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This article explains the characteristics of three categories of Computer assisted language learning (CALL) programs that can be used in classrooms with conventional computer systems. The first category is dedicated programs, those in which the teacher cannot make any changes. The second is authoring programs in which teachers can insert their own materials. The third is authoring languages, which give the teacher more opportunity for creativity but require considerably more computer expertise. Then it particularly focuses on the program, "Arbeit mit Texten," which has met with success among participants in seminars offered by the "Centri Linguistici" (Siena). It was originally created by a CALL expert in Munich for teaching German but can be used to teach English, French, Italian, and Spanish as well. How the program works and sample reading texts for students of Italian with accompanying exercises are explained in detail. The article has a bibliography that includes CALL bibliographies, books on CALL, CALL software suppliers, and CALL periodicals. (CFM)

This article discusses the linguistic background of two Italian children who lived with their parents for an extended period of time in Holland and for a brief time in Puerto Rico and spent vacations in Italy where their relatives spoke the dialects of Veneto and Friuli. (CFM)

The aim of this paper is to investigate the use of Spanish and Korean reformulation markers against the backdrop of a contrastive / intercultural rhetoric approach (Kaplan, 1966; Hinds, 1987; Clyne, 1994; Connor, 2008, 2011). In order to carry out the analysis, following a line of previous research papers in Murillo (2007, 2012), an empirical study using Spanish and Korean journalistic corpus was performed. The results obtained demonstrate significant disparity between the use of Spanish and Korean RMs when approached from a linguistic-intercultural rhetoric perspective, more specifically as to the use of double reformulation -the repetition of the Korean markers (jeuk… jeuk… / got… got…)-, some particular rhetorical patterns of the Korean marker got, denoting its cultural idiosyncrasy, and the discourse processes, such as ‘definition’, ‘denomination’, and ‘conclusion’, utilizing the selected markers in the two languages.

The objective of the study is to delve into the main syntactic and semantic differences and similarities of the so-called verbs of knowledge, that is, the predicates, that denote the cognitive attitude of the sentence subject toward the acquaintance. The author will address the contrastive analysis of the main Spanish verbs –saber, conocer– with the corresponding Polish verbs –wiedzieć, znać, potrafić and umieć.

Digression is a discourse function that is identifiable and distinct from other similar functional strategies, and varies cross-linguistically. This paper investigates the way speakers of Spanish and English digress from their main discourse topics and how these transitions are marked. Once digression is defined by the proposal of four features considered to be inherent in this concept, the paper focuses on so-called 'digression formulating phrases', recurrent expressions which make explicit reference to the digression and signal that a new direction with respect to topic is proposed. The paper thus adopts a less common than the usual approach to discourse coherence and digression, whose literature has largely focused on discourse markers. The dataset, extracted from a corpus of parliamentary discourse, is analysed in an attempt to address two research questions. I investigate, first, the frequency and distribution of the selected digression formulating phrases in the two languages, and discern which of the two contexts of digression (i.e. beginnings and ends) is more highly marked, and, second, their use in connection to aspects such as syntactic configuration and position, and co-occurring features of semantic and pragmatic meaning. The contrastive perspective adds precision and richness to the treatment of digression.

Foreign language teaching has become one of the main beneficiaries of many linguistic theories stemmed from the realms of anthropology and ethnolinguistics. However, albeit such theories are now believed irrefutable, they are, nonetheless, neglected in many university syllabi. Certainly, not only should socio-cultural awareness be instructed in advanced language courses, furthermore paralinguistic features are indeed necessary in order to teach how to communicate effectively in a foreign language. This article draws from sociology in order to denounce the astounding paralinguistic disparities between the English and the Spanish languages, and to urge university syllabus-makers (especially of Spanish/English for business) to account for them.

