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Chamorro Guerrero, María Dolores. "Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque léxico." RILEX. Revista sobre investigaciones léxicas 1, no. 1 (July 9, 2018): 113–34. http://dx.doi.org/10.17561/rilex.v1.n1.6.
Повний текст джерелаАнотація:
Desde hace ya alguna década, distintos estudios neurolingüísticos vienen subrayando la importancia de los elementos prefabricados en la construcción del discurso oral y escrito de los hablantes nativos. Esta orientación de la investigación ha abierto interesantes perspectivas para el desarrollo de muchas áreas lingüísticas, y en concreto para la pedagogía de lenguas, pues parece que se allana el camino para que el aprendiz de una lengua se haga con un dominio más efectivo de ella, como sostiene el Enfoque Léxico. Desgraciadamente no existen suficientes estudios empíricos que validen los presupuestos de esta metodología. Como contribución preliminar para subsanar esta carencia, presentamos en este artículo una propuesta de investigación experimental consistente en la elaboración de un glosario de colocaciones, que permita desarrollar una herramienta didáctica en base a la cual pueda evaluarse el efecto de la instrucción explícita de las colocaciones en la producción de textos en el ámbito académico. Palabras clave: Lexicología, Lingüística aplicada, Enseñanza de lenguas, Español LE Collocation in Academic Spanish: An Experimental Research Project on the Effects of the Lexical Approach For some decades now, various neurolinguistic studies have highlighted the importance of prefabricated elements in the construction of oral and written discourse among native speakers. This line of research has lead to the development of new and interesting perspectives within many linguistic areas, not least in the field of language teaching, in which theories such as the Lexical Approach appear to be paving the way towards the more effective achievement of second language proficiency. Unfortunately, empirical studies that validate this methodological approach are still lacking. The present article attempts to address this issue, to some extent, by presenting an experimental research proposal focused on the elaboration of a glossary of collocations. This glossary will facilitate the development of a didactic tool through which the effect of explicit instruction of collocations in the production of academic texts can be evaluated. Key words: Lexicology, Applied Linguistics, Language Teaching, Spanish SL
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Pederson, Kathleen Marshall, and Stephen Mohler. "Spanish Word Order." Modern Language Journal 69, no. 1 (1985): 105. http://dx.doi.org/10.2307/327916.
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Varela, Beatriz, and Stephen C. Mohler. "Spanish Word Order." Hispania 68, no. 4 (December 1985): 884. http://dx.doi.org/10.2307/342032.
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Kiss, Marilyn. "Spanish Word Games." Hispania 70, no. 3 (September 1987): 708. http://dx.doi.org/10.2307/343468.
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Cuetos, Fernando, and Analía Barbón. "Word naming in Spanish." European Journal of Cognitive Psychology 18, no. 3 (May 2006): 415–36. http://dx.doi.org/10.1080/13594320500165896.
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Mañas, José A. "Word division in Spanish." Communications of the ACM 30, no. 7 (July 1987): 612–16. http://dx.doi.org/10.1145/28569.28571.
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Redmon, Maria T., and Pamela C. Kaatz. "The Question Word Kit-Spanish." Hispania 69, no. 3 (September 1986): 728. http://dx.doi.org/10.2307/342792.
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Cokely, Jeffrey A., and Cheryl R. Yager. "Scoring Spanish Word-Recognition Measures." Ear and Hearing 14, no. 6 (December 1993): 395–400. http://dx.doi.org/10.1097/00003446-199312000-00004.
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PHARIES, DAVID A. "Blending in Spanish Word-Formation." Romanistisches Jahrbuch (1987) 38 (January 31, 1987): 271–89. http://dx.doi.org/10.1515/9783110244946.271.
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PALERMO, FRANCISCO, ARIANA M. MIKULSKI, RICHARD A. FABES, CAROL LYNN MARTIN, and LAURA D. HANISH. "Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 347–70. http://dx.doi.org/10.1017/s0142716416000217.
Повний текст джерелаАнотація:
ABSTRACTWe examined the cross-language relations among Spanish-speaking preschoolers’ (N= 125;Mage = 53 months,SD= 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they exhibited in those skills during 1 year of preschool; and the extent to which Spanish skills were associated with English skill gains. The results revealed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children exhibited gains in vocabulary, letter–word, and math skills in English, with letter–word and math skills in Spanish at the start of preschool being positively associated with the development of those skills in English. Children also gained math skills in Spanish. However, their Spanish vocabulary and letter–word skills did not appear to change. Vocabulary skills showed positive within-language relations with children's letter–word and math skills. The findings highlight cross-language linkages between Spanish-speaking preschoolers’ academic skills in English and Spanish and how Spanish skills associate with their English academic readiness.
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McCullough, June Antablin, and Richard H. Wilson. "Performance on a Spanish Picture-Identification Task Using a Multimedia Format." Journal of the American Academy of Audiology 12, no. 05 (May 2001): 254–60. http://dx.doi.org/10.1055/s-0042-1745604.
Повний текст джерелаАнотація:
AbstractAn option for estimating the word-recognition performance of patients who do not speak English as a first language involves using auditory materials, presented in the patient’s native language, in conjunction with a closed-set response mode incorporating pictures or written words. The advantage of this auditory/visual paradigm is that the audiologist is not required to know the foreign language and is therefore not required to judge the accuracy of an oral response to speech stimuli in a foreign language. Spanish auditory/visual materials, known as the Spanish Picture-Identification Task, were developed to be used in a computer- driven multimedia administration and scoring format. Performance data, both in open- (word-recognition) and closed-set (word-identification) response modes, were established for the Spanish Picture-Identification Task using subjects whose first language was Spanish. The results from the open-set paradigm indicate that the Spanish Picture-Identification Task word lists are essentially equivalent to conventional Spanish and English materials used for word recognition. Findings from the closed-set conditions indicate that the Spanish Picture- Identification Task materials are appropriate for estimating the word-identification abilities of Spanish-speaking adult listeners.
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Mendel, Lisa Lucks, Monique A. Pousson, Johnnie K. Bass, Jordan Alyse Coffelt, Melanie Morris, and Kati A. Lane. "Spanish Pediatric Picture Identification Test." American Journal of Audiology 29, no. 3 (September 3, 2020): 318–28. http://dx.doi.org/10.1044/2020_aja-19-00049.
