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Journal articles on the topic 'Comox language'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Kroeber, Paul D. "Inceptive Reduplication in Comox and Interior Salishan." International Journal of American Linguistics 54, no. 2 (1988): 141–67. http://dx.doi.org/10.1086/466080.

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2

Huijsmans, Marianne, та Daniel K. E. Reisinger. "Modal vs. deictic evidentials in ʔayʔaǰuθəm (Comox-Sliammon)". Semantics and Linguistic Theory 31 (11 січня 2022): 629. http://dx.doi.org/10.3765/salt.v31i0.5092.

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In this paper, we present novel data from ʔayʔaǰuθəm (a.k.a. Comox-Sliammon; an understudied Salish language) that challenge both the claim that all evidentials are epistemic modals (Matthewson 2012) and the claim that evidentials and modals are distinct, non-overlapping categories (e.g. Aikhenvald 2004, Speas 2010}. We take the defining difference between modal and nonmodal evidentials to be that modal evidentials contribute an at-issue claim involving quantification over possible worlds/situations, whereas nonmodal evidentials do not; both types of evidentials contribute information about th

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Kroeber, Paul D. "Le comox lhaamen de Colombie Britannique: Présentation d'une langue amérindienne. Claude Hagège." International Journal of American Linguistics 55, no. 1 (1989): 106–16. http://dx.doi.org/10.1086/466109.

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Korbozerova, Nina. "SPANISH AND UKRAINIAN AS TWO LANGUAGES COMING FROM THE ONLY PROTO-INDO-EUROPEAN LINGUISTIC SOURCE: TYPOLOGICAL AND SOCIOLINGUISTIC APPROACHES." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 44 (2023): 7–14. http://dx.doi.org/10.17721/2663-6530.2023.44.01.

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The article examines the Spanish and Ukrainian languages in a comparative aspect. An attempt is made to consider these languages in terms of their origin and the possibility of multiple comparison. Is proposed a comprehensive research method based on the symbiosis of historical, typological, taxonomic, semantic and pragmatic approaches. In contemporary linguistics, there are a number of general linguistic techniques and methods for comparing linguistic structures. Today, linguists are expanding the scope of comparative research. Lately they resort to the discursive aspect, which makes it possi

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Martínez Orozco, Javier. "El sujeto como objeto. Descripción en español." Zeitschrift für romanische Philologie 141, no. 1 (2025): 136–69. https://doi.org/10.1515/zrp-2025-0008.

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Abstract The inconveniences posed by the definition of the subject as a conceptual universal in the field of theoretical linguistics —discussed in the first part of this study— are, in our opinion, due to the lack of a rigorous characterization of this constituent in different languages. In order to address this issue, we propose, in a second part, a description of this linguistic element in the realm of descriptive grammar of Spanish. In our view, the noun phrase —or its equivalent— acts as a null or overt subject in this language if it agrees with the verb and designates a specific or unspec

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Alzate Alzate, Natalia Andrea, Diana Marcela Jaramillo Cataño, and David Alberto Londoño Vásquez. "Convergencias conceptuales de la formación inicial, didáctica de las lenguas y prácticas pedagógicas en el área de lenguas extranjeras." Zona Próxima 38 (September 20, 2023): 134–53. http://dx.doi.org/10.14482/zp.38.326.547.

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Este artículo de revisión centra su atención en las apuestas conceptuales que se han venido instaurando en las publicaciones académicas en Latinoamérica respecto a la formación inicial, la didáctica de la lengua y las practicas pedagógicas en el área de las lenguas extranjeras, apuntando a la identificación de las posibles convergencias materializadas entre los textos frente a estas tres categorías conceptuales. Para ello, se realizó una revisión bibliográfica cualitativa y un análisis hermenéutico comprensivo, de tipo descriptivo. El corpus se consolido con publicaciones tipo de informe de in

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Saraiva Pasca, Maria Alejandra, and Karen Pupp Spinassé. "Foco na forma e o ensino de Inglês como L2/L3." BELT - Brazilian English Language Teaching Journal 8, no. 1 (2017): 74. http://dx.doi.org/10.15448/2178-3640.2017.1.26719.

