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The aim of this paper is to analyse a corpus of 137 texts published between 1888 and 1899. These texts are included in one of the most successful Spanish-language newspapers published in the United States during the second half of the nineteenth century: Las Novedades (New York, 1876-1918). In the analysis I will determine the linguistic ideologies and the discursive strategies used for the promotion of Hispanism and Spanish language in a sociopolitical context in which the Spanish hegemony was losing all its power at an international level. Thus, the ideologies found are divided in two different categories: the linguistic ideologies that give the language a cultural value and the linguistic ideologies that make reference to the economic and commercial value of the language. The results obtained from this analysis will contribute to understand the role of Spanish language in the United States. Furthermore, this paper presents an unpublished corpus of clear historiographic interest that contributes to clarify the panorama of Hispanism in a country like the United States. [ABSTRACT FROM AUTHOR]

The present paper analyses the translation of motion events from Spanish novels into German and English. More precisely, it focuses on three translation agents: translation students, professional translators and the neural machine translation tool DeepL. The study, contextualised in the Thinking-for-translating hypothesis (Slobin, 1997, 2000, 2003), aims at investigating whether all the information about the motion events in Spanish novels is transferred or otherwise Manner information is added, as might be expected due to intertypological differences (German and English languages are satellite-framed languages and Spanish is a verb-framed language, Talmy, 1985, 2000) and the data obtained from studies based on professional translation (cf. Slobin, 1996; Cifuentes-Férez, 2013; Molés- Cases, 2019). Overall, the results show that the way students and professionals deal with the translation of motion events is influenced by their mother tongues. However, it seems that, in general, students are more reluctant to add information about Manner in motion events than professional translators. Besides, the most observed translation technique in the case of DeepL corresponds to literal translation. [ABSTRACT FROM AUTHOR]

This article describes, from the viewpoint of Systemic-Functional Linguistics (henceforth, SFL), the specific ways in which the structure of the Spanish clause is organized for the realization of basic experiential functions, including Participant, Process and Circumstance. Thus far, SFL-descriptive work on Spanish has given little attention to the ways in which units and classes of units are organized along the rank scale of this language and how this organization contributes to the structural configuration of types of process. Based on the principles derived from the SFL theoretical dimensions of axis and rank, this article accounts for Spanishspecific resources at stake, first, in the realization of nuclear clause functions such as Process and Participant, and then in the realization of peripheral circumstantial elements. The paper finally addresses the key implications of the approach adopted to the account of the Spanish clause as well as to the general criteria involved in the identification of basic functions in its experiential structure. [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the syntactic structure of a paroemiac subcategory: tautologies. We will observe the diachronic evolution of this type of formulas from the Middle Ages to the present day. The diachronic study confirms the idea according to which sententious phrases, in this case tautologies, are not transmitted in the same form from generation to generation. They adapt to the times in which they are uttered. The structures are reduced over the centuries in both French and Spanish. [ABSTRACT FROM AUTHOR]

Oral and written language are constantly interrelated in literate communities. In this paper, we examine the repercussions of teaching argumentative oral discourse on the development of argumentative writing and vice versa. The participants were seventh-grade students, who were randomly assigned to one of three groups: the Oral-1 group, which received an oral language intervention first, followed by a written language intervention; the Esc-1 group, which received the written language intervention first, followed by the oral intervention, and the control group, who attended regular Spanish Language and Literature classes. We assessed measures of both oral and written argumentative discourse at pretest, posttest-1, and posttest-2 to determine the development of both intramodality and intermodality skills. The results showed that intramodality effects were larger for the written than for the oral language intervention. Both interventions produced intermodality effects. It is concluded that the teaching of argumentative discourse should incorporate the bidirectional influences between the oral and written modalities. [ABSTRACT FROM AUTHOR]