Academic literature on the topic 'Spanish language Address'
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Journal articles on the topic "Spanish language Address"
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Yanguas, Tatiana, and Marco Tulio Molina Tejeda. "Litigating WTO Disputes in Spanish or French." Global Trade and Customs Journal 16, Issue 10 (October 1, 2021): 523–30. http://dx.doi.org/10.54648/gtcj2021062.
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WTO Members may resolve their disputes in any of the WTO official languages: English, Spanish, or French. This article addresses the litigation of WTO disputes in Spanish and French. We provide a general overview of the WTO disputes that have been conducted in these languages and address the strategic considerations that should be made before choosing a language other than English for litigation. We conclude that the final decision on what language is more suitable for litigation will respond to each party’s individual needs, and thus, will inevitably vary from one party to another. GATT, WTO, dispute settlement, languages, Spanish, French, international litigation
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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.
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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
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Harper, Margaret Mills. "South Atlantic Modern Language Association." PMLA/Publications of the Modern Language Association of America 114, no. 4 (September 1999): 913. http://dx.doi.org/10.1632/s0030812900154070.
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SAMLA's sixty-ninth annual convention will be held in Atlanta at the Hyatt Regency from 4 to 6 November. Our diverse program will include over 140 sessions and other events. Shirley Brice Heath will present the keynote address; Charles Altieri will address the critical forum; Ellen Douglas and Robert Morgan will give readings; and French, German, and Spanish plenary addresses will be featured. Readings by contemporary writers will be sponsored by Five Points, and graduate students will host a poets' circle.
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Mason, Keith, and Kenneth Nicely. "Pronouns of Address in Spanish-Language Textbooks: The Case forvos." Foreign Language Annals 28, no. 3 (October 1995): 360–70. http://dx.doi.org/10.1111/j.1944-9720.1995.tb00805.x.
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Baran, Marek, and Ewa Urbaniak. "How language shapes interpersonal distance: An analysis of pronominal forms of address in Spanish, Polish and Italian." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching 18, no. 3 (June 30, 2021): 137–61. http://dx.doi.org/10.26881/bp.2021.3.05.
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The aim of the present article is to compare the formal and functional aspects of pronominal forms of address in three languages: Spanish, Polish and Italian. The classic typology of the category analysed divides it in two groups: the T-forms applied in the conversations between the participants of symmetrical relations and the V-forms considered reverential and asymmetrical. The present study demonstrates and analyses the pronominal systems in two Romance languages, Spanish and Italian, and a Slavic language, Polish. We classify the pronouns according to the confidentiality/distance parameter, showing the similarities and differences between the formal characteristics, as well as the socio-cultural factors that determine the election of determined pronominal form of address.
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Wang, Yixin. "Politeness and pragmatic transfer in L2 pronominal address usage." Spanish in Context 19, no. 1 (January 14, 2022): 25–47. http://dx.doi.org/10.1075/sic.19018.wan.
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Abstract This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.
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Fernández-Mallat, Víctor. "Forms of address in interaction: Evidence from Chilean Spanish." Journal of Pragmatics 161 (May 2020): 95–106. http://dx.doi.org/10.1016/j.pragma.2020.03.006.
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Fernández-Mallat, Víctor, and Michael Newman. "Continuity and Change in New Dialect Formation: Tú vs. Usted in New York City Spanish." Journal of Language Contact 15, no. 1 (November 4, 2022): 240–64. http://dx.doi.org/10.1163/19552629-15010006.
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Abstract This study uses an innovative translation task method to explore second person singular (2ps) address patterns in New York City Spanish (nycs), a new dialect that formed in contact with English and among multiple dialects of Spanish. Results reveal more continuity than disruption in address choice with source varieties of Spanish, unlike some other diasporic language communities that show radical simplification in address systems. However, there was acceleration of trends found in most Spanish-speaking regions with greater use of the familiar tuteo variant over the formal ustedeo in apparent time. Our findings also point to spending adolescence in nyc as a key predictor of conformity to nycs patterns. This finding contrasts with studies of formal features in new dialect formation that have found middle childhood to be when conformity to local patterns mostly occurs.
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Taylor, Z. W., Linda Eguiluz, and Paige-Erin Wheeler. "Ni máquina, ni humano ni disponible: Do College Admissions Offices Use Chatbots and Can They Speak Spanish?" Journal of Communication Technology 5, no. 2 (August 22, 2022): 72–94. http://dx.doi.org/10.51548/joctec-2022-009.
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Colleges continue to use technology to connect students to information, but a research gap exists regarding how colleges use a ubiquitous technology in the business world: chatbots. Moreover, no work has addressed whether chatbots address Spanish-speaking students seeking higher education in the form of automated (AI) chatbot responses in Spanish or Spanish-programmed chatbots. This study randomly sampled 331 United States institutions of higher education to learn if these institutions embed chatbots on their undergraduate admissions websites and if these chatbots have been programmed to speak Spanish. Results suggest 21% of institutions (n=71) embed chatbots into their admissions websites and only 28% of those chatbots (n= 20) were programmed to provide Spanish-language admissions information. Implications for college access and equity for English learners and L1 Spanish speakers are addressed.
