Journal articles on the topic 'Spanish language Address, Forms of'
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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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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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Sampedro Mella, María. "Las formas de tratamiento en la tradición académica del español." Anuario de Letras. Lingüística y Filología 9, no. 1 (January 13, 2021): 105–32. http://dx.doi.org/10.19130/iifl.adel.2021.1.00284.
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The study of the Spanish address forms constitutes one of the greatest challenges in the domain of the empirical research, due to their great variability in the level of the form and in the use of the language in the pan-hispanic context. In this work we focus, specifically, on the evolution registered in the presentation of the address forms in the Spanish academic tradition. For that, we have examined the address pronouns in the grammars published by the Royal Spanish Academy during the XX and the XXI centuries, or in those sponsored by this institution. In this analysis, we observe the differences between these publications, regarding the information included about the form and the use of the address pronouns tú, vos, usted/ustedes and vosotros: usted (and its plural ustedes) as a formal address form, the differences between the address forms in the European and the American Spanish, the tuteo and the voseo phenomena, and the sociolinguistic and pragmatic variables taken into account in the choice of the different address forms.
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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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Ronina, E. A. "FUNCTIONING FEATURES OF SOME TYPES OF ADDRESS FORM IN THE SPANISH LANGUAGE AND THEIR TRANSLATION INTO RUSSIAN." Review of Omsk State Pedagogical University. Humanitarian research, no. 34 (2022): 100–104. http://dx.doi.org/10.36809/2309-9380-2022-34-100-104.
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The article discusses the features of some types of Spanish address forms from the point of view of their function of expressing the pragmatic component of the communicative situation. The parameters and methods of modeling a communicative situation by means of an address form are studied. The ways of transferring the address form in the translation are specified.
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Denbaum-Restrepo, Nofiya. "Polymorphism of second person singular forms of address in the Spanish of Medellin, Colombia." Journal of Pragmatics 203 (January 2023): 82–95. http://dx.doi.org/10.1016/j.pragma.2022.11.006.
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LeLoup, Jean W., and Barbara C. Schmidt-Rinehart. "Forms of Address in the Spanish Language Curriculum in the United States: Actualities and Aspirations." Hispania 101, no. 1 (2018): 10–24. http://dx.doi.org/10.1353/hpn.2018.0081.
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Villarreal, Dan. "Connecting production to judgments: T/V address forms and the L2 identities of intermediate Spanish learners." Journal of Pragmatics 66 (May 2014): 1–14. http://dx.doi.org/10.1016/j.pragma.2014.02.005.
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De Cock, Barbara, and Neus Nogué Serrano. "The pragmatics of person reference." Languages in Contrast 17, no. 1 (February 13, 2017): 96–127. http://dx.doi.org/10.1075/lic.17.1.05dec.
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Abstract In this article, we show through a contrastive analysis of person reference in Catalan and Spanish parliamentary discourse, that it is paramount to take into account not only syntactic but also pragmatic factors in order to adequately analyse the differences between two languages that have rather similar morphological paradigms. Thus, we will show that singular deictics are used more widely in Spanish parliamentary discourse, whereas plural forms are preferred in Catalan, which is possibly related to more general cultural features and to the political system as a whole. Furthermore, we will discuss differences in the use of the formal address forms. Finally, we will show that some differences in the use of vocatives may be due to the debating styles and history of the respective parliaments.
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Merlan, Aurelia. "Sprachkontakte des portugiesischen im Spätmittelalter und ihre Auswirkungen auf das Anredesystem." Studia Universitatis Babeș-Bolyai Philologia 65, no. 4 (October 30, 2020): 241–60. http://dx.doi.org/10.24193/subbphilo.2020.4.15.
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Language Contact of Portuguese During the Late Middle Ages and Its Effect on the Portuguese System of Address Forms. Towards the end of the Middle Ages, various noun phrases for reverential address (like Vossa Mercê) appear in Portuguese and enter into competition with the pronoun vos, finally leading to a restructuring of the system of address forms. Regarding these noun phrases, the present article tries to determine to which degree their appearance may be explained by linguistic contact between Portuguese and Spanish/Italian. For that purpose, the article describes, in the first part, the nature and intensity of these contacts. The second part analyses the reverential noun phrases in three 15th century chronicles which contain (some of) the oldest documented cases of this new strategy of address.
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Collins, Chris, and Francisco Ordóñez. "Spanish usted as an imposter." Probus 33, no. 2 (August 31, 2021): 249–69. http://dx.doi.org/10.1515/prbs-2021-0006.
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Abstract Across dialects, Spanish uses the third person forms usted and ustedes to refer to the addressee. In this squib, we propose an imposter analysis of these forms in the framework of Collins and Postal (2012. Imposters. MIT Press, Cambridge.).
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Karpova, Yulia Anatolyevna, and Igor Vyacheslavovich Stefanchikov. "On the origin of the Uruguayan voseo." Litera, no. 12 (December 2021): 1–14. http://dx.doi.org/10.25136/2409-8698.2021.12.37094.
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This article is dedicated to the origin of the phenomenon of voseo in the Uruguayan Spanish. Description is given to the evolution of the use of pronoun ‘vos’ and the corresponding verb forms in the Old Spanish and classical Spanish language, as well as to specificity of the development of the forms of voseo in Latin America (namely the process hybridization of the paradigm). Special attention is given to the spread of this linguistic phenomenon in the Río de la Plata, which includes the territory of modern Uruguay, in the context of the history of colonization. The author examines the theory of the two “norms” (urban and rural) to clarify the correlation between ‘tú’ and ‘vos’ in the Uruguayan Spanish of the XVIII – XXI centuries. This article is first within the Russian Spanish studies to examine the forms of address in the Uruguayan Spanish from the diachronic perspective, as up to the present it has rarely become the focus of attention of the Soviet and Russian philology. The following conclusions are formulated: 1) the key factor in wide spread occurrence of voseo in the Spanish language of America lies in the specificity of assimilation of the Spanish language by autochthonous and mixed population; 2) unlike Spain and some regions of America, the forms ‘vos’ prevalent Río de la Plata with the beginning of colonization have not been displaced by the form ‘tú’ due ti peripheral location of the territory and remoteness from cultural centers of the empire; 3) at the same time, the presence of tuteo was more noticeable in the cities, which led to the formation of two “norms” in the region – rural, characterized by voseo; and urban tuteo, which was oriented towards Pyrenean norm.
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Carvajal-Espinoza, Jorge, and Greg Welch. "Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program." Revista Electrónica Educare 20, no. 3 (September 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.9.
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When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study examined the measurement equivalence of a Spanish translated version of a statewide Mathematics test originally constructed in English by using a multi-group CFA approach. The study used samples of native speakers of the target language of the translation taking the test in both the source and target language, specifically Hispanics taking the test in English and Spanish. Test items were grouped in twelve facet-representative parcels. The parceling was accomplished by grouping items that corresponded to similar content and computing an average for each parcel. Four models were fitted to examine the equivalence of the test across groups. The multi-group CFA fixed factor loadings across groups and results supported the equivalence of the two language versions (English and Spanish) of the test. The statistical techniques implemented in this study can also be used to address the performance on a test based on dichotomous or dichotomized variables such as gender, socioeconomic status, geographic location and other variables of interest.
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Aaron, Jessi Elana. "The road already traveled." Studies in Language 40, no. 1 (April 29, 2016): 26–62. http://dx.doi.org/10.1075/sl.40.1.02aar.
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Usage-based models of language have proposed a dynamic, organized system based on analogy, or the recognition of similarity. The potential role of analogy between similar forms or constructions, however, is not often discussed. If we aim to illustrate grammaticalization and other diachronic processes not through one construction at a time — but by quantitatively assessing the relationship between constructions — we may better address the role of analogy as a mechanism of change. This quantitative, diachronic, corpus-based examination of language-internal constructional analogy is based on four forms in Spanish: altamente ‘highly’, enormemente ‘enormously’, extraordinariamente ‘extraordinarily’, and extremadamente ‘extremely’. These forms all occur in at least two basic constructions, in which they function as modifiers of verbs and as modifiers of modifiers. Analogical “transference” of paths of change between forms is proposed as a cross-linguistic language-internal process. Not only do forms compete with each other, but they also may borrow the path another has taken.
