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Статті в журналах з теми "Género (Gramática)"
Coutinho, Maria Antónia. "Dos géneros de texto à gramática." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 28, no. 1 (2012): 27–50. http://dx.doi.org/10.1590/s0102-44502012000100002.
Повний текст джерелаFábregas, Antonio. "género inclusivo." Cuadernos de Investigación Filológica 51 (December 1, 2022): 25–46. http://dx.doi.org/10.18172/cif.5292.
Повний текст джерелаCárdenas Sánchez, Ninfa Stella. "El género, los hombres y las mujeres." Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 12, no. 1 (January 10, 2015): 21. http://dx.doi.org/10.26564/16926250.533.
Повний текст джерелаLeal, Audria Albuquerque. "Multimodalidade e Argumentação no Género Reportagem." Diacrítica 32, no. 1 (November 27, 2018): 25–41. http://dx.doi.org/10.21814/diacritica.133.
Повний текст джерелаFrias Conde, Xavier. "Às voltas com o género neutro nas línguas iberorromânicas." Revista de lenguas y literaturas catalana, gallega y vasca 28 (November 20, 2023): 213–23. http://dx.doi.org/10.5944/rllcgv.vol.28.2023.38950.
Повний текст джерелаCabezas Holgado, Emilio. "Sobre construcciones apositivas. Nombre, género y locación." Onomázein Revista de lingüística filología y traducción, no. 62 (2023): 117–32. http://dx.doi.org/10.7764/onomazein.62.06.
Повний текст джерелаBuenafuentes de la Mata, Cristina, Ángel J. Gallego, Priscila De Sousa, and Nieves Gonzalo. "Trabajar la escritura a través de la gramática." ReGrOC. Revista de Gramática Orientada a las Competencias 6, no. 1 (December 19, 2023): 1–10. http://dx.doi.org/10.5565/rev/regroc.103.
Повний текст джерелаDevís Márquez, Pedro Pablo. "Pronombres personales y género gramatical en español." Philologia hispalensis 1, no. 38 (2024): 215–38. http://dx.doi.org/10.12795/ph.2024.v38.i01.09.
Повний текст джерелаManterola, Ibon, Leire Díaz de Gereñu Lasaga, and Margareta Almgren. "Grammar and text production in Secondary Education teaching materials of Basque, Spanish and English: Reflections on an integrated didactics of languages." Didactica, no. 8 (October 9, 2020): 26–39. http://dx.doi.org/10.1344/did.2020.8.26-39.
Повний текст джерелаSerrano, María José. "Variación sociosituacional de la colocación del sujeto pronominal en textos conversacionales." Spanish in Context 10, no. 2 (July 15, 2013): 261–83. http://dx.doi.org/10.1075/sic.10.2.04ser.
Повний текст джерелаДисертації з теми "Género (Gramática)"
Pereira, Sandra Cristina da Silva. "Diversidade linguística no ensino da flexão nominal em género no 1º CEB." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14362.
Повний текст джерелаO presente estudo encontra-se relacionado com a temática da sensibilização à diversidade linguística e cultural e o ensino da gramática no 1ºCEB e teve como principal objetivo compreender de que forma a abordagem sensibilização à diversidade linguística e cultural pode contribuir para o ensino-aprendizagem da gramática, mais propriamente da flexão nominal em género. De forma a dar resposta ao objetivo definido para o nosso estudo, delineámos e implementámos um projeto de intervenção didática constituído por sete sessões de trabalho. No decorrer das sessões abordámos conteúdos do conhecimento explícito da língua, relativos ao plano morfológico (flexão nominal, género - masculino e feminino) e às classes de palavras (nomes, próprio e comum, e adjetivo). Para a abordagem dos conteúdos programáticos mencionados realizámos atividades de sensibilização à diversidade linguística e cultural, através da apresentação e exploração de uma história, com a qual pretendíamos promover atitudes positivas de abertura à diferença linguística, cultural e étnica, e fazer contactar com unidades linguísticas em diferentes línguas. Neste estudo adotámos uma metodologia de tipo investigação-ação. No projeto participaram os alunos de uma turma do 1º ano de escolaridade, constituída por 20 alunos, de um agrupamento de escolas do concelho de Ílhavo e duas investigadoras, professoras estagiárias responsáveis pela conceção e implementação do projeto de intervenção. Para a recolha dos dados foram selecionados alguns instrumentos e técnicas como: a observação, os registos audiovisuais e fotográficos, as fichas de avaliação individual e o portefólio. A análise dos dados permite-nos constatar que a articulação entre a sensibilização à diversidade linguística e cultural e o ensino da gramática é uma mais-valia promotora de aprendizagens significativas. Através dos resultados obtidos pudemos verificar que esta articulação contribui para o desenvolvimento da consciência linguística dos alunos e, ainda, para o reconhecimento e valorização de outras línguas e uma maior abertura ao Outro.