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Schwarz, Amy Louise, Maria Resendiz, Laura Catarina Herrera, and Maria Diana Gonzales. "A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 812–32. http://dx.doi.org/10.1177/1367006921999452.
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Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.
Dissertations / Theses on the topic "Spanish language Address"
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Fitch, Kristine Louise. "Communicative enactment of interpersonal ideology : personal address in urban Colombian society /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/8205.
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Jaime, Jimenez Elena. "Variable use of plural address forms in Andalusian Spanish." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153124117847719.
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Rouse, Patrick Roy. "The New Voseo Culto: An Exploration of the Complexity of Familiar Address in Chilean Spanish." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1118.
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In Chilean Spanish, second-person address is non-uniform in that the vos competes with the conventional tuteo and a third, mixed form has emerged. To add to this complexity, the form speakers choose has been shown to correspond to socioeconomic strata. Upper classes use tú, lower classes use vos, and young, middle class speakers choose the mixed form in which the verb is conjugated according to the voseo and is used with the pronoun tú. The causes and effects of this second-person schism in Chile are explored here, as well as the resulting sociolinguistic issues and consequences. In a study of printed media, television and interviewed informants, an attempt is made to confirm and validate the complexity of address in Chilean Spanish and determine the degree of the mixed voseo‟s pervasion into the mainstream.
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Gutierrez, Laffargue Patricia. "Le temps d'adresse dans les interactions verbales en classe d'espagnol, langue étrangère (niveau supérieur) : enseignement et pratiques." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100167/document.
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A partir du constat fait auprès des étudiants d’espagnol langue étrangère qui ont beaucoup de difficultés à maîtriser l’utilisation des termes d’adresse, ce travail tente d’en élucider les raisons et propose des réflexions pour parvenir à régler le problème. Les termes d’adresse en tant que déictiques personnels et sociaux sont les marqueurs de la relation interpersonnelle que tout locuteur construit avec son interlocuteur. En espagnol, le système de l’adresse est complexe de par ses variations diatopiques ainsi que par les spécificités de son système, notamment du pronom usted, qui tout en désignant un allocutaire a une morphologie de troisième personne. De plus, il faut tenir compte de la situation de communication, qui est variable selon les cultures et les sociétés. A partir d’un corpus de données provoquées composé d’interactions orales d’étudiants français universitaires, nous faisons une analyse interactionnelle et pragmalinguistique qui permet de dégager les difficultés majeures que pose l’apprentissage et la maîtrise en contexte des termes d’adresse, pronoms de deuxième personne et formes nominales. Il est démontré que les erreurs présentes dans les discours des étudiants ne sont pas uniquement d’origine linguistique, mais sont aussi induites par un manque d’adéquation à la situation de communication. Ainsi, les termes d’adresse sont l’un des éléments dont l’utilisation ne dépend pas uniquement du niveau d’interlangue mais aussi de la compétence socioculturelle des locuteursFrom the observation made with the spanish foreign language students have great difficulty in mastering the use of terms of address, this work tries to elucidate the reasons which offers reflections to the problem. Terms of address as a personal and social deictic are markers of the interpersonal relationship that all speakers built with his interlocutor. In spanish, the address system is complex variations diatopiques as well as the specific features of its system, including the pronoun usted, which designated an allocutaire has a morphology of third person. Furthermore, it must take into account the situation of communication, which is variable depending on the cultures and societies. From a corpus of data consisting of oral interactions of french university students, we make an interactional and pragmalinguistic analysis which allows to identify the major difficulties posed by learning and mastery in context of the terms of address, second-person pronouns and nominal forms. It is shown that these errors in the speech of the students are not only of linguistic origin, but are also induced by a lack of fitness for the communication situation. Thus, the address terms are one of the elements whose use depends not only on the level of interlanguage, but also of socio-cultural competence of the speakers
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Guo, Wenhui. "Formas de cortesía en conversaciones de chinos hablando español como lengua extranjera con hablantes nativos de esta lengua." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405702.
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Interactuar en una lengua extranjera con éxito no sólo requiere la competencia gramatical de los aprendices de esta lengua, sino también un dominio más completo de la competencia comunicativa en la que se incluye la pragmática, la capacidad discursiva, la competencia sociocultural, los conocimientos sociolingüísticos, etc. Las limitaciones en los conocimientos de los hablantes no nativos sobre una lengua extranjera dificultan la formulación de manifestaciones de cortesía en la comunicación, sobre todo cuando la cortesía desempeña un papel relevante en la comunicación intercultural y subraya las diferencias culturales.