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Grammatical and lexical similarities between languages can help promote adult language learning. However, even when learners are provided with a lot of input in the L2, they may not notice certain similarities and differences between their L1 and the L2 in the classroom if the linguistic structure is not salient. The purpose of this article is to discuss the benefits of making grammatical and lexical comparisons among languages, such as proposed in the EuroCom Project, and the importance of using a Meaning and a Form Focused Instruction with corrective feedback when teaching L3 learners, based

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Ponce Anchundia, Luis Stiven, and Jairo Andrés Moran Delgado. "LAS TIC COMO MEDIO DE APRENDIZAJE DE LOS IDIOMAS." Revista Cognosis. ISSN 2588-0578 2, no. 3 (2017): 23. http://dx.doi.org/10.33936/cognosis.v2i3.857.

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El presente trabajo procura el mejoramiento del aprendizaje de los idiomas a través de la tecnología, las TIC, dentro y fuera del aula en la carrera de Idiomas de la Universidad Técnica de Manabí, debido a que este medio de aprendizaje nos ayudará en el desarrollo de nuestras habilidades y nuestra práctica del idioma. Se ha tomado como referencia las opiniones de diferentes autores para la elaboración de esta investigación para poder explicar las variables positivas y negativas de la situación problemática. Consta de una conclusión que determina y propone la mejora de la problemática en la car

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Kern, Joseph. "Like in English and como, como que, and like in Spanish in the speech of Southern Arizona bilinguals." International Journal of Bilingualism 24, no. 2 (2019): 184–207. http://dx.doi.org/10.1177/1367006919826329.

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Aims and Objectives/Purpose/Research Questions: This study analyzes the use of like in English and como, como que, and like in Spanish in the speech of bilinguals from Southern Arizona to assess the possible influence of like in English on its equivalents in Spanish in a language contact situation in which English is the majority language. Design/Methodology/Approach: Drawing on a discourse-pragmatic variationist approach, this study analyzes the use of like in English and its Spanish equivalents in recorded conversations between nine pairs of young Spanish-English bilingual friends from South

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COULIBALY, Mamadou Gninnatcha Eugène. "Similitudes funcionales entre acento y tonos en lenguas acentuales y tonales como español y taguana." Langues & Cultures 4, no. 02 (2023): 222–43. http://dx.doi.org/10.62339/jlc.v4i02.207.

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L’accent et les tons sont des éléments prosodiques essentiels dans les langues à accent et à tons qui ont évolué depuis Strauss (1963), Le Gac (2003) à Di Cristo (2013). Ces éléments sont à l’origine de manifestations morphématiques qu’on ne peut ignorer quand on parle ou quand on écrit dans une langue donnée. Cette importance prosodique se manifeste aussi bien dans la langue espagnole comme dans la langue tagouana ; langues reconnues comme accentuelle et tonale respectivement. Dans cet article, il va s’agir d’abord de décrire et d’expliquer les fonctions de l’accent dans la langue espagnole e

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SILVA, J. M., and C. G. V. MENESES. "A LINGUAGEM JURÍDICA COMO PORTA DE ACESSO À JUSTIÇA." Revista SODEBRAS 15, no. 169 (2020): 42–47. http://dx.doi.org/10.29367/issn.1809-3957.15.2020.169.42.

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Badenas Roig, Sonia Rut. "El cuento como recurso didáctico en la enseñanza del francés lengua extranjera." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (2018): 21. http://dx.doi.org/10.4995/rlyla.2018.8694.

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<p>This article offers a pragmatic reflection on the use of short stories in the teaching of French as a foreign language. After analyzing the use of short stories in the foreign language classroom as didactic material, we briefly assess the different advantages of short stories and inquire about the validity of this genre as a suitable material for the teaching of written expression in the light of the Common European Framework of Reference for Languages (CEFRL). On this basis, we propose a practical approach in which short stories are integrated to the teaching of written expression wi

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Corbacho Sánchez, Alfonso. "Aprendizaje basado en problemas y alemán como lengua extranjera." mAGAzin. Revista intercultural e interdisciplinar, no. 32 (2024): 6–15. https://doi.org/10.12795/magazin.2024.i32.01.

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Pocos dudan hoy en día de que el aprendizaje basado en problemas (ABP) se ha revelado como muy eficaz en la enseñanza y aprendizaje de la mayor parte de las disciplinas y esto también incluye la enseñanza de una lengua extranjera. En este artículo, que se centra en los ejercicios y actividades relacionados con este método, se valoran las ventajas del ABP aplicado a la enseñanza del alemán como lengua extranjera. Se defiende la hipótesis de que esa innumerable variedad de aspectos y escenarios que se contemplan en la comunicación, junto con el elemento lúdico que puede acompañar a las actividad

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Oliveira, Ana Luiza Rodrigues de, Sandra Maria Holanda de Mendonça, and Regina Maria Holanda de Mendonça. "A língua estrangeira como barreira para o cuidado em saúde." Revista Recien - Revista Científica de Enfermagem 1, no. 3 (2011): 5. http://dx.doi.org/10.24276/rrecien2177-157x.2011.1.3.5-9.