Durant dècades, la revitalització de la llengua catalana ha estat un fet central i ha implicat un esforç continu a Catalunya. Les polítiques lingüístiques sorgides d’aquest esforç han perpetuat ideologies que fomenten l’ús i la legitimació del català com a llengua oficial i vehicular. Tot i que aquest esforç, en general, es considera un exemple de revitalització lingüística d’èxit, el procés no ha estat exempt de conflicte entre el castellà i el català, especialment pel que fa als àmbits d’ús i les actituds diferents envers les dues llengües (Newman i Trenchs-Parera, 2015; Woolard, 2016; Soler i Gallego-Balsà, 2019; Ianos et al., 2020). Atès que es volen implantar aquestes polítiques en els sectors públics, l’objectiu d’aquest estudi és examinar si el discurs dels mitjans de comunicació és representatiu de les pràctiques lingüístiques en aquests àmbits. Mitjançant l’anàlisi crítica del discurs, aquest estudi es basa en articles de mitjans de comunicació amb seu a Madrid i Catalunya centrats en l’ús de la llengua als sectors públics. Malgrat que les diferents perspectives sobre l’ús de la llengua sovint apareixen juntes en els mateixos textos, els mitjans amb seu a Madrid i Catalunya a vegades fan servir estratègies lingüístiques diferents per informar dels mateixos fets i sovint produeixen un discurs aparentment contradictori, com per exemple denunciant la discriminació lingüística contra els castellanoparlants i també contra els catalanoparlants en els mateixos àmbits.

This article proposes that the processes involved in digital editing create a space for collaboration and experimentation that can be useful in the context of teaching Spanish and Hispanic letters and cultures. It considers digital editing as a way to partly address the challenges that language programs are experiencing in the U.S. academy, discusses the advantages that digital editing offers students, and outlines ways to incorporate editorial projects into various teaching situations. Reflecting on their experiences at the University of North Florida, the authors seek to suggest some starting points for others who seek to explore the pedagogical possibilities of the digital transmission of Hispanic texts.

The aim of this paper is to compare the methods of identifying the direct and indirect object in Spanish and Polish. From the author’s point of view, Spanish relies more on semantic methods, while Polish relies more on formal ones, especially those related to the category of case. As the article strives to demonstrate, the two approaches can be significant for the different interpretations of objects in both languages.

This article analyzes interlinguistic translation in Beauty [Nosilatiaj. la belleza] (2012), film written and directed by Daniela Seggiaro. The film allows us to study the relationship between Wichí (phenomenon of code-switching and code-mixing) and Spanish from a cultural, linguistic and proxemic perspective through different passages in which alternately the characters dialogue in Spanish and in Wichí. The young protagonist will use Wichí, her native language, to evoke the moment when, an apparently banal event redefines her future.

It is suggested that a static vs. dynamic morphology model can offer an adequate explanation of the emergence and evolution of overregularizations in Spanish verbal morphology. On the other hand the development of overregularizations in Spanish supports Dressler’s model of the mental representation of morphology. It is claimed that, in the case of Spanish, overregularizations reveal the beginnings of modularized morphology. It is a form of evidence that a new rule system is emerging in the morphological component, and with it dynamic morphology begins to develop.

This paper discusses the corpus of Gran Canarian Spanish gathered in 2016 in order to provide an in-depth sociolinguistic account of the lenition processes identified in the dialect. After a detailed description of the methodology and database preparation, I present two case studies showcasing the utility of such corpora. First, I show the phonetic and social factors governing the distribution of different surface variants of the underlying coda /s/, pointing to generalised variation and hence incompleteness of any of the weakening options. Second, I provide a comparison of the spontaneous speech produced by the 6 informants of the corpus with their productions from a laboratory study, which leads to the conclusion that variation is subject to yet another important factor: social setting and that the options chosen on each occasion are reflections of competing stages on the same lenition trajectory systematically applied by language users.

In this paper, we proposed a reading of paratexts (Genette, 2009) in two translations of Memórias póstumas de Brás Cubas into Spanish, in order to analyze the way Machado de Assis’ image is constructed. As a critical approach of working with the translated texts, paratranslation allows us to understand not only the wider aspects regarding the text itself, but also those related to the translation process within the editorial practices (Yuste Frías, 2011, 2015). We have recognized an emphasis on the biographical aspects of Machado de Assis, mainly about his childhood as a poor black boy in 1800’s Brazil as well as his adulthood as a literary genius and an epileptic person. We have also compared this construction of Machado as an author, the more well-known and repeated image along the years, with another Machadopresented by Massa (2009a).