El estudio que se presenta con estas líneas se fundamenta en las aportaciones teóricas sobre el fenómeno de la cortesía desde diferentes perspectivas y desde un acercamiento a los sistemas de cortesía en la cultura china y la española. Se toma en consideración la atenuación y la dimensión no verbal de la comunicación en cuanto a la demostración de cortesía; por tanto, tiene por objeto el estudio específico de la interlengua que producen los aprendices chinos en interacción con hablantes españoles.
Este estudio sigue un paradigma de investigación cualitativa y se centra sobre todo en un enfoque etnográfico basado en el análisis del discurso. El corpus se constituye de conversaciones simuladas en juegos de roles entre alumnos sinófonos de español e hispanohablantes en una universidad española, así como una serie de entrevistas semiestructuradas con estos mismos alumnos y otra entrevista con una de sus profesoras aquí en España.
El análisis de este corpus, los resultados que se obtienen y las conclusiones a las que se llega permiten abrir nuevas perspectivas en el estudio de la interlengua que generan alumnos sinófonos y permiten; asimismo, pensar en posibles aportaciones a la didáctica de español para hablantes de esta lengua.Interacting in a foreign language with success requires not only the learner’s grammatical competence of the language, but also their more comprehensive mastery of communicative competence, i.e., the pragmatic, discursive, sociocultural, and sociolinguistic. The limited knowledge of a foreign language makes the non-native speakers difficult to formulate appropriate politeness manifestations in communication, especially when politeness plays a vital role in intercultural communication and underlines cultural differences. Drawing upon the insights from the study of politeness in general, and from that pertinent to the politeness usage in Chinese and Spanish cultures, the thesis examines the verbal and non-verbal devices used for the maintenance of interlanguage politeness by Chinese learners of Spanish in communication with native Spanish speakers. As a discourse analysis-based qualitative study, the thesis is carried out through a series of linguistic ethnographic investigations. A range of data is collected: recording of two conversation role-play situations between Chinese learners of Spanish and native Spanish speakers in a Spanish university, and semi-structured interviews with these students and one of their Spanish language teachers. It is hoped that the findings will open up new perspectives in the study of interlanguage used by Chinese learners of Spanish, and shed much light on the pedagogy of Spanish as a foreign language.
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Morales, Ramirez David. "Les formes de désignation de l'allocutaire dans l'espagnol du Costa Rica. Approche dialectologique, sociolinguistique et pragmatique." Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20017.
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Notre recherche nous a mené au constat selon lequel les formes de désignation de l’allocutaire en espagnol costaricien sont dans une lutte constante entre standardisation et changement linguistique, ainsi qu’entre norme et variation. Par exemple, l’approche diachronique (chapitre 1) nous a permis de conclure que le pronom usted a toujours été lié à une analyse explicative et descriptive. Lors de l’analyse de la catégorie fonctionnelle et structurelle de ce pronom, les études tendent à l’objectivité et à la neutralité. Vos et tú ont quant à eux fait l’objet d’une lutte entre prescriptivisme et descriptivisme. Dans le chapitre 2, centré sur les attitudes, perceptions et jugements linguistiques afférents aux formes de désignation de l’allocutaire dans l’espagnol du Costa Rica, les informateurs attribuent à usted diverses estimations positives. Les enquêtés s’attachent surtout à préciser comment ils utilisent le pronom usted pour affirmer leurs positionnements et actes identitaires. En revanche, pour ces mêmes informateurs, différents stéréotypes continuent de circuler autour de vos et de tú. Dans les chapitres suivantes (3 et 4), et plus précisément concernant la langue écrite, les journaux, en tant que médias de masse, penchent plus pour tú dans le contexte d’usage d’une modalité standardisée. En revanche, dans la langue parlée, concernant la publicité orale, le Costa Rica suit actuellement sa propre norme linguistique. Vos, surtout, et usted, dans une certaine mesure, sont les outils d’expression des médias de masse. De même, hors de l’espace publicitaire, tú est le pronom normatif de l’écriture électronique (chapitre 5). En somme, les statuts des pronoms diffèrent autant que les normes. Par exemple, au niveau diachronique et perceptif, le point de repère pour l’usage est usted. En revanche, pour la publicité orale, il s’agit de vos, et pour la publicité écrite et l’écriture électronique, de tú. Cette optique vient confirmer de nouveau la complexité inhérente aux formes de désignation de l’allocutaire dans l’espagnol du Costa Rica, car celle-ci oscille entre différentes normes en fonction du registreIn our research we have found that the Pronouns of address in Costa Rican Spanish are in a constant struggle between standardization and linguistic change, as well as between the norm and variation. For example, in chapter 1 of the thesis, regarding the diachronic approach, we can conclude that the pronoun usted has always been linked to an explanatory and descriptive analysis in Costa Rican Spanish. The studies point out that there is objectivity and neutrality when analyzing the functional and structural categorization of the pronoun. Meanwhile, vos and tú have been the object of a struggle between the prescriptive and the descriptive. In relation to chapter 2, regarding the chapter on attitudes, perceptions and linguistic evaluations concerning the Pronouns of address in Costa Rican Spanish, informants assign different positive evaluations to usted. Respondents focus mostly on clarifying how they use usted to mark positioning and acts of identity. On the other hand, for the same informants, different stereotypes continue to circulate around vos and tú. In the following chapters (3 and 4), in terms of the written language, newspapers as mass media are opting more for tú as part of the use of a standardized modality. On the other hand, in the spoken language, in terms of oral advertising both on television and radio, Costa Rica is following its own linguistic norm. The vos above all and the usted in a certain way are the instruments of expression of the mass media. Likewise, outside the advertising space, tú is the normative pronoun in electronic writing (chapter 5). In summary, there are different statuses of pronouns because the rules are different. For example, at the diacritical and perceptual level usted is the point of reference in usage. While in oral advertising it is vos and in written advertising and electronic writing it is tú. From this perspective, we can confirm, once again, the complexity concerning the Pronouns of address in Costa Rican Spanish, since it moves between different regulations depending on the register
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"Spanish Address Forms in US Newspapers." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.15827.