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Bertolotti, Virginia. "Microcortesía y cambios en los tratamientos pronominales en español." Romanica Cracoviensia 22, no. 2 (September 13, 2022): 189–201. http://dx.doi.org/10.4467/20843917rc.22.017.15866.
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Micropoliteness and change in the pronominal system of adresse forms This paper examines the concept of micropoliteness or sympathetic politeness as a type of verbal politeness different from normal courtesy or strategic courtesy that have been used to explain some uses of forms of address in Spanish. This concept allows for a common explanation for some uses of Hispanic address forms, usually conceived as exceptional cases (the so-called: affectionate usted (Sp. usted de cariño/de coqueteo), patrician usted (Sp. usted Patricio), festive usted (usted festivo), affective su merced (Sp. su merced afectivo) or meliorative vosotros (Sp. vosotros meliorativo)). The analysis of the data provided in the bibliography and some of our own shows how these treatments described in the literature are not fully explained neither through the classic concepts of power and solidarity nor through other parameters that extend and complement the previous ones.
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Jonge, Bob de. "Reflections of gender and address in language use: The culturally driven motivation of the uses of Spanish oblique pronouns le and lo." Lodz Papers in Pragmatics 18, no. 1 (May 1, 2022): 29–54. http://dx.doi.org/10.1515/lpp-2022-0002.
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Abstract This article deals with the problem of different distributions of the Spanish pronouns le and lo ‘him, her, polite you’ (and their morphological variants les, los, la and las) that may be observed in different realms of the Spanish speaking world (geography, sociologically etc.). In this paper, as a starting point, the more established and traditional case theory will be compared with the Control System Hypothesis in a particular corpus of a non-standard, Peninsular variant of Spanish. The hypothesis that will then be tested is that the use of the pronouns under focus in this particular variant, as well as in all variants, is based on one and the same semantic substance, but that (groups of) speakers may apply this substance for different communicative needs, resulting in different distributions of the forms in different language samples of the respective (groups of) speakers. These differences, then, are not representative of different meanings, but may be representing cultural differences of the respective speech group. The case in focus is middle-class Spanish of the 60s as represented in a novel by Miguel Delibes, and particularly how men and women are addressed. This corpus was chosen because of its particular, non-standard distribution of the pronouns in question, being therefore of particular interest to test the hypothesis.
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Garrido Ardila, J. A. "Los tratamientos pronominales T/V en un contexto situacional de formalidad alta." Zeitschrift für romanische Philologie 136, no. 2 (June 4, 2020): 507–37. http://dx.doi.org/10.1515/zrp-2020-0026.
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AbstractThis article analyses the usage of T/V forms of address in Peninsular Spanish in a context of high formality —four interviews on Spanish national television of ca. 40 minutes each to frontbench politicians by top political analysts. Whilst the interviewers used V consistently, from the different choices of T/V pronouns made by the interviewees a number of intriguing conclusions are inferred. Unlike previous research into the addressees’ social factors, this research shows that the addressees’ age, sex and power/authority did not necessarily have an impact on the speakers’ choice of T or V. Conversely, the factor common to those speakers who used T was their young age (not the addressees’). Additionally, the cases of variation within the same speaker’s speech, changing from V to T, were prompted by the speaker’s desire to implicate less solidarity in moments when they disagreed with their interlocutors. In sum, this research reveals that the choice of T or V, even in contexts of the highest formality, may depend on the speaker’s idiosyncrasy and will to express more or less distance with their addressee.
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Vázquez-Larruscaín, Miguel. "Arguing Spanish voseo tuteante verb endings: learning, variation and history with OT." Papers in Historical Phonology 5 (December 29, 2020): 123–52. http://dx.doi.org/10.2218/pihph.5.2020.5299.
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The full historical trajectory of voseo (second plural) forms becoming (deferent) second singular forms — as in Latin vos amātis (2pl) > Medieval Spanish vos amádes (2sg formal) — is a central chapter in the history of Spanish. In many Latin-American Spanish vernaculars, classical voseo fused with the original tuteo, giving rise to a new neutral address paradigm, voseo tuteante (Pre-classical Spanish voseo: vos amádes, amáes, amáis, amás (2sg formal) > Latin-American Spanish voseo tuteante: vos amáis, amás (2sg informal)). After a process of selection from the available options, four sets of endings have survived in those varieties: (áis, éis, ís / ás, és, ís / áis, ís, ís / ás, ís, ís). Why these four? The analysis proposed here builds on global properties of the verb system: (i) the verb suffix -is definitively replaced -des in the second half of the XVII century and the early XVIII century, and (ii) the four sets of endings now extant are exactly the ones that can be learned by Optimality-Theoretic grammar-inductive algorithms. This analysis supports the generative view that only languages with learnable grammars are passed on to future generations. Unlearnable languages are most likely to be lost over time. Similarly, variation is also constrained by the limits set by learnability conditions.
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von Stutterheim, Christiane. "Linguistic structure and information organisation." EUROSLA Yearbook 3 (August 28, 2003): 183–206. http://dx.doi.org/10.1075/eurosla.3.11stu.
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This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).
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González Cruz, Maria Isabel. "Exploring the dynamics of English/Spanish codeswitching in a written corpus." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 331. http://dx.doi.org/10.14198/raei.2017.30.12.
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This investigation is part of a much larger ongoing research project which approaches a corpus of popular romance fiction novels from a multidisciplinary perspective. The paper focuses on the usage of Spanish words and expressions in the English written discourse of two samples of romances taken from the corpus we are compiling for Research Project FFI2014-53962-P. When analyzing the occurrences of Hispanicisms in the samples, we will specifically address the issues of both their forms and the different socio-pragmatic functions that these cases of language switching seem to play. It is only recently that scholars have studied the patterns of codeswitching in literary writing, but, to the best of the author’s knowledge, no previous research has focused on codeswitching in this particular subgenre, which has always been doubly stigmatized for being both popular and feminine.
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SÁNCHEZ, LAURA. "L2 activation and blending in third language acquisition: Evidence of crosslinguistic influence from the L2 in a longitudinal study on the acquisition of L3 English." Bilingualism: Language and Cognition 18, no. 2 (August 14, 2014): 252–69. http://dx.doi.org/10.1017/s1366728914000091.
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This paper reports the findings of a four-year longitudinal study that examined the role of prior linguistic knowledge on the written L3 production of 93 Spanish/Catalan learners. Two research questions guided the study: the first asked whether a background language (L1s Spanish/Catalan, L2 German) would activate in parallel with L3 English during word construction attempts involving verbal forms, and if so, which would be the source language of blending. The second addressed the progressive readjustments of L2 activation and blending in the course of the first 200 hours of instruction. The elicitation technique was a written narrative based on a story telling task. Data were collected first when the learners were on average 9.9 years old (T1), and again at the ages of 10.9 (T2), 11.9 (T3) and 12.9 (T4). The focus of analysis was on word construction attempts that involved verbal forms. The results suggest that a background language, the L2, did indeed activate, especially at early stages of L3 acquisition.
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Escudero, Tanya. "The Translation of Verse Form. A Revision of Holmes’ Model Based on the Spanish Translations of Shakespeare’s Sonnets." Sendebar 32 (November 5, 2021): 7–29. http://dx.doi.org/10.30827/sendebar.v32.16892.
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While an essential component of poetry, form has been frequently overlooked in research on poetry translation or has been addressed under rather prescriptivist approaches, with notable exceptions (Holmes 1994, Jones, 2011, among others). This paper deals with the translation of the poetic form from a descriptivist perspective from a corpus of 69 Spanish translations of Shakespeare’s Sonnets published between 1877 and 2018. It addresses, particularly, the outer form or macrostructure of the poems using one sonnet of each translation as a prototype. This analysis will serve as a basis for classifying these translations according to James S. Holmes’ metapoem forms and for proposing a revision of this model. While there are certain forms or patterns repeated throughout, the diverse solutions show that there is no single favoured way of rendering these sonnets, not even during a specific period (beyond the preference for verse over prose).
