Search

Writing Studies scholars have raised concerns about framing student struggles to integrate secondary sources as an ethical problem of plagiarism. They propose, instead, framing student citation practices as transitional markers of development in which students use patchwriting to learn the discursive norms and values of academia. Patchwriting as a literacy tool for transfer of knowledge raised questions for me about whether students develop other scaffolds to aid in learning transfer. In this pilot study, I investigate student use of anchor sources, the “perfect source” that frames a student’s central argument, rhetorical structure, and/or purpose. Based on a random sample of a nationwide corpus of First-Year Writing research papers from 16 US institutions, findings show that 21 of 30 research papers (70%) revealed evidence of an anchor source. Six of the 9 papers without anchor sources show evidence of significant rhetorical problems. Results suggest evidence of knowledge transfer, as well as pedagogical implications for supporting this transitional stage in student development.

Este artigo aborda o futuro do trabalho como fenômeno comu-nicacional, por meio de sua análise como construção discursiva. Elegemos como objeto dois relatórios, dois documentos prospectivos: um assinado pelo World Economic Forum — talvez o maior porta-voz do capitalismo global — e outro da corporação Dell Technologies, expoente da economia digital mundial. Buscamos identificar de que forma esses discursos sobre o futuro do trabalho mobilizam códigos hegemônicos do neoliberalismo, compreendido como lógica social. Essa lógica pressupõe a produção de sujeitos, por meio de competências, perfis, como capital humano a ser gerido com eficácia. A metodologia é baseada na noção de discurso social de Angenot — que propõe a análise do espírito do tempo em sua disseminação nos discursos de dado contexto histórico e social.

L'objectiu d'aquest treball és abordar la didàctica de la prosòdia des de dos punts de vista: en primer lloc, una perspectiva històrica i teòrica que examina el paper i tractament de la competència prosòdica; i, en segon lloc, les implicacions didàctiques i el desenvolupament d'aquesta competència a través del joc, tenint en compte a l'alumnat de l'aula d'Educació Infantil i d'Educació Primària.

Os processos verbais são o foco de nossa análise para investigar a forma como o dizer é construído em artigos acadêmicos produzidos por alunos de Letras, compreendendo que a representação do dizer se faz por meio desses processos, os quais materializam "vozes" que corroboram opiniões, ideias e pensamentos, ao introduzirem o discurso direto e indireto. Propomo-nos, então, a averiguar, à luz da Linguística Sistêmico-Funcional, como os graduandos em Letras se apropriam deste tipo de processo para construírem seus artigos.Verbal processes are the focus of our analysis, which aims at investigating how the act of saying is built up in academic papers by students of Languages and Literature, bearing in mind that the representation of saying is carried by these processes, which materialize "voices" that introduce opinions, ideas and thoughts, in direct and indirect speech. Therefore we aim at investigating, following the principles of Systemic Functional Linguistics, how those students approach this kind of process to build their articles.

Although Anglicisms1 have been the subject of research for quite some time now, their definition in the literature sometimes tends to be somewhat inexplicit, and there are points of disagreement, especially regarding their classification and the distinction between their types. This paper advocates a uniform, consistent approach to defining loans (Anglicisms) and their typology in terms of an interplay between three criterial features which are transferred in, and thereby constitute, (lexical) borrowing: concept, model, and form. Their combination results in seven feature patterns or loan types (both mono- and bilingual), which the paper correlates and compares with standard categories of Anglicisms found in the literature and illustrates using examples from Czech

The paper examines the guidelines dedicated to Italian teaching and, above all, to the ideal thematic, language and stylistic features of school reading books in the programmes for primary school and in the related instructions for teachers issued by the Ministry of Education from 1860 to 1905: a decisive period for the arrangement of the Italian school system, the literacy processes and the spread of the national language. It can be seen how these official documents significantly shaped the writing of school books. The paper also explores the complex relationship between the institutional attempts to regulate textbook production, as evidenced by relevant ministerial documentation parallel to the programmes, and the rich publishing activity in this field. To complete the overview of the dialectic between school-educational publishing and the regulatory will of the Ministry and of the boards connected to it, responsible for the evaluation of textbooks, the witnesses of two prominent school female authors of the 2nd half of the 19th century are commented on: Ida Baccini and Felicita Morandi.