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Com a migração global profissionais da área de saúde passaram a conviver com pacientes que falam línguas diferentes da língua do país em que vivem. As barreiras linguísticas tem grande impacto na qualidade e custos dos cuidados de saúde. O objetivo desse trabalho foi realizar revisão da literatura sobre a dificuldade de comunicação entre profissionais da saúde e pacientes que falam línguas diferentes. A maior parte dos estudos avaliados demonstrou que o idioma atua como barreira de comunicação e que esta traz prejuízo ao sistema de saúde, profissionais, pacientes e familiares. A privação da co

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Silva, Anderson Romário Souza, Ronaldo Mangueira Lima Junior, Lucas Heitor Ananias Oliveira, and Dominyk Santos Dias Simões. "Desenvolvimento dos sons vocálicos do inglês como L2 por brasileiros em contexto de imersão." Filologia e Linguística Portuguesa 26, no. 2 (2024): 349–74. https://doi.org/10.11606/issn.2176-9419.v26i2p349-374.

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This study is based on the theory of language as a Dynamic and Complex System, discussing language attrition in Brazilian Portuguese (BP) and the reorganization of the vowel system in English as a second language. We analyzed the effect of the second language (L2) immersion context on the development of the vowel system in BP and English through a longitudinal study with data from four collection points before, during, and after over approximately nine months of the stay of 10 Brazilian students in the United States. F1 and F2 values and vowel duration were collected in both languages to descr

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Cioè-Peña, María. "Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education." Harvard Educational Review 94, no. 1 (2024): 1–24. http://dx.doi.org/10.17763/1943-5045-94.1.1.

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In this autoethnography, María Cioè-Peña recounts her experiences of Black erasure in bilingual education in US schools, where the focus is on language and an imagined mixed-race collective, centering culture to circumvent race and treating language as connective yet racially neutral. But languages and how language users are perceived are not race-neutral constructs. Black erasure in bilingual education upholds anti-Blackness and model minority narratives in education and results in tangible exclusion and oppression for Black bi/multilinguals. Supported by theory and history, Cioè-Peña recount

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17

Alvarado, Beatriz. "El componente cultural en el aprendizaje de lenguas extranjeras: la quinta habilidad lingüística." Verbum et Lingua, no. 18 (June 30, 2021): 50–60. http://dx.doi.org/10.32870/vel.vi18.159.

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Descrita en términos generales como características y conocimientos de un grupo social que incluye elementos tales como la lengua, las creencias, las costumbres, las artes y hasta la gastronomía, la cultura ha sido objeto de encuentros y desencuentros cuando se trata de integrarla en la clase de lenguas extranjeras. Se considera que la cultura y la lengua son inherentes; por tanto, los cursos de lengua extranjera deberían incorporar elementos culturales de forma transversal con el fin de lograr la habilidad intercultural. Este artículo analiza diversos estudios empíricos y enfoques en este tem

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18

N. Martins, André Ricardo. "Linguagem como prática social." Cadernos de Linguagem e Sociedade 6 (November 17, 2010): 31–43. http://dx.doi.org/10.26512/les.v6i0.9309.

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This paper discusses the role of language as social practice. It shows how the introduction of ideology in the study of language has changed the focus on language in recent years. It analyses the specific contribution of Critical Discourse Analysis to the study of language and its relation to social reality. Special attention is given to the relation among language, mass media and democracy.

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Pérez Rodríguez, Vannessa, Cristina A. Huertas Abril, and Mª Elena Gómez Parra. "El lenguaje soez como reflejo de la cultura: conceptualización y taxonomía para la traducción audiovisual al español." Futhark. Revista de Investigación y Cultura, no. 12 (2017): 71–78. http://dx.doi.org/10.12795/futhark.2017.i12.06.