The present study is related to the theme of linguistic diversity awareness and the teaching of grammar in primary school level and had as main purpose to understand how the awareness of linguistic and cultural diversity (awakening to languages approach) can contribute to the teaching and learning of grammar, more exactly the nominal inflection of gender. In order to meet the set purpose of our study, we designed and implemented a didactical intervention project consisting of seven sessions. Throughout the sessions we have addressed the contents of the explicit knowledge of the language, concerning morphology (nominal inflection; masculine and feminine gender) and word category (proper nouns, common nouns and adjectives). To the approach of the programmatic contents mentioned, we performed activities of language awareness through the presentation and analysis of a story, with which we intended to promote positive attitudes concerning linguistic, cultural and ethnic diversity in order to make contact with linguistics units in other languages (minority languages). In this study we have adopted an action-research type methodology. This project involved the participation of a first grade class, constituted by twenty students, two researchers, who were responsible for the planning and intervention project. To collect data it was selected some instruments were selected such as: observation, audiovisual and photographic records, individual evaluation sheets and the portfolio. The analysis of the data allow us to observe that the link between the awareness of linguistic and cultural diversity and the teaching of grammar is a great asset that promotes significant learning. We could verify that this link contributes to the development of language awareness and still promotes the recognition and enhancements of other languages, cultures and peoples.
Vilosa, Sánchez Marta. "La adquisición del SD en español por adultos de lengua materna árabe egipcio." Doctoral thesis, Universitat de Girona, 2021. http://hdl.handle.net/10803/672838.
Повний текст джерелаEl objetivo general de esta tesis doctoral es investigar el proceso de adquisición del español como lengua tercera (AL3) por parte de adultos con árabe como lengua materna e inglés como lengua segunda. De forma específica, nos proponemos investigar las propiedades del Sintagma Determinante (SD) español de dichos aprendices. De acuerdo con el Modelo de Primacía Tipológica (Rothman, 2011, 2015), de las dos lenguas que constituyen conocimiento lingüístico previo (CLP) del aprendiz de L3, la que tiene una estructura más similar a la lengua objeto es la que va a tener más influencia en el proceso de adquisición. Centrándonos en los bilingües secuenciales tardíos de árabes egipcios (L1) - inglés (L2), estudiamos el papel del CLP en la adquisición del SD, teniendo en cuenta en qué medida las similitudes y las diferencias entre las lenguas del CLP van a incidir en la formación de la interlengua. En concreto se investiga: (1) la concordancia de género, (2) el uso del artículo o del posesivo en estructuras de posesión inalienable, y (3) la presencia o ausencia del artículo en estructuras genéricas
Programa de Doctorat en Ciències Humanes, del Patrimoni i de la Cultura
Sousa, Paulo Ricardo Freitas de. "A Marcação do Género e do Número em Francês Língua Estrangeira." Master's thesis, 2016. http://hdl.handle.net/10316/31715.
Повний текст джерелаNa sequência de investigação anterior (Freitas, 2014), pretendemos com o presente relatório apresentar os resultados qualitativos de um projeto de investigação-ação inserido num curso de formação inicial de professores (Castro, 2010). O trabalho incide sobre o ensino e a aprendizagem da gramática do Francês Língua Estrangeira em contexto escolar, através da abordagem da marcação do género e do número (Franceschina, 2005; Wilmet, 2007), e assenta numa metodologia que privilegia a utilização de laboratórios gramaticais com os quais se trabalhará os conteúdos referidos (Brito, 1997). Além de apresentar a experiência de estágio, analisaremos o desempenho dos alunos ao longo do ano letivo utilizando as notas da observação de aulas, os resultados de dois testes de avaliação efetuados antes e depois da aplicação do laboratório gramatical, e os resultados de um teste de diagnóstico realizado no final do ano letivo. Verifica-se que os alunos aprendem facilmente as regras, ainda que evidenciem maiores dificuldades nas exceções, na relação entre oral e escrito e, sobretudo, nas interferências causadas pela influência da língua materna. Na parte final, apresentar-se-á algumas considerações finais, bem como ideias de estudos futuros.