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abstract: Advertisements intend to persuade the reader to invest money or time in a product or service. Newspapers contain advertisements that are space-limited, thus necessitating a concise and convincing message that will influence readers. Nord (2008) analyzed conative function (Jakobson 1960) as a persuasive tool in a corpus of Spanish, English, and German advertising texts. A portion of Nord's study focused on sender attitude indicators directed at addressees as a key element of conative function, and analyzed address forms among several attitude indicators found in print advertisements. The current study analyzed 604 Spanish newspaper advertisements in Arizona and Florida, focusing on possible independent factors related to the probability of the occurrence of various address forms. These factors included: the type of product being advertized and its cost, the nature of the advertisement, the location of the advertisement in the newspaper (main section, sports, etc.), intended audience (including age and sex), geographic region of the newspaper, and each newspaper as compared to others. These variables were categorized and statistically analyzed using a quantitative design. The study provided results indicating a strong statistical relationship between the presence of address forms and product type, a moderate relationship with audience age, and a mild relationship with product cost. Various similarities and differences were also found when comparing the data geographically.Dissertation/Thesis
M.A. Spanish 2012
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Castrillón, Sonia. "Sí, señor, soy colombiana de pura cepa, et toi? : las formas de tratamiento del español colombiano en Montreal." Thèse, 2015. http://hdl.handle.net/1866/13754.
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Le présent travail décrit –pour la première fois– l’état actuel de la langue espagnole parlée par la communauté colombienne à Montréal sur les formes de s’adresser aux autres en langage pronominal ou nominal et la courtoisie verbale.
Dans le but de réaliser cette étude, un travail de terrain a été effectué à l’aide d’un questionnaire et des entrevues orales semi-dirigées adressés à 30 informateurs. L’analyse des données, nous a permis d’établir quelques premières comparaisons entre la façon de parler des habitants de la Colombie et des Colombiens résidant à Montréal et d’identifier quelques-uns des changements linguistiques principaux dans cette communauté parlante, notamment, les variations reliées aux formes de s’adresser aux autres et aux actes de courtoisie affectés par l’influence du français et de l’anglais.
L’analyse effectuée tient compte autant les aspects linguistiques, pragmatiques et sociaux que les attitudes linguistiques des interviewés. De cette façon, les résultats mettent en lumière une nouvelle description sur la dynamique de l’usage des formes de s’adresser aux autres de locuteurs originaires de trois zones dialectales représentatives de la Colombie : la région andine orientale, la région andine occidentale et la zone côtière du Caraïbe. Ensemble avec d’autres études précédentes sur la formes de s’adresser aux autres, ce travail constitue une meilleure compréhension de la réalité linguistique de l’espagnol des Colombiens unilingues, bilingues et trilingues.Present work outlines –for the first time– the state of the Spanish language spoken by the Colombian community in Montreal with reference to the forms of pronominal and nominal address and verbal politeness. In order to conduct this study, a fieldwork was undertaken through a questionnaire and semi-conducted oral interviews addressed to 30 informants. The analysis of the collected data has allowed us to establish the first research comparing the way Colombian inhabitants and Colombians in Montreal speak and to identify some of the main linguistic changes in this spoken Spanish community. It is mostly in relation to the forms of address and politeness actions that have been affected by the influence of French and English languages. The analysis that has been carried out takes into consideration the linguistic, pragmatic and social factors of the speakers. In this way, the results provide recent insights about the description of the dynamics of the forms of address from speakers of three different representative dialectical zones of Colombia such as the oriental Andean region, occidental Andean region and the Caribbean coastal zone. Together with other previous studies, our work contributes to a better understanding of the linguistic reality of the Spanish language spoken by monolingual, bilingual or trilingual Colombians.