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La traducción audiovisual entraña diversas dificultades propias de su campo como, por ejemplo, la adecuación a la duración del discurso o al movimiento labial del actor o actriz que aparece en pantalla. A esto se ha de añadir el papel de la cultura en los productos audiovisuales. Así, si hablamos de la adaptación cultural en traducción audiovisual, una de las mayores dificultades radica en la traducción y adaptación del lenguaje soez de la lengua origen a la lengua meta. Una misma expresión catalogada como ejemplo de lenguaje soez en la lengua original puede traducirse de diferente manera depe

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Guichot Muñoz, Elena. "EL LENGUAJE POÉTICO COMO ARMA DEFENSIVA: LA MUJER COMO MERCANCÍA EN LA OBRA DE ARÍSTIDES VARGAS." Revista Internacional de Culturas y Literaturas, no. 15 (2014): 42–48. http://dx.doi.org/10.12795/ricl.2014.i15.04.

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La obra teatral de Arístides Vargas La muchacha de los libros usados, del grupo cultural Malayerba (Ecuador), dibuja el espacio de opresión en el que vive una Muchacha vendida por su padre a un militar. La intimidación de su marido/comprador anula a la Muchacha y la somete a un espacio castrador donde la menstruación será la llave de entrada a la violencia sobre su cuerpo. Solo la poesía logrará la salvación de esta mujer mercancía.

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Kohnke, Lucas. "Make Beliefs Comix." RELC Journal 51, no. 2 (2018): 321–23. http://dx.doi.org/10.1177/0033688218765301.

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Creative use of language is a central tenet of learner-centric pedagogy, and as such has become a big part of today’s language classrooms. Students who are allowed to use their creative impulses are often more engaged during in-class activities (Gregory et al., 2013). This is precisely one of the primary motivators for teachers to leverage students’ creativity in designing pedagogical materials and classroom activities. It is often challenging, however, to apply creativity in the absence of stimulating and engaging content. To address this, one possible means of engaging students is exploiting

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Feijó, Flávia R., and Yûki Mukai. "Crenças de alunos brasileiros (de japonês como le) em relação à habilidade de fala em língua japonesa." Estudos Japoneses, no. 34 (March 7, 2014): 46–70. http://dx.doi.org/10.11606/issn.2447-7125.v0i34p46-70.

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Although researches on beliefs about language learning has grown significantly in number, the number of the studies that cover different languages and different topic/subareas is still scare (BARCELOS, 2003b, 2006, 2007). Hence, the purpose of the present study was to elucidate the Brazilian students’ beliefs about their speaking ability in the target language. The research methodology was qualitative, using a comparative case study design. The analyzed context was a public university of the Federal District, and the participants were two students of non-Japanese descent. The relationships bet

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Llabrés Llovet, Celia. "ChatGPT en la creación de exámenes de alemán como lengua extranjera." mAGAzin. Revista intercultural e interdisciplinar, no. 32 (2024): 24–39. https://doi.org/10.12795/magazin.2024.i32.03.

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ChatGPT se disfraza de ser humano. Por este motivo, se pretende comprobar si esta interfaz es capaz de crear pruebas de evaluación de alemán como lengua extranjera de calidad. El principal objetivo de esta investigación es evidenciar si ChatGPT tiene la capacidad de sustituir la labor docente de crear exámenes. La metodología del presente estudio ha consistido en el envío de dos encuestas similares, una a profesorado y otra a alumnado de alemán del ámbito universitario, para comprobar si son capaces de distinguir entre textos producidos por humanos, específicamente exámenes de la Escuela Ofici

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Sierra Martínez, Gerardo Eugenio, and Gemma Bel Enguix. "The Bible as a Corpus for Language Technologies." Signos Lingüísticos 20, no. 39 (2024): 136–67. https://doi.org/10.24275/sling.v20n39.05.

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"This work aims to create an aligned corpus of eleven Spanish translations of the Bible to advance computational linguistics in Spanish. The use of this corpus is essential for applications such as paraphrase detection, lexical grouping identification, and language model evaluation for search systems. In this way, the study covers various aspects of natural language processing, including similarity, lexical extraction, and bias analysis, with the goal of promoting the development of language technologies in Spanish.Keywords: Linguistic corpus; natural language processing; paraphrase detection;

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Welp, Anamaria Kurtz de Souza, Álvaro Rutkoski Didio, and Bibiana Finkler. "Questões contemporâneas no cinema e na literatura: o desenho de uma sequência didática para o ensino de inglês como língua adicional." BELT - Brazilian English Language Teaching Journal 10, no. 2 (2019): 35861. http://dx.doi.org/10.15448/2178-3640.2019.2.35861.