Due to the pandemic context, the sudden arrival of teaching online in the university setting has profoundly changed pedagogical habits, especially in the case of foreign language teaching. With the aim of responding to the deficit of speaking interaction generated by these changes, several initiatives have been launched. Among these, within the teaching of Spanish and French as foreign languages at the University for Foreigners of Siena and of Italian as a Second Language at the University of Poitiers, in the summer of 2021 etandem systems were proposed, oriented towards voluntary students from seven universities in Latin America and Europe. This paper will present, after having recollected the principles of autonomy and of collaborative learning based on linguistic tandems and having searched through the literature on the role of the teacher in question, an online questionnaire given out to around 350 participants in the initiative. The data collected will then be presented and discussed, to reflect finally on the type of tutoring to propose to the participating students in order to maximise their learning of a second language. [ABSTRACT FROM AUTHOR]

In the nineteenth century, the political, economic and social circumstances that marked Europe determined the publication of various teaching materials of commercial Spanish appeared in the form of correspondence arts or manuals. This paper deals with L'espagnol commercial by Emmanuel Contamine de Latour (Paris, Larousse, from 1890 to 1923, 11th edition), with the aim of contributing to the history of some little-known materials but very profitable, to their origin, to the context in which they appeared, to the needs they satisfied, to the language they reflected or to the methodology used.

In this study, we carry out a detailed analysis of current grammatical variation phenomena related to the Spanish pretérito perfecto compuesto (present perfect) which we consider to be a major grammaticalization process, as we will show. After having described the unstable sociolinguistic landscape of the present perfect in the Spanish-speaking world from a diachronic and a synchronic perspective, we aim to show its exceptional grammatical features and aspectual representations, analysing the possible deviation trends from the norm that speakers do when using this form.

El presente artículo versa sobre el uso de metodologías basadas en las TIC; más concretamente, sobre la gamificación como elemento generador de motivación en el proceso de enseñanza-aprendizaje en un contexto universitario japonés para la enseñanza del español como lengua extranjera. Método: se realizó un estudio de carácter mixto (cuasiexperimental y transversal) aplicado a dos grupos de estudiantes (grupo control y experimental). Se partió de la hipótesis de que la aplicación de técnicas gamificadas provocaría un aumento de la motivación entre el alumnado y, por consiguiente, una mejora del rendimiento académico. Conclusiones: uno de los principales objetivos de la investigación era el de delimitar las mecánicas y plasmarlas en un curso gamificado y replicarlas en nuestra práctica docente, ya que según los resultados obtenidos queda demostrado que de esta forma se genera un mayor compromiso e implicación en los alumnos. GAMIFICATION PROJECT IN JAPANESE HIGHER EDUCATION FOR SPANISH AS A FOREIGN LANGUAGE This paper discusses and highlights the use of Information and Communication Technologies (ICT); more precisely showing gamification as a motivational generator element, in a Japanese university context, for teaching Spanish as a foreign language. The method: the investigative approach is a mixed method (quantitative and qualitative) This quasi-experimental and cross-cutting design study was applied to two student groups (experimental and control groups). The working hypothesis is that as a result of the implementation of gamification strategies and techniques to a course through LMS (Blended Learning) for teaching Spanish, motivation and academic performance will increase among students. In conclusion: one of the main goals of this article is to frame and enclose the main mechanics of gamification, and apply them into our daily teaching. According to the data obtained, it is therefore apparent that we achieve a higher commitment and better involvement from our students.

Copyright of Linguistica is the property of Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary language teaching for educational paths in binational degrees in Engineering is subject to some challenges. In particular the organisation and the graduality of linguistic teaching, according to the traditional subdivision in language for basic communication and language for academic and professional communication, is seen as a limit for the courses. In this essay some language education strategies are introduced to allow Italian learners to communicate proficiently in university and professional contexts in foreign countries. This proposal concerns an examination of French and Spanish language courses at the Politecnico di Torino, for Bachelor and Master degrees in Engineering of Industrial Production. Language courses aim both to develop the main linguistic basic areas of communication, and to improve learners’ language for specific purposes and academic discourse as well.

This paper explores the perceptual power of accent and dialect through an interdisciplinary prism, which renders the utterance of accent performative and the ideological load of accent memetic. The theoretical framework established synergises Neuropsychology, Semiotics, Memetics, Performativity, and Sociolinguistics and is extrapolated to the field of Translation Studies. In light of the performativity of accent and the existence of dialectal memes (often shared ideas around linguistic identities) in lingua-cultural communities, it is posited that speaking in any given accent triggers a chain reaction culminating in perception, whereby preconceived ideas or ‘memory’ associated with the speech variety is activated in the listener, from which point an image of identity is formed in his or her psyche. The use of accentual variation, therefore, to create audiovisual identities in original versions is illustrated and, in turn, the flattening out of cultural dimensions in dubbed versions is attributed to the levelling of accentual variation into a standard. Spatiotemporal and other practical constraints, as well as ideological questions, imposed on dubbing practices are considered with a view to translating linguistic variation. Audiovisual translation practices are considered in the context of English-language productions dubbed into Castilian Spanish.