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Leow, Ronald P. "A STUDY OF THE ROLE OF AWARENESS IN FOREIGN LANGUAGE BEHAVIOR." Studies in Second Language Acquisition 22, no. 4 (December 2000): 557–84. http://dx.doi.org/10.1017/s0272263100004046.
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This study is a quantitative and qualitative investigation of the effects of awareness, or the lack thereof, on 32 adult second or foreign language (L2) learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data, gathered while learners completed a problem-solving task (a crossword puzzle) and postexposure assessment tasks (a multiple-choice recognition task and a written production task), were used to measure awareness or the lack thereof, and morphological learning was assessed by learners' performances on the two postexposure tasks. From a theoretical perspective, no dissociation between awareness and further processing of targeted forms was found in this study, the results of which are compatible with the claim that awareness plays a crucial role in subsequent processing of L2 data (e.g., Robinson, 1995; Schmidt, 1990, 1993, 1994, 1995). From a methodological perspective, the data collection procedure clearly underscores the need for studies that investigate the roles of attention and awareness in second language acquisition (SLA) to gather as much data as possible from different sources that reveal participants' internal processes. By attempting to ascertain what learners really attend to or are aware of, or both, while exposed to or interacting with L2 data, such information can also address the methodological issue of how representative learners' performances in experimental groups really are in studies conducted under an attentional framework in SLA.
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Morgan-Short, Kara, Jeanne Heil, Andrea Botero-Moriarty, and Shane Ebert. "Allocation Of Attention To Second Language Form And Meaning." Studies in Second Language Acquisition 34, no. 4 (November 16, 2012): 659–85. http://dx.doi.org/10.1017/s027226311200037x.
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The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension. These findings are considered in light of methodological issues and the larger issue of simultaneous attention to form and meaning in a L2.
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Fernández, Susana, and Hanne Andersen. "Oral proficiency in second and third foreign languages in the Danish education system." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 49–67. http://dx.doi.org/10.17011/apples/urn.201903011689.
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In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.
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Montero Curiel, Marisa, and Pilar Montero Curiel. "Sufijación y género gramatical." Studia Universitatis Babeș-Bolyai Philologia 66, no. 4 (December 17, 2021): 95–110. http://dx.doi.org/10.24193/subbphilo.2021.4.06.
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Suffixation and Grammatical Gender. The presence in the Spanish language of words like la silla (chair) and el sillón (armchair), el lago (lake) and la laguna (lagoon), la casa (house) and el caserón (mansion) or la corbata (tie) and el corbatín (bow tie), leads us to wonder if the grammatical gender change in these pairs of non-sexed nouns is justified due to a variation in the size of the object – a type traditionally studied as a dimensional genre – or if it is imposed by the suffix that is added to the root in one of the forms, irrespective of whether or not it is a modification based on the dimensions of the object. Under this approach, we will try to address a topic which pivots on flexive morphology and derivational morphology and to which the etymology of each of the analysed forms will have a great deal to contribute in order to draw conclusive results. Keywords: grammatical gender, suffix, derivational morphology, flexive morphology
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Pérez-Sabater, Carmen. "The rhetoric of online support groups." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 2 (December 31, 2015): 465–85. http://dx.doi.org/10.1075/resla.28.2.05per.
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The study draws on a diverse sample of adult users of online support groups to investigate how men and women engage in written conversations, and how these interactions are carried out in English and in Spanish contrastively. We will see to what extent female and male communicators in online support groups display similar power behaviours since some authors believe that these fora seem to provide a context where factors such as power and status are neutralised. In general, the detailed quantitative analysis suggests that women use powerless markers far more frequently than men. Therefore the findings support the contention that gender-based differences persist on the Internet, an arena which was initially believed to be free of built-in bias. On the other hand, the inter- and cross-cultural comparison indicates that the discourse practices in English include more powerless markers than those in Spanish. Interestingly, the abundant use of occurrences of formal addresses and polite forms displayed by men in Spanish may suggest that, in online support groups, men may be adopting communicative strategies traditionally associated with women’s discourse.
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Hornero Corisco, Ana María. "Translation of temporal dialects in the dubbed versions of Shakespeare films." Sederi, no. 27 (2017): 47–79. http://dx.doi.org/10.34136/sederi.2017.3.
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This paper intends to provide a thorough analysis of some linguistic features of Early Modern English present in three Shakespeare movies and how they have been transferred in the Spanish translation for dubbing. To achieve it, a close observation of forms of address, greetings and other archaic formulae regulated by the norms of decorum of the age has been carried out. The corpus used for the analysis: Hamlet (Olivier 1948) and Much Ado about Nothing (Branagh 1993), highly acclaimed and rated by the audience as two of the greatest Shakespeare movies. A more recent version of Hamlet (Branagh 1996)—the first unabridged theatrical film version of the play—will be analyzed too in the light of the translation choices, and the results will be compared with those of the other two films.
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Aristizabal, Paula, Foyinsola Ani, Erica Del Muro, Teresa Cassidy, M. Elena Martinez, Erin Stucky-Fisher, and William D. Roberts. "Who Am I? Improving Quality of Data Collection for Race/Ethnicity and Language in Pediatric Hematology/Oncology." Blood 124, no. 21 (December 6, 2014): 6018. http://dx.doi.org/10.1182/blood.v124.21.6018.6018.
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Abstract Introduction: Disparities in the quality of care provided to minorities has been documented in the literature. Reliable racial/ethnic reporting is critical, as initiatives to address healthcare disparities remain priorities on the national agenda. Hispanic children have been cited as having a higher incidence of leukemia/lymphoma but poorer survival rates. Accurate attribution of disease incidence and outcome to specific populations is central to ensuring appropriate access to care, family communication, resource distribution and funding for research. Analysis of 2000-2010 Hematology/Oncology data at Rady Children's Hospital San Diego (RCHSD) found a 13.02% discrepancy rate for race/ethnicity accuracy and 21% self-report rate. RCHSD is a pediatric medical center serving San Diego, Imperial, and southern Riverside counties in California, where Hispanic children comprise 42% of the population. While there is consensus regarding the importance of self-reporting of race/ethnicity, we identified both significant lack of self-reported race/ethnicity data and varied forms used to collect patient demographics at our site. Research has shown that most observers including administrative staff will accurately identify individuals as white or black, but Hispanic and multiracial individuals are often misidentified. Purpose: The Global Aim of this study was to improve resource allocation, patient-provider engagement and access to race/ethnicity and language data for research through correct race/ethnicity/language attribution. Our SMART aim was to implement a uniform and accurate system for data collection on race/ethnicity and language for the hematology/oncology population at our hospital with a reduction of missing and discrepant data to <2% within 6 months. Design/Methods: We conducted a quality improvement pilot project to achieve our Global Aim. Plan-Do -Study-Act method was used. P: Key stakeholders used Fishbone analysis and flow charting and several barriers to processes and possible interventions were identified. A new single form (English and Spanish) was created to obtain self-reported race/ethnicity and information on preferred language of written medical information, and preferred spoken language. A decision map to aid parents in question answering and information sheet were also created. Staff was trained to assist parents and document in the Electronic Medical Record (EMR). D: Self-reported data was obtained from 200 patients during a 6-week period. S: Pre and Post rates of self-reported race/ethnicity and language data completion and accuracy rates were compared. Accuracy rates for race/ethnicity and language were calculated by comparing existing demographic information in the EMR system at RCHSD versus demographic information collected with the new form. A: Data was presented to Hospital Quality Council; plan to embed tools in EMR and pilot a second population. Results: We found that race/ethnicity information was not collected in a uniform and consistent manner. Seven different demographic data collection forms were replaced by the new form. Discrepancy rate was reduced to 1.2%, a reduction of 90% (chi-square 19.073, p<0.001) and self-report rate was increased to 97%, an increase of 76% (chi-square 191.318, p<0.001). Forty-eight percent of individuals self-identified as Hispanic, 13% preferred Spanish as the language for spoken and written medical material, and in 21% patients, Spanish was the language spoken at home. Conclusions: Identifying barriers, reducing variability with a single data collection tool, and adjunct tools improved race/ethnicity/language accuracy. Next steps include definitive implementation and expansion to entire hospital. Collecting accurate information on patients' race/ethnicity and language should be a universal practice, enabling to understand and address disparities in childhood cancer. Disclosures No relevant conflicts of interest to declare.
