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This manuscript has been submitted to Porta Linguarum, There are well-known challenges in the assessment of learning in general, and especially in foreign language learning. The treatment of error in the classroom is a recent topic of research and one that has given rise to multiple approaches to pinpoint, identify and classify the errors made by learners of foreign and second languages. This article presents a methodological model based on visual analytics and education data mining to optimise teacher intervention in the face of individual and collective errors in the Russian language classroom. The methodology has been tested on learners of Russian as a foreign language at the University of Granada. It comprised an online questionnaire for skills assessment, with 75 questions that were classified by grammatical category and sub-category. It was filled out by the learners of the 2021/2022 academic year, yielding 31 responses. The responses were then analysed through visual analytics and education data mining techniques. Clustering questions and learners allowed the identification of different error patterns and groups of learners with common errors. This serves to demonstrate the usefulness of these techniques for classroom assessment., Son conocidos los problemas en la evaluación del aprendizaje, en especial en lo referido a los estudios de lengua extranjera. El tratamiento del error en el aula es un tema de investigación reciente y que ha dado lugar a numerosas propuestas para localizar, identificar y clasificar los errores de los estudiantes de lenguas extranjeras y segundas lenguas. En este trabajo se propone un modelo metodológico basado en la Analítica visual y la Minería de datos educativos para la optimización de la intervención docente ante el error individual y colectivo en el aula de ruso. Esta metodología ha sido puesta a prueba en estudiantes de ruso como lengua extranjera en la Universidad de Granada. Se ha elaborado un cuestionario on-line para la evaluación de los conocimientos, con 75 preguntas clasificadas por categoría y subcategoría gramatical. Este fue realizado por los estudiantes del curso 2021/2022, obteniendo un total de 31 respuestas. Mediante las técnicas de analítica visual y minería de datos educativos, las respuestas fueron analizadas. Mediante la clusterización de las preguntas y los estudiantes se han detectado patrones de errores y grupos de estudiantes con errores comunes. Se evidencia así la utilidad de estas técnicas en la evaluación del aula., Proyecto de Investigación del Plan Propio de Investigación de la Universidad de Granada "Visualización analítica para la optimización del feedback y la evaluación en el aula de Traducción e Interpretación y Enseñanza de lenguas extranjeras" (PPJIA2021.40)