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This article presents the design process of a task sequence produced for an English course of the Languages and Arts Program of the Federal University of Rio Grande do Sul. Having as its theme contemporary issues in cinema and literature, the sequence was developed around movie adaptations from the Cinderella tale. The tasks were designed from authentic texts with the final production proposed being a synopsis of a movie adaptation from a literary work. The produced tasks seek to create opportunities for both meaningful language use and broadening of students’ transit in social practices that

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Spychała-Wawrzyniak, Małgorzata. "El papel de las emociones en la enseñanza intercultural del español como lengua extranjera (ELE)." Studia Romanica Posnaniensia 46, no. 4 (2019): 163–72. http://dx.doi.org/10.14746/strop.2019.464.014.

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Emotions, both positive and negative, are part of our lives. However, until the 1960s, little attention was paid to the role they played in learning foreign languages. It all changed with the development of humanistic psychology, which focused, among others, on the integration of cognitive and affective teaching. Emotions also accompany encounters of individuals representing two different cultures. Intercultural communication is a complex process, which often involves culture shock, conflicts and various types of interpersonal relations. The aim of this paper is to accentuate the role of emoti

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Moraes, Marília Uchôa Cavalcanti Lott de, Loise Soares de Azevedo, and Anderson Almeida da Silva. "Interview with Diane Brentari." Revista Linguíʃtica 16, no. 3 (2020): 15–27. http://dx.doi.org/10.31513/linguistica.2020.v16n3a40534.

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Diane Brentari is co-director of the Center for Gesture, Sign and Language at the University of Chicago. She has published several books, such as Sign Language Phonology (Cambridge University Press, 2019) and Shaping Phonology (2018). Her research focuses on the role of modality in language, sign language phonology, how sign languages develop through historical time, and sign language typology.---------------------------------------------------------------------------------ENTREVISTA COM DIANE BRENTARIDiane Brentari é professora de linguística Mary K. Werkman e codiretora do Center for Gesture

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Yupanqui-Valente, Victor Hugo, Robert Iván Álvarez-Ochoa, and Raymy Chiliquinga-Mazaquiza. "Genially como estrategia didáctica para la enseñanza de la lengua Kichwa." Revista Metropolitana de Ciencias Aplicadas 8, no. 1 (2025): 304–15. https://doi.org/10.62452/2tqt8m15.

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The document addresses the teaching and preservation of the Kichwa language in a contemporary educational context, where indigenous languages face significant challenges due to the predominance of majority languages and rapid technological evolution. The importance of integrating technological tools, such as Genially, in the teaching of Kichwa is highlighted, since these allow the creation of visual and interactive educational resources that promote dynamic and meaningful learning. However, problems are identified such as the digital divide, the lack of technological infrastructure in rura

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Fajardo Dolci, German E. "Rompiendo barreras, el inglés como herramienta para los profesionales de la salud." Revista de la Facultad de Medicina 66, no. 4 (2023): 191–98. http://dx.doi.org/10.22201/fm.24484865e.2023.66.4s.18.

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One of the objectives of the UNAM School of Medicine is to offer its students the tools and preparation to advance in the command of the English language, which empowers them and allows them to interact in a greater number of contexts, besides covering the characteristics established in the profile of graduates of the Medical Doctor Degree. Due to this, the School of Medicine, through its General Secretariat, SUAyED and the English Program evaluated the existing programs for teaching English used until 2016. Based on these results, a plan was established in which new courses were designed foll

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Prado, Gustavo. "El diseño de modas mexicano como lenguaje museal ¿Pasarela, museo o teatro?" Economía Creativa, no. 1 (May 7, 2014): 71–77. http://dx.doi.org/10.46840/ec.2014.01.08.

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Zabaleta Urkiola, Iñaki, Tania Arriaga Azkarate, Maria Gorosarri González, and Nicolás Xamardo González. "Economía y financiación de medios en lenguas minoritarias celtas de Irlanda y Reino Unido: el modelo público como referencia." Investigar la Comunicación desde Perspectivas, Teorías y Métodos Periféricos 8, no. 15 (2021): 267–91. http://dx.doi.org/10.24137/raeic.8.15.12.

