Atlantis-Journal of the Spanish Association of Anglo-American Studies最新文献

{"title":"The Syntax of Thetic Statements in English","authors":"A. Ojea","doi":"10.28914/atlantis-2020-42.1.08","DOIUrl":"https://doi.org/10.28914/atlantis-2020-42.1.08","url":null,"abstract":"espanolEste articulo ofrece un analisis formal de los enunciados teticos en ingles, centrandose en los mecanismos estructurales de que dispone esta lengua para expresar este tipo de interpretacion. Se explica la oposicion categorico/tetico como el resultado de dos formas alternativas de validar la intencion discursiva [DI], un rasgo intencional de caracter nuclear que marca el punto de arranque de la proposicion. Este rasgo se comprueba en ingles, de manera general, en el componente fonologico, pero aqui propongo que tambien puede validarse en la sintaxis, en concreto mediante la insercion de una categoria, LocP, que cumple una doble funcion: 1) facilitar que el sujeto se mantenga dentro del sintagma verbal sin que esto impida cumplir con el Extended Projection Principle (EPP); y, 2) permitir que un sintagma locativo valide [DI]. De esta manera, la gramatica garantiza que se mantiene un equilibrio entre la necesidad de expresar una asercion no predicativa y el requisito computacional de tener un sujeto preverbal. Se demuestra, tambien, como las oraciones introducidas por el expletivo de presentacion there y las denominadas estructuras de inversion locativa (LI) se siguen de las posibilidades estructurales que permite LocP, ofreciendose asi un analisis que da cuenta de las semejanzas y diferencias entre las dos construcciones de forma explicita. EnglishThis article offers a formal approach to thetic statements in English that focuses on the structural mechanisms available in this language to express a reading of this sort. I explain the opposition categorical/thetic as the result of two alternative ways to value discourse intention [DI], a core intentional feature (CIF) which signals the point of departure of the proposition. This feature is standardly accessed at the phonological component in English, but I argue that it may also be valued through syntactic means, in particular through the insertion of a language particular category, LocP, which serves a double purpose: 1) to keep the subject low in the verbal phrase while still complying with the Extended Projection Principle (EPP); and, 2) to allow a locative phrase to value [DI]. This way, the grammar maintains a balance between the interface need to express a nonpredicative assertion and the computational requirement to have a preverbal subject. I also show how presentational there-sentences and so-called locative inversion (LI) structures result from the structural possibilities opened in LocP, thus offering an analysis that accounts for the similarities and differences between the two constructions in a principled way.","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"1 1","pages":"143-162"},"PeriodicalIF":0.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88124746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Semantics and Syntax of Old English End Verbs","authors":"Ana Elvira Ojanguren López","doi":"10.28914/atlantis-2020-42.1.09","DOIUrl":"https://doi.org/10.28914/atlantis-2020-42.1.09","url":null,"abstract":"espanolEste articulo trata sobre la sintaxis y la semantica de los verbos de Finalizar en ingles antiguo tomando como base el marco teorico de las clases verbales y alternancias y la teoria de la Gramatica del Papel y la Referencia. El analisis se centra en definir la pertenencia a una clase verbal y tiene en cuenta los componentes de significado y la realizacion de los argumentos—el enlace en construcciones simples y complejas y las alternancias. El inventario de los verbos bajo analisis incluye a¯blinnan, aetstandan, blinnan, for(e)sacan, geblinnan, linnan, ofersittan, oflinnan, oðstillan y (ge)trucian. La conclusion principal de este trabajo es que, teniendo en cuenta las construcciones sintacticas y las alternancias morfosintacticas en las que aparecen, los verbos a¯blinnan y blinnan, que estan relacionados morfologicamente, son los candidatos mas claros para pertenecer a la clase verbal de Finalizar. EnglishThis article deals with the syntax and semantics of Old English End verbs on the basis of the framework of verb classes and alternations and the theory of Role and Reference Grammar. The analysis focuses on class membership and includes meaning components and argument realisation—linking in simplex and complex constructions and alternations. The inventory of verbs under analysis comprises a¯blinnan, aetstandan, blinnan, for(e)sacan, geblinnan, linnan, ofersittan, oflinnan, oðstillan and (ge)trucian. The main conclusion is that the morphologically related verbs a¯blinnan and blinnan are the strongest candidates for End verbs, given the syntactic constructions and morphosyntactic alternations in which they are found.","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"279 1","pages":"163-188"},"PeriodicalIF":0.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86378132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education","authors":"Luis Alfonso González Rodríguez","doi":"10.28914/atlantis-2020-42.1.07","DOIUrl":"https://doi.org/10.28914/atlantis-2020-42.1.07","url":null,"abstract":"espanolAunque la eficacia del feedback sobre la competencia escrita de los estudiantes de una lengua extranjera ha sido ampliamente analizada y ha suscitado una gran controversia entre defensores y detractores, todavia es posible investigar en mayor profundidad como puede integrarse en el proceso de aprendizaje para mejorar la produccion escrita del alumnado. Este articulo demuestra las ventajas de combinar el feedback con la instruccion explicita de las convenciones retoricas para mejorar la competencia escrita del alumnado en el contexto de la educacion superior. En un estudio longitudinal de la produccion escrita de cuatro grupos de estudiantes se investigaron tres variables: el efecto del feedback, el efecto de la instruccion explicita y