En este trabajo se describe –por primera vez– el estado actual del español hablado por la comunidad colombiana en Montreal en referencia a las formas de tratamiento pronominal y nominal y la cortesía verbal. Para llevar a cabo este estudio se ha realizado un trabajo de campo a través de un cuestionario y de entrevistas orales semidirigidas con 30 informantes. El análisis de los datos nos permite establecer unas primeras comparaciones entre el habla de los habitantes de Colombia y el habla de los colombianos en Montreal e identificar algunos de los principales cambios lingüísticos en esta comunidad hablante, especialmente en relación con la utilización de las formas de tratamiento y los actos de cortesía, que se ven afectados por la influencia del francés y del inglés. El análisis efectuado tiene en cuenta tanto aspectos lingüísticos, pragmáticos y sociales como las actitudes lingüísticas de los entrevistados. De este modo, los resultados aportan luz nueva sobre la descripción de la dinámica de uso de las formas de tratamiento de los hablantes de tres zonas dialectales representativas de Colombia (andina oriental, andina occidental y zona costeña del Caribe) que, junto con otros estudios previos sobre las formas de tratamiento, contribuyen a una mejor comprensión de la realidad lingüística del español de los colombianos monolingües, bilingües y trilingües.
Books on the topic "Spanish language Address"
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Pronominal address in Honduran Spanish. Muenchen: LINCOM Europa, 2000.
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López, Javier Medina. Formas de tratamiento en Canarias: Habla juvenil. [Spain: s.n., 1991.
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Rigatuso, Elizabeth M. Formulas de tratamiento y familia en el español bonaerense actual. Bahía Blanca [Argentina]: Departamento de Humanidades, Universidad Nacional del Sur, 1994.
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Rigatuso, Elizabeth M. Lengua, historia y sociedad: Evolución de las formulas de tratamiento en el español bonaerense (1830-1930). Bahía Blanca: Gabinete de Estudios Lingüísticos, Departamento de Humanidades, Universidad Nacional del Sur, 1992.
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López, Javier Medina. Sociolingüística del tratamiento en una comunidad rural: Buenavista del Norte, Tenerife. Santa Cruz de Tenerife: Ilmo. Ayuntamiento de Buenavista del Norte, 1993.
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Urdaneta, Iraset Páez. La estratificación social del uso de tú y usted en Caracas. [Caracas]: Equinoccio, Ediciones de la Universidad Simón Bolívar, 1992.
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Smith, Elizabeth Woodward. Lo formal y familiar en español e inglés. [La Coruña]: Universidade da Coruña, Servicio de Publicacions, 1997.
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Cuadros, Mirtha. El voseo: Una nueva mirada. [San Juan, Argentina]: FFHA, 2002.
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Santana, Antonio Carrasco. Los tratamientos en español. Salamanca: Ediciones Colegio de España, 2002.
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Laconi, Susana Martorell de. El voseo en la norma culta de la ciudad de Salta. Salta [Argentina]: Universidad Católica de Salta, Consejo de Investigaciones, 1986.
Find full textBook chapters on the topic "Spanish language Address"
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"Tú, Vd. and forms of address." In The Spanish Language Today, 137–50. Routledge, 2012. http://dx.doi.org/10.4324/9780203061206-14.
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López, Giovani López. "Expressing emotion through forms of address in Colombian Spanish." In The Routledge Handbook of Language and Emotion, 223–41. Routledge, 2019. http://dx.doi.org/10.4324/9780367855093-13.
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Vairinho, Sofia, Tara Branstad, Joao Guerreiro, Francisco J. Leon Sanz, and Sonia R. Sanchez. "The Single Patent for Portuguese or Spanish Language Countries." In Encyclopedia of Information Science and Technology, Third Edition, 3265–77. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-5888-2.ch321.
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The economic and financial situation in Southern European Countries creates an almost involuntary need for entrepreneurial ideas and innovation in the approach to social, legal and political solutions. Countries such as Portugal and Spain struggle to define strategies to improve their economies.Transversal to several fields, including the Information Science and Technology, we may consider as possible path or valid option the Patent System. If we consider the Patent System as a possible route to protect and stimulate investment, we may say that, presently, an isolated Portuguese or a Spanish patent does not represent a common choice for investors. To address this issue, this article proposes a new approach to the Patent System, based on the creation of a patent that will cover, with only one standard submission and evaluation process, all the Portuguese or Spanish language countries. Moving towards the establishment of a more innovative and competitive environment, the “Portuguese and/or Spanish Language Patent” would give a broader competitive advantage to companies operating within these particular markets, and, therefore, to the countries themselves. The strongest international advantage each of these two countries (Portugal and Spain) has in common is the widespread dissemination of their language across multiple continents. The present approach would be a complementary response to the implementation of the European Union Unitary Patent. The consolidation of the “Portuguese and/or Spanish Language Patent” would rely on the same principles defined for the Unitary Patent: simplicity; lower cost; and the involvement of a large number of Countries.
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Allen, Craig. "Conclusion." In Univision, Telemundo, and the Rise of Spanish-Language Television in the United States, 248–68. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401643.003.0011.