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This article investigates the monolingual media in three Celtic minority language communities of the United Kingdom and Ireland, at the end of the economic crisis that began in 2008, from the perspective of the public interest media model, prevalent in the media systems of European minority language media. The main areas of study are the economic volume, the funding system and the qualitative evaluation of editors and media directors regarding the effect of the economic crisis and the importance of public aid. The three minority Celtic languages analyzed are Welsh, Irish and Scottish Gaelic. T

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Gomes, Elias Mendes. "As ferramentas usadas para a formação neológica na língua árabe: a terminografia das línguas de especialidade como objeto de estudo." Revista de Estudos Orientais, no. 8 (December 31, 2010): 75–90. http://dx.doi.org/10.11606/issn.2763-650x.i8p75-90.

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The expansion of the Arabic language to beyond its historical borders followed the Islamic territorial conquest. The contact with the pockets of Hellenic culture, revealed a terminological vacuum in the lexicon of those Bedouins from the Arabian Peninsula,as there was no technical vocabulary to express the notions already consecrated in the languages of the conquered cultures. The same situation is repeated in the "recent" technological invasion from the western world which led to the uncontrollable formation of neologisms, and the subsequent creation of the Language Academies in the different

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Garza Rodríguez, Nallely, Mariana Carreón Zúñiga, and María Guadalupe Pedraza Vázquez. "Exploring Foreign Language Anxiety through English Foreign Language learners’ perceptions." Verbum et Lingua, no. 13 (December 30, 2018): 94–112. http://dx.doi.org/10.32870/vel.vi13.123.

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The current study is based on a phenomenon that has been labeled as Foreign Language Anxiety (FLA) which is, in accordance with Horwitz, Horwitz, and Cope (1986), a series of ideas about oneself and others, or specific attitudes that emerge from the process of learning a foreign language. This type of anxiety is widely recognized for hindering students’ learning achievement when studying a different language from the native one (Horwitz et al., 1986; Krashen, 1982; Mac-Intyre & Gardner, 1989).For this reason, this qualitative study aimed to interpret the perceptions and identify the reason

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Gabucio Cerezo, Fernando. "¿Puede el lenguaje concebirse como un sistema mental de “imágenes sonoras”?" Revista Mexicana de Investigación en Psicología 9, no. 2 (2017): 120–23. http://dx.doi.org/10.32870/rmip.v9i2.441.

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En este trabajo se argumenta en contra de la propuesta de Pardos (2017) según la cual la ampliación de la noción clásica de imagen mental, de modo que incorpore también a las imágenes sonoras, podría ser el modo de incorporar el lenguaje como estofa del pensamiento. Por una parte, no parece necesaria la extensa reconstrucción histórica que se propone para justificar la tesis que se defiende, salvo que la tesis persiga ante todo defender la continuidad de las imágenes mentales como estofa primordial e ineludible del pensamiento. Por otra, hace ya mucho tiempo que el lenguaje ha entrado por dere

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Elliott, A. Raymond. "Dàj guruguiˈ yumiguiì ‘de como apareció la gente del mundo’: leyenda en triqui de Chicahuaxtla". Tlalocan 25 (7 вересня 2020): 147–212. http://dx.doi.org/10.19130/iifl.tlalocan.2020.0006.

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Chicahuaxtla Triqui is an Otomanguean language spoken in San Andrés Chicahuaxtla and in other neighboring communities in the State of Oaxaca, Mexico. There are two other Triqui languages. One is spoken in San Juan Copala and the other in San Martín Itunyoso. The oral text is a legend entitled Dàj guruguiˈ yumiguiì /da1h ɡuruɡwi3ʔ ʃumiɡwiː313/ ‘How the people of the world appeared’ and is a compilation of several legends about Triqui deities and the creation of the human race as we know it today. In this manuscript, I present a map of the Triqui region, a general description of the Chicahuaxtla

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Gonçalves, Lucas, and Marcia Becker. "Velocidade de fala e inteligibilidade: possíveis influências no inglês como língua franca." Gradus: Revista Brasileira de Fonologia de Laboratório 07, no. 02 (2022): 41–60. http://dx.doi.org/10.47627/gradus.v7i2.180.

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Considering the importance of the English language as a lingua franca (ELF) in interactions among different cultures/languages, it is important that Phonetics and Phonology studies pay attention to aspects that may influence its intelligibility. Informants of perception experiments have reported that, among the many factors that negatively affect intelligibility, speech rate seems to play an important role. This article aims at showing the results of research by Gonçalves (2021), relating the measurements of six parameters linked to speech rate with the intelligibility of the English language,

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Bellido Barea, Lidia. "Nuevas herramientas de ayuda para la producción escrita en español como L2: uso y desafíos." VERBEIA. Revista de Estudios Filológicos. Journal of English and Spanish Studies 11, no. 10 (2025): 22–41. https://doi.org/10.57087/verbeia.2025.4906.