Sur la base d’une recherche antérieure (Freitas, 2014), notre objectif avec ce rapport est celui de présenter les résultats qualitatifs d'un projet de recherche-action integré dans un master de formation initiale de professeurs (Castro, 2010). Le travail se centre sur l'enseignement et l’apprentissage de la grammaire du Français comme langue étrangère en contexte scolaire, en abordant les marques du genre et du nombre (Franceschina, 2005; Wilmet, 2007) et se base sur une méthodologie qui favorise l'utilisation des laboratoires grammaticaux avec lesquels nous travaillerons ces contenus (Brito, 1997). En plus de présenter l'expérience de stage, nous analyserons les performances des élèves tout au long de l'année scolaire, en utilisant les notes d'observation en classe, les résultats de deux tests d'évaluation effectués avant et après l'application du laboratoire grammatical et les résultats d'un test diagnostic réalisé à la fin de l'année scolaire. On constate que les élèves apprennent facilement les règles, quoiqu’ils montrent plus de difficultés dans les exceptions, dans le rapport entre l’oral et l’écrit et, surtout, dans les interférences causées par l'influence de la langue maternelle. Dans la dernière partie, nous présenterons quelques considérations finales et des idées pour de futures recherches.
Following the results of previous work (Freitas, 2014), this report presents a research-and action project for grammar teaching in school within an initial teacher training experience in French as a Foreign Language (Castro, 2010). The project analyses gender and number marking learning (Franceschina, 2005; Wilmet, 2007) and is based on a methodology that favours the use of grammatical laboratories (Brito, 1997). The report describes the teacher training experience and the pupils’ progress throughout the year, according to class observation notes, the results of two tests (before and after the grammar laboratory experience), and the results of a diagnosis test at the end of the year. General rules for gender and number marking are easily learned, but pupils show some difficulties in exceptions, in the relationship between oral and written forms and especially in interferences from their mother tongue. In the final part, we will present some final considerations and future research ideas.
Martins, Mário. "A contribuição dos significados experimentais para a constituição dos elementos obrigatórios do género narrativa escolar: um estudo de caso." Master's thesis, 2008. http://hdl.handle.net/10451/453.
Повний текст джерелаDrawing on the theory of systemic functional linguistics as the framework for the research, particularly on aspects concerning the realisation of experiential meanings (Halliday 2004) and generic structure (Hasan 1996), this study describes the elements that are part of the generic structure potential of the genre school narrative. It focus particularly on the role that the obligatory elements, as textual devices facilitating the reader's recognition of the writer's communicative purposes, play in the identification of the genre. The study also aims at pointing out how lexicogrammatical features are realized as the instantiation of the ideational metafunction. The corpus of study is made up of forty school essays written by brasilian students as part of writing activities for the school subject Língua Portuguesa , in the last year of secondary school (year 12). Analysis shows that the majority of the texts present the obligatory elements of the generic potential. The presence of these elements is made clear by the use of the experiential centre processes and participants which functions as a structuring motivation for their expression. The data also shows that school narratives display some variability in terms of structure, and that there is a close dependency between the product of the writing task (the text) and the situational context motivating it (the writing task itself), i. e., students reach their purposes as writers according to and following closely what is said in the tasks. It is claimed that the research results constitute a valuable instrument for both teachers and students, giving them further tools for a clear and satisfactory implementation of a genre-based teaching methodology, as well as for researchers who are in need of more accurate descriptions of this narrative genre in Portuguese.
