences were statistically significant in Lonquimay, but not in Cholchol or Padre las Casas. These results, which are discussed in relation to dynamics of linguistic contact and pragmatic resources to convey information about interrogative clauses, suggest that descending interrogative utterances from Chilean Spanish might be influencing those variants of Mapudungun in which there is more linguistic contact with Spanish, and that relatively large sentence-final rises are the primary vernacular mechanism to convey interrogative pragmatic information in Mapudungun, except when interrogative words codify this information via a narrow focus.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"01-16"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904219","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}

{"title":"Developing communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model","authors":"Violeta Delgado-Crespo, Victoria Gil, P. Mur-Dueñas, Silvia Pellicer-Ortín","doi":"10.7764/onomazein.ne6.06","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.06","url":null,"abstract":"It is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for 1st, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students’ learning of a language relevant and meaningful.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"104-125"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42754103","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}

{"title":"Consideraciones en torno a la traducción del manual académico universitario: ¿es necesario un abordaje interdisciplinario?","authors":"Silva Becerra","doi":"10.7764/onomazein.48.09","DOIUrl":"https://doi.org/10.7764/onomazein.48.09","url":null,"abstract":"espanolEl lenguaje cientifico en los diversos idiomas debe cumplir con tres principios: la veracidad, la precision y la claridad (Navarro, 2008; Corral y Encinas, 2013). Sin embargo, en espanol, no es raro encontrar textos que no cumplen a cabalidad con estas maximas. Debido a la funcion principalmente referencial de los textos cientificos y a que, en su mayoria, estan destinados a expertos en la materia en cuestion, los aspectos linguisticos se consideran secundarios y a menudo se desatienden (Gutierrez, 1998). El panorama es similar en el caso de las traducciones al espanol de textos cientificos, las que en gran parte estan a cargo exclusivamente de especialistas en el area de las ciencias (Gutierrez, 1998; Claros, 2016). No obstante, no todos estos textos estan dirigidos a expertos. Un ejemplo corresponde al genero del manual academico universitario, cuyo publico destinatario aun esta en formacion. Dado el estatus del manual como medio fundamental de acceso al conocimiento especializado en la educacion terciaria (Parodi, 2008), cumplir con los principios del lenguaje cientifico resulta esencial para la correcta comprension del texto, asi como para el exito academico del alumno. Este articulo tiene por objetivo cuestionar la mirada instrumentalista y simplista de la lengua en el ambito de la traduccion cientifica al espanol asi como analizar algunas de sus implicancias en la ensenanza. Para ello, se han seleccionado fragmentos de un manual academico universitario de bioquimica en ingles y su traduccion oficial al espanol. Con esto se intenta fundamentar que la consecucion de los principios del lenguaje cientifico requiere un trabajo interdisciplinario entre el experto en ciencias y el traductor-linguista. EnglishScientific discourse in any language must meet three principles: veracity, accuracy and clarity (Navarro, 2008; Corral & Encinas, 2013). However, texts fulfilling these three principles are not quite frequent in Spanish. In scientific texts, linguistic features are considered less important and often dismissed because of both the referential function of these texts and the fact that they are mainly addressed to experts in a certain field. This scenario is not very different when it comes to scientific translation into Spanish, which is performed almost exclusively by scientists (Gutierrez, 1998; Claros, 2016). However, scientific texts are not addressed to experts only. One example is the genre of introductory coursebooks at university, whose receivers are just starting to study the subject in depth. Since introductory coursebooks are defined as a fundamental means to access to specialized knowledge in higher education (Parodi, 2008), achieving the principles of the scientific discourse turns out to be essential for the appropriate comprehension of these texts and eventually for the students’ academic success. The present work seeks to question the simplistic view of language as a mere instrument in the context of scientific translation","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"202-216"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46084542","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}