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Univision celebrates the 50th anniversary of Spanish-language television in 2012. The moment is occasioned by the first widespread public awareness of Spanish-language television and the large U.S. population is reaches and impacts. The first extensive criticism ensues. Conservative politicians attack the endeavor for dividing traditional U.S. society and for an alleged liberal bias. Believing it impedes Latinos’ success in the U.S., Governor Arnold Schwarzenegger urges them to turn off the Spanish TV set. Closer observers complain that banal and distant foreign programming fails to address the interests and needs of U.S. Latinos. They scorn Univision and Telemundo for reconfiguring U.S. Latinos of diverse nationalities into a “Pan Latinidad.” Many of the criticisms are not supported by the endeavor’s history. Yet at the time of the anniversary, more pertinent than the criticisms are unresolved questions. Latinos’ increasing preference for interactive digital media is fragmenting the audiences that Univision and Telemundo as traditional media once had amassed. Slowly foreseen is potentially the largest challenge, that the preponderance of younger “third generation” Latinos increasingly are inclined to speak English. Regardless of the future, the history of Spanish-language television will remain important as a light on a “television age” that is essential to understanding a U.S. that changed during a highly formative period in the nation’s history.
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Vercher García, Enrique Javier. "Teaching Russian as a Foreign Language Through Literature." In Teaching Language and Literature On and Off-Canon, 61–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3379-6.ch005.
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In this work, the author analyses theoretical and practical issues regarding the use of literature in teaching Russian as a foreign language (RKI), and more specifically for students whose first language is Spanish. In the first section, they address issues of general didactic theory, such as the method and general didactic approach. Next, they present the characteristics and advantages of using literary texts in RKI, such as encouraging reading and learning, teaching the culture of the studied language, and for entertainment. In the following section, they analyse the factors that influence the selection of a literary text to be used in the RKI class. In the next theoretical section, they detail a working methodology with literary texts (introduction to the exercise and prior explanations, pretextual exercises, comments during reading, post-textual exercises, etc.). The work concludes with a compilation of textbooks, authors, and literary works recommended for use in the RKI class, with a description of their main didactic characteristics.
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Simonet, Miquel. "Phonetic behavior in proficient bilinguals." In Romance Phonetics and Phonology, 395–406. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.003.0020.
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This chapter discusses a selection of the literature on the phonetic behavior of proficient bilinguals. It examines both perception and production, and it focuses on what is known about a particular bilingual group: Catalan–Spanish bilinguals. This population has received a lot of attention because it allows for the exploration of bilingual individuals with different experience profiles who reside in a speech community where both languages enjoy similar social status and are thus likely to be used by any member of the community in any given day. Phonetic research on this bilingual population has been concerned mostly with addressing the following question: What is the role of the age of first exposure to an additional language in the manner in which a bilingual will represent and process this language? Research on this population has sparked a wealth of investigations on other populations in order to address this question from multiple perspectives.
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Hang Ng, Kwai. "Beyond court interpreters: Exploring the idea of designated spanish-speaking courtrooms to address language barriers to justice in the United States." In Access to Justice, 97–118. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1521-6136(2009)0000012008.
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Lecumberri, Esther, and Victoria Pastor-González. "Learner generated digital content: from posters to videos to promote content acquisition in a language class." In Five years of ELEUK conferences: a selection of short papers from 2019, 89–99. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.41.1078.
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This article explores the use of Learner Generated Digital Content (LGDC) in the context of advanced Spanish language modules. An approach to learning and teaching frequently used and extensively researched in disciplines such as medicine and natural sciences, LGDC has in recent years made a cautious appearance in the area of modern languages (Lambert, Philp, & Nakamura, 2017). In the present case, LGDC becomes a powerful tool to address the challenge of introducing content acquisition in what is primarily a language module. Through the creation and sharing of a range of archivable learner generated digital material (posters and videos), learners and teachers collaborate to develop a living and open access information resource that can be expanded and used by successive cohorts of students in a cumulative process of knowledge generation and knowledge exchange. Scheduled at different points throughout the term and designed to result in texts of increasing linguistic complexity, these tasks encourage students to engage with the process of content acquisition and provide them with opportunities to practise and refine the linguistic skills required for the successful completion of their final assessment (an individual presentation). The introduction of LGDC in the module teaching and learning strategy led to a noticeable increase in student engagement, as evidenced by the results of questionnaires conducted with three consecutive cohorts. By sharing our experience, we would like to encourage fellow practitioners to introduce LGDC in the language classroom.
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Garrard, Virginia. "Neopentecostalism, Marketing, and New Technologies of Self." In New Faces of God in Latin America, 191–236. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197529270.003.0006.