A partir da Linguística Sistémico-Funcional, enquanto teoria de base desta pesquisa, particularmente os aspectos relativos à realização de significados experienciais (Halliday 2004) e à estrutura de género (Hasan 1996), este estudo descreve os elementos estruturais obrigatórios do género narrativa escolar, dando especial atenção ao papel que esses elementos obrigatórios, como ferramentas facilitadoras do reconhecimento dos propósitos comunicativos do escritor, têm para a identificação do género. Este estudo também tem como objectivo apresentar os modos de realização das características lexicogramaticais na instanciação de significados da metafunção Ideacional. O corpus de estudo é composto por 40 textos narrativos escritos por alunos finalistas do ensino secundário brasileiro, obtidos a partir de actividades escolares legitimamente rotineiras das aulas de Língua Portuguesa. A análise mostra que a maioria dos textos apresenta os elementos obrigatórios de um potencial de género. A presença destes elementos é justificada pela aplicação do conceito de centro experiencial participantes e processos. O corpus também mostra que as narrativas escolares têm alguma variabilidade em termos de estrutura e que uma estreita dependência entre os textos escritos e o contexto de situação motivador destes textos, isto é, os estudantes atingem seus propósitos, pois estão em acordo com o que a tarefa escolar prescreve. Acredita-se que esta investigação possa se revelar como um instrumento válido, tanto para professores e alunos, dando-lhes ferramentas para uma implementação mais eficiente de metodologias de ensino baseado em género, bem como para pesquisadores que necessitem de descrições mais acuradas desse género narrativo em Português.
Rocha, Débora Inês Pinto de Sousa. "Análise das relações entre as unidades verbais e não verbais no género anúncio publicitário." Master's thesis, 2016. http://hdl.handle.net/10362/20348.
Повний текст джерелаThe present investigation is carried out in the field of Language Sciences and presents a reflection on the textual genre of advertisement in the field of telecommunications. Our main purpose is to characterize the relations between the verbal and non-verbal components using the model of Socio-interactional Semiotic (SIS) developed by Leal (2011) which combines the assumptions of Socio-discursive Interactionism and the Grammar of Visual Design (GVD). Assuming the influence of new technologies in today’s society and the consequent reorganization of the social structures, we may see that there are strong changes in the forms of communication. In that sense, texts are now composed by many semiotic modes influenced by specific sociocultural contexts. The multimodal nature of contemporary genres requires an urgent adaptation of the studies, in order to account for their specificities. Thus, we carried out an analysis of advertising texts, following the SIS model, in which we highlight the complementary relation between their components
Morais, Ana Cristina Godinho de Albuquerque Aragão. "Género e multimodalidade na aula de ILE : compreender e comentar o texto publicitário." Doctoral thesis, 2017. http://hdl.handle.net/10400.14/24089.
Повний текст джерелаThis study assesses and analyses the written production of undergraduate Media Studies students in English as a Foreign Language (EFL), through the production and experimentation of pedagogical resources which associate visual (or multimodal) literacy to the genre-based approach to teaching writing. The aim was to describe and analyse how students interpret multimodal print advertisements and how they assimilate the contents of the teaching materials. Within an applied linguistics framework, the research aims to empirically apply two theories drawn from Michael Halliday’s Systemic Functional Grammar: the theory of multimodal social semiotics which supports the Grammar of Visual Design (Kress and van Leeuven, 2006) and the Sydney School genre-based approach (Rothery, 1996; Martin, 1989; Martin and Rose, 2007, 2008). On the one hand, the grammar of visual design provided students with the necessary tools to understand the semiotic resources of the print advertisements used as visual stimuli and, on the other, the genre-based approach offered the methodology for the writing pedagogy used in the project. Framed within action-research in a collaborative context, in the pilot phase we had the valuable collaboration of one colleague who taught the subject in 2009/10 and the following year, in 2010/ 11, of three colleagues who also agreed to use the teaching materials. The research is qualitative-based and covers the analysis of a small corpus of twelve texts produced by three students of three different levels (good, average and weak) in the context of three assessment moments: diagnostic test, midterm test and final test. Although the sample is too small to be truly representative, the aim was to observe the EFL writing skills development of the three students concerning mastery of the genre, and to see how the classroom discussions and input on analysis of multimodal texts were revealed through the students’ writing.
Matos, João Soares Gonçalves de. "Poderá uma Língua Natural ser Sexista? Avaliação do Impacto de Informação Gramatical e de Estereótipos de Género na Compreensão de Enunciados com Sujeitos Masculinos Genéricos em Português Europeu." Master's thesis, 2020. http://hdl.handle.net/10362/110814.