la combinacion de ambos, junto con un grupo de control que no recibio tratamiento. Los alumnos fueron asignados a cada grupo en base a la asistencia y a las tareas realizadas y se compararon los resultados de los analisis de la produccion escrita de cada grupo, los cuales confirman que el grupo que recibio un tratamiento combinado obtuvo mejores notas y demostro un mayor dominio de las microdestrezas. Ademas, se demostro que ni el feedback ni la instruccion explicita por separado son tan eficaces para mejorar la competencia escrita como la combinacion de ambos. EnglishThe efficacy of feedback on EFL students’ writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students’ writing performance and how it can be fully integrated into the learning process. This article empirically demonstrates the learning advantages of combining both feedback and explicit rhetorical instruction for improving EFL students’ writing skills in the context of higher education. In a longitudinal study of the rhetorical competence of students’ written production carried out over a semester, three treatment variables were investigated: the effect of feedback, the effect of explicit instruction and the combination of both, along with a control condition of no treatment at all. Students were allocated to a treatment group on the basis of their attendance and work profile and the results of the analysis of the written production of each group were compared. The findings confirm not only that the group that received the combined treatment achieved higher grades and displayed a better control of relevant microskills in their written production, but also that neither feedback nor explicit instruction alone proved as effective in terms of rhetorical competence as the combination of the two variables.","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"27 1","pages":"120-142"},"PeriodicalIF":0.4,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74803160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facework and Prosocial Teasing in a Synchronous Video Communication Exchange","authors":"Barry Pennock-Speck, Begoña Clavel-Arroitia","doi":"10.28914/atlantis-2019-41.2.02","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.02","url":null,"abstract":"This study centres on the analysis of prosocial teasing during a videoconference (telecollaboration) exchange between mixed-gender adolescent secondary school students from Spain and Germany. We contend that the provocative elements present in prosocial teasing activate a play frame, in Gregory Bateson’s terms, in which seemingly hostile face acts can be interpreted as playful behaviour. We argue that successful teasing can ultimately enhance the face of the teaser and that of the person being teased and thus build up rapport between them. Our analysis of the facework in the interaction during this telecollaboration exchange is based on Erwin Goffman’s notions of face, demeanour and deference and stands in opposition to the dominant (im)politeness paradigm put forward by Jonathan Culpeper, which has its roots in Penelope Brown and Stephen C. Levinson’s seminal work. Keywords: facework; teasing; telecollaboration; language learning","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"46 1","pages":"35-62"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84631940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Returning to \"Ezuversity\": Feminism and Emancipation in the Letters of Ezra Pound to Forgotten Modernist Iris Barry, 1916-1917","authors":"Paul Camacho","doi":"10.28914/atlantis-2019-41.2.05","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.05","url":null,"abstract":"At the beginning of the twentieth century, many young male and female poets attended “Ezuversity,” that is, Ezra Pound’s programme through which he educated them on the art of reading and writing. This study focuses on the case of Iris Barry (1895-1969), the English poet, novelist, film critic and forgotten modernist pioneer, to whom Pound sent a series of letters at the beginning of the twentieth century encouraging her to emancipate herself and avoid marriage. It also analyses “The Ezra Pound Period,” a text written by Barry and published in the Bookman in 1931, which serves as a response to the poet’s letters and instruction. The aim of this article is to contribute to feminist modernist studies by rescuing Barry from oblivion and by highlighting Pound’s promotion and support of many women writers who would later play a significant role in literary modernism. Keywords: Iris Barry; Ezra Pound; “Ezuversity”; literary modernism; feminism; women’s emancipation","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"43 1","pages":"105-121"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80281897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching L2 English Pronunciation: Research and Course Design","authors":"Celia Gorba","doi":"10.28914/atlantis-2019-41.2.11","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.11","url":null,"abstract":"","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"102 19","pages":"215-224"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72630577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mark-up and Annotation in the Corpus of Historical English Law Reports (CHELAR): Potential for Historical Genre Analysis","authors":"Paula Rodríguez-Puente, Cristina Blanco-García, Iván Tamaredo","doi":"10.28914/atlantis-2019-41.2.03","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.03","url":null,"abstract":"Adding annotation and mark-up to linguistic corpora has become a standard practice in corpus building over the past few decades as a way to facilitate data extraction and at the same time guarantee that new corpora are compatible with existing and future tools. The purpose of this article is twofold. First, we provide an overview of the main forms of annotation and mark-up available to the research community and how they have been applied to the Corpus of Historical English Law Reports 1535-1999 (CHELAR), a specialized corpus