[eng] Other-directed emotions, both positive (e.g. love, pity, admiration) and negative (e.g. hatred, anger, disgust), play an important role in communication due to their social nature and involvement of another party. Emotive discourse regulates social encounters and triggers response in participants of such encounters. When learning a new language, one needs to be able to interpret correctly emotive discourse and, ideally, to articulate adequately one's own emotions. Therefore, it is important to know what emotion concepts exist in a given language and if they differ in any way from the speaker's first language. From the sociolinguistic point of view, other-directed discontent is extremely culture-dependent: there are strict rules of what, how and when can or should be expressed and consequently interpreted by an illocutor and reacted upon. Moreover, according to the Russian National Corpus frequency chart, emotion terms of discontent are the most frequent ones among the other-directed emotions in Russian: obida “offence/resentment” is extremely salient, only surpassed by the lexemes denoting "love", "hope", "happiness", “joy” and "fear". The present study seeks to fill the gap in studies on the conceptualisation of other-directed discontent in Russian, compared to English and Spanish. For this purpose, relevant research papers, lexicographical sources and corpora studies have been employed. The results show that power relations are crucial for the lexical choice when expressing other-directed discontent in Russian, i.e. emotion words are chosen according to the social status of both the experiencer and the causer. Moreover, there are different classifications of discontent-related words in Russian: 'rational' vs. irrational, 'expressive' vs. 'inexpressive', 'high', i.e. connected to the 'soul', and 'low', i.e. connected to the body. The comparative analysis of Russian, English and Spanish other-directed discontent has revealed both similarities and differences in the respective versions of the concept. All three languages have 'low vs. high intensity', 'external vs. internal' and 'significant vs. insignificant' dichotomies. Also metaphorical conceptualisation is similar, mostly as 'a substance in a container', although the theme of 'elements' prevails in Russian, 'hot fluid in a container' in English and 'possessed object' in Spanish. Etymology plays a certain role in conceptualisation in all three languages, especially in English (e.g. anger) and Russian (e.g. obida). In addition, differences in synonymic groups and recurrent antonyms (mir “peace” in Russian, paciencia “patience” in Spanish, and pleasure in English) reflect differences in respective naïve pictures of the world. On the morphosyntactic level, specific traits of Russian are 1) fusion with active verbs caused by conceptualisation of emotions as actions, and 2) derivation being the main means of lexical replenishment and the main salience indicator of a term. In reference to the discursive representation of other-directed discontent, the outline of the social component in the conceptual structure and the qualitative Russian, English and Spanish corpora studies resulted in the reconstruction of the subtextual discourse. The discourse is motivated by 'archaic', rural morality in Russian, which constructs the world as a common house, by patriarchal morality in Spanish, which propagates action as a sign of power, and by the rule of law in English, postulating anger as a valid means of self-assertion., [cat] Les emocions dirigides cap als altres, tant les positives (per exemple, amor, pietat, admiració) com les negatives (per exemple odi, ràbia, fàstic), juguen un paper important a la comunicació a causa de la seva naturalesa social i l'involucrament d'un altre. El discurs emotiu regula encontres socials i provoca resposta en els participants d'aquests encontres. A l'hora d'aprendre un nou idioma, és necessari poder interpretar correctament el discurs emotiu i articular adequadament les seves emocions. Així doncs, és important per un parlant saber quins conceptes d'emocions existeixen a l'dioma en qüestió i si són diferents dels conceptes de la seva primera llengua. Des del punt de vista sociolingüístic, el descontentament dirigit cap als altres (tradicionalment anomenat anger en anglès i en la recerca internacional) és extremadament dependent de la cultura: hi ha regles estrictes sobre com, quan i què es pot expressar. A més, segons el Corpus Nacional Rus, les paraules del descontentament són les més freqüents entre les emocions dirigides cap als altres, només superades pels lexemes amb significat “amor”, “esperança”, “felicitat”, “alegria” i “por”. El treball present té com a objectiu estudiar la conceptualització del descontentament dirigit cap als altres en rus, comparat amb l'anglès i el castellà. Amb aquesta finalitat, s'han utilitzat articles de recerca rellevants, recursos lexicogràfics i estudis de corpus. Els resultats demostren que les relacions de poder són crucials per a l'elecció lèxica a l ´hora d'expressar el descontentament en rus. Això vol dir que les paraules emocionals s'escullen segons l'estatus social de l'experimentador del descontentament i del causador del descontentament. A més, hi ha classificacions diferents de les paraules del descontentament en rus: racionals o irracionals, expressives o inexpressives, 'altes' (relacionades amb l'ànima) i 'baixes' (relacionades amb el cos). L'anàlisi comparatiu del descontentament en rus, anglès i castellà ha revelat tant similituds com diferències en les seves respectives versions. En totes tres llengües apareixen dicotomies 'baixa o alta intensitat', 'extern-intern', 'significatiu-insignificatiu'. La conceptualització metafòrica del descontentament també és similar. Majoritàriament està conceptualitzat com a 'substància dins d'un recipient', tot i que el tema dels 'elements' predomina en rus, 'el líquid calent dins d'un recipient' en anglès i 'l'objecte en possessió' en castellà. L'etimologia juga un cert paper a la conceptualització en tots tres idiomes, especialment en anglès (per exemple anger) i en rus (per exemple obida). També, les diferències en grups sinonímics i en antònims recurrents (mir “pau” en rus, paciencia “paciència” en castellà, i pleasure “plaer” en anglès) reflecteixen diferències en els 'imatges naïfs del mon' en els tres idiomes. A nivell morfosintàctic, els trets específics del rus són 1) la fusió del lèxic emocional amb els verbs actius, causada per la conceptualització dels emocions com a accions, i 2) la derivació, sent el mitjà principal de l'enriquiment lèxic i l'indicador principal de la prominència d'un terme. En referència a la representació discursiva del descontentament dirigit cap als altres, la descripció del component social dins de l'estructura conceptual i l'estudi qualitatiu del corpus rus, anglès i castellà han donat com a resultat la reconstrucció del discurs subtextual. El discurs rus és motivat per la moral arcaica i rural i construeix el món com una casa comuna. El discurs castellà és motivat per la moral patriarcal, fent èmfasi en l'acció com a signe de poder. El discurs anglès és influenciat per l'imperi de la llei i postula anger com a mitjà vàlid d'autoafirmació.