This study consists of two parts. In the first part, we intend to analyse the novel Pentolaccia by the Sicilian author Giovanni Verga, from the point of view of its text variants and in the second part we will focus on its first and last Spanish translations: Pucherete by Cipriano Rivas Cherif (1920) and Historia de Ollaza by José Abad Baena (2011). Our aim is to evidence the differences between them, not only from a linguistic but also from a structural point of view. In order to do this, it is essential to emphasize the propaedeutic study of text variants which will provide us with the relevant results to understand the translators’ modus operandi.

The drafting of the first Code of Canon Law of the Latin Catholic Church was ordered by Pope Saint Pius X in 1904. The code was not made by a close group of experts, but considered the opinion of the whole episcopate. Such an opinion was consulted in two different moments. In both, the opinion of Spanish bishops was asked. The contribution of Spanish metropolitans to the first query in 1904, in reference to canonical proceedings is studied in this work. The documentation was obtained from the Vatican Secret Archives.

The present work focalises on the generality of the Spanish republican intellectual exile in Latin America since 1939 and its aim is to expose shortly the tasks and contributions more meaningful and distinctive of those exiles in Mexico, Argentina and Cuba, starting from the concrete historical conditions of each of these destinations.

The purpose of this paper is to introduce a developed software program called the “Spanish Collocation Tool (SCT)” and its application in related corpus-based studies. The Spanish Collocation Tool (SCT) was designed to assist with the research and analysis of Spanish collocation. The SCT allows searches of collocated elements not limited to words, but also parts of speech and lemmas. Furthermore, it can compare two collocation lists to detect any significant differences between them. In this study, this collocation tool, SCT, and a constructed L3 Taiwanese learners’ written corpus of Spanish called CEATE were combined to create efficient access to results in a systematic approach. Furthermore, by using the SCT, the pedagogical implications of the search results for the development of on-line multimedia material for learning Spanish collocations are discussed in the end.

Lexical transfer, ie the influence of the student's knowledge of a word of one language on the knowledge or use of words in the target language is an important cognitive process in learning a new language students often use as a compensation strategy. This paper deals with errors in the interlanguage of L1 Serbian students learning two typologically similar languages: Italian and Spanish, which arose as a consequence of lexico - semantic transfer. The most frequent errors caused by lexico - semantic transfer were identified and classified by the method of error analysis. An extremely large number of cases of lexico-semantic transfer were found in the corpus. All errors are classified into five categories: loan translations, semantic extension, cognates or false friends, hybrids and complete language shifts. In all cases, the negative lexical transfer occurred with words that are similar in Italian and Spanish. The errors in the written production in Spanish did not originate from the typologically distant, although the most dominant language of the students - Serbian as L1, but from the typologically similar Italian as L2. This proves the hypothesis that in typologically similar languages, lexical transfer is the most common and also that the factors of language distance and psychotypology are the key linguistic factors that will cause the transfer. Moreover, this kind of transfer was mainly used as a compensation strategy that students relied on to fill lexical gaps in situations where they did not have sufficient knowledge of the target language. Among the lexical errors, the largest number concerns cognates or false friends and hybrids. On the other hand, examples of loan translations or calques and semantic extensions were not frequent, so we conclude that the transfer of form (lexical transfer) is more frequent than the transfer of meaning (semantic transfer).

With this paper, we aim to remember the importance of the figure of Julio Casares and his ideological dictionary of the Spanish language. It is claimed to make a tour of the structure of this work that aimed to create a reference between the idea and the concretization of the said mental entity through the word. In addition, the appropriate instructions for correct use will be recalled, as the author himself describes in the preliminary pages. We will review the three parts that make up the dictionary and its main function, remembering the uses for which the author designed this work, through some search example. The dictionary, moreover, by the type of organization which it presents, supposes within the paremiological studies an indispensable source and rich in forms. It allows to analyze and localize a compendium of phraseologisms in Spanish. Its organization into ideological blocks facilitates the access and location of phraseological units through the main theme or idea. [ABSTRACT FROM AUTHOR]

Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.