Повний текст джерелаАнотація:
Purpose The purpose of this study was to construct and validate a recorded word recognition test for monolingual Spanish-speaking children utilizing a picture board and a picture-pointing task. Design The Spanish Pediatric Picture Identification Test was developed and validated in this study. Test construction steps included (a) producing new digital recordings of word lists created by Comstock and Martin (1984) using a bilingual Spanish–English female, (b) obtaining list equivalency, (c) creating digitally illustrated pictures representing the word lists, (d) validating the pictures using monolingual Spanish-speaking and bilingual Spanish–English children, and (e) re-establishing list equivalency and obtaining performance–intensity functions using a picture-pointing task with monolingual Spanish-speaking children and bilingual Spanish–English adults. Results Normative data for three Spanish word recognition lists were established. Performance–intensity functions at sensation levels from 0 to 40 dB SL in 8-dB steps were obtained, establishing list equivalency for Lists 1, 2, and 3. Conclusions The Spanish Pediatric Picture Identification Test was developed and validated as a picture-pointing task for word recognition with monolingual Spanish-speaking children. The two validated channel recordings include an English translation for ease of testing by clinicians lacking Spanish language skills. Future validation will be conducted with bilingual Spanish–English children with normal hearing and with hearing loss.
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RAMSAMMY, MICHAEL. "Word-final nasal velarisation in Spanish." Journal of Linguistics 49, no. 1 (August 24, 2012): 215–55. http://dx.doi.org/10.1017/s0022226712000187.
Повний текст джерелаАнотація:
In velarising dialects of Spanish, nasal place contrasts neutralise to [ŋ] word-finally. However, whereas velarisation applies transparently in word-final prepausal environments, place neutralisation ‘overapplies’ to stem-final presuffixal nasals and to word-final nasals which resyllabify into onset position across word boundaries. Yet since previous analyses of Velarising Spanish have been based exclusively on theory-led interpretations of impressionistic data, doubts exist as to whether word-final nasals in velarising dialects are consistently realised as [ŋ] (Baković 2000). The first goal of this paper therefore is to submit the claims put forward in these analyses to empirical testing. Experiments using electropalatography confirm that speakers of Velarising Spanish produce robustly dorso-velar nasals in word-final environments; this result refutes the claim that word-final nasals are placeless in velarising varieties. Secondly, because opaque instances of nasal place neutralisation pose challenges for Optimality Theory (OT), I compare two approaches to modelling the nasal alternations in Velarising Spanish, namely Output–Output correspondence in classic OT and a cyclic analysis in Stratal OT. This comparison reveals that classic OT cannot account for the opaque patterns without stipulating fixed OO-constraint rankings. By contrast, the stratal model straightforwardly predicts the occurrence of both opacity effects on the basis of general architectural principles.
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Lillyman, Kathryn. "Survival Spanish: Buzz Word or Mandate?" Hispania 76, no. 1 (March 1993): 147. http://dx.doi.org/10.2307/344654.
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Choi, Ji-Young. "Spanish archaic word of Latin American." Latin American and Caribbean Studies 38, no. 2 (May 31, 2019): 199–222. http://dx.doi.org/10.17855/jlas.2019.5.38.2.199.
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Johns, Michael A., and Paola E. Dussias. "Comparing Single-Word Insertions and Multi-Word Alternations in Bilingual Speech: Insights from Pupillometry." Languages 7, no. 4 (October 20, 2022): 267. http://dx.doi.org/10.3390/languages7040267.
Повний текст джерелаАнотація:
Prominent sociolinguistic theories of language mixing have posited that single-word insertions of one language into the other are the result of a distinct process than multi-word alternations between two languages given that the former overwhelmingly surface morphosyntactically integrated into the surrounding language. To date, this distinction has not been tested in comprehension. The present study makes use of pupillometry to examine the online processing of single-word insertions and multi-word alternations by highly proficient Spanish-English bilinguals in Puerto Rico. Participants heard sentences containing target noun/adjective pairs (1) in unilingual Spanish, (2) where the Spanish noun was replaced with its English translation equivalent, followed by a Spanish post-nominal adjective, and (3) where both the noun and adjective appeared in English with the adjective occurring in the English pre-nominal position. Both types of language mixing elicit larger pupillary responses when compared to unilingual Spanish speech, though the magnitude of this difference depends on the grammatical gender of the target noun. Importantly, single-word insertions and multi-word alternations did not differ from one another. Taken together, these findings suggest that morphosyntactic integration is not the defining feature of single-word insertions, at least in comprehension, and that the comprehension system is tuned to the distributional properties of bilingual speech.
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Brown, Esther L., and Javier Rivas. "Subject-verb word order in Spanish interrogatives." Spanish in Context 8, no. 1 (July 5, 2011): 23–49. http://dx.doi.org/10.1075/sic.8.1.02bro.
Повний текст джерелаАнотація:
We conduct a quantitative analysis of conversational speech from native speakers of Puerto Rican Spanish to test whether optional non-inversion of subjects in wh-questions (¿qué tú piensas?) is indicative of a movement in Spanish from flexible to rigid word order (Morales 1989; Toribio 2000). We find high rates of subject expression (51%) and a strong preference for SV word order (47%) over VS (4%) in all sentence types, in line with assertions of fixed SVO word order. The usage-based examination of 882 wh-questions shows non-inversion occurs in 14% of the cases (25% of wh-questions containing an overt subject). Variable rule analysis reveals subject, verb and question type significantly constrain interrogative word order, but we find no evidence that word order is predicted by perseveration. SV word order is highest in rhetorical and quotative questions, revealing a pathway of change through which word order is becoming fixed in this variety.
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Hualde, José Ignacio. "Intervocalic lenition and word-boundary effects." Diachronica 30, no. 2 (June 28, 2013): 232–66. http://dx.doi.org/10.1075/dia.30.2.04hua.
Повний текст джерелаАнотація:
The lenition of intervocalic consonants is typically phonologized in sound change only within word domains. At first blush, this morphological restriction might seem to contradict the Neogrammarian hypothesis of exclusively phonetic conditioning in sound change. In this paper I examine the weakening of intervocalic voiced stops/affricates in Istanbul Judeo-Spanish. Comparison with Old Spanish shows that in the native lexicon intervocalic lenition has affected only word-internal consonants. Even consonants following a prefix boundary remain unaffected. I argue that, at the time of the expulsion of the Spanish Jews, the language already had the spirantization process, at least in incipient form. This process, which continues to operate across the board in Mainstream Spanish, became restricted at the word level in Judeo-Spanish. This interpretation, consistent with the Neogrammarian hypothesis, is the only one that offers an explanatory account and is supported by the evidence from other similar developments in the history of the Romance languages and with results from recent acoustic studies on incipient or optional lenition processes.
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Lantto, Hanna. "Emergence of a Bilingual Grammar: Word Order Differences in Monolingual Basque vs. Bilingual Basque-Spanish Predicative Constructions." Journal of Language Contact 13, no. 3 (July 22, 2021): 636–62. http://dx.doi.org/10.1163/19552629-13030002.