This paper presents a new, digital, and interactive list of wounds, deaths, and other acts of aggression in the Iliad. After an introduction, it discusses the state of the art in quantitative approaches to the subject. The following section presents the methodology for compiling the data, briefly establishing the criteria for the distribution of instances in each category. In the discussion, I compare the results with previous similar projects and mention a few examples of the potentiality of the new list – to be published online, not included in the paper –, showing the advantages of the digital format.

The provision of a translator’s paratext offers greater visibility to the translator and a direct source of information on his/her decisions and intentions. Osório de Oliveira, the translator of the Portuguese version of Defoe’s Robinson Crusoe, replaces the author’s original preface with one of his own in which he justifies the alterations to the original text, whilst underlining that it was a Portuguese vessel on its way to Brazil which saved the hero from his desperate plight. This paper proposes to examine the reasons for Oliveira’s emphasis on this particular episode, to the detriment of others which were unquestionably more interesting within the context of the hero’s adventures. The date of publication of the translation – 1940 – and consequently of the paratext, provides the principal key to the answer, as the ideology of the Estado Novo was founded on the exaltation of the Portuguese “Discoveries”, underpinning a colonial policy which supposedly justified the retention of the “Overseas Provinces”. The paper discusses the translator’s reasons for intervening in the target text, whilst attempting to evaluate how far the paratext may have mediated the reception of a final version in which the deeds of past heroes were exploited in an attempt to appropriate Defoe’s story.

Translation assessment is an activity present in many scenarios and the diverse individuals who must deal with it partly explains the variability of such activity. Previous Translation Studies have already profiled and compared both the behaviour and the results of assessments carried out by a variety of evaluators. This paper examines the main contributions concerning this issue, and adds to the field by distinguishing between the contexts in which evaluators carry out their usual work and other less paradigmatic situations. The result is a compendium of the characteristics defining the prototypical evaluator profiles as well as presenting a warning for researchers, professionals, students and teachers on the special conditions that, depending on the circumstances, affect their evaluation and make it look as a different activity. The discussion includes complex formulas characterized by the collaboration of different groups of evaluators, as well as of those whose profile is not defined always by a single role. Therefore, the present paper may serve as an inspiration for new research investigating the profiles of evaluators to open the focus and take into account the circumstances that may affect their alleged habitual activity.

ABSTRACT Typical resultative constructions in English are unavailable in Brazilian Portuguese (BP) and in Romance. This fact has been attributed by previous studies to different event-framings, following the Talmian view. English would illustrate the satellite-framing pattern, whereas Romance would illustrate the verb-framing pattern. Literature in BP has mainly focused on describing properties of different sentences similar to resultatives of the English type. A large part of the debate has been devoted to answering whether these can be classified as true resultatives. Much less attention has been dedicated to a proper description of the framing patterns in BP. This paper fills in this gap and, by doing so, argues that BP admits both framing patterns. The v-framing pattern is highly productive, exemplified by numerous complex parasynthetic verbs that entail a result. The s-framing pattern is marginal, illustrated by a small sample of modified resultatives and verb-particle constructions. This paper supports the framing analysis, but recasts its merits in light of new connections established among (apparent) resultatives in BP.

The aim of this paper is to explore the language-space relationship by analysing the way Latin American transnational speakers experience mobility processes and the way these shape their linguistic practices and identities. Namely, the focal point of this study is the way spatial and sociolinguistic bordering are constructed and conceived by analysing the narrative of a transnational woman who experienced back and forth migration between Peru and Italy with her family. I will analyse this aspect from a theoretical point of view in the first part of the paper, where I will refer to that part of the literature that, while studying the relationship between language and migration, addresses questions about how language ideologies, the centre-periphery dynamics, as well as the material conditions of diaspora influence language practices and the construction of social identity in contemporary societies. I will then explore these epistemological aspects through the voice of a Peruvian transnational woman relating the social and sociolinguistic cross-bordering she experienced with her family through her spatial mobility.