ABSTRACT In Spanish, combining an indefinite plural article and a cardinal number leads to an approximative interpretation similar to that provided by approximators like ‘approximately’. In this paper, we advance a syntactic and semantic analysis of these structures. We show that the construction shares a number of properties with structures containing explicit approximative elements, so it justified to assume that a particular constituent contributes the approximative meaning. We propose that an approximative morpheme Approx is combined with the cardinal number; the morphological realization of this morpheme is as the plural affix on the indefinite article. We advance a denotation for Approx, and elaborate the necessary assumptions on the functioning of numerals for our analysis to work at a general level.

This article analyses the current situation of the Text Encoding Initiative (TEI) in a Spanish-speaking digital humanities (DH) education and research context. It also examines the challenges faced when teaching TEI in Spanish and takes into consideration two main issues: the still not well-defined DH curriculum in many Spanish-speaking countries and the different pedagogical approaches to the TEI depending on the learning context: face-to-face instruction, distance education, and the Foreign Language Classroom. It aims as well to raise awareness about the lack of basic pedagogical materials—tutorials or guidelines—devoted to TEI in Spanish, an obstacle that has hindered the growth of a TEI community of practice from Spain and Latin America. It also offers some strategies and new resources that could benefit the outreach and adoption of the TEI inside and outside the Spanish-speaking DH community, while facilitating a new TEI curriculum in a higher education context.

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Framed within a Sociocultural Theory of Mind approach to Second Language Learning and Development (Lantolf & Poehner, 2014), this article presents a pedagogical proposal for implementing concept-based instruction (C-BI) in the Spanish heritage language (HL) classroom in order to promote the development and internalization of the grammatical concept of aspect. Although aspect has been found to be particularly troublesome for heritage language learners (Montrul, 2009; Silva-Corvalán, 1994), few studies have focused on teaching conceptual development of verbal aspect in the HL classroom. This paper contributes to filling this gap by proposing an innovative pedagogical design aimed at providing HL students with the opportunity to generate and transform a conceptual understanding of aspect through conscious interaction in significant, coherent, and systematic ways.

In this article the author introduces in historical perspective his experience as former high civil servant of the European Commission in topics related to the Development Cooperation of the European Union. The author had previously worked in such topics both as scholar and practitioner in the University of Barcelona and in public and private institutions in Catalonia, Spain and international organisations. He deals in particular with the contribution made by Spanish civil servants to the creation of a new perspective on development cooperation as an interactive process between societies and not exclusively between states. The article concludes on the transformation and expansion of eu development cooperation from the promotion of social model of development to another more strictly based on economic values which also changed from inter-governmental to a more integrated supranational policy. The article also elaborates on the direct impact of European integration on the institutionalisation of Spanish Development Cooperation, as a clear example of a direct influence of participation of the country to European integration.

The project P. S. Post Scriptum (2012–2017) was aimed at the collection, edition, and analysis of Spanish and Portuguese private letters from the 16th to the early 19th century. As a result, a digital text collection and edition of the letters is presented on the project website. P. S. Post Scriptum can be classified both as a scholarly edition and a diachronic linguistic corpus and can be considered pioneer work in combining procedures from textual criticism together with the linguistic preparation of the corpus, serving the needs of both historians and linguists. Valuable basic work has been done in encoding approximately 5,000 letters which can be downloaded in different formats on the website. Only an open licence for reuse of the data remains desirable and at times the project could have benefitted from an even more advantageous presentation of the results on the website.

This paper investigates the Czech translation counterparts of the Spanish / Italian causative construction with the causative verb hacer / fare + verb. On the basis of two parallel corpora, a typology of Czech equivalents is proposed. In contrast to the general divide between analytic/synthetic translation constructions, the research uncovers a number of various recurrent patterns. The paper shows the quantitative distribution of the defined types of patterns. It demonstrates that between the two opposite poles of expressiving causativity, i.e. through morphological causativization and syntactic causative construction, there are languages, such as Czech, that display a wider range of structural possibilities. Although some types clearly dominate, the overall range of patterns is much larger.