Повний текст джерелаАнотація:
Abstract This article compares the monolingual Basque predicative constructions with bilingual Basque-Spanish predicative constructions. The speech data for the study were collected in the Greater Bilbao area of the Basque Country between 2005 and 2012. The results suggest that code-switching may trigger the convergence of predicative constructions and have a significant impact on the general word order patterns. The monolingual predicative constructions in the data mostly follow the canonical Basque sxv word order (~81%), but the bilingual predicative constructions diverge from this word order in that the predicative element is located in a post-verbal position, as in Spanish (~80%). The Spanish lexical elements seem to be strongly associated with the corresponding Spanish construction, the word order of which is then applied to otherwise Basque predicative constructions. I explain the predominance of the Spanish word order in the bilingual constructions by a combination of processing-related factors and sociolinguistic factors.
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Schmid, Svenja, Klaus Von Heusinger, and Georg A. Kaiser. "On word order variation and informationstructure in peninsular spanish and italian ‘why’-interrogatives." Cadernos de Estudos Linguísticos 63 (November 25, 2021): e021025. http://dx.doi.org/10.20396/cel.v63i00.8661251.
Повний текст джерелаАнотація:
In this paper, we investigate the effect of information structure on word order in Italian and Peninsular Spanish ‘why’-interrogatives, and whether these two languages differ from each other. To this end, we conducted two empirical studies. In a parallel text corpus study, we compared the frequency of the word order patterns ‘why’SV and ‘why’VS, as well as the distribution of focal and non-focal subjects in the two languages. In order to get a deeper understanding of the impact of the information structural categories focus and givenness on word order in ‘why’-interrogatives, we conducted a forced-choice experiment. The results indicate that word order is affected by focus in Italian, while it is not determined by any information structural category in Peninsular Spanish. We show that Italian and Peninsular Spanish ‘why’-interrogatives differ from each other in two ways. First, non-focal subjects occur preverbally in Italian, while they occupy the postverbal position in Peninsular Spanish. Second, Italian reveals a lower level of optionality with respect to word order patterns. Even though we find a high preference for the postverbal position in Peninsular Spanish, we argue that this limitation is related to a higher flexibility regarding word order in Peninsular Spanish than in Italian which does not allows for ‘why’VSO in contrast to Peninsular Spanish.
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STAMER, MELISSA K., and MICHAEL S. VITEVITCH. "Phonological similarity influences word learning in adults learning Spanish as a foreign language." Bilingualism: Language and Cognition 15, no. 3 (September 6, 2011): 490–502. http://dx.doi.org/10.1017/s1366728911000216.
Повний текст джерелаАнотація:
Neighborhood density – the number of words that sound similar to a given word (Luce & Pisoni, 1998) – influences word learning in native English-speaking children and adults (Storkel, 2004; Storkel, Armbruster & Hogan, 2006): novel words with many similar sounding English words (i.e., dense neighborhood) are learned more quickly than novel words with few similar sounding English words (i.e., sparse neighborhood). The present study examined how neighborhood density influences word learning in native English-speaking adults learning Spanish as a foreign language. Students in their third semester of Spanish-language classes learned advanced Spanish words that sounded similar to many known Spanish words (i.e., dense neighborhood) or sounded similar to few known Spanish words (i.e., sparse neighborhood). In three word-learning tasks, performance was better for Spanish words with dense rather than sparse neighborhoods. These results suggest that a similar mechanism may be used to learn new words in a native and a foreign language.
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Shi, Lu-Feng, and Diana Sánchez. "The role of word familiarity in Spanish/English bilingual word recognition." International Journal of Audiology 50, no. 2 (November 15, 2010): 66–76. http://dx.doi.org/10.3109/14992027.2010.527862.
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Boutsen, Frank R., Justin D. Dvorak, and Derick D. Deweber. "Prosody and Spoken Word Recognition in Early and Late Spanish–English Bilingual Individuals." Journal of Speech, Language, and Hearing Research 60, no. 3 (March 2017): 712–24. http://dx.doi.org/10.1044/2016_jslhr-h-15-0274.
Повний текст джерелаАнотація:
PurposeThis study was conducted to compare the influence of word properties on gated single-word recognition in monolingual and bilingual individuals under conditions of native and nonnative accent and to determine whether word-form prosody facilitates recognition in bilingual individuals.MethodWord recognition was assessed in monolingual and bilingual participants when English words were presented with English and Spanish accents in 3 gating conditions: onset only, onset plus prosody/word length only, and onset plus prosody. Word properties were quantified to assess their influence on word recognition in the onset-only condition.ResultsWord recognition speed was proportional to language experience. In the onset-only condition, only word frequency facilitated word recognition across groups. Addition of duration information or prosodic word form did not facilitate word recognition in bilingual individuals the way it did in monolingual individuals. For the bilingual groups, Spanish accent significantly facilitated recognition in the presence of prosodic information. Word attributes were far more consequential in the English accent than in the Spanish accent condition.ConclusionsWord rhyme information, word properties, and accent affect gated word recognition differently in monolingual and bilingual individuals. Top-down strategies emanating from word properties that may facilitate single-word recognition are experience and context dependent and become less available in the presence of a nonnative accent.
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González-Alvarez, Julio, and María-Angeles Palomar-García. "Syllable Frequency and Spoken Word Recognition." Psychological Reports 119, no. 1 (July 22, 2016): 263–75. http://dx.doi.org/10.1177/0033294116654449.
Повний текст джерелаАнотація:
Research has shown that syllables play a relevant role in lexical access in Spanish, a shallow language with a transparent syllabic structure. Syllable frequency has been shown to have an inhibitory effect on visual word recognition in Spanish. However, no study has examined the syllable frequency effect on spoken word recognition. The present study tested the effect of the frequency of the first syllable on recognition of spoken Spanish words. A sample of 45 young adults (33 women, 12 men; M = 20.4, SD = 2.8; college students) performed an auditory lexical decision on 128 Spanish disyllabic words and 128 disyllabic nonwords. Words were selected so that lexical and first syllable frequency were manipulated in a within-subject 2 × 2 design, and six additional independent variables were controlled: token positional frequency of the second syllable, number of phonemes, position of lexical stress, number of phonological neighbors, number of phonological neighbors that have higher frequencies than the word, and acoustical durations measured in milliseconds. Decision latencies and error rates were submitted to linear mixed models analysis. Results showed a typical facilitatory effect of the lexical frequency and, importantly, an inhibitory effect of the first syllable frequency on reaction times and error rates.
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Lodares, Fuan Ramón. "Word castles in Spain." English Today 4, no. 1 (January 1988): 54–58. http://dx.doi.org/10.1017/s0266078400003357.