{"title":"Restricciones tipológicas en la incorporación verbal de adjuntos","authors":"Elia Hernández Socas, Héctor Eutimio Hernández Arocha","doi":"10.7764/onomazein.48.04","DOIUrl":"https://doi.org/10.7764/onomazein.48.04","url":null,"abstract":"espanolEl presente estudio tiene como objetivo definir un modelo semantico en el que se puedan analizar construcciones de verbo-particula tanto en lenguas de marco satelital (lenguas germanicas y clasicas) como verbal (lenguas romances) y que sea compatible con el aparato teorico de la Gramatica Combinatoria Categorial (CCG: Steedman, 2000; Baldridge y Hoyt, 2015). Asi, se defiende la idea de que tanto el tipo semantico-sintactico de los adjuntos como el tipo de regla de modificacion aplicada en la composicion no solo pueden predecir la distribucion combinatoria de verbos de desplazamiento en las lenguas germanicas, en oposicion a las romanicas, sino que arrojan luz sobre el comportamiento de dominios intercategoriales, como el de la causacion directa o indirecta, la subordinacion y la predicacion secundaria a traves de diversas clases lexicas. Finalmente, se explica como es posible que algunas lenguas prototipicamente verbales como las romances asuman comportamientos satelitales en algunos contextos. EnglishThe aim of the present contribution is to define how can verb particle constructions in both satellite-framed languages like Germanic, Ancient Greek or Latin and verb-framed languages like Romance (Talmy, 2000) be analyzed in a unified semantic model, which is compatible with the framework of Combinatory Categorial Grammar (CCG: Steedman, 2000; Baldridge and Hoyt, 2015). It is argued that the syntactic-semantic type postulated for local adjuncts as well as the type of semantic modification rule applied to compose such structures can predict not only the combinatorial distribution of motion verbs in Germanic, as opposed to Romance, but also the behaviour of cross-categorial domains like indirect/direct causation, subordination and secondary predication among several lexical classes. Finally, it is explained how it is possible for Romance to assume the syntactic expression of satellite structures, even if this language family does not belong to the satellite-framed typology.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"69-106"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088450","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}

{"title":"Pragmatic markers resulting from language contact. The case of sañani in Aymara","authors":"G. Quartararo","doi":"10.7764/onomazein.48.06","DOIUrl":"https://doi.org/10.7764/onomazein.48.06","url":null,"abstract":"This paper explores the pragmatic functions of a previously unattested pragmatic marker (Fraser, 1996, 2006) found in Aymara, i.e. sanani ‘let’s say’. The uses of sanani suggest that this marker is the result of the influence of Spanish on Aymara due to sustained language contact. Sanani seems to be the “replication” (Heine and Kuteva, 2005) of the Spanish pragmatic marker digamos ‘let’s say’. Like digamos (Grande Alija, 2010; Quartararo, 2017a), sanani functions as a pragmatic marker by signaling either an inferential process or the semantic relation between two discourse segments. The original data used for this analysis was gathered \u0000through the Family Problems Picture task (San Roque et al., 2012), the Pear Story task (Chafe, 1980) and personal and traditional narratives. All the data transcripts were used to compile a novel corpus of Aymara.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"128-149"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763904","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}

{"title":"El graffiti como motor del pensamiento crítico en lengua extranjera","authors":"Carmen Aguilera Carnerero","doi":"10.7764/onomazein.ne6.10","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.10","url":null,"abstract":"espanolEste articulo plantea una propuesta educativa que reivindica la inclusion del graffiti1 como objeto de estudio de una asignatura de espanol para extranjeros. Ademas de su infravalorado potencial desde una perspectiva meramente linguistica (como texto escrito), el graffiti puede resultar, sobre todo, una magnifica herramienta pedagogica que promueva el pensamiento critico y la formacion de ciudadanos intelectualmente activos. La incorporacion del graffiti al curriculo academico se justifica por la existencia de un marco educativo que prima la transversalidad como eje central para superar la mera concepcion de la ensenanza como transmision de conocimientos, asi como alienta el desarrollo de alumnos capaces de aplicar los mismos para adquirir un compromiso social. EnglishThis paper puts forward an educational proposal that reclaims the role of graffiti as the object of study of the subject of Spanish for foreign students. Letting aside its underused didactic potential from a linguistic perspective (as a written text), the graffiti can also be considered as a wonderful pedagogical tool that promotes critical thinking and the training of intellectually active citizens. The inclusion of graffiti in the curriculum is backed up by an educational framework that gives priority to transversality as the backbone that allows the improvement of pedagogy as just the transmission of knowledge and fosters the development of students capable to apply them to become socially engaged.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"189-208"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43626409","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}

{"title":"English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity","authors":"Yiyi López Gándara","doi":"10.7764/onomazein.ne6.02","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.02","url":null,"abstract":"It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners’ perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model—the native speaker—that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":"1 1","pages":"23-43"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714167","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}