Abstract – In this paper I focus on the polylinguistic and polycultural landscape of Milan on the theoretical basis of daily life studies, the sociolinguistics of globalization, and intercultural pragmatics. The relevance of this field is determined by the need for urban anthropology to semiotize the urban spaces as an interpretative bridge between the microsystem (the individual level) and the macrosystem (the social level). More concretely, I investigate the presence of the Spanish language in the superdiversity of Milan and, methodologically, I collect ethnographically and interpret qualitatively a corpus of 700 daily life texts of various types of street writing. The results show the significant presence of Spanish in the urban landscape and a high level of hybridism which is, nevertheless, totally functional in communication. I also detect the emergence of linguistic, pragmatic and intercultural awareness in the writers. Finally, with some precautions, I confirm the scientific potential of the daily life documents to investigate complex urban dynamics.Resumen – El tema de este estudio es el panorama polilingüe y policultural de Milán y se plantea a partir de las bases teóricas de los everyday life studies, de la sociolingüistica de la globalización y de la pragmática intercultural. La relevancia del estudio descansa en la necesidad de la antropología urbana de elaborar una interpretación semiótica de los espacios urbanos, puesto que pueden constituir un puente interpretativo entre el microsistema (individuo) y el macrosistema (sociedad). Concretamente, el objetivo es investigar el papel del idioma español en la supediversidad milanesa; la metodología es de etnografía urbana con la formación e interpretación cualitativa de un corpus fotográfico de setecientos textos cotidianos de escritura callejera (pintadas, avisos, grafiti, ecc.). Los datos relevan una presencia significativa del español en el landscape milanés, con un alto nivel de hibridismo que, de todas formas, es funcionalmente adecuado y denota el emerger de la conciencia lingüística, pragmática e intercultural de los hablantes-escritores. Además, se confirma, con alguna precaución, el aporte científico de los documentos de la cotidianidad para interpretar la complejidad urbana.

In this paper we review the „Corpus Oral de Referencia de la Lengua Española Contempóranea“. This corpus is a carefully compiled text collection of orthographically transcribed recordings of oral conversations. As it was compiled as a reference corpus, it provides texts of different styles and registers and has a considerable size of about 1,100,000 words. CORLEC therefore is an important resource for researchers interested in the field of spoken language. The Corpus is freely available as SGML-based-files or plain-text-files. As both variants are similar in their structure and content, the review addresses the two formats. The review first provides some background information and an overview of the structure of the corpus. Then, the transcription files are described in their structure and content. Eventually, a short overview of the integration of the corpus into other projects and a résumé are given.

La interjección es un tipo de palabra muy especial en todos los idiomas, incluidos el español y el chino mandarín, que sirve para expresar todo tipo de sensaciones y estados anímicos del hablante. Se constituye como un elemento independiente y carece de significado semántico. En este trabajo, trataremos de hacer una breve descripción de las interjecciones del español y el chino, por medio de un enfoque comparativo, con el fin de analizar sus similitudes y, especialmente, sus diferencias, en el plano gramatical y en el pragmático. Además, intentaremos mostrar las posibles causas de las diferencias en sus usos, y de su tratamiento en la gramática, realizando para ello un análisis sobre las interjecciones incluidas en los tomos del manual Español Moderno, utilizado en China. Este análisis se llevará a cabo tanto desde el punto de vista de la traducción, como desde la explotación didáctica del idioma. Finalmente, apuntaremos unas ideas para la enseñanza de esta unidad lingüística, con el fin de que los estudiantes chinos puedan obtener una mejor competencia comunicativa.

Basándose en el Corpus del Español (CORDE) de la Real Academia Española se analizan los términos que desde los albores del castellano expresan el campo semántico de ‘extranjero', estudiándolos desde el punto de vista de la etimología, la ortografía y la semántica y teniendo en cuenta la cronología (aparición y desaparición o cambio semántico). Based on the Corpus del Español (CORDE) realized by the Real Academia Española, the paper analyses the semantic field of ‘stranger’ since the dawn of Castillian, studying it from the point of view of etymology, orthography and semantics and taking into consideration the chronology (appearance and disappearance or semantic change).

This paper provides evidence of the impact of the Anglo-American culture on Spanish language and society. Societal phenomena such as globalization, migration and the media are observable in every area of Spanish people’s daily life. This study reveals the extent of the popularity of foreign given names, mostly English, in Spanish society. English given names seem to be currently associated with such values as high fashion and social prestige. Study of variables frequency, gender and age reveal that the choice of English first names is becoming very popular. A comparative analysis of English given names in the 1960s and in the 2010s in Spain is carried out. The dataset was collected from the Spanish Institute of Statistics (INE) and the results report that English first names occur quite frequently among people aged 25 years or younger and therefore represent a new tendency. The paper includes discussion of adaptations of some of the examined English names to Spanish.