ABSTRACT This paper discusses the benefits of information and communications technology (ICT) in the contextual target situation analysis at a distance to design online critical English for academic purposes (CEAP) courses. A contextual investigation of the publishing process of high-impact journals in computer science is presented, which is aimed at identifying issues that might influence the publication of Brazilian researchers’ papers. The beliefs and experiences of Brazilian authors in the aforementioned process were analyzed through electronic questionnaires and remote interviews. Moreover, research articles’ reviews were studied to identify the community´s criteria for accepting or rejecting papers. Via ICT, a wider contextual analysis was possible with participants located in different parts of the world. Results provided relevant information about researching and publishing in the field, which may substantiate the design of tasks aimed at improving students’ critical academic literacy. For developing continental countries such as Brazil, saving time and resources through ICT in CEAP courses’ design means the possibility of investing in a more relevant instruction, which better attends to students’ contextual needs and wants.

The present paper focuses on the travel notes by Michel Vieuchange (1904-1930), a young Frenchman who decided to reach Smara, a holy Muslim city located in the middle of the desert, to describe it, and to draw a map. His notes are to be analysed through the prism of autobiogeography. The term used by Michel Collot means telling your life through the places that has affected you. In the case of Vieuchange’s notes the geographical descriptions intervene with the description of the personality of the traveler and form a whole. The paper shows that three cities, Tiznit, Tigilit and Smara, mark three stages of the travel and correspond to different aspects of Vieuchange’s personality.

This paper is made in continuation of the article of Fabrice Marsac, Witold Ucherek and Magdalena Dańko “De l’infinitive de perception dans la pratique traductologique” (Studia Romanica Posnaniensia 46/1, 2019); both papers fall within the framework of the bilateral Polonium program “On the translation of French perception structures into Polish” (n° PPN/BIL/2018/1/00181), implemented and financed by the Polish National Agency for Academic Exchange (NAWA), the French Ministry for Europe and Foreign Affairs (MEAE) and the Ministry of Higher Education, Research and Innovation (MESRI). In the present case, we intend to report on the content and progress of the part “multi-dimensional labelling” of this long-term French-Polish project. Therefore, we describe the formal encoding of structures, categories and functions of the items in the large multi-label corpus (French-Polish) we have been collecting since 2019.

This paper arises from the subject Errors in Spanish as a Foreign Language, taught in the Master of Teaching Spanish at Masaryk University of Brno, Czech Republic. Its main objective is to show how the analysis of lexical errors can be used as a tool in the training of non‑native teachers of Spanish, in this case, Czech and Slovak. To achieve this goal, firstly, the paper presents a brief review of the trends that have investigated errors in foreign language learning, such as contrastive analysis, error analysis and interlanguage studies. Secondly, it analyzes a corpus of texts written by learners of Spanish according to the error analysis methodology (Corder, 1967), as an activity for the Master students. Thirdly, it shows a typological classification of different lexical errors found in the texts and it reflects on the possible connection between mistakes and teaching methodology. Based on the results of the analysis, the paper discusses the usefulness of the analysis of these errors not only for the training of non‑native teachers of Spanish as a foreign language, but also for a better understanding of vocabulary teaching.

The paper is concerned with some aspects of politeness in the request act by the pragmatic connotations of syntactic structures in Hindi and Persian. Considering the role of politeness as an explanation for the deviation from the Grice’s cooperative principle, the main question of the paper is whether Leech’s maxims of politeness operate on the syntagmatic and paradigmatic relations and whether there is any hierarchy in their manner of application. To answer the abovementioned question the main hypothesis of the research posits that Leech’s maxims of politeness have a structure of hierarchy in both Persian and Hindi. Considering the Pandharipandes' (1979) hierarchy of the degree of politeness proposed for Hindi, this paper aims to develop a similar hierarchy of the degree of politeness for Persian and to analyze the Leech’s maxims operating in the respective hierarchies of politeness. The general theoretical framework adopted for the present study is based on Lakoff (1972), and Leech (1980). Whereas the findings of this research indicate a hierarchy in Hindi and Persian at the syntagmatic planewith regard to their respective Leech’s maxims,no such hierarchyis detectable for paradigmatic relationwhichholds good for all types of social situations.