Повний текст джерелаOne of the most debated topics in the literature regarding the intersection of grammatical phenomena and human gender is the analysis of Masculine Generic (MG) nouns. In grammaticallygendered languages, MG nouns are linguistic items in which grammatical gender is morphosyntactically expressed, bearing [+Human], [-Feminine] and [+Plural] semantic features, despite being semantically ambiguous: they can signify both groups of men (in their specific interpretation), and mixed-gender groups (in their generic interpretation). Several recent studies (Esaulova et al., 2015; Gygax et al., 2012; Horvath et al., 2016; Stahlberg et al., 2007; Vervecken et al., 2013) have proposed that within Indo-European grammatical gender languages (German, English, French, and others), MG nouns are preferentially interpreted as specific, not as generic. However, to the best of our knowledge, no previous research has investigated whether this is the case in European Portuguese (EP). The present dissertation will directly address this shortcoming by using two experimental paradigms. Experiment I provided norms on gender stereotypes associated with EP nouns. We adapted the methodology developed by Gabriel et al. (2008) and Miserky et al. (2014). We created a list of 93 social role names which were rated for their gender stereotypicality by 342 native EP speakers. We manipulated the scale’s direction (with female versions of names being expressed on the left side vs. the right side) and the grammatical information incorporated by the evaluated nouns (feminine and masculine versions of nouns vs. MG nouns). Our results show there was an overall tendency in the stereotipicality ratings to judge the role names as being male. This tendency was less pronounced, however, when the feminine version of nouns was presented, and even less so when this version was presented on the left side of the scale. Experiment II evaluated the preferential interpretation of EP MG nouns and the influence of gender stereotypes in such interpretations. We adapted the sentence evaluation paradigm used by Gygax et al. (2008) to EP. Test items were sequences of two sentences whose syntactic subjects were referentially bound. The first subject was an MG noun; the second subject was either a conceptually masculine noun or a conceptually feminine noun (respectively “homens” or “mulheres”). Each participant had to decide whether or not the second sentence was a possible continuation for the first. We controlled the gender stereotype of the evaluated noun (which could be masculine, feminine or neuter) as well as the conceptual gender of the second sentence’s subject. The role names’ stereotypicality had no relevant influence in the interpretation of these nouns, since such interpretations were determined by their grammatical gender. Our results confirm that: (1) the preferential reading of EP MG nouns is specific, and not generic, and that (2) it is possible to reduce women’s conceptual invisibility by explicitly referring them within nominal morphology, especially if the feminine term is located on the left periphery of the syntactic coordination (for instance, “alunas e alunos”). Further, our findings highlight the importance of the socio-praxeological context of linguistic performance, and of how the structure of a natural language can influence human cognition. We discussed these insights and their sociocultural and political repercussions are discussed in this work within the frameworks of Socio-Discursive Interactionism, Neo-Whorfianism and Feminist Linguistics.
Baptista, Ana Rita Cardoso Bernardes Ferreira. "As gramáticas políticas dos feminismos contemporâneos: discursos de jovens feministas." Master's thesis, 2016. http://hdl.handle.net/10071/12731.
Повний текст джерелаWith this dissertation we tried to understand, through the speeches of the participants of this study, young activists from feminist groups, aged between 19 and 32 years of age, the relationship between young people and feminism, as well as what new grammars policies that contemporary feminism embraces. It discussed how young people feel feminisms, comprising the plurality of feminisms today, and the new debates and the internal tensions of the movement. The truth is that, despite the changes, the society still sees women to be treated unequally to men, which means that the feminist movement is not something of the past, but something of the presente. The feminist movement needs the young generation to to continue the work already done. Turning briefly the origin and history of early feminism of the twentieth century to the history of today's feminism, this dissertation aims to contribute to a mapping of the current feminist action and also realize that feminism is these that today we speak or hear, explained by view of young feminists. As the data analysis method, a thematic in-depth analysis was conducted to address six activists and young feminists. The results of this study showed us the big questions that today's feminisms faced, and that are the issues of gender identity; the relationship and debate between feminism and the LGBT population; the conflict that internally installed in the feminist movement around sex work theme.
Avelar, António 1955. "Géneros e registos do discurso no ensino de línguas : proposta de aplicação ao ensino de PLE e monitorização em contexto." Doctoral thesis, 2008. http://hdl.handle.net/10451/543.