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Cuza, Alejandro, Lauren Miller, Adrian Pasquarella, and Xi Chen. "The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood." Heritage Language Journal 14, no. 2 (August 31, 2017): 100–123. http://dx.doi.org/10.46538/hlj.14.2.1.
Повний текст джерелаАнотація:
The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.
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Klemme, William H. "Select Bilingual: The Spanish/English Word Processor." Modern Language Journal 69, no. 2 (1985): 204. http://dx.doi.org/10.2307/326551.
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DEFIOR, SYLVIA, FRANCISCO MARTOS, and LUZ CARY. "Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish." Applied Psycholinguistics 23, no. 1 (March 2002): 135–48. http://dx.doi.org/10.1017/s0142716402000073.
Повний текст джерелаАнотація:
The present study examines the role of the relative transparency of Portuguese and Spanish orthographies in schoolchildren's word recognition procedures. Both Portuguese and Spanish may be considered as transparent orthographies. However, mappings at the grapheme–phoneme level are more consistent in Spanish than in Portuguese. Four groups of Portuguese and Spanish children from grades 1, 2, 3, and 4, who had been taught to read using a phonics-based approach, were given a Portuguese and a Spanish version of three different continuous reading tasks: numeral reading, number word reading, and pseudoword reading. Reading time per item was measured and errors noted. Improvement in reading time was observed in both orthographies from grades 1 to 4. There were no errors in numeral recognition and few children made errors in reading the number words. In pseudoword reading, the Spanish children were faster and made fewer errors than the Portuguese children. Errors in pseudoword reading were scored as phonological when leading to the production of another pseudoword and as lexical when involving refusals and/or the production of a real word. Portuguese children made more phonological errors than the Spanish group, and there was no difference in the number of lexical errors. The results are discussed in terms of the role played by the differing orthographic transparency of Spanish and Portuguese in young readers' word recognition procedures.
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Shi, Lu-Feng. "Phoneme Error Pattern by Heritage Speakers of Spanish on an English Word Recognition Test." Journal of the American Academy of Audiology 28, no. 04 (April 2017): 352–65. http://dx.doi.org/10.3766/jaaa.16094.
Повний текст джерелаАнотація:
Background: Heritage speakers acquire their native language from home use in their early childhood. As the native language is typically a minority language in the society, these individuals receive their formal education in the majority language and eventually develop greater competency with the majority than their native language. To date, there have not been specific research attempts to understand word recognition by heritage speakers. It is not clear if and to what degree we may infer from evidence based on bilingual listeners in general. Purpose: This preliminary study investigated how heritage speakers of Spanish perform on an English word recognition test and analyzed their phoneme errors. Research Design: A prospective, cross-sectional, observational design was employed. Study Sample: Twelve normal-hearing adult Spanish heritage speakers (four men, eight women, 20–38 yr old) participated in the study. Their language background was obtained through the Language Experience and Proficiency Questionnaire. Nine English monolingual listeners (three men, six women, 20–41 yr old) were also included for comparison purposes. Data Collection and Analysis: Listeners were presented with 200 Northwestern University Auditory Test No. 6 words in quiet. They repeated each word orally and in writing. Their responses were scored by word, word-initial consonant, vowel, and word-final consonant. Performance was compared between groups with Student’s t test or analysis of variance. Group-specific error patterns were primarily descriptive, but intergroup comparisons were made using 95% or 99% confidence intervals for proportional data. Results: The two groups of listeners yielded comparable scores when their responses were examined by word, vowel, and final consonant. However, heritage speakers of Spanish misidentified significantly more word-initial consonants and had significantly more difficulty with initial /p, b, h/ than their monolingual peers. The two groups yielded similar patterns for vowel and word-final consonants, but heritage speakers made significantly fewer errors with /e/ and more errors with word-final /p, k/. Conclusions: Data reported in the present study lead to a twofold conclusion. On the one hand, normal-hearing heritage speakers of Spanish may misidentify English phonemes in patterns different from those of English monolingual listeners. Not all phoneme errors can be readily understood by comparing Spanish and English phonology, suggesting that Spanish heritage speakers differ in performance from other Spanish–English bilingual listeners. On the other hand, the absolute number of errors and the error pattern of most phonemes were comparable between English monolingual listeners and Spanish heritage speakers, suggesting that audiologists may assess word recognition in quiet in the same way for these two groups of listeners, if diagnosis is based on words, not phonemes.
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Shi, Lu-Feng, and Luz Adriana Canizales. "Dialectal Effects on a Clinical Spanish Word Recognition Test." American Journal of Audiology 22, no. 1 (June 2013): 74–83. http://dx.doi.org/10.1044/1059-0889(2012/12-0036).
Повний текст джерелаАнотація:
Purpose American Spanish dialects have substantial phonetic and lexical differences. This study investigated how dialectal differences affect Spanish/English bilingual individuals' performance on a clinical Spanish word recognition test. Method Forty Spanish/English bilinguals participated in the study—20 dominant in Spanish and 20 in English. Within each group, 10 listeners spoke the Highland dialect, and 10 spoke the Caribbean/Coastal dialect. Participants were maximally matched between the 2 dialectal groups regarding their demographic and linguistic background. Listeners were randomly presented 4 lists of Auditec Spanish bisyllabic words at 40 dB SL re: pure-tone average. Each list was randomly assigned with a signal-to-noise ratio (SNR) of quiet, +6, +3, and 0 dB, in the presence of speech-spectrum noise. Listeners responded orally and in writing. Results Dialect and language dominance both significantly affected listener performance on the word recognition test. Higher performance levels were obtained with Highland than Caribbean/Coastal listeners and with Spanish-dominant than English-dominant listeners. The dialectal difference was particularly evident in favorable listening conditions (i.e., quiet and +6 dB SNR) and could not be explained by listeners' familiarity with the test words. Conclusion Dialects significantly affect the clinical assessment of Spanish-speaking clients' word recognition. Clinicians are advised to consider the phonetic features of the dialect when scoring a client's performance.
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Barcroft, Joe. "Effects of sentence writing in second language lexical acquisition." Second Language Research 20, no. 4 (October 2004): 303–34. http://dx.doi.org/10.1191/0267658304sr233oa.