This theoretical paper gives an overview about how proper names and different name types exist in the mental system, also showing new solutions provided by the cognitive perspective in connection with old questions of name theory. Cognitive onomastics is a relatively new approach to the study of proper names based on a cognitive approach to language. In this framework, names as linguistic elements are parts of the cognitive system, thus mental representation and usage of proper names can be described by general cognitive processes. The overview of topics and directions of cognitive onomastic research shows that studying names and naming in a cognitive framework has a lot of potential. Providing further evidence of the advantages of the cognitive approach, the paper discusses two controversial issues of name theory. First, the meaning of proper names is addressed from a cognitive perspective, pointing out the complex meaning matrix of this word class; then the categorization of proper names is discussed, i.e., how the networks and subnetworks of names emerge within the mental lexicon.

In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in linguistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.

This paper deals with auxiliary verb constructions in Romance, in particular with those that exhibit two auxiliary verbs ‘have’ and ‘be’ which alternate, in many Italo-Romance varieties, within one and the same paradigm. It is argued that such an intra-paradigmatic distribution represents a special kind of grammaticalization, traditionally referred to as morphologization. Two aspects are discussed. First, a morphological approach to such ‘mixed paradigms’ is advocated, the main claim being that in order to explain the distribution of the two auxiliaries within the paradigm, one has to make essential reference to paradigmatic structure rather than to the intrinsic featural composition of the auxiliaries (along the lines of paradigmatic approaches reviewed in Blevins 2016). Second, it is shown that these mixed systems, although they often represent “delicate transitional stages” (Loporcaro 2014: 56, n. 8), also display interesting diachronic convergence typical of various stem alternation patterns, famously referred to as morphomes (cf. Maiden 2018). The paper draws on a dataset that is currently being put together in order to become, in the future, a large database of mixed perfective auxiliation systems. Some space is thus devoted to the description of the main parameters of this project, called ‘MIXPAR’.

This paper identifies causes of grammatical borrowing and related grammatical phenomena in L1 English L2 Czech immigrant speech. This study contributes to the literature on causes of grammatical borrowing and considers key ideas including social pressure (Thomason and Kaufman 1988), cognitive pressure (Matras 1998; Sanchez 2005) and gap filling (Campbell 1993). Thirteen semistructured interviews were conducted. Participants were affected by social pressure and cognitive pressure surrounding their language use, whether it acted as a driving or inhibiting factor in terms of grammatical borrowing. Participants also engage in borrowing akin to “language play” (Porte 2003: 116) with those close to them; it is a conscious choice to borrow in these cases and it usually represents matter (MAT) (Matras and Sakel 2007) borrowing (Castle 2021a). This paper proposes a new model which considers both conscious and subconscious borrowing whilst also considering factors inhibiting the possibility of borrowing.

This paper aims to analyze the social representations of women in Portuguese Textbooks (LDP) distributed in high school programs of state schools and selected based on the Guide of the National Textbook Program (PNLD) 2018. To this end, we draw from the field of Discourse Analysis, more specifically, from Foucault’s postulates (2009, 2011, 2013, 2014, 2016) in dialogue with the notion of “gender identity”, by Louro (1997, 2008). The corpus of analysis is comprised of visual-linguistic texts collected from the three most chosen collections of high school textbooks by schools of Minas Gerais State. Based on the analyses, we found that the corpus presents visual-linguistic texts that foster possible questions about normalized gender representations for women. However, we could perceive that most of the scenes portray previously normalized roles based on the traditional model of asymmetric gender relations. Therefore, in this paper we present other interpretations of the visual-linguistic materialities of LDPs, outlining possible practices of sexism confrontation in Portuguese language teaching and learning.

The aim of this paper is to show empirically, albeit in an indirect manner, some aspects related to language development and knowledge construction, in the frame of the relations between thought and language proposed by contemporary philosophy and by systemic functional linguistics (SFL). To do this, we compare two versions of the same two texts, produced by university students as part of an explicit genre-based learning process, and argue for an evolution of their cognition. Different stances of contemporary philosophy, socio-historic psychology and cognitive studies are revised as part of the conceptual framework, along with the language-based pedagogy proposed within systemic-functional linguistics. Based on this theoretical revision, two teaching-learning experiences informed by this genre-based pedagogy and SFL discourse analysis methodology are presented. These experiences offer some achievements in the direction of the goal of the paper. We propose that students evolve in the construction of knowledge and, hence, in the development of thought, through the development of their writing competences, achieved by the application of genre-based teaching for written discourse. Therefore, based on the experience and the theoretical base proposed, evidence is provided for the hypothesis of cognition of the world as a human faculty constituted by the development of language.