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In this paper a TEI corpus with sonnets from the Spanish Golden-Age is reviewed. Some of the 52 authors represented in the collection are Cervantes, Lope, Quevedo, Tirso, Calderón or Góngora. In total, the corpus contains more than 5000 sonnets. The project is currently under development at the University of Alicante, Spain. One of the strongest aspects of this corpus is the metrical annotation of each verse. The researchers have already analysed the corpus using topic modelling, a suitable technique for the structure of the collection and the size of the texts. The weakest aspect of this collection is the metadata of the files: the majority of them are redundant and some important aspects (e.g. identifiers of texts, author, collection, source) are missing. The corpus is available as a GitHub repository, a good practice that facilitates cloning all the data, the track of changes and the preservation of the corpus.

Este artículo se ocupa del estudio de la extensión semántica de la palabra ojo en las expresiones fraseológicas en chino y en español desde una perspectiva subléxica, incluida en el modelo teórico del Lexicón Generativo. El análisis de los datos ha permitido probar que el sentido global que aportan las expresiones idiomáticas, tanto en chino como en español, surge de la extensión semántica de la palabra clave ojo mediante la materialización de la información potencialmente codificada en distintos qualia de dicha palabra. Con el presente trabajo se puede afirmar que las expresiones idiomáticas, que parecen idiosincrásicas, en realidad no lo son, y que pueden tener una explicación teórica.

Objective. This paper documents and analyzes how the members of an online community of fansubbers collaborate to subtitle Hispanic series and films in Chinese. In order to understand how this community organizes itself on the Internet to satisfactorily complete such a complex multimodal and multilingual process, the paper focuses on the community members’ roles and chain of production, the virtual spaces in which they work, their self-regulation strategies and the ethical issues they face. -- Methodology. The authors used qualitative content analysis and discourse analysis of a corpus composed with the help of netnographic techniques, including semi-structured interviews, participant observation and field notes. -- Results. The community was found to have a hierarchical structure, where a small group of managing members coordinated the others, who completed different tasks (e.g., transcription, synchronization, translation) in the overall collaborative project. The community took advantage of existing virtual spaces (e.g., official forums, social networks, online chats) to organize and promote its work and to develop a complete system of self-regulation, from recruitment to further training and evaluation with performance management. The authors conclude that fansubbers are cautious volunteers who make their own rules to protect and legitimize their community, which consists of freelance translators and technicians who are amateurs but who take their work seriously. These volunteers collaborate efficiently on the Internet, maintaining strict quality standards in their subtitling, and are supported by active audiences. Empowered in the digital age, this community is revolutionizing traditional modalities of reading and writing, recreating media products in an original way to meet the emerging needs of viewers

La dama boba: edición crítica y archivo digital is an ambitious project that focuses on the history of Lope de Vega’s play. It gives access to the facsimile and the modernized spelling transcription of three witnesses and it presents a critical text with an apparatus and explanatory notes. While it would benefit from documenting its markup and making all witnesses available for downloading, this edition succeeds in providing multiple views of the same work and it allows new inquiries to scholars interested in the transmission of the text.