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This article presents the results of a preliminary study on the use of Artificial Intelligence (AI) and writing help automatic tools, and some reflections on the subject. The research was conducted with a group of 15 university students who are learners of Spanish as a Foreign Language and are pursuing master's studies in Hispanic studies in Germany. The general objective is to explore these resources to deepen their knowledge, both of their potential contributions to the teaching/learning of second languages, and of the feared threats they may pose. The specific objectives are to analyze the

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Gutiérrez Pozo, Antonio. "El lenguaje como poema gastado y olvidado. Análisis de las relaciones entre poesía y lenguaje desde una perspectiva ontológica." Eidos 44 (July 10, 2025): 172–99. https://doi.org/10.14482/eidos.44.200.003.

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El artículo analiza las relaciones entre lenguaje y poesía desde la comprensión ontológica del poder de la palabra expuesta por Heidegger y Gadamer, y en contraposición a la comprensión positivista del lenguaje y la poesía. Comenzamos por el estudio de la posición positivista. Para esta, el lenguaje es una herramienta de que podemos disponer y la poesía es ese mismo lenguaje, pero elevado a una gran potencia. Luego presentamos la comprensión ontológica de esta cuestión. Entonces vemos que la poesía es la esencia del lenguaje, la cual consiste en verdad, en traer al ser las cosas. Finalmente, d

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SIQUEIRA, I. C., and L. I. P. MARQUEZAN. "ENCENANDO NOVAS PERSPECTIVAS: A LINGUAGEM TEATRAL COMO PRÁTICA DE INOVAÇÃO INTERDISCIPLINAR." Revista SODEBRAS 15, no. 179 (2020): 38–42. http://dx.doi.org/10.29367/issn.1809-3957.15.2020.179.38.

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Oliveira, Desirée de Almeida, and Patrícia H. Baialuna de Andrade. "LANGUAGE AND LITERATURE DIVIDE: AN ANALYSIS OF TEXTBOOKS FOR TEACHING PORTUGUESE AS AN ADDITIONAL LANGUAGE." Trabalhos em Linguística Aplicada 63, no. 1 (2024): 77–91. http://dx.doi.org/10.1590/01031813v63120248674047.

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ABSTRACT This study analyzes the use of literary texts in three textbooks of Portuguese as an additional language (PAL) adopted by universities in the United States. Specifically, it aims to answer the following research questions: 1) How do the activities based on literary texts promote communication in the target language? 2) What opportunities do the activities offer for the development of literary literacy? 3) How is culture approached in the activities? To address these questions, we consider the following criteria of qualitative analysis: first, modes of communication (interpersonal, int

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Moreno Valle, Paulina Cornejo, and Scott Brown. "El diseño social como un lenguaje desde abajo: Acerca del Parsons DESIS Lab." Economía Creativa, no. 6 (November 15, 2016): 162–71. http://dx.doi.org/10.46840/ec.2016.06.08.

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Dewaele, Jean-Marc, and Peter MacIntyre. "Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?" Revista Brasileira de Linguística Aplicada 22, no. 1 (2022): 156–80. http://dx.doi.org/10.1590/1984-6398202218487.

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ABSTRACT The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group - although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around th

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Caldera González, Daniela del Consuelo, and Miguel Ortega Carrillo. "Myself as someone else. Personal identity and language." Gestión y Estrategia 39 (January 1, 2011): 75–92. http://dx.doi.org/10.24275/uam/azc/dcsh/gye/2011n39/caldera.

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Galarza Ballester, María Teresa. "La criollización y la adquisición del sistema verbal en haitiano, jamaicano y papiamento." Lexis 38, no. 2 (2014): 337–74. http://dx.doi.org/10.18800/lexis.201402.004.

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ResumenEl presente artículo constituye un estudio del sistema de tiempo, modo y aspecto en las lenguas criollas habladas en Haití, Jamaica y las islas de Aruba, Curaçao y Bonaire. La investigación muestra cómo el sistema de TMA del haitiano, el jamaicano y el papiamento se han desarrollado. Asimimo, plantea como hipótesis que su formación implica tanto a las lenguas superestrato como a las lenguas substrato en un proceso guiado por universales del lenguaje. Adicionalmente, sostiene que no todos los aspectos de los sistemas TMA se derivan simplemente de las lenguas contribuyentes, sino que son

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Amaro, Regina Keiko Obata F. "No fim, o bibliotecário morre." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 4, no. 3 (2006): 72. http://dx.doi.org/10.20396/rdbci.v4i3.2030.