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Clements, J. Clancy. "THE TENSE-ASPECT SYSTEM IN PIDGINS AND NATURALISTICALLY LEARNED L2." Studies in Second Language Acquisition 25, no. 2 (June 2003): 245–81. http://dx.doi.org/10.1017/s0272263103000111.
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The advantages and disadvantages of wider or narrower definitions of pidginization and pidgin are reviewed to determine the differences between pidgins and naturalistically learned second languages (L2s). It is argued that a wider definition is preferred because it avoids problematic counterexamples and captures generalizations that allow us to view the difference between naturalistic L2 varieties and pidgins as one of degree, not of type. In first language (L1) acquisition, Bates and Goodman (1999) showed the link between the development of vocabulary and grammar and argued that this may be explained by, among other things, logical and perceptual bootstrapping. It is suggested that these types of bootstrapping are also relevant for explaining the pace of grammar development in pidgins and naturalistic L2 varieties. The tense-aspect system of a Spanish variety spoken by a Chinese immigrant in Spain is examined in detail. The data, taken from a 90-minute interview that yielded 602 tokens, reveal several clear traits of the informant's verbal system: (a) All nonfinite, imperfective verb forms (gerunds) correspond exclusively to Vendlerian activities; (b) all but three of the perfective nonfinite forms (past participles) correspond to telic verbs or predicates; and (c) 81% of the stative verbs appear in the third-person-singular present form. The sensitivity to aspectual distinctions in the informant's variety of Spanish is not addressed by logical and perceptual bootstrapping. Furthermore, although this sensitivity can be partially explained by language-specific considerations (i.e., transfer from Mandarin), such an explanation does not speak to precise form–function mappings found, which are best accounted for by appealing to the Primacy of Aspect and Distributional Bias hypotheses (Andersen, 1993; Andersen & Shirai, 1996).
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Caggiano Blanco, Ramiro Carlos Humberto, and María Zulma M. María Zulma. "Forms of address as a strategic activity and as an index of categorization within societies of approximation or distancing." Textos en Proceso 4, no. 2 (December 15, 2018): 174–93. http://dx.doi.org/10.17710/tep.2018.4.2.3blancoykulikowski.
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The objective of this work is to describe similarities and differences in the address forms in non-polite acts formulated by university students from the cities of Córdoba (Argentina) and Sao Paulo (Brazil), which favor the use of extrinsic politeness. We will analyze, specifically, nominal, pronominal and vocative forms, used in directive acts for personal benefit (requests) and non-preferred responses (rejections) as linguistic procedures for pragmatic attenuation. As discursive-argumentative strategies, we will analyze how the forms of treatment serve the purposes of approximation - or non-distancing - social of the interactants, in the search for the balance of the images. As it is a corpus formed by university students' statements, the address forms, which we will work, will be the informal ones corresponding to each of the speech communities: você (São Paulo, Brazil) and vos (Córdoba, Argentina). The different formulas that pass between the gradation of greater or less colloquiality in each of the cities will also be indicated. Our hypothesis is that such differences and similarities will allow us to record important data for the categorization of each of the speech communities in the continuum proposed by Haverkate (2004) and Briz (2007) of approximation and distancing societies. We emphasize that this work is part of an intercultural research developed within the methodological parameters of the project Es.Por.Atenuación, which establishes the theoretical framework for the realization of both comparative studies between Spanish and Portuguese, as well as the different regional variants of each of those languages.
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Cassiani Obeso, Estilita María. "Reinforcement of Grammatical Structures through Explicit Instruction in Palenquero Creole: A Pilot Study." Languages 6, no. 1 (March 4, 2021): 41. http://dx.doi.org/10.3390/languages6010041.
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The Afro-Hispanic creole, Palenquero, has been spoken (together with Spanish) in the village of San Basilio de Palenque, Colombia, for centuries. Until recently, Palenquero was endangered due to prejudice, but language revitalization efforts are underway, and younger speakers are learning Palenquero, but with little reinforcement out of school. The school instruction involves no grammatical explanations, almost no student production, or critical feedback. Adult speakers usually do not address younger speakers in Palenquero, thus leaving school-acquired forms suspended without reinforcement. This represents a unique scenario of heritage acquisition of a language with no bidirectional communication between younger and adult speakers. The present study focuses on the use of preverbal particles and prenominal plural marker by heritage speakers of Palenquero before and after explicit instruction. Communication activities explicitly presented the prenominal plural ma and preverbal particles, such as zero morpheme (simple present), asé (habitual), ta (progressive), a (perfective/simple past) and tan (future). Participants performed better at the post-test and results suggest that explicit explanation of grammatical rules, practice, repetition, and corrective feedback improved the usage of ma and tan. This result lines up with previous studies that posit the amount of time and exposure that learners need in order to acquire complex morphology.
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Luján-García, Carmen. "The use of English initialisms and abbreviations in the field of pharmaceutical business communication in Spanish." Terminology 26, no. 1 (June 12, 2020): 60–81. http://dx.doi.org/10.1075/term.00042.luj.
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Abstract The present paper deals with the use of English initialisms and abbreviations in the professional field of pharmaceutical business communication in Spanish. This specialized area has not yet been previously examined, and the use of initialisms and abbreviations is becoming more and more extended. The corpus consisted in an up-to-date list of thirty-seven shortened forms, which was extracted from a digital magazine addressed to pharmacists. In order to document the use of the initialisms, acronyms and abbreviations examined in Spanish, a combined analysis was carried out: firstly, the above mentioned list of initialisms and acronyms from the online magazine www.correofarmaceutico.com provided evidence about their use in written language; and secondly, the twenty-one pharmacists who answered our questionnaire provided data about practitioners’ familiarity with and the actual usage of these lexical items.
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Beauchemin, Melissa Parsons, David DeStephano, Rohit R. Raghunathan, Melissa Kate Accordino, Grace C. Hillyer, Justine Kahn, Cynthia Law, et al. "Optimizing the implementation of systematic financial screening." Journal of Clinical Oncology 40, no. 28_suppl (October 1, 2022): 277. http://dx.doi.org/10.1200/jco.2022.40.28_suppl.277.
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277 Background: Implementation of routine financial screening is a critical step toward mitigating financial toxicity. Screening facilitates identification and intervention delivery. We evaluate the feasibility and acceptability of systematic financial screening in a large, urban, outpatient cancer center. Methods: We developed and implemented a stakeholder-informed process to systematically screen all patients with cancer for financial hardship and financial worry using two items from the Comprehensive Score for Financial Toxicity. Screening was completed by patients in English or Spanish on paper forms or through the patient electronic portal; all responses were entered into the electronic health record (EHR). Repeated measures were prompted through the EHR monthly. We evaluated the feasibility of the implementation by completion rates, mode of completion and follow-up completion rates; and identified key factors to optimize implementation strategies and improve sustainability through key stakeholder feedback from patients, clinicians and staff. Results: From 3/2021 – 3/2022, 3,500 patients were seen in the outpatient breast oncology clinic and thus, eligible for screening. Of these, 39% (1,349) responded, either by paper or portal, 12% (N = 437) preferred not to answer when checking in via the patient portal, and the remaining 49% (N = 1,714) did not have data in their EHR, meaning screening was not offered or they did not complete the paper forms. Of the 1,349 respondents, most (79%, N = 1,063) responded via portal. Repeated screening measures were completed by 42% (N = 563) more than once. By language preference, response rates were 46% (English), 28% (Spanish), and 29% (Other languages). Completion rates on paper were not sustained after the initial implementation and dropped significantly after 6/2021; this correlated with staffing shortages. After expanding capacity for patients to check-in using kiosks in clinic in 7/2021, completion rates increased 78% in the following 3 months. Significant financial hardship was endorsed by 51% (N = 694), and financial worry by 36% (N = 484). From stakeholder feedback, including patient interviews, components were identified to improve screening completion rates: partnering with staff to facilitate distribution of paper forms for patients who do not use the portal; optimizing patient engagement with the portal; partnering with the electronic health record vendor to ensure non-English access is optimized; and transparent communication to patients regarding the purpose of the screening and resources available. Conclusions: We demonstrate that implementation of systematic financial screening requires an inclusive approach to achieve acceptable and equitable response rates. Electronic data capture contributes to successful financial screening implementation, but inclusive procedures that address language and technology preferences are needed to optimize screening.