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Chapter 5 explores the instrumentality of South America’s megachurches, with particular emphasis on how they have translated global Pentecostal doctrines, most notably the near-magical tropes of church growth and of prosperity gospel, to address culturally specific concerns within the larger context of late modernity and neoliberalism. The churches’ tropes of evangelization, church growth, education, improved family dynamics, and other capacity-building techniques, often framed in religious language and methods, can and often do provide believers with what I call “new technologies of self” that help them cope in a secular world that they philosophically abjure. In particular, the Brazilian megadenomination Igreja Universal do Reino de Deus uses modern R&D strategies to position itself in a given spiritual marketplace, as evinced here by a case study in the church’s work among Spanish-speaking immigrants in the United States.
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Civantos, Christina E., and Tracey Maher. "The Arab Novel of Latin America." In The Oxford Handbook of the Latin American Novel, C19.P1—C19.N19. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197541852.013.19.
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Abstract This chapter examines novels written by Arabic-speaking immigrants to Latin America and their descendants, emphasizing their diversity and commonalities with respect to language and theme. Providing an overview of the history of Arab migration from Syria, Lebanon, and Palestine to Latin America, the chapter addresses how these migrants’ home-country concerns meshed with those of the differing national and regional contexts to which they arrived, configuring life in the mahjar, or place of emigration. The chapter shows that the Arab Latin American novel includes works written in Arabic, Spanish, and Portuguese, while highlighting the complex ways this body of novels engages multiple languages, dialects, and registers, as well as the literary heritages of the Arab world and Latin America. These novels can be grouped according to shared orientations and themes: exile novels oriented toward the sociopolitical concerns of the home region in the Levant, migration novels focused on the travel and transitions between old and new homes, and diaspora novels oriented toward the experience of second- and third-generation members of the Latin American mahjar. These novels sustain and challenge prevalent discourses and ideologies pertaining to “Arabness” and conceptions of identity in countries such as Argentina, Brazil, Chile, Colombia, and Mexico. Moreover, they address intergenerational relationships and struggles, and they navigate issues of linguistic and cultural loss (and gain) over time. Arab Latin American novels confront displacement and dislocation, respond to discrimination and alienation associated with orientalist stereotyping and prejudice, imagine new ways of belonging, and create unique conceptions of place.
Conference papers on the topic "Spanish language Address"
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Jureva, Julia, Ekaterina Rudakova, and Tatiana Larina. "SOCIOLINGUISTIC AND SOCIOCULTURAL FEATURES OF LANGUAGE USE: FORMS OF ADDRESS IN BRITISH ENGLISH AND SPANISH." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0800.
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Feng, Xiaocheng, Xiachong Feng, Bing Qin, Zhangyin Feng, and Ting Liu. "Improving Low Resource Named Entity Recognition using Cross-lingual Knowledge Transfer." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/566.
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Neural networks have been widely used for high resource language (e.g. English) named entity recognition (NER) and have shown state-of-the-art results.However, for low resource languages, such as Dutch, Spanish, due to the limitation of resources and lack of annotated data, taggers tend to have lower performances.To narrow this gap, we propose three novel strategies to enrich the semantic representations of low resource languages: we first develop neural networks to improve low resource word representations by knowledge transfer from high resource language using bilingual lexicons. Further, a lexicon extension strategy is designed to address out-of lexicon problem by automatically learning semantic projections.Thirdly, we regard word-level entity type distribution features as an external language-independent knowledge and incorporate them into our neural architecture. Experiments on two low resource languages (including Dutch and Spanish) demonstrate the effectiveness of these additional semantic representations (average 4.8\% improvement). Moreover, on Chinese OntoNotes 4.0 dataset, our approach achieved an F-score of 83.07\% with 2.91\% absolute gain compared to the state-of-the-art results.
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Ruiz-Perez, Sergio, and Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.
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In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.
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Moreno-Jiménez, Luis-Gil, and Juan-Manuel Torres-Moreno. "Megalite: A New Spanish Literature Corpus for NLP Tasks." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110109.
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In this work we introduce the Spanish Literary corpus MegaLite, a new corpus well adapted to Natural Language Processing (NLP), Computational Creativity (CC), Text generation and others studies. We address the creation of this corpus of literary documents to evaluate or design algorithms in automatic text generation, classification, stylometry and rhetorical analysis, sentiment detection, among other tasks. We have constituted this corpus manually in order to avoir genre classification errors. Near of 5 200 works on the genres narrative, poetry and plays constitute this corpus. Some statistics and applications of MegaLite corpus are presented and discussed. The MegaLite corpus will be available to the community as a free resource, under several adequate formats.
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Procopio, Luigi, Edoardo Barba, Federico Martelli, and Roberto Navigli. "MultiMirror: Neural Cross-lingual Word Alignment for Multilingual Word Sense Disambiguation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/539.
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Word Sense Disambiguation (WSD), i.e., the task of assigning senses to words in context, has seen a surge of interest with the advent of neural models and a considerable increase in performance up to 80% F1 in English. However, when considering other languages, the availability of training data is limited, which hampers scaling WSD to many languages. To address this issue, we put forward MultiMirror, a sense projection approach for multilingual WSD based on a novel neural discriminative model for word alignment: given as input a pair of parallel sentences, our model -- trained with a low number of instances -- is capable of jointly aligning, at the same time, all source and target tokens with each other, surpassing its competitors across several language combinations. We demonstrate that projecting senses from English by leveraging the alignments produced by our model leads a simple mBERT-powered classifier to achieve a new state of the art on established WSD datasets in French, German, Italian, Spanish and Japanese. We release our software and all our datasets at https://github.com/SapienzaNLP/multimirror.