Повний текст джерелаАнотація:
This study compared the effects of writing new words in sentences with word picture repetition learning alone. Second language (L2) Spanish learners attempted to learn 24 new Spanish words in one of two conditions while viewing word picture pairs. In Experiment 1, in the no sentence writing condition, the participants viewed 4 repetitions of each word for 6 seconds each. In the sentence writing condition, they viewed 1 repetition of each word for 48 seconds and were asked to write the word in a Spanish sentence. In Experiment 2, the participants were shown one repetition of each word for 24 seconds in both the sentence writing and no sentence writing conditions. Immediate and delayed posttests on productive vocabulary knowledge were administered in both experiments. Scores were submitted to analyses of variance. Condition and time were independent variables. Target word production was scored based on syllables and whole words produced. Results of both experiments indicated strong negative effects for the sentence writing conditions, suggesting that sentence writing can inhibit word form learning during the initial stages of L2 lexical acquisition.
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Roggia, Aaron B. "An investigation of unaccusativity and word order in Mexican Spanish." Spanish in Context 15, no. 1 (May 31, 2018): 77–102. http://dx.doi.org/10.1075/sic.00004.rog.
Повний текст джерелаАнотація:
Abstract Studies of unaccusativity and word order in Spanish have yielded conflicting results. This study further investigates unaccusativity by testing the ability of the ‘Auxiliary Selection Hierarchy’ (Sorace 2000) to account for word orders with intransitive predicates in Mexican Spanish. The results of an oral production task show significant word order differences between verb categories and locate an unergative/unaccusative cutoff point midway along the hierarchy, situating unaccusativity in Spanish as being similar to Italian but trending in the direction of Dutch or French. Other variables affecting the word order are identified and ranked, including subject heaviness, definiteness, and the location of adverbial phrases. Greater inter-speaker variation at the syntax-discourse interface when compared with the syntax-lexicon interface shows that the Interface Hypothesis has application to native speakers of Spanish. The results of this study are important for current research on unaccusativity and syntactic interfaces.
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González, Carolina, Christine Weissglass, and Daniel Bates. "Creaky Voice and Prosodic Boundaries in Spanish: An Acoustic Study." Studies in Hispanic and Lusophone Linguistics 15, no. 1 (May 1, 2022): 33–65. http://dx.doi.org/10.1515/shll-2022-2055.
Повний текст джерелаАнотація:
Abstract This study investigates vocalic creak in connection to the demarcation of prosodic boundaries in Spanish. Data from a picture task from 10 native Spanish speakers from diverse dialects was examined word-medially and word-finally. A total of 800 vowels were analyzed acoustically to determine if they involved creak; duration of creak relative to vowel duration was also recorded. The role of prosodic context, vowel quality and gender were examined. Our results show that creak is one of the cues that signals the end of prosodic constituents, particularly at higher prosodic levels: it averages 64% of realizations word-finally, but only 4% medially; and it is more pervasive in higher prosodic domains. Creak is more likely in males than females (80 vs. 53%), and vowel quality has no effect on creak word-finally, although word-medially /a/ is more frequently creaked than other vowels. We discuss the implications of our results in comparison with previous studies on creaky voice in Spanish and English, in particular Garellek, Marc & Patricia Keating. 2015. Phrase-final creak: Articulation, acoustics, and distribution. In Paper presented at the 89th meeting of the Linguistic Society of America, Portland, Oregon, 8–11 January, which report a higher rate of creak for Mexican Spanish females compared to males utterance-finally, and Kim, Ji Young. 2017. Voice quality transfer in the production of Spanish heritage speakers and English L2 learners of Spanish. Silvia Perpiñán. In David Heap, Itziri Moreno-Villamar & Adriana Soto-Corominas (eds.), Selected papers from the 44th linguistic symposium on romance languages (LSRL), 191–207. Amsterdam: John Benjamins, which found creaky voice utterance-finally in L2 Spanish and heritage Spanish speakers, but not in L1 Spanish participants.
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Brown, Earl Kjar. "The Effect of Forms’ Ratio of Conditioning on Word-Final /s/ Voicing in Mexican Spanish." Languages 5, no. 4 (November 16, 2020): 61. http://dx.doi.org/10.3390/languages5040061.
Повний текст джерелаАнотація:
There is mounting evidence that words that occur proportionately more often in contexts that condition a phonetically-motivated sound change end up changing more rapidly than other words. Support has been found in at least modern-day Spanish, Medieval Spanish, bilingual English-Spanish, and modern-day English. This study tests whether there is support for this idea with regards to the variable voicing of word-final /s/ in Spanish. An analysis of 1431 tokens of word-final /s/ spoken by 15 female speakers of Mexican Spanish living in Salinas, California, USA is performed. The response variable is the percentage of the /s/ segment that is voiced, and the effect of a handful of predictor variables shown in the literature to condition /s/ voicing is investigated. The variable of interest is forms’ ratio of conditioning (FRC), or the proportion of times with which word types occur in the context that conditions voicing of word-final /s/. The results of a series of 40 beta regression models indicate that FRC significantly conditions the percentage of voicing of word-final /s/ in these data. Also, the effect of manipulating two aspects of FRC operationalization is analyzed. This study adds to the growing body of literature documenting the importance of cumulative contextual information in the mental representation of words.
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Celaya, Roberta D., Raeanne C. Moore, Alan J. Lincoln, and Veronica B. Perez. "31 Examining the Mechanisms of Verbal Working Memory Capacity Consumption in Monolingual Spanish-Speaking Individuals." Journal of the International Neuropsychological Society 29, s1 (November 2023): 444. http://dx.doi.org/10.1017/s1355617723005829.
Повний текст джерелаАнотація:
Objective:Converging evidence across languages suggests that the word length effect (WLE; rate of number of syllables, phonemes, or pronunciation times per word) significantly contributes to estimates of verbal working memory (WM) capacity limits in the storage phase, but not in the manipulation phase (i.e., word length effect decay), of WM. Direct examination of the WLE on verbal WM performance within monolingual Spanish-speakers has not been reported. We investigated the psychophysical mechanisms of capacity consumption in Spanish-speakers across three syllabic word length rates to clarify the relative contributions of the WLE to storage (digit span forward) versus manipulation (digit span backward) memory phases within one language of monolingual speakers.Participants and Methods:Monolingual Spanish-speaking adults (N = 84) born in Latin American countries and age 18-65 completed testing over Zoom. Inclusion criteria required proficiency in the Spanish-language; exclusion criteria were bilingualism, multilingualism, TONI-4 IQ < 85, or history of head injury/LOC. A within-group design measured the WLE across three cognitive load conditions in the forward and backward directions of the digit span test varying in Spanish syllabic word length: the Mexican WAIS-IV Digit Span Test (“Standard Load”), and two modified measures with either a ∼20% decrease (“Low Load”) or ∼20% increase (“High Load”) in total syllables/digit relative to the Standard Load.Results:A reverse WLE was observed on syllable accuracy percentage task performance (p < 0.01), such that longer word length led to higher capacity limits during storage WM. A WLE, not decay, was found on both raw score (p < .001) and syllable accuracy percentage (p < 0.01) task performances during manipulation WM, where longer word length led to lower capacity limits.Conclusions:The reverse WLE was attributed to higher-order, executive-function cognitive strategies (such as chunking) that superseded negative word length effects. A larger syllabic discrepancy during manipulation WM could have superseded executive-function strategies, rendering a traditional WLE. Our study contributed more precise capacity estimates and clearer understanding of successful WM performance within monolingual, Latin American-born Spanish-speakers, helping to reduce cultural disparities in neurocognitive and neuropsychological research. Future studies may extend these findings to examine how WM capacity resources can be harnessed to improve memory strategies in clinically-applied settings with Spanish-speaking populations.