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Ragnarsdóttir, Hrafnhildur, Melina Aparici, Dalia Cahana-Amitay, Janet G. van Hell, and Anne Viguié-Simon. "Verbal structure and content in written discourse." Written Language and Literacy 5, no. 1 (February 21, 2002): 95–126. http://dx.doi.org/10.1075/wll.5.1.05rag.
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This paper forms a bridge between the article on noun phrase patterning by Ravid et al. 2002 and that on passive voice constructions by Jisa et al. 2002. The study reports on a cross-linguistic, developmental study of verbal structures and verb types used in two genres of written discourse: personal narratives and expository texts. The study is aimed at (a) establishing the profile of linguistic features that characterize and differentiate these two genres; (b) identifying the developmental changes beyond middle childhood that lead to the proficient use of a full repertoire of verbal structures in the construction of both types of text; and (c) providing fresh empirical evidence for cross-linguistic similarities and differences in the linguistic devices used for Genre differentiation. The paper begins to address these issues by considering quantitative aspects of Genre differentiation in four age-groups (grade-school children, junior high school, high school, and adults) and in five languages (Dutch, French, Hebrew, Icelandic, and Spanish). We expected narratives and expository texts to be characterized by contrasting distribution of the categories that we analysed — verb tense, aspect, mood, voice, and person — across the age-groups and languages under study. To test this prediction, all verbs in our sample were analysed using common coding procedures in all five languages, followed by a statistical analysis of the frequency distribution of each coded category (as our dependent variables) across Age and Genre in each of the languages.
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Álvarez López, Laura, and Virginia Bertolotti. "Usos americanos de su merced en el siglo XIX." Lexis 37, no. 1 (July 31, 2013): 5–32. http://dx.doi.org/10.18800/lexis.201301.001.
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ResumenEste trabajo de carácter empírico documenta la presencia de la forma de tratamiento su merced durante el siglo XIX, en particular, en textos literarios latinoamericanos que representan el habla de africanos y de sus descendientes, tomados de Lipski (2005a, 2005b), y en textos literarios presentes en CORDE. El texto muestra también otros usos de su merced ligados a contextos de comunicación oficial escrita a partir de estudios anteriores. Asimismo, en este trabajo, se revisa la bibliografía sobre la forma en cuestión, se documenta el uso de su merced y se concluye que esta forma de tratamiento aparece en el contexto de relaciones sociales asimétricas y, muy marcadamente, en variedades de español habladas por africanos o descendientes de africanos en el siglo XIX.AbstractThis paper is an empirical study of the presence of the address form su merced in the XIX century, particularly in Latin American literary texts representing the speech of Africans and their descendants, based on examples taken from Lipski (2005a, 2005b) and texts included in CORDE. Based on data found in other corpora, the discussion also includes uses of su merced in official written communication. It reviews earlier studies about su merced in Latin America and concludes that this address form appears in the context of asymmetrical social relations between groups and especially in the speech of Africans and their descendants.Keywords: su merced – Bozal Spanish – XIX century – language contact
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Burnett, Heather. "Variation as a testing ground for grammatical theory." Linguistic Variation 16, no. 2 (December 31, 2016): 267–99. http://dx.doi.org/10.1075/lv.16.2.05bur.
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This paper addresses the contribution that corpus-based studies of syntactic variation can make to the construction, elaboration and testing of formal syntactic theories, with a particular focus on the testing dimension. In particular, I present a new empirical study of obligatory and optional asymmetric negative concord phenomena, and I show how an influential analysis for obligatory concord patterns (de Swart, 2010) can be tested using variation data through looking at the predictions that its natural probabilistic extension makes for the forms, interpretations and frequency distributions of expressions in languages in which asymmetric concord is optional. In obligatory negative concord languages like Spanish, negative indefinites, such as nadie ‘no one’, appear bare in preverbal position (i.e. in an expression like Nadie ha venido ‘No one came’), but they co-occur with the negative marker no in postverbal negative concord structures such as No he visto a nadie ‘I did not see anyone.’ (lit. ‘I did not see no one.’). Furthermore, in this language, co-occurrence between a negative marker and an n-word is either prohibited (*Nadie no ha venido), or it is obligatory (*He visto a nadie). Québec French shows a variable version of the Spanish pattern in which the negation marker optionally co-occurs with postverbal negative indefinites (J’ai (pas) vu personne ‘I saw no one’) but is prohibited with preverbal negative indefinites *Personne est pas venu (Ok: Personne est venu. ‘No one came’). I show how the predictions for Montréal French of de Swart’s analysis of Spanish can be tested (and, in this case, mostly verified) using a quantitative study of the distribution of bare and concord structures in the Montréal 84 corpus of spoken Montréal French (Thibault & Vincent, 1990) through looking at its natural extension within Boersma (1998)’s stochastic generalization of the Optimality Theory framework, which is the framework in which de Swart’s proposal is set.
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Floyd, Laura. "Conflicting Communication Strategies of Election Debates in Spanish and Ukrainian Political Discourse." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 59–71. http://dx.doi.org/10.17721/2663-6530.2020.38.04.
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The article analyzes the conflicting communication strategies of the participants of the election debates in Spain in 2019. The peculiarities of communicative interaction of Spanish politicians in the conditions of political agitation on the eve of the parliamentary elections are considered the main strategies of their interaction are singled out. The purpose of the analysis was to identify and characterize the main communication strategies used by Spanish politicians during the 2019 election campaign during a televised debate. The material of the study was a card index of text fragments of speeches by Spanish politicians A. Lastro, C. Alvarez, I. Monteros, G. Rufian, A. Esteban, and others. A total of 350 micro texts were analyzed, which allowed us to identify communicative conflict as the main type of interaction in the pre-election discourse. The article defines that communicative strategy in political discourse is a general direction of interaction of politicians, which directs language means in order to realize the intention – to influence the addressee. In the pre-election discourse of political debates, the main strategies are focusedon conflict interaction, within which strategies of discrediting and manipulation aresingled out. The strategy of discrediting involves reducing the communicative status of the opponent and is represented by tactics of accusation and insults. The main linguistic means of implementing the strategy of discrediting are stylistically reduced vocabulary and grammatical forms of dialogic nature. The strategy of manipulation is implemented through the tactics of interpretation, declaration and intimidation. At the linguistic level, manipulation involves the use of abstract vocabulary, precedent phenomena and expressive and evaluative means.
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Floyd, Laura. "Conflicting Communication Strategies of Election Debates in Spanish and Ukrainian Political Discourse." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 59–71. http://dx.doi.org/10.17721/2663-6530.2020.38.04.
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The article analyzes the conflicting communication strategies of the participants of the election debates in Spain in 2019. The peculiarities of communicative interaction of Spanish politicians in the conditions of political agitation on the eve of the parliamentary elections are considered the main strategies of their interaction are singled out. The purpose of the analysis was to identify and characterize the main communication strategies used by Spanish politicians during the 2019 election campaign during a televised debate. The material of the study was a card index of text fragments of speeches by Spanish politicians A. Lastro, C. Alvarez, I. Monteros, G. Rufian, A. Esteban, and others. A total of 350 micro texts were analyzed, which allowed us to identify communicative conflict as the main type of interaction in the pre-election discourse. The article defines that communicative strategy in political discourse is a general direction of interaction of politicians, which directs language means in order to realize the intention – to influence the addressee. In the pre-election discourse of political debates, the main strategies are focusedon conflict interaction, within which strategies of discrediting and manipulation aresingled out. The strategy of discrediting involves reducing the communicative status of the opponent and is represented by tactics of accusation and insults. The main linguistic means of implementing the strategy of discrediting are stylistically reduced vocabulary and grammatical forms of dialogic nature. The strategy of manipulation is implemented through the tactics of interpretation, declaration and intimidation. At the linguistic level, manipulation involves the use of abstract vocabulary, precedent phenomena and expressive and evaluative means.
