Academic literature on the topic 'Spanish language – Diction'

AbstractThe