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Garcia, Stefani, Tiana Cowan, Emily Buss, Lauren Calandruccio, Ryan McCreery, Margaret Miller, Barbara Rodriguez, and Lori Leibold. "Evaluating how language and masked-speech recognition change over time for bilingual children in the Midwest." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A264. http://dx.doi.org/10.1121/10.0016219.
Повний текст джерелаАнотація:
Spanish-English bilingual children living in the US often become more proficient in English compared to Spanish over time, in part due to education models. For example, most bilingual children in the Midwest receive educational instruction in English or rapidly transition to English-only instruction. If a bilingual child’s relative proficiency shifts, how does that shift affect their speech recognition? To address this question, we invited participants from the Children’s English and Spanish Speech Recognition Test (ChEgSS) normative study back three years later to retest their speech recognition. The initial study evaluated word recognition in 83 Spanish-English bilingual children with normal hearing. Children completed Spanish and English word recognition tests in speech-shaped noise and two-talker speech using a 4AFC procedure. Language proficiency and language use were assessed using standardized tests and a questionnaire. Results indicated that age and receptive vocabulary influenced word recognition performance. In this study we retested a subgroup of children who were between the ages of 4-8 years in the initial study using the same procedures. Results will advance our understanding of the association between language proficiency and word recognition in this demographic of bilingual children.
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Gottardo, Alexandra, Christine Javier, Fataneh Farnia, Lorinda Mak, and Esther Geva. "Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners." Written Language and Literacy 17, no. 1 (April 11, 2014): 62–88. http://dx.doi.org/10.1075/wll.17.1.04got.
Повний текст джерелаАнотація:
This study examines the bidirectional, cross-linguistic associations between language and word-level reading skills and reading comprehension for 51 students in grades 4 to 6 who speak Spanish as first language (L1) and English as second language (L2). Within-language predictors of reading comprehension were consistent with the simple view of reading. We found unidirectional cross-linguistic associations between Spanish word reading and English reading comprehension. However, the results do not support a cross-linguistic association between English word reading and Spanish reading comprehension. Specifically, results indicate that although L1 and L2 language and reading constructs correlate, L2 skills do not strongly contribute to L1 reading comprehension. Findings are discussed in terms of possible factors that might influence potential cross-language relations among Spanish and English measures. Keywords: reading comprehension; bilingualism; cross-linguistic relations
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Imaz Agirre, Ainara. "The processing of gender assignment in Spanish." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 523–43. http://dx.doi.org/10.1075/resla.29.2.06ima.
Повний текст джерелаАнотація:
This paper reports on an experiment investigating the processing of accurate gender assignment in canonical and non-canonical inanimate nouns in Spanish by native speakers of Basque with nativelike proficiency in Spanish. 33 Basque/Spanish bilinguals and 32 native speakers of Spanish completed an online and an offline gender assignment task. Participants assigned gender to inanimate nouns with canonical (-o; -a) and non-canonical word endings (-e; consonants). The results revealed that the Basque/Spanish bilingual group obtained high accuracy scores in both tasks, similar to the Spanish native speaker group. Interestingly, unlike the Spanish group, the Basque speakers showed faster reaction times with feminine nouns than masculine ones. Canonicity seems to be a strong cue for both groups, since all participants were more accurate and faster with canonical word endings. Even though quantitatively Basque/Spanish bilinguals and Spanish monolinguals’ gender assignment accuracy rates do not differ, qualitatively, the Basque/Spanish bilinguals’ assignment patterns seem to differ somewhat from those of the native Spanish speakers.
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Repiso, Isabel. "The Impact of the Source Language in Spanish Translations: A Survey on English Counterfactuals ‘Should have’." Meta 63, no. 1 (July 11, 2018): 139–59. http://dx.doi.org/10.7202/1050518ar.
Повний текст джерелаАнотація:
The present article shows that the most frequent way of translating Should have + Past participle in Spanish is the word-by-word translation Debería haber. This preference is not coherent with the language use of natives at three levels: (i) the marginal role of modal verbs to express the speaker’s subjectivity in Spanish; (ii) the preferred use of modal verbs in the past participle position (e.g., No hubiese debido tener libros); and (iii) the predominant use of the pluperfect subjunctive as a prompting tense for counterfactual readings. Our survey is based on 1.7 million-word Social Sciences corpus covering 8 essays, 4 political biographies and 2 dystopian novels. In all, 9 sentences containing should have + past participle were analyzed. The translations were crossed with a reference corpus in Spanish containing 154 million words (CREA). The translators’ preference by Debería haber has an effect in the output texts’ readability since it implies a reversal in the frequencies of the Spanish constructions pertaining to the irrealis semantic domain. Our results provide empirical cues to prevent the word-by-word translation Debería haber, such as avoiding infinitive periphrastic constructions or favoring subjunctive mood’s tenses.
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Lillo, Antonio. "En torno al pseudoanglicismo acuñado por traducción." Zeitschrift für romanische Philologie 139, no. 3 (September 11, 2023): 770–97. http://dx.doi.org/10.1515/zrp-2023-0029.
Повний текст джерелаАнотація:
Abstract The study of pseudo-English words arising as translations of Spanish lexemes and expressions has been largely overlooked, if not deliberately ignored, by scholars working in the field of Anglicisms. There are several reasons for this, but the most important is surely that the type of translation involved in the coinage of these words goes right against the grain of what is deemed conventional, common-or-garden calquing. A lexical or phrasal unit coined as a calque of a Spanish word or phrase may look English, but is actually Spanish. On occasion, a Spanish word or word element may also be jocularly interpreted as if it were English, thus lending itself to playful calquing into Spanish. Drawing on a corpus of over 2,000 citations from the microblogging site Twitter, this article provides a detailed analysis of the processes used to create Spanish-based false Anglicisms, usually for playful or humorous effect. The bottom line of this analysis is that these calqued formations are generally motivated by a desire to undermine the sophistication and prestige associated with the use of English loanwords in Spanish.