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Pereira Lima Nalin, Teresinha de Jesus, and Rosemar Eurico Coenga. "Letramento crítico no ensino de língua (espanhol) experiências e reflexões em torno de uma discussão sobre o corpo no ensino médio." Revista de Ensino, Educação e Ciências Humanas 21, no. 3 (December 17, 2020): 277–82. http://dx.doi.org/10.17921/2447-8733.2020v21n3p277-282.
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ResumoEste trabalho visa investigar as principais problemáticas nas práticas de letramentos no ensino de LEM–Língua Estrangeira Moderna/Espanhol, e questões referentes ao corpo e suas marcas identitárias junto aos alunos do Ensino Médio da Escola Pública Estadual do município de Cuiabá/MT/Brasil, bem como seus desdobramentos na formação de leitores eficientes e críticos. Para a realização dos levantamentos dos dados da pesquisa foram usados os processos metodológicos da pesquisa-ação participante, desenvolvida com alunos de segundo ano, com os quais se aplicaram alguns métodos investigativos como: oficinas de leituras compartilhadas de duas obras de literatura juvenil, que abordam o tema, “corpo”, leitura de outros textos diversificados relacionados à problemática, aplicação de questionários, rodas de conversas, entrevistas semiestruturadas, entre outros recursos que se fizeram necessários durante os trabalhos de pesquisa. Como resultado parcial está sendo observado, até o momento, a necessidade de se intensificar trabalhos conjuntos com professores de todas as disciplinas para permitir aos estudantes do Ensino Médio aprender a usar as estratégias e ferramentas de leitura, que os auxiliem no processo de reconstrução de sentidos dos textos mais complexos, levando-os a adquirir competências efetivas de leituras, que lhes conceda as habilidades necessárias para fazer uso da linguagem em suas variadas formas, gêneros e contexto. Esperando, assim, que sejam capazes de participar, com êxito, de todas as atividades escolares a que são submetidos, inerentes a todas as disciplinas.
Palavras-chave: Letramento Crítico. Língua Espanhola. Corpo.
AbstractThis paper aiming to investigate the main problems in literacy practices in the teaching of LEM – Modern Foreign Language / Spanish. The study aims to reflect on issues related to the body and its identity marks with high school students from public school neighborhood in the city of Cuiabá, Mato Grosso state – Brazil. Therefore, the focus is on developing competent and critical readers. For conducting the data survey until now, the methodological processes were used of participatory action research developed with 2nd grade students with whom some investigative methods were applied, such as: shared reading workshops of two papers of youth literature that address the theme, “body”, reading other diverse texts related to the problem, application of questionnaires, conversation circles, semi-structured interviews, among other resources that were necessary during the research work. As a partial result, the need to intensify joint work with teachers from all the disciplines to allow high school students to learn to use reading strategies and tools to assist them in the rebuilding meanings process is being observed so far of the most complex texts, leading them to acquire effective reading skills that grant them the necessary skills to make use of language in its various forms, genres and context. Thus, expecting that they will be able to participate successfully in all school activities to which they are submitted, inherent to all subjects.
Keywords: Critical Literacy. Spanish language. Body.
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Martín Rojo, Luisa. "Taking over the Square." Journal of Language and Politics 13, no. 4 (December 31, 2014): 623–52. http://dx.doi.org/10.1075/jlp.13.4.03mar.
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In this paper I study the extent to which the 15-M or Spanish Indignados movement has transformed the discourses of social movements, not only in terms of their content, but also in the way their communicative practices are produced and circulate. Thus, this paper firstly explores how changes in the conditions of production and circulation of linguistic practices contribute to the “deterritorialisation” and “reterritorialisation” of space, by means of which protestors replace the traditional organisation and uses of space with their own beliefs, ideologies and communicative practices. Secondly, I examine the extent to which this “reterritorialisation” leads to an in-depth transformation of the forms of communication, which could be, in their turn, not only transforming public spaces, but also social movements themselves, and the way of doing politics. The paper addresses whether these practices, in projecting themselves onto a public space which they transform, prefigure in the present moment the kind of society being proposed and fought for.
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Molina-Gutiérrez, Teresa, Gisela Consolación Quintero, Ciro Lazo-Salcedo, and Belquis Molina. "Representaciones sociales de los estudiantes universitarios de Educación acerca del dominio de la Lengua Española // Level of proficiency in Spanish Language based on the Social Status of University Students." Ciencia Unemi 11, no. 26 (June 5, 2018): 115. http://dx.doi.org/10.29076/issn.2528-7737vol11iss26.2018pp115-125p.
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Este estudio se contextualiza en el campo de las representaciones sociales, las cuales aluden a formas de conocimiento específico, a saberes provenientes del sentido común. Apoyados en esta teoría se abordaron las creencias que los estudiantes universitarios de Educación poseen acerca de su dominio de la lengua, de la escritura y de la lectura. El método utilizado fue el análisis del discurso, complementado con la estadística descriptiva. Los datos se recolectaron mediante la aplicación de una prueba diagnóstica y los informantes se integraron por 111 estudiantes provenientes de Venezuela, Perú y Ecuador. Los hallazgos indican que los mayores índices de preferencia se concentraron en las alternativas alto y medio; lo que quiere decir que, de acuerdo con sus representaciones sociales, estos estudiantes disponen de habilidades lingüísticas que los hacen competentes en el uso de la lengua española, de la escritura y de la lectura. Considerar que se tiene un buen manejo de las habilidades comunicativas proviene de los acuerdos y desacuerdos que han experimentado como grupo, interacción que les ha permitido apropiarse del contenido simbólico de la lengua como un objeto social importante, por lo que la perciben como algo valioso que manejan acertadamente, aunque esa solo su creencia. AbstractThis study focuses in the field of social status representations, the ones that reinforce forms of specific learning, and knowledge from common sense. Based on these concepts, we addressed the beliefs that university students should be proficient in their mother language in the area of speaking, reading, listening, and writing. The methods used were narrative analysis and descriptive statistics. The data collected was through a diagnostic test and the participants sample were 111 students from Venezuela, Peru and Ecuador. The findings indicate that the highest preference index were concentrated in the high and a medium responses. This means that according to their social status, the students have linguistic skills that make them proficient in writing, reading and the general use of the Spanish language. The use of good communicative skills comes from the agreements and disagreements they have experienced as a group. This interaction has allowed them to acquire the symbolic content of the language as an important social object. This perception of language as something valuable makes the students use it accurately, even though is just a belief.
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Khoong, Elaine C., Natalie A. Rivadeneira, Robert A. Hiatt, and Urmimala Sarkar. "The Use of Technology for Communicating With Clinicians or Seeking Health Information in a Multilingual Urban Cohort: Cross-Sectional Survey." Journal of Medical Internet Research 22, no. 4 (April 6, 2020): e16951. http://dx.doi.org/10.2196/16951.