This study deals with the issue of Descriptive Translation within the field of Corporate Governance (English and Russian). It aims to provide a contribution for the internationalization of the topic and its consolidation. This piece of work gives priority to the innovative and modern nature of Terminology. Language for Special Purposes (LSP) gives priority to international and concise term forms. Correspondingly, Direct Loan and Calque are considered as preferable term creation methods. Nevertheless, in many cases a less desirable term creation method, like Descriptive Translation, is used. The English language is the lingua franca for Russian terms within the field of Corporate Governance. Non-transparent and unwieldy term forms often need to be explained and clarified. Descriptive Translation has proven to be one of the most effective methods for making term forms transparent, grammatically and semantically correct. Descriptive Translation is one of the most frequently used methods for term translation, although it is not given proper attention within Terminology studies. This study aims to show how English terms are integrated into the Russian LSP using Descriptive Translation; to identify the reasons for the use of Descriptive Translation; its purposes and characteristic features and to analyze whether it is necessary to harmonize the whole system of Management terms. This should lead to the fulfillment of the main objective: to carry out the classification of descriptive terms and justify their practical use., Tesis Univ. Granada. Programa Oficial de Doctorado en Lenguas, Textos y Contextos

The right of audience, in common law, is the right of a lawyer to represent a client in a court. Royalty, the Pope and some Presidents grant audi-ences. What does the power to grant an audience consist in? And what does it mean to demand an audience (with)? Through a reading of the way in which the vocabulary of theatre, acting and audience is involved in the generation of a theory of state by Hobbes and Rousseau, this paper looks to reopen these questions as a political resource for us to re-imagine and refigure our ways of being together. Through readings of Hobbes and Rousseau, it looks at the ways in which the performance of politics creates the public, the representative and the sovereign and the ways these figures interact. It proposes an alternative role for theatre as places of affective learning and a civic ethics of playfulness, in which the auto-institution of the state as an imagined collectivity is fully assumed. Pravo na saslušanje (audijenciju), u običajnom pravu, jeste pravo advokata da zastupa klijenta na sudu. Kralj, Papa i neki predsednici primaju u audijenciju. U čemu se sastoji moć primanja u audijenciju (to grant an audience)? I šta znači zahtevati audijenciju? Čitanjem načina na koji je vokabular pozoriša, glume i audi­jencije (publike) uključen u proizvodnju teorije države kod Hobsa i Rusoa ovaj rad propituje pitanje političkih resursa koji nam pomažu da iznova promislimo načine bivanja zajedno. Preko Hobsa i Rusoa, ovaj tekst ispituje na koji način performiranje politike stvara javnost, predstavnika i suverena, te na koji način ove figure interaguju. Predlaže se alternativna uloga za pozorište kao mesto afek-tivnog učenja i građanske etike razigranosti u kojoj se autoinstitucija države kao zamišljenog zajedništva obuhvata u celosti.

El artículo estudia la influencia que el ruso como lengua dominante ejerce sobre el Beserman, dialecto del udmurto. El análisis se basa en un corpus de diálogos grabados y transcritos en Shamardan (un pueblo dónde se habla Beserman, en Udmurtia, Federación Rusa). Se muestra que la influencia rusa en forma de cambio de código y de préstamo se puede observar en todos los niveles de la lengua: la fonética, la morfología flexiva, el vocabulario, la sintaxis y el discurso. Se afirma que los cambios experimentados podrían dar lugar a una lengua mixta, aunque el dialecto es probable que muera ya que no se transmite de generación en generación., The paper is devoted to the influence which Russian as a dominant language exerts on Beserman dialect of Udmurt. Analysis is based on a corpus of dialogues recorded and transcribed in Shamardan (a Beserman village in Udmurtia, Russian Federation). It is shown that Russian influence in forms of codemixing and borrowing can be seen at all language levels: phonetics, inflectional morphology, vocabulary, syntax, discourse. It is stated that the changes could result in a mixed idiom, but the dialect is likely to die because it is not passed to next generations anymore.

En este artículo presentamos una metodología para la adquisición de recursos léxicos a partir de corpus sin anotar. Esta metodología está demostrando ser de una gran eficacia para lenguas que, como el ruso, presentan una morfología rica y de tipo predominantemente concatenativa. La metodología puede aplicarse tanto a la creación de nuevos recursos léxicos como en la ampliación de recursos léxicos ya existentes. Presentamos asimismo una extensión de la metodología que realiza consultas automáticas a Internet para adquirir aquellas entradas para las cuales no existe suficiente información en nuestro corpus. This paper presents a methodology for the automatic acquisition of lexical resources from raw corpora. This methodology has proved to be efficient for those languages that, like Russian, present a rich and mainly concatenative morphology. This method can be applied in the creation of new resources, as well as in the enrichment of existing resources. We also present an extension of the system that uses automatic querying to Internet to acquire those entries for which we have not enough information in our corpus.