Eugenio Coseriu’s (1921–2002) seminal contributions to linguistic theory went largely unnoticed in mainstream linguistic research in the English-speaking world. This paper discusses three concepts that have loomed large in present-day linguistics and were already addressed in the work of Coseriu. The paper focuses on the question whether Coseriu’s contributions might be a stepping stone to establishing synergies with current strands of linguistic research, also with a view to determining the topicality of Coseriu’s approach to concepts that are at the centre of ongoing discussion. The three concepts dealt with in the paper are: 1) Coseriu’s well-established theory of language norms against the backdrop of the (Neo-)Gricean pragmatic theory of generalised conversational implicatures and default inferences; 2) Coseriu’s detailed exposition of schematic meanings in syntax and word formation as compared to cognitive approaches within the frameworks of Construction Grammar and Construction Morphology; 3) Coseriu’s elaborate account of general language-specific meanings (G. “Bedeutungen”, Fr. “signifiés”, Sp. “significados”) in light of recent developments in psycholinguistic research which focuses on the role of semantic underspecification in meaning representations. The paper argues that Coseriu’s work has the potential to offer solutions for a number of as yet unresolved issues in the study of pragmatics, syntax, word formation and semantics.

This paper reports on a doctoral research project, carried out by the first author under the supervision of the second one, whose original focus was on elaborating a first draft of a written code of ethics for Brazilian language teachers. Even though this project was initially conceived to elaborate such a draft in light of some European ethics perspectives, as the proponents were generating data with the research participants, it became evident to them that the European-centered worldview would not properly address the struggles and needs of Brazilian language teachers. Two instances of colonial seeds becoming decolonial flowers are then introduced. The first one relates to the conception of the research project and the data collection; and the second, to the analysis itself. It does not take a village to fail, but it certainly takes one to face it in the way described in this paper. In a highly competitive context as the academia is, time to fail and to reflect upon it would seem to be nonsense to a vast number of scholars. The paper ends with reflective questions to be locally and creatively answered by scholars and teachers from the language education arena.

The paper investigates the process of textbook adaptation from Portuguese to Brazilian Sign Language by treating textbooks as a pedagogic support which mirrors our educational culture. More specifically, it aims at reviewing the literature widely accepted as relevant to the topic. The paper is grounded on a framework — Basso (2003), Souza (2015), Moses, Golos e Holcomb (2018), Krusser (2017), Munakata (2016), Ramos (2013), Miranda (2010, 2019) and Silva et al. (2013) — which explores specifically pedagogic materials dedicated to deaf children. It goes on to offer some reflections on the following themes: the relation between schools and didactic materials adapted to Brazilian Sign Language; the introduction of Information and Communication Technologies (ICT) to the school environment; the way students read adaptations, and how adaptations to Brazilian Sign Language can build meanings as it becomes a new mode for reading. Lastly, the paper presents future possibilities for adapted didactic materials as they are described by relevant publications in the field.

Based on data generated for an ethnographic research carried out in 2018 - which aimed at comprehending how literacy practices developed in Portuguese lessons delivered to senioryear students of a public high school dialogue with literacy practices in which such students participate outside school -, this paper proposes to present and discuss the concept of “culturally hybrid zones”. The proposal discusses Erickson’s concepts of “cultural borders” and “cultural boundaries” and is grounded on Bakhtin’s notion of textual “hybridization” as well as on Bhabha’s understanding of “cultural hybridity”. In order to achieve the goal, this paper analyzes reading and writing activities taught in the classroom that was observed, and literacy practices produced by students outside school. The outcomes show educational practices more and less responsive to the students’ linguistic culture. The conclusions point out the possibility and the urgent need of establishing critical dialogues between linguistic knowledge that is traditionally taught in school and the knowledge that is built/utilized by students in other social instances

This paper discusses two topics which are very popular nowadays among the academics dealing with foreign language teaching, namely: intercultural competence and pragmatic error. The author notes the fact that those two notions appear separately, because the starting points for discussing them are usually different fields of science. The aim of the paper is to demonstrate that on one hand the two notions need to be treated uniformly, and on the other, that the pragmatic error should be included in error classifications which are references for both the authors of handbooks as well as people educating future teachers. For that purpose, the author defines intercultural competence, presents various approaches to error and its classification in teaching, and then explains what pragmatic error is and describes its linguistic characteristics.