Objectiu: documentar i analitzar la cooperació en línia d'una comunitat digital que subtitula sèries i pel·lícules hispanes al xinès; estudiar-ne els rols i les funcions, la cadena de treball, els espais virtuals, les estratègies d'autoregulació i les qüestions ètiques, i conèixer com s'organitzen a la xarxa per complir satisfactòriament una tasca multimodal i plurilingüe tan complexa. -- Metodologia: anàlisi qualitativa de contingut i anàlisi del discurs sobre un corpus extret mitjançant tècniques de la netnografia, que inclou entrevistes semiestructurades, observació participant i notes de camp. -- Resultats: la comunitat té una estructura jeràrquica. Una direcció reduïda coordina els altres membres, que exerceixen diferents funcions (transcripció, sincronització, traducció) en el treball col·laboratiu sobre el producte subtitulat; aprofita diferents espais virtuals (el fòrum oficial, les xarxes socials, els xats) per organitzar-se i promocionar-se, i desenvolupa un sistema complet d'autoregulació, des del reclutament fins a la formació i l’avaluació del rendiment de cada membre. Considerem que els fansubbers són voluntaris prudents (elaboren la seva pròpia normativa per tal de legitimar-se), traductors i tècnics aficionats però autònoms i seriosos (cooperen de manera eficient a la xarxa i exerceixen un control de qualitat estricte sobre els subtítols), que s'adrecen a audiències actives i apoderades en l'era digital. Aquesta pràctica revoluciona les modalitats tradicionals de lectura i escriptura, i recrea de manera original els productes mediàtics per satisfer les necessitats emergents dels espectadors. Objective. This paper documents and analyzes how the members of an online community of fansubbers collaborate to subtitle Hispanic series and films in Chinese. In order to understand how this community organizes itself on the Internet to satisfactorily complete such a complex multimodal and multilingual process, the paper focuses on the community members’ roles and chain of production, the virtual spaces in which they work, their self-regulation strategies and the ethical issues they face. -- Methodology. The authors used qualitative content analysis and discourse analysis of a corpus composed with the help of netnographic techniques, including semi-structured interviews, participant observation and field notes. -- Results. The community was found to have a hierarchical structure, where a small group of managing members coordinated the others, who completed different tasks (e.g., transcription, synchronization, translation) in the overall collaborative project. The community took advantage of existing virtual spaces (e.g., official forums, social networks, online chats) to organize and promote its work and to develop a complete system of self-regulation, from recruitment to further training and evaluation with performance management. The authors conclude that fansubbers are cautious volunteers who make their own rules to protect and legitimize their community, which consists of freelance translators and technicians who are amateurs but who take their work seriously. These volunteers collaborate efficiently on the Internet, maintaining strict quality standards in their subtitling, and are supported by active audiences. Empowered in the digital age, this community is revolutionizing traditional modalities of reading and writing, recreating media products in an original way to meet the emerging needs of viewers.

Objetivo: documentar y analizar la cooperación en línea de una comunidad digital que subtitula series y películas hispanas al chino, estudiando los roles y las funciones, la cadena de trabajo, los espacios virtuales, las estrategias de autorregulación y las cuestiones éticas, para conocer cómo se organizan en la red para cumplir satisfactoriamente una tarea multimodal y plurilingüe tan compleja. -- Metodología: análisis cualitativo de contenido y análisis del discurso sobre un corpus compuesto mediante técnicas de la netnografía, que incluyen entrevistas semiestructuradas, observación participante y notas de campo. -- Resultados: la comunidad tiene una estructura jerárquica. Una dirección reducida coordina a los demás miembros, que desempeñan distintas funciones (transcripción, sincronización, traducción) en el trabajo colaborativo sobre el producto subtitulado; aprovecha diferentes espacios virtuales (foro oficial, redes sociales, chats) para organizarse y promocionarse, y desarrolla un sistema completo de autorregulación, desde el reclutamiento hasta la formación y evaluación del rendimiento de cada miembro. Consideramos que los fansubbers son voluntarios cautos (elaboran su propia normativa para legitimarse), traductores y técnicos aficionados pero autónomos y serios (cooperan de manera eficiente en la red y ejercen un estricto control de calidad sobre los subtítulos), que se dirigen a audiencias activas y empoderadas en la era digital. Esa práctica revoluciona las modalidades tradicionales de lectura y escritura, recreando de manera original los productos mediáticos para satisfacer las necesidades emergentes de los espectadores. Objective. This paper documents and analyzes how the members of an online community of fansubbers collaborate to subtitle Hispanic series and films in Chinese. In order to understand how this community organizes itself on the Internet to satisfactorily complete such a complex multimodal and multilingual process, the paper focuses on the community members’ roles and chain of production, the virtual spaces in which they work, their self-regulation strategies and the ethical issues they face. -- Methodology. The authors used qualitative content analysis and discourse analysis of a corpus composed with the help of netnographic techniques, including semi-structured interviews, participant observation and field notes. -- Results. The community was found to have a hierarchical structure, where a small group of managing members coordinated the others, who completed different tasks (e.g., transcription, synchronization, translation) in the overall collaborative project. The community took advantage of existing virtual spaces (e.g., official forums, social networks, online chats) to organize and promote its work and to develop a complete system of self-regulation, from recruitment to further training and evaluation with performance management. The authors conclude that fansubbers are cautious volunteers who make their own rules to protect and legitimize their community, which consists of freelance translators and technicians who are amateurs but who take their work seriously. These volunteers collaborate efficiently on the Internet, maintaining strict quality standards in their subtitling, and are supported by active audiences. Empowered in the digital age, this community is revolutionizing traditional modalities of reading and writing, recreating media products in an original way to meet the emerging needs of viewers.