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Apresenta organização e classificação dos sistemas de informação e cultura revistas a partir de O Nome da rosa, livro e filme. Destaca a representação como abordagem conceitual. Amplia a noção de linguagem estabelecida para o Sistema de Recuperação da Informação (SRI) e propõe a identificação de várias linguagens como constituintes dos sistemas de informação e cultura. Essas linguagens, tomadas como instrumentos conceituais e operacionais, são utilizadas para a análise da obra em questão. Palavras-chave Sistemas de informação e cultura; Sistema de Recuperação da Informação (SRI); Representação

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Rosinski, Aline, and Giovana Ferreira-Gonçalves. "O segmento lateral pós-vocálico do Português sob a influência do Polonês como língua de imigração." PAPIA 29, no. 1 (2019): 7–24. https://doi.org/10.5281/zenodo.3924776.

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This study aimed to describe aspects of the lateral liquid consonant /l/ of Brazilian Portuguese in the speech of a community characterized by the contact between Portuguese and Polish as an immigrant language. It sought to determine whether the use of the immigrant language is reflected in the characteristics of the segment analyzed. Altenhofen and Margotti (2011) point out that rural communities under the influence of immigrant languages, particularly in southern Brazil, such as the one analyzed here, usually present a greater preservation of the lateral in syllable-final

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Moreno Mosquera, Francisco. "La multimedia como herramienta para el aprendizaje autónomo del vocabulario del inglés por parte de los niños." Colombian Applied Linguistics Journal 13, no. 1 (2011): 71. http://dx.doi.org/10.14483/22487085.2945.

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This paper describes a pedagogical intervention carried out at the University of Chocó aimed at determining the degree of effectiveness of multimedia technology as a tool for independent learning of English vocabulary by children. The research problem was stated in terms of the questions: ¿how effective is foreign language learning through technology?, ¿how much can children in Chocó learn English vocabulary by themselves through multimedia? The findings confirm several hypotheses about the learning of vocabulary and pronunciation, and leads the researchers to conclude that multimedia is effec

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Pardos Peiro, Antonio. "Universo y lenguaje de la psicología." Revista Mexicana de Investigación en Psicología 1, no. 2 (2009): 31–37. http://dx.doi.org/10.32870/rmip.v1i2.473.

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Se analiza la crítica formulada por Ribes (2009) al universo actual de la psicología, fundamentalmente a la psicología mentalista, cuyas teorías descansarían en bases erróneas creadas a partir de las limitaciones inducidas por el lenguaje ordinario, enjuiciando el itinerario propuesto como solución para co rregir los diferentes equívocos categoriales introducidos por tal motivo en la psicología.

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Pontes, Valdecy Oliveira, Livya Lea Oliveira Pereira, and Denísia Kênia Feliciano Duarte. "O gênero conto e o ensino de espanhol como língua estrangeira: aliando a tradução funcionalista ao procedimento de sequência didática (SD)." Tradterm 46 (September 12, 2024): 117–40. https://doi.org/10.11606/issn.2317-9511.v46p117-140.

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In the national context, some investigations applied to the Teaching of Spanish Language in the University Education ally the Didactic Sequence (DS) procedure to the translation process, namely: Barrientos (2014) and Laiño (2014). The researchers attest that this correlation provides the qualified writing, in addition to the awareness of linguistic-cultural similarities and differences and the comprehension of the translation process. In this article, we aim to illustrate an SD proposal, by the translation of the tale genre, in order to the teaching of textual production. Therefore, this propo

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Parra-Gavilánez, Lorena. "Metacognitive Strategies in Learning English as a Foreign Language." Medwave 23, S1 (2023): eUTA211. http://dx.doi.org/10.5867/medwave.2023.s1.uta211.

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Introducción Several studies related to LLSs have been conducted with the purpose of answering the question of how successful language learners achieve the learning goals. According to Judge (2012), the first research reports began in 1970 with studies done by Rubin and Stern in 1975. These studies reported that the main concern of these researchers was to know what good students did different from those students who did not reach successful results in the learning process, concentrating their studies in directed classrooms focused from teacher-centred approaches to student-centred ones (Rubin

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