This paper deals with Polan’s work Court Regulations which represents the actualisation and amendment of legal information described in the Law Book of Meissen, which was a very important document in the field of administration and law in Olomouc between 1390 and 1709. Since Polan’s document has not been examined profoundly, the aim of this article is to introduce his idiolect as the author of the Court Regulations, with a particular focus on its modern phenomena which illustrate how unifying tendencies gradually gained ground in Early Modern High German. Some dialect phenomena are pointed out which reveal the author’s origin or places where he had lived before. It is concluded that the language of the Court Regulations corresponds with the writing practices of the Olomouc municipal office of that time. It is shown that Jindřich Polan, who hailed from the east middle German language area where he had studied and worked for several years, was able to effortlessly adapt his way of writing to the writing practices of the Olomouc municipal office. However, as also pointed out in the paper, there still remain some aspects of his work that do not seem to correspond entirely to the writing practices of the Olomouc municipal office.

Acquisition of academic vocabulary is paramount to students’ success in academic life, as well as for the process of writing publishable papers in English so that research can be shared more broadly (NAGY; TOWNSEND 2012; PAQUOT, 2014). While in countries such as The U.S. and England the practice of offering Writing Centers for academic writing thrives, the initiative is still quite shy in Brazil (CONS 2020), though some Writing Centers around the country have recently started to operate. The aim of this paper is to report how the training activities of the Writing Center at University of Caxias do Sul – UCS Writing Center - use the Corpus Linguistics approach (BERBER-SARDINHA 2004) to enhance acquisition of academic vocabulary, therefore providing better academic writing skills to professors and students of the institution and the community it targets. The article contextualizes the Writing Center within the University and presents a series of activities which were designed based on research of Corpus Linguistics’ application to the teaching and learning of English for Academic Purposes (EAP). The activities provide specific instances of how Corpus Linguistics resources can be an invaluable asset for the improvement of vocabulary in academic writing in English, being especially useful for researchers who wish to upgrade the quality of the language used in their international publications.

The topic of this paper is represented by the translation of French contracts through functional equivalence. In the first part of the study, we present the avatars of the concept of equivalence in Translation Studies, the notion of dynamic equivalence introduced by Eugene Nida and the functional equivalence principle, theorized by Katarina Reiss and Hans Vermeer. We also analyze the concept of equivalence in relation with legal translation and we emphasize the normative nature of the legal text and the importance of adequacy in translation. The second part of the paper is represented by the contrastive analysis of translation difficulties implied by French contracts. Such difficulties pertain to two classes: they may be terminological or discursive. We also propose translation solutions based on the functional equivalence principle.

The paper presents the initial findings of a research project that investigates the origins of Italian ATAP NNs, such as parolaN chiaveN (keyword) or luogoN simboloN (place.symbol — symbolic place). This study is based on a meticulously chosen sample of 1,924 NN types that include 47 different modifiers as their rightmost constituent, sourced from Google n-grams frequency lists (2020), which represent the most extensive diachronic linguistic data currently available. While recent literature suggests that Italian ATAP NNs emerged in the latter half of the 20th century and gained significant productivity only after 2000, our data indicate that this process occurred approximately 50 years earlier, particularly for a notable subset of N2-based semi-schematic constructions. With respect to the theoretical frameworks of Construction Morphology, Relational Morphology, and Diachronic Construction Grammar, the analysis of the data provides an insight into the interaction between the fully schematic ATAP NN construction and various semi-schematic constructions (N2-based families). Moreover, the study attempts to identify key diachronic stages in the development of the pattern.

This paper analyses the descriptions of the Catalan language provided by foreign travellers who journeyed through the Catalan-speaking territories in the second third of the 19th century. It examines their observations and linguistic perceptions of the Catalan language and the language spoken by the inhabitants of these regions. Additionally, the study delves into the names used by travellers to refer to the Catalan language, its origins, its relationship with other Romance languages, and its status among them. While some travellers may not have provided detailed descriptions of the language due to the diverse purposes of their journeys, their various accounts and statements allow us to deduce their positions and opinions in addressing these questions. This analysis takes place during the 19th century, a period in which Romance philology was still an emerging area of research.