Повний текст джерелаКниги з теми "Género (Gramática)"
Salor, Eustaquio Sánchez, Carlos Salvador Díaz, Juan María Gómez Gómez, Cláudia Teixeira, and Armando Senra Martins. Instituição da Gramática ampliada e explicada por António Velez. Tomo II: Morfologia II: género dos nomes. Sobre a declinação dos nomes. analogia e anomalia. Pretéritos e supinos. Imprensa da Universidade de Coimbra, 2020. http://dx.doi.org/10.14195/978-989-26-1661-2.
Повний текст джерелаPeláez, María Agustina, and Valeria Flores, eds. F(r)icciones pedagógicas. Editorial de la Universidad Nacional de La Plata (EDULP), 2017. http://dx.doi.org/10.35537/10915/69065.
Повний текст джерелаCastellani, Eladia Andrea, Claudia Noemí Dabove, and Mónica Beatriz Rodríguez, eds. Gramática Ciclo Superior. Editorial de la Universidad Nacional de La Plata (EDULP), 2021. http://dx.doi.org/10.35537/10915/130215.
Повний текст джерелаEl lenguaje cinematrográfico. Gramática, géneros, estilos y materiales. Ediciones de la Torre, 1999.
Знайти повний текст джерелаCremona, María Florencia, Rocío Gariglio, and María Florencia Actis Llaryora, eds. Gramáticas del mundo por venir. Editorial de la Universidad Nacional de La Plata (EDULP), 2022. http://dx.doi.org/10.35537/10915/144647.
Повний текст джерелаKiesling, Scott F. Language Gender and Sexuality. Taylor & Francis Group, 2019.
Знайти повний текст джерелаLanguage, Gender, and Sexuality: An Introduction. Routledge, 2024.
Знайти повний текст джерелаLanguage, Gender, and Sexuality: An Introduction. Taylor & Francis Group, 2019.
Знайти повний текст джерелаKiesling, Scott F. Language, Gender, and Sexuality: An Introduction. Taylor & Francis Group, 2019.
Знайти повний текст джерелаKiesling, Scott F. Language, Gender, and Sexuality: An Introduction. Taylor & Francis Group, 2019.
Знайти повний текст джерелаЧастини книг з теми "Género (Gramática)"
Talarico, Mariagiulia Costanzo. "MÁS ALLÁ DE LA GRAMÁTICA:." In El mundo a través de las palabras. Lenguaje, género y comunicación, 130–37. Dykinson, 2020. http://dx.doi.org/10.2307/j.ctv105bcsb.13.
Повний текст джерела"Un sincretismo de género en la esfera de la cuantificación. Los problemas para analizar el neutro de materia como género en asturiano." In El sincretismo en la gramática del español, 119–84. Vervuert Verlagsgesellschaft, 2011. http://dx.doi.org/10.31819/9783865278746-006.
Повний текст джерелаRomero, María Cecilia, Muriel Troncoso, and María Soledad Funes. "LA ENSEÑANZA DE LA LENGUA MATERNA DESDE UNA PERSPECTIVA DE GÉNERO: EL APORTE DE UNA GRAMÁTICA DISCURSIVA." In Análisis y propuestas educativas sobre género y diversidad sexual: Sociedades y escrituras en continuas transformaciones., 145–71. Dykinson, 2021. http://dx.doi.org/10.2307/j.ctv1s7cjkn.11.
Повний текст джерелаSánchez Madrid, Nuria. "La gramática sexuada del orden social: el gesto queer. Anotaciones a “Feminismo e género: o caso de Butler” de Sofia Miguens." In A Filosofia e a sua História: Perspetivas em torno de uma Relação Controversa, 115–38. Axioma - Publicações da Faculdade de Filosofia, 2023. http://dx.doi.org/10.17990/axi/2023_9789726973737_115.
Повний текст джерела"CAPÍTULO 4. LA HISTORIA DE LAS PERÍFRASIS DEBER / DEBER DE + INFINITIVO: VARIACIÓN, NORMA Y GÉNEROS TEXTUALES." In La gramática en la diacronía, 147–96. Vervuert Verlagsgesellschaft, 2017. http://dx.doi.org/10.31819/9783954877362-005.
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