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Background Technology is being increasingly used to communicate health information, but there is limited knowledge on whether these strategies are effective for vulnerable populations, including non–English speaking or low-income individuals. Objective This study assessed how language preferences (eg, English, Spanish, or Chinese), smartphone ownership, and the type of clinic for usual source of care (eg, no usual source of care, nonintegrated safety net, integrated safety net, private or community clinic, academic tertiary medical center, or integrated payer-provider) affect technology use for health-related communication. Methods From May to September 2017, we administered a nonrandom, targeted survey to 1027 English-, Spanish-, and Chinese-speaking San Francisco residents and used weighted multivariable logistic regression analyses to assess predictors of five technology use outcomes. The three primary predictors of interest—language preference, smartphone ownership, and type of clinic for usual care—were adjusted for age, gender, race or ethnicity, limited English proficiency, educational attainment, health literacy, and health status. Three outcomes focused on use of email, SMS text message, or phone apps to communicate with clinicians. The two other outcomes were use of Web-based health videos or online health support groups. Results Nearly one-third of participants watched Web-based health videos (367/1027, 35.74%) or used emails to communicate with their clinician (318/1027, 30.96%). In adjusted analyses, individuals without smartphones had significantly lower odds of texting their clinician (adjusted odds ratio [aOR] 0.27, 95% CI 0.13-0.56), using online health support groups (aOR 0.14, 95% CI 0.04-0.55), or watching Web-based health videos (aOR 0.31, 95% CI 0.15-0.64). Relative to English-speaking survey respondents, individuals who preferred Chinese had lower odds of texting their clinician (aOR 0.25, 95% CI 0.08-0.79), whereas Spanish-speaking survey respondents had lower odds of using apps to communicate with clinicians (aOR 0.34, 95% CI 0.16-0.75) or joining an online support group (aOR 0.30, 95% CI 0.10-0.92). Respondents who received care from a clinic affiliated with the integrated safety net, academic tertiary medical center, or integrated payer-provider systems had higher odds than individuals without a usual source of care at using emails, SMS text messages, or apps to communicate with clinicians. Conclusions In vulnerable populations, smartphone ownership increases the use of many forms of technology for health purposes, but device ownership itself is not sufficient to increase the use of all technologies for communicating with clinicians. Language preference impacts the use of technology for health purposes even after considering English proficiency. Health system factors impact patients’ use of technology-enabled approaches for communicating with clinicians. No single factor was associated with higher odds of using technology for all health purposes; therefore, existing disparities in the use of digital health tools among diverse and vulnerable populations can only be addressed using a multipronged approach.
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Juan Pablo, Larreta Zulategui. "Scheinäquivalente/Potenzielle falsche Freunde im phraseologischen Bereich (am Beispiel des Sprachenpaares Deutsch–Spanisch)." Yearbook of Phraseology 10, no. 1 (December 18, 2019): 113–40. http://dx.doi.org/10.1515/phras-2019-0007.
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Abstract In comparison to the contributions that address interlingual phraseological equivalence, the number of papers about the topic of phraseological false friends is relatively low. This is probably explained by the fact that this is a marginal phenomenon from a quantitative point of view. Nonetheless, there are relevant contributions in the field of foreign German Studies. The aim of this article is, on the one hand, to discuss theoretical questions about tertium comparationis and terminology and, on the other hand, to develop a classification of the types of potential phraseological false friends. This paper must therefore be understood as a preliminary stage for applied work in the areas of foreign language teaching, (not only) bilingual lexicography and translation theory and practice. Based on a comprehensive empirical basis, the present article studies nominal, adjectival and especially verbal idioms. For the collection of both corpora and the codification of the lemmas various methods were used: the consultation of specialized dictionaries, the use of the author’s own foreign and native language competence, the search of context examples from the databases Corpus de referencia del español actual (CREA) and Deutsches Referenzkorpus (DeReKo), and the consultation of informants. Through this methodological approach, the article tackles the levels of the language system and also of the language usage. In this respect, and due to the problem of the so-called broad or complex meaning of idioms, difficulties associated with the analysis of lexicographic definitions are of particular relevance. Depending on the lexicographic sources, differences in questions such as the complexity of the definitions or the number of sememes are noticeable. On the level of meaning, componential analysis represents the theoretical framework. Thus, the semantic structures of the idioms to be compared are analyzed in order to discover to what extent the whole meaning (sememe) or some of the minimal semantic features (semes) of the units are qualitatively different or in unequal numbers. Differences can be found both at the level of monosemic units – where either (i.1) the sememes of the units to be compared is basically different, or (i.2) one or several semes of the units to be compared differ – and also at the level of polysemic units, if the form of the idiom of one language with several sememes finds an identical or similar form in the other language but the latter does not have the same sememes. The semantic analysis performed is thus the basis for the determination of the different types of semantic interferences, which can lead to communicative misinterpretations to various degrees. On the level of expression, the analysis is based on a structural-cognitive hypothesis that postulates both a figurative and a logical-abstract formal identity. The formal similarity between idioms (and other types of phraseologisms) in different languages is not rooted in the phonetic and graphical (quasi-)identity of the units to be compared, but in the identity or in the somewhat similar height of the phrase image. Beyond such a concept of lexical-figurative identity, we find a broader conception of formal equality, which is understood not only as a structural lexical-figurative identity, but also as a likeness or identity of the logical-hidden scheme beyond the image; this scheme can initiate the same idiomatic inference procedures, even if the idioms diverge figurative-lexically. A meticulous interlinguistic analysis of the phraseological false friends is only possible by means of a clear distinction between both levels of meaning and expression, which must be reflected terminologically. In this sense, we refer to the proposal of B. Wotjak, which uses the term Kongruenz to denote cases of equality of linguistic forms, as a counterpart to the term Äquivalenz on the content level, i.e. the equality on the level of meaning. The term interlingual homonymy, on the other hand, is avoided because of the special nature of formal equality between idioms.
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Argüelles Mancebo, Hilda De la Caridad, and Mayte González Cruz. "LA FORMACIÓN DEL PENSAMIENTO CRÍTICO Y CREATIVO DESDE LOS PROCESOS DE ENSEÑANZA-APRENDIZAJE EN LA CLASE DE LENGUA Y LITERATURA." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 65. http://dx.doi.org/10.33936/cognosis.v3i2.1206.
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El presente trabajo responde a la necesidad de desarrollar desde el proceso de enseñanza-aprendizaje del Español y Literatura, el pensamiento critico y creativo en los estudiantes para desarrollar conocimientos, habilidades y actitudes, que sirva de preparación para el ejercicio de la profesión y para la vida, en la que no solo se desarrollarán profesionalmente, sino además se convertirán en mejores ciudadanos de nuestra nación cubana. Desde el mismo se abordan interrogantes tales como qué es el pensamiento y la importancia de su desarrollo dentro del aprendizaje diario, incluye las formas de pensamiento y su tratamiento docente, con énfasis en cómo desarrollar dentro la clase de Español y Literatura un pensamiento crítico y creativo que conlleve a una lectura y comprensión de los aprendizajes y saberes de manera inteligente, crítica y creativa, a partir que todo actividad creativa en la que participan los sujetos del aprendizaje deben ser motivadoras, novedosas, transformadoras e interesantes, al crear en ellos una preparación duradera y profunda de lo que aprenden, para que su desempeño profesional y social este en correspondencia con las exigencias sociales de la escuela cubana. Su autora ha dedicado parte de su labor docente y científica a las investigaciones de cómo perfeccionar el proceso de la enseñanza-aprendizaje del Español y la Literatura desde potenciar la creatividad, la inteligencia y el talento en sus estudiantes. El resultado alcanzado en las investigaciones realizadas en esta dirección han permitido el empleo de métodos de investigación teóricos, empíricos y estadísticos, los que han corroborado la validez, confiabilidad y sostenibilidad de los resultados científicos aportados dentro de las Ciencias de la Educación y Pedagógicas, a partir de una consulta bibliográfica actualizada y profunda en el tema.
PALABRAS CLAVE: Proceso enseñanza-aprendizaje; Saberes, Pensamiento crítico; Pensamiento creador; Actividad creativa.
THE FORMATION OF THE CRITICAL AND CREATIVE THOUGHT FROM THE PROCESSES OF TEACHING-LEARNING IN THE CLASS OF LANGUAGE AND LITERATURE
ABSTRACT
The present work responds to the necessity of developing from the process of teachinglearning of Spanish and Literature, the thought criticizes and creative in the students to develop knowledge, abilities and attitudes that it serves as preparation for the exercise of the profession and for the life, in the one that not alone they will be developed professionally, but they will also become better citizens of our Cuban nation. From the same one of they approach such queries it is the thought and the importance of their development inside the daily learning as what, it includes the thought forms and their educational treatment, with emphasis in how to develop the class inside of Spanish and Literature a critical and creative thought that bears to a reading and understanding of the learnings and knowledge in an intelligent way, critic and creative, to leave that everything creative activity in which you/they participate those subject of the learning should be motivational, novel, transformative and interesting, when creating in them a durable and deep preparation of what you/they learn, so that its professional and social acting this in correspondence with the social demands of the Cuban school. Their author has dedicated part from her educational and scientific work to the investigations of how to perfect the process of Spanish's teaching-learning and the Literature, from enhancing the creativity, the intelligence and the talent in her students. The result reached in the investigations carried out in this address has allowed the employment of theoretical, empiric and statistical investigation methods, those that have corroborated the validity, dependability and sustainability of the scientific results contributed inside the Sciences of the Education and Pedagogic, starting from an up-to-date and deep bibliographical consultation in the topic.