This paper presents a phenomenon that has attracted little attention despite being relatively frequent and very productive in spoken language. The aim of this study is to prove that the ‘ADJ as NOUN’ frame, which is commonly used to form comparative phrases and similes, is also employed to intensify the meaning of predicative adjectives in both English and Czech but without the element of comparison. This study analyses data from two spoken corpora; the Spoken BNC2014 for English, and ČNK — ORAL_v1 for Czech. The corpus data serve as evidence confirming the existence of this pattern as a distinct entity with its own functions alongside being used in comparisons and similes. The results further show that both languages display semantic incongruence between the adjectives and nouns co-occurring in this structure. However, each language uses nominal elements from different lexical fields. Finally, the paper discusses potential issues of interpretation and the general motivation behind the usage of intensifying post-modification.

The connection between a street and the anthroponym which identifies it goes beyond a simple way of locating in the geographical space. It constitutes a representation of the national, local, international and cultural history and, at the same time, it is a sort of government control since they not only serve administratively, but also legitimize the current official history. The aim of this paper is to analyze a corpus of 1260 street names of Santa Fe, New Mexico containing person names so the connection between these names with the national, state and local history can be established. The outcomes of this paper are that the city of Santa Fe considers equally important the national and the local affairs and people. This allows a greater creativity in the naming process. Hence, this analysis also permits the possibility to observe the linguistic and cultural richness in the city.

The paper deals with Italian helping verbs (modal, aspectual, causative verbs) and light verbs which form complex predicates and with the rules that guide its use in Italian descriptive grammars published in Italy between 1953 and 2005. The author shows that those forms in both – traditional and contemporary Italian descriptive grammars are treated at the level of word classes whereas it could be more appropriate to discuss them as clause elements as they form complex predicates. In our opinion this way of describing such verbs is due to the tradition in Italy to focus on a form and not on function of an element. What is more, Italian grammarians tend to omit in Italian descriptive grammars noun predication and the role of semantic predicate (n pred.). The goal of the paper is to present the advantages of an integrated approach to helping verbs (modal, aspectual, causative verbs) and light verbs in modern Italian. The author emphasizes its importance for contemporary Italian FL syntax teaching

The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.

This paper deals with, in a diachronic perspective, the Italian verb-noun compounds of the type portalettere and covers the time span that goes from the Origins well into the beginnings of the Twentieth century. On the basis of a rich dataset drawn from diachronic corpora and lexicographic sources, the article presents the history of this word-formation process, emphasizing the semantic and categorial nature of these compounds. The main claim is that the current semantic variability (person, instrument, event, period of time etc.) has always been available in the linguistic history of Italian as well as, to a minor extent, the categorial ambiguity by which VN compounds also function as adjectival modifiers. It is shown that this last function is much of a diachronic innovation. This paper, which stems from the theoretical premises of Construction Morphology, reveals that the productivity of the Construction [V-N]A|N is due to both the semantic and formal flexibility shown from the earliest attestations of the language, and to the productivity of some semi-specified subschemas, which have served as models for the creation of new VN compounds, especially over the past few decades.

In this paper, we present the activities and products developed during the Ikpeng language documentation project that contributed to the strengthening of the teaching of mother language of this indigenous society at the school, a space in which the use and teaching of the Portuguese language predominates. The Ikpeng linguistic documentation process was set within the Projeto de Documentação de Línguas Indígenas (PRODOCLIN), promoted by Museu do Índio/FUNAI, in partnership with UNESCO, during the period from 2009 to 2012. Among the main contributions of the documentation project are a sociolinguistic diagnosis, the creation of a lexical database, the elaboration of a descriptive grammar of the Ikpeng language, the publication of a monolingual book of traditional narratives and training courses in linguistics for indigenous teachers. The products resulting from the documentation were developed based on the demands of the school context of the Ikpeng society, to preserve and value the language and ancestral memories of this indigenous society. The Ikpeng language is spoken by the homonymous people, who live in the Parque Indígena do Xingu – MT.