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Freedman, Skott E., and Jessica A. Barlow. "Using whole-word production measures to determine the influence of phonotactic probability and neighborhood density on bilingual speech production." International Journal of Bilingualism 16, no. 4 (December 2, 2011): 369–87. http://dx.doi.org/10.1177/1367006911425815.
Повний текст джерелаАнотація:
Numerous lexical and sublexical factors have been reported to influence speech production in monolinguals (Storkel, 2001; Vitevitch, 2002); however, whole-word production analyses have rarely been used to measure such influences. The present study investigated the effects of phonotactic probability and neighborhood density on bilingual speech production using whole-word production measures (Ingram, 2002). Five typically developing English–Spanish bilingual children were administered a picture-naming task in English and Spanish in which stimuli varied in sublexical and lexical parameters. Their English and Spanish productions were compared with those of five age-matched monolingual English- and Spanish-speaking children, respectively. No differences were found between bilinguals and monolinguals in the respective languages; however, bilinguals evidenced greater phonological complexity in Spanish than English on words with low phonotactic probability and low neighborhood density. Whole-word approximation remained similar between languages. Findings are interpreted in the context of crosslinguistic influences of sublexical and lexical factors on speech production.
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Shea, Christine E., and Suzanne Curtin. "DISCOVERING THE RELATIONSHIP BETWEEN CONTEXT AND ALLOPHONES IN A SECOND LANGUAGE." Studies in Second Language Acquisition 32, no. 4 (December 2010): 581–606. http://dx.doi.org/10.1017/s0272263110000276.
Повний текст джерелаАнотація:
The identification of stressed syllables by adult second-language (L2) Spanish learners was examined for evidence of influence of an allophonic alternation driven by word position and stress. The Spanish voiced stop-approximant alternation, whereby stops occur in stressed-syllable and word onsets, was utilized. If L2 learners track the distribution of this alternation, they should tend to link stops to stressed syllables in word-onset position and approximants to unstressed, word-medial position. Low- and high-intermediate-level first-language English learners of Spanish as well as native Spanish and monolingual English speakers listened to a series of nonce words and determined which of the two consonant-vowel (CV) syllables they perceived as stressed. In Experiment 1, onset allophone and vowel stress were crossed. In Experiment 2, the onset allophone alternated and a vowel unmarked for prominence was used. The results show that the monolingual English and low-intermediate groups were more likely to perceive syllables with stressed vowels as stressed, regardless of the allophone onset. In contrast, listeners with greater Spanish proficiency performed similarly to native Spanish speakers and were more likely to perceive stress on syllables with stop onsets, a pattern that follows the distributional information of Spanish. This finding suggests that learning the interplay between allophonic distributions and their conditioning factors is possible with experience and that knowledge of this relationship plays a role in the acquisition of L2 allophones.
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Gámez, Perla B., and Dahlia González. "A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers." International Journal of Bilingualism 23, no. 1 (September 7, 2017): 329–48. http://dx.doi.org/10.1177/1367006917728391.
Повний текст джерелаАнотація:
Purpose: The Spanish and English narrative skills of young (mean age = 5.65 years) Spanish-English bilinguals were compared to functionally monolingual Spanish and English-only speakers’ narrative skills, respectively ( n = 63). Method: Spanish and English oral retellings, elicited at the beginning and end of the kindergarten year, were transcribed and coded in terms of discourse- (story structure complexity), semantic- (word diversity) and grammatical-level (lexical and grammatical errors, revisions) skills. Data and analysis: Repeated measures ANOVAs, with Time (beginning-, end-of-year) and Language Status (bilingual and either functionally monolingual Spanish or English monolingual) or Language (English, Spanish) as factors, were used to compare children’s narratives in terms of story structure complexity, word diversity, errors and revisions. Pearson correlations examined the relation of revisions to word diversity and errors. Results: Time comparisons revealed significant gains in story structure complexity, with no statistically significant difference between bilinguals’ and monolinguals’ complexity scores. Bilinguals’ stories were also not different between English and Spanish. Yet, bilinguals included more errors in English than did English monolinguals, while engaging in a comparable number of revisions. Moreover, despite comparable error rates with Spanish monolinguals, bilinguals included more lexical and grammatical revisions in Spanish. Revisions and word diversity were positively correlated; no relation was found between revisions and errors. Conclusions: The relative differences in revisions between bilinguals’ and Spanish monolinguals’ narratives, versus English monolinguals’, highlight the linguistic strengths of bilinguals. In particular, bilinguals’ tendency to engage in revisions as they attempt to increase their language complexity, suggests that revisions require advanced linguistic knowledge, not language uncertainty. Originality: The children in this study were considered language minority learners in the United States. Moving past accounts of minority learners’ “low” performance on oral language and reading comprehension, our study findings reveal evidence of “advanced” linguistic knowledge for bilingual speakers.
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Language and Reading Research Conso, Carol Mesa, and Gloria Yeomans-Maldonado. "The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1755–74. http://dx.doi.org/10.1044/2019_jslhr-l-17-0146.
Повний текст джерелаАнотація:
Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.
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Cieślicka, Anna B., and Brenda L. Guerrero. "Emotion Word Processing in Immersed Spanish-English/English-Spanish Bilinguals: An ERP Study." Languages 8, no. 1 (January 31, 2023): 42. http://dx.doi.org/10.3390/languages8010042.
Повний текст джерелаАнотація:
We conducted a lexical decision task to measure Spanish-English/English-Spanish bilinguals’ behavioral (RT) and electrophysiological (EPN, Early Posterior Negativity and LPC, Late Positive Complex) responses to English emotion words and their Spanish translation equivalents. Bilingual participants varied in age of acquisition (AoA of Spanish/English: early, late), language status (L1 Spanish, L1 English) and language dominance (English-dominant, Spanish-dominant, balanced) but were all highly immersed bicultural individuals, uniformly more proficient in English than Spanish. Behavioral data showed faster and more accurate responses to English than Spanish targets; however, the emotion effect was only present for Spanish, with positive Spanish words recognized significantly faster than those that were negative or neutral. In the electrophysiological data, the emotion response was affected by language of the target stimulus, with English targets eliciting larger EPN amplitudes than Spanish targets. The reverse effect was found on the LPC component, where Spanish targets elicited a higher positivity than English targets. Dominance did not turn out to be a significant predictor of bilingual performance. Results point to the relevance of proficiency in modulating bilingual lexical processing and carry implications for experimental design when examining immersed bilinguals residing in codeswitching environments.