KEYWORDS: I process teaching-learning; Knowledge, Critical thought; Creative thought; Creative activity.
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TACH, Cynthia Lourenço, Brigit TOEBES, and Juliana Marteli Fais FERIATO. "OBSTETRIC VIOLENCE: A WOMEN’S HUMAN AND PERSONALITY RIGHTS VIOLATION." Revista Juridica 1, no. 58 (April 7, 2020): 187. http://dx.doi.org/10.21902/revistajur.2316-753x.v1i58.3841.
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ABSTRACT Objective: The present article is aimed to analyse the phenomenon of obstetric violence as a type of violation of women’s human rights. A great incidence of physical, sexual and psychological offenses against women during pregnancy, childbirth and the puerperium committed by healthcare workers has been documented worldwide. Labelled as ‘obstetric violence’, this offence has been understood as a specific type of human rights violation that hampers women's sexual and reproductive rights and is committed in both public and private healthcare facilities, as well as from poor health system conditions. Nevertheless, obstetric violence is still a poorly understood phenomenon. This article will analyse how obstetric violence has been defined, measured and understood by specialists, by focusing on its concept, formats, and consequences for victims, as well as on the contributing factors that influence its occurrence. Methodology: The applied methodology was the qualitative method through documentary studies, in which primary sources and English, Spanish and Portuguese-language research publications from different fields of study were used, including public health, public international law, and human rights. Results: The paper concludes by suggesting how the international human rights framework can be used to better address obstetric violence. The Convention on the Elimination of all Forms of Discrimination against Women and the Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women are key treaties that establish for States Parties the obligation to pursue, by all appropriate means and without delay, a policy of eliminating discrimination and gender-based violence against women, including in the field of health. Contribution: The article has as contribution the exposure a little-known subject about obstetric violence as a type of violation of women's human rights. Keywords: Obstetric violence; abuse and mistreatment in healthcare facilities; women’s human rights violation; the medicalization of the natural process of childbirth. RESUMO Objetivo: O presente artigo tem como objetivo analisar o fenômeno da violência obstétrica como tipo de violação dos direitos humanos da mulher. Vários casos de ofensas físicas, sexuais e psicológicas contra mulheres durante a gravidez, o parto e o puerpério cometidos por profissionais de saúde tem sido documentada em todo o mundo. Intitulada 'violência obstétrica', essa ofensa é entendida como um tipo específico de violação de direitos humanos que prejudica os direitos sexuais e reprodutivos das mulheres e é cometida em unidades de saúde públicas e privadas, bem como devido à condições precárias no sistema de saúde. Contudo, a violência obstétrica ainda é um fenômeno pouco compreendido. Nesse sentido, este artigo analisará como a violência obstétrica é definida, mensurada e compreendida por especialistas, concentrando-se na definição adotadas, nas formas e consequências para as vítimas, bem como nos fatores contribuintes que influenciam a sua ocorrência.Metodologia: A metodologia foi o método qualitativo, através de estudos documentais, nos quais fontes primárias e artigos científicos em inglês, espanhol e português de diferentes áreas de estudo foram utilizados, incluindo saúde pública, direito internacional público e direitos humanos. Resultados: O artigo conclui sugerindo como a estrutura internacional de direitos humanos pode ser utilizada para combater a violência obstétrica. A Convenção sobre a Eliminação de Todas as Formas de Discriminação contra as Mulheres e a Convenção Interamericana para Prevenir, Punir e Erradicar a Violência contra as Mulheres são tratados fundamentais que estabelecem para os Estados Partes a obrigação de buscar, por todos os meios apropriados e sem demora, uma política de eliminação da discriminação e da violência de gênero contra as mulheres, inclusive no campo da saúde. Contribuições: O artigo tem como contribuição a exposição de um assunto pouco conhecido sobre a violência obstétrica como tipo de violação dos direitos humanos da mulher. Palavras-chave: Violência obstétrica; abuso e maus-tratos em estabelecimentos de saúde; violação de direitos humanos das mulheres; medicalização do parto. documented worldwide. Labelled as ‘obstetric violence’, this offence has been understood as a specific type of human rights violation that hampers women's sexual and reproductive rights and is committed in both public and private healthcare facilities, as well as from poor health system conditions. Nevertheless, obstetric violence is still a poorly understood phenomenon. This article will analyse how obstetric violence has been defined, measured and understood by specialists, by focusing on its concept, formats, and consequences for victims, as well as on the contributing factors that influence its occurrence. Methodology: The applied methodology was the qualitative method through documentary studies, in which primary sources and English, Spanish and Portuguese-language research publications from different fields of study were used, including public health, public international law, and human rights. Results: The paper concludes by suggesting how the international human rights framework can be used to better address obstetric violence. The Convention on the Elimination of all Forms of Discrimination against Women and the Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women are key treaties that establish for States Parties the obligation to pursue, by all appropriate means and without delay, a policy of eliminating discrimination and gender-based violence against women, including in the field of health. Contribution: The article has as contribution the exposure a little-known subject about obstetric violence as a type of violation of women's human rights. Keywords: Obstetric violence; abuse and mistreatment in healthcare facilities; women’s human rights violation; the medicalization of the natural process of childbirth. RESUMO Objetivo: O presente artigo tem como objetivo analisar o fenômeno da violência obstétrica como tipo de violação dos direitos humanos da mulher. Vários casos de ofensas físicas, sexuais e psicológicas contra mulheres durante a gravidez, o parto e o puerpério cometidos por profissionais de saúde tem sido documentada em todo o mundo. Intitulada 'violência obstétrica', essa ofensa é entendida como um tipo específico de violação de direitos humanos que prejudica os direitos sexuais e reprodutivos das mulheres e é cometida em unidades de saúde públicas e privadas, bem como devido à condições precárias no sistema de saúde. Contudo, a violência obstétrica ainda é um fenômeno pouco compreendido. Nesse sentido, este artigo analisará como a violência obstétrica é definida, mensurada e compreendida por especialistas, concentrando-se na definição adotadas, nas formas e consequências para as vítimas, bem como nos fatores contribuintes que influenciam a sua ocorrência.
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Serrano, María José. "Going beyond address forms." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 1 (February 6, 2017): 87–114. http://dx.doi.org/10.1075/prag.27.1.04ser.
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The cognitive properties of morphosyntactic choices are at the base of any usage, patterns and tendencies they could possibly reveal; thus, by means of the cognitive properties of salience and informativeness, variation in second-person tú and usted must be considered as inherently meaningful, implying that each form conveys a different meaning that is used to pursue concrete communicative goals in discursive interaction. A qualitative and quantitative analysis of tú and usted and their syntactic variants (preverbal, postverbal and omitted) reveals that these forms are unevenly distributed across different textual genres and socioprofessional affiliations of speakers. It may be concluded that tú and usted contribute toward shaping the different communicative styles on the basis of the cognitive dimensions of objectivity and subjectivity, respectively. Considering these pronouns as meaningful choices by themselves, this study attempts to go beyond the traditional approach that treats them as terms of address, delving into the discursive and cognitive traits which underlie such a variation.
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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.
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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Domonkosi, Ágnes. "Variability in Hungarian address forms." Acta Linguistica Hungarica 57, no. 1 (March 2010): 29–52. http://dx.doi.org/10.1556/aling.57.2010.1.2.
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Haugen, Einar. "NORWEGIAN FORMS OF ADDRESS." Studia Linguistica 32, no. 1-2 (November 7, 2008): 91–96. http://dx.doi.org/10.1111/j.1467-9582.1978.tb00330.x.
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