The present paper is aimed to analyze how certain concepts of political identity are translated into poet-ics of identity in contemporary Spanish narrative. The analysis covers four novels published since 1998, written by Spanish authors and which achieved high rates of sales and positive critical recognition. The study was not limited to specific immigrant groups in order to reflect a variety of experiences and political positions represented in the texts. The paper is a study of the image and functions of immigrant characters in selected Spanish novels of the last three decades: Háblame, musa, de aquel varón (1998) by Dulce Chacón, Ventajas de viajar en tren (2000) by Antonio Orejudo, Cosmofobia (2007) by Lucía Etxebarria and En la orilla (2013) by Rafael Chirbes. Sociologists and psychologists indicate three main classes of negative attitudes towards immigrants (citizen insecurity, threat to cultural identity and competitiveness in obtaining resources). Within this context the article aims to determine to what extent the literary representations of immigrant characters constitute reproductions or transgressions of culturally prefabricated images of the Other and explores the different narrative and ideological functions these characters play. The paper also studies the presence of discourses that support social exclusion of immigrants and the means of subverting them.

This paper explores the quest for an account of the ‘total linguistic fact’. Speech act theory, sociolinguistics, linguistic anthropology and social semiotics have all attempted, in various ways and at various times, to find a way to describe as much as possible that is going on around any speech event. While this search for the total linguistic fact will always be a chimerical goal, this paper proposes a framework based on the acronym SEMIOSIS as one way of grasping the complexity of what is at play, comprising social relations, emotional and sensorial engagement, mobility, Iterative activity, objects and assemblages, socio- and translingual practices, interactivity, and spatial repertoires. Looking at data from a small Bangladeshi-run store in Tokyo, the paper shows how bringing in this wider set of concerns at least allows for a more comprehensive account of sociolinguistic moments.

The thesis of this paper is that laziness is not a psychological property of an individual subject but a collective sentiment: it is a reaction, or perhaps even a rebellion, against those who lock us within a culture that sees activity as a supreme value, often as an end in itself. Laziness is the response to those who force us to do and overdo, to give ourselves over to our occupations with zeal and constancy, total dedication and blind perseverance. So, it is not true that a lazy person does nothing, rather they do everything they can in order to not do anything. They work frantically in order to create the perfect conditions that allow them to activate their inertia. This paper tries to prove this thesis by analyzing some exemplary texts such as Goncharov's Oblomov, and linking it, upstream, with traditional Russian fairy tales and, downstream, with Melville Bartleby's famous tale.

The conjunction como si select usually in the subordinated adverbial clauses (modal, conditional and comparative) the tenses of the subjunctive mood cantara / cantase and hubiera / hubiese cantado. However in some papers is mentioned the possibility of the construction of como si with the tenses of indicative mood. This paper contains the analysis of the modal selection after como si and, particularly, the possible substitution of subjunctive by the indicative tenses. The analyses is realized on the ground of the corpus of Real Academia Española (CORPES XXI, CREA, CREA. Versión anotada).

This paper proposes an innovative approach to the analysis of fiction texts through the combined means of three points of view, viz. FSP, discourse subjects (DSs) and their cohesive chains, and cohesive ties. It explores the theme of metamorphosis of the characters as it appears in all the three examined aspects, and the influence the metamorphosis exerts on them. Three main problems are discussed in the paper. Firstly, it deals with unexpected tokens in the identity chains of the DSs undergoing the metamorphosis and the cohesive ties through which they are incorporated in these cohesive chains. Secondly, it addresses seeming abrupt switches between two thematic progressions which in fact form just one progression. Lastly, the paper discusses the function of the features detected in the texts in relation to the complexity of the idea of metamorphosis.

Attaching a set of keywords has become a norm, or a convention at least, in most academic publications. Surprisingly, these prominent items, encoding the Global Theme of academic discourse and fulfilling numerous other functions, have yet to receive adequate linguistic attention. In syntactic terms they tend to be rather uniform, realized mostly by isolated nouns or by noun phrases (Pípalová 2017). This paper seeks to explore their in-text use (iteration) and FSP standing in authentic research articles. The work, which is part of a larger study, is framed in terms of two objectives. Firstly, it looks at varying frequencies of keyword items and at their distribution across the diverse parts of research articles. Secondly, examining both their explicit and implicit realizations, the paper strives to verify their thematic status in individual sentences. Established on a specialized corpus of recent academic articles drawn from peer-reviewed international journals, the paper attempts to balance quantitative and qualitative research and to correlate the operation of keywords at micro- and macrotextual levels. The results of the study should enrich FSP research and may also have practical relevance for Academic writing courses.