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VITEVITCH, MICHAEL S. "What do foreign neighbors say about the mental lexicon?" Bilingualism: Language and Cognition 15, no. 1 (April 7, 2011): 167–72. http://dx.doi.org/10.1017/s1366728911000149.
Повний текст джерелаАнотація:
A corpus analysis of phonological word-forms shows that English words have few phonological neighbors that are Spanish words. Concomitantly, Spanish words have few phonological neighbors that are English words. These observations appear to undermine certain accounts of bilingual language processing, and have significant implications for the processing and representation of word-forms in bilinguals.
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Dugo, Carmen Caro. "Syntactic Aspects of Lithuanian-Spanish Translation of Fiction and Scientific Texts." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 129–46. http://dx.doi.org/10.2478/sm-2019-0017.
Повний текст джерелаАнотація:
Summary Translators, linguists and translation researchers often have to deal with subtle and sometimes complex syntactical aspects involved in translation. Properly conveying the structure and rhythm of a sentence or text in another language is a difficult task that requires a good understanding of syntactical aspects of both the source and the target language. The morphology of Lithuanian verbs and nouns, and specially its system of declensions and cases, without any doubt facilitates a relatively flexible word order. Many linguists also agree that word order in the Spanish sentence is also freer than in French, English or other modern languages. It has often been said that Spanish has the most flexible word order of all Romance languages. However, Spanish word order is by no means as free as in Lithuanian. A comparative study of Lithuanian texts and their translation into Spanish allows a better understanding of the syntactical differences between both languages. This article examines a case of syntactical inversion in Lithuanian: the displacement of the direct object and its location at the beginning of the sentence, and the translation of such sentences into Spanish. In Spanish the direct object usually follows the verb, except in the cases when that function is carried out by pronouns. In order to displace a direct object to the beginning of the sentence, Spanish syntactical structures should be used. In this article two stylistically different Lithuanian texts will be compared with their Spanish translation so as to identify the linguistic means used in each case. A comparative analysis of different types of texts is useful to reveal the Spanish syntactical structures chosen by the translators as well as certain tendencies in each specific context.
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Flege, James Emil, and Murray J. Munro. "The Word Unit in Second Language Speech Production and Perception." Studies in Second Language Acquisition 16, no. 4 (December 1994): 381–411. http://dx.doi.org/10.1017/s0272263100013437.
Повний текст джерелаАнотація:
The purpose of this study, which focused on the wordtacoas spoken in Spanish and English, was to explore the word as a unit in second language (L2) speech acquisition. As expected, acoustic measurements revealed that Spanish and English monolinguals' renditions oftacodiffered systematically. It was also shown that the extent to which Spanish/English bilinguals approximated English phonetic norms for any one segment oftacowas correlated with their approximation for the other three segments, and that early learners differentiated Spanish versus Englishtacomore than did late learners. It also appeared that the bilinguals produced /t/ with less English-like voice onset time (VOT) values in Englishtacothan in other English words without a cognate in Spanish. In a perception experiment, listeners were able to identify the native language of Spanish and English monolinguals on the basis of their production oftaco. The listeners heard larger differences between Spanish and Englishtacotokens spoken by early than late learners of English L2. Two additional perception experiments assessed further the phonetic dimensions that listeners use to determine language identity and to gauge bilinguals' speech production accuracy. Listeners assigned to language identification and goodness rating tasks responded to acoustic information distributed over all four segments intaco, although the VOT of the word-initial /t/ appeared to be the single most important phonetic dimension. Taken together, the results of this study suggest that (a) bilinguals' accuracy in producing the various segments of a second language word may be interrelated and (b) in judging L2 speech, listeners respond to phonetic errors distributed over the entire word.
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Kuprianov, Ye. "System Relationships, Concealed in the Text of Explanatory Spanish Language Dictionary." Studia Linguistica, no. 12 (2018): 50–63. http://dx.doi.org/10.17721/studling2018.12.50-63.
Повний текст джерелаАнотація:
The article is devoted to the theoretical issues of developing methodology for studying systemic relations presented implicitly in the text of the explanatory dictionary of the Spanish language «Diccionario de la lengua española», 23ª edición. The methodology of the research and the formal representation of these relations are based on the theory of lexicographic systems and the theory of semantic states by NAS Academician Dr. Volodymyr Shyrokov. Based on the results of the study, the formal models are constructed for system relations such as hyperchains / hypercycles, quasi-semantics and synonymy. Characteristics and types of systemic relations are given. Hyperchains are the chains of words related to each other by the relationship “hyperоnym-hyponym”, “part-whole”, “process-result”, etc. Quasi-semantics is a property of a word to adopt its meaning from the other one from which it was derived. Quasisemantics combines both the meaning of the main word and its affix. There were twenty five definition patterns revealed in the dictionary for quasisemantic words. Synonymy is a language phenomenon, the essence of which is that the two or more lexical units, being in a certain semantic state, are able to replace each other in certain contexts. The synonyms registered in the dictionary represent not only semantic, but also pragmatic characteristics (style, domain, geographic area). In particular, synonymic couples are the following: special-purpose word / general-purpose word, general-purpose word / special-purpose word, special-purpose word / special-purpose word, colloquial word / literary word, ethnolect / common word. The research results are proposed to be used for creating various linguistic software: text processing systems, semantic analyzers, virtual lexicographic laboratories, etc.
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Bravo-Candel, Daniel, Jésica López-Hernández, José Antonio García-Díaz, Fernando Molina-Molina, and Francisco García-Sánchez. "Automatic Correction of Real-Word Errors in Spanish Clinical Texts." Sensors 21, no. 9 (April 21, 2021): 2893. http://dx.doi.org/10.3390/s21092893.
Повний текст джерелаАнотація:
Real-word errors are characterized by being actual terms in the dictionary. By providing context, real-word errors are detected. Traditional methods to detect and correct such errors are mostly based on counting the frequency of short word sequences in a corpus. Then, the probability of a word being a real-word error is computed. On the other hand, state-of-the-art approaches make use of deep learning models to learn context by extracting semantic features from text. In this work, a deep learning model were implemented for correcting real-word errors in clinical text. Specifically, a Seq2seq Neural Machine Translation Model mapped erroneous sentences to correct them. For that, different types of error were generated in correct sentences by using rules. Different Seq2seq models were trained and evaluated on two corpora: the Wikicorpus and a collection of three clinical datasets. The medicine corpus was much smaller than the Wikicorpus due to privacy issues when dealing with patient information. Moreover, GloVe and Word2Vec pretrained word embeddings were used to study their performance. Despite the medicine corpus being much smaller than the Wikicorpus, Seq2seq models trained on the medicine corpus performed better than those models trained on the Wikicorpus. Nevertheless, a larger amount of clinical text is required to improve the results.