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Gris, Lucas Rafael Stefanel, and Arnaldo Candido Junior. "Automatic Spoken Language Identification using Convolutional Neural Networks." In Congresso Latino-Americano de Software Livre e Tecnologias Abertas. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/latinoware.2020.18603.
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Automatic Spoken Language Identification systems classify the spoken language automatically and can be used in many tasks, for example, to support Automatic Speech Recognition or Video Recommendation systems. In this work, we propose an automatic language identification model obtained through a Convolutional Neural Network trained over audio spectrograms on Portuguese, English and Spanish languages. The audio for the model training was obtained through audiobooks and different corpora for speech recognition systems. The audios were used to generate instances having five seconds each. We addressed the limitation of having few speakers in our dataset with simple data augmentation techniques such as speed and pitch changing on the original instances to increase the size of the dataset. The proposed model was optimized with a random hyperparameter search which provided a final model able to identify the proposed languages with 83% of accuracy on a new, unseen test data, made with audios from different sources.
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Wang, Wenya, and Sinno Jialin Pan. "Transition-based Adversarial Network for Cross-lingual Aspect Extraction." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/622.
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In fine-grained opinion mining, the task of aspect extraction involves the identification of explicit product features in customer reviews. This task has been widely studied in some major languages, e.g., English, but was seldom addressed in other minor languages due to the lack of annotated corpus. To solve it, we develop a novel deep model to transfer knowledge from a source language with labeled training data to a target language without any annotations. Different from cross-lingual sentiment classification, aspect extraction across languages requires more fine-grained adaptation. To this end, we utilize transition-based mechanism that reads a word each time and forms a series of configurations that represent the status of the whole sentence. We represent each configuration as a continuous feature vector and align these representations from different languages into a shared space through an adversarial network. In addition, syntactic structures are also integrated into the deep model to achieve more syntactically-sensitive adaptations. The proposed method is end-to-end and achieves state-of-the-art performance on English, French and Spanish restaurant review datasets.
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Glazova, Oksana. "NATIONAL-CULTURAL SPECIFICITY OF EXPRESSIVE FORMS OF ADDRESS IN THE RUSSIAN AND SPANISH LANGUAGES (COLOMBIAN AND COSTA RICAN VARIANTS)." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.040.
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Xiao, Dongling, Han Zhang, Yukun Li, Yu Sun, Hao Tian, Hua Wu, and Haifeng Wang. "ERNIE-GEN: An Enhanced Multi-Flow Pre-training and Fine-tuning Framework for Natural Language Generation." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/553.
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Current pre-training works in natural language generation pay little attention to the problem of exposure bias on downstream tasks. To address this issue, we propose an enhanced multi-flow sequence to sequence pre-training and fine-tuning framework named ERNIE-GEN, which bridges the discrepancy between training and inference with an infilling generation mechanism and a noise-aware generation method. To make generation closer to human writing patterns, this framework introduces a span-by-span generation flow that trains the model to predict semantically-complete spans consecutively rather than predicting word by word. Unlike existing pre-training methods, ERNIE-GEN incorporates multi-granularity target sampling to construct pre-training data, which enhances the correlation between encoder and decoder. Experimental results demonstrate that ERNIE-GEN achieves state-of-the-art results with a much smaller amount of pre-training data and parameters on a range of language generation tasks, including abstractive summarization (Gigaword and CNN/DailyMail), question generation (SQuAD), dialogue generation (Persona-Chat) and generative question answering (CoQA). The source codes and pre-trained models have been released at https://github.com/PaddlePaddle/ERNIE/ernie-gen.
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Govindan, Abinaya, Gyan Ranjan, and Amit Verma. "Intelligent Question Answering Module for Product Manuals." In 7th International Conference on Natural Language Computing (NATL 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112002.
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Question Answering (QA) has been a well-researched NLP problem over the past few years. The ability for users to query through information content that is available in a range of formats - organized and unstructured - has become a requirement. This paper proposes to untangle factoid question answering targeting the Hi-Tech domain. This paper addresses issues faced during document question answering, such as document parsing, indexing and retrieval (identifying the relevant documents) as well as machine comprehension (extract spans of correct answers from the context). Our suggested solution provides a comprehensive pipeline comprised of document ingestion modules that handle a wide range of unstructured data across various sections of the document, such as textual, images, and tabular content. Our studies on a variety of “real-world” and domain-specific datasets show how current fine-tuned models are insufficient for this challenging task, and how our proposed pipeline is an effective alternative.
Reports on the topic "Spanish language Address"
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.