consisting of law reports or records of judicial decisions. Second, we give an account of preliminary research based on the annotated versions of CHELAR, which so far has been primarily aimed at identifying the distinctive linguistic characteristics of law reports, as well as at investigating how the language of law reports has evolved over a time span of almost five centuries. Our article illustrates the multiple advantages of applying a simple annotation schema to a corpus and how this can enhance the potential of a corpus for historical genre analysis.Keywords: corpus annotation; corpus mark-up; law reports; TEI-XML; legal English","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"39 1","pages":"63-84"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77354576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pain and Narrative Shape: Beyond the Indocility of Trauma in Three Newfoundland Novels","authors":"M. J. Lerena","doi":"10.28914/atlantis-2019-41.2.07","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.07","url":null,"abstract":"This article looks at trauma beyond the fixation on the limits of narrative as expressed in the mainstream theory of trauma in the 1990s, in the work of Cathy Caruth, Shoshana Felman and Dori Laub, among others. Its purpose is to achieve an appreciation of narrative as a navigable textual itinerary whose very flows and discontinuities are energized by a reconciliation (or lack thereof) with life’s shocking and incomprehensible moments. I build upon Amir Khadem’s rejection of the polarity between narrative and the incurable psychic wound in order to provide textual analyses of a corpus of three contemporary novels set in the context of a historically traumatized regional identity, that of Newfoundland in Canada: The Town That Forgot How to Breathe (2003), by Kenneth J. Harvey, February (2009), by Lisa Moore, and Sweetland (2014), by Michael Crummey. A revision of the role of genres traditionally used to describe historical and personal crises will help us observe how their conventions function within a context of outrage at the global and regional mismanagement of natural resources.Keywords: Canadian literature; testimony; trauma; gothic; environmental disasters; Newfoundland","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"51 1","pages":"143-160"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77917334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Louise Erdrich’s Future Home of the Living God: Uncertainty, Proleptic Mourning and Relationality in Native Dystopia","authors":"Silvia Martínez-falquina","doi":"10.28914/atlantis-2019-41.2.08","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.08","url":null,"abstract":"This article examines Louise Erdrich’s latest novel Future Home of the Living God (2017) in the light of the current conversation about the attacks on women’s reproductive rights and the devastating effects of climate change. Erdrich’s speculative novel describes an unspecified future where evolution has reversed itself and human reproduction is under threat, as a response to which a Puritan authoritarian government takes control of women of childbearing age to try to sustain procreation. The article contends that, using the dystopian mode—and more specifically, a theorization of uncertainty as characteristic of the present situation of many people—Erdrich addresses persisting, historical unresolved grief, making current feminist and Native vindications visible. She also continues the challenging of the whitestream idea of progress and the subversion of stereotypes that characterize her oeuvre. Most significantly, the article reads the novel as representative of both Indigenous resurgence and the global transmodern paradigm insofar as it articulates a relational understanding of language and identity as our best hope for the future. The article concludes that Erdrich’s use of the future perfect tense is best interpreted as a ritual of proleptic mourning that connects this novel to Native American literary activism. Keywords: Louise Erdrich; Native dystopia; Native American resurgence; transmodernity; relationality; proleptic mourning","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"18 1","pages":"161-178"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72789452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Transcultural Approach to EIL Teaching and its Impact on Learners’ National Identities","authors":"J. P. Arranz, Karen L. Jacob","doi":"10.28914/atlantis-2019-41.2.01","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.01","url":null,"abstract":"This article reports on an initiative characterised by a transcultural approach to English Language Teaching (ELT) which may be seen as an instance of Internationalisation at Home (IAH). Participants were ninety-five learners of English from three secondary schools in Spain and Poland who stayed in touch throughout the project through Computer-Mediated Communication (CMC). The article explores the impact of this particular IAH experience on the participants’ national identities through a combination of qualitative and quantitative data. Data point to national identity discourses being perceived very differently by the Spanish and Polish participants in the sample, and show how the participants’ positions with regard to such discourses change during the programme. The results challenge the notion that transcultural competence may result in the individual perceiving him/herself as culturally closer to members of other imagined communities. Instead, they point to the gradual erasure of national imagined communities as transcultural competence develops, thus opening up a new avenue of research.Keywords: Internationalisation at Home; national identity; transcultural pedagogy; English as an International Language; Computer-Mediated Communication; ethnocentrism","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":"155 1","pages":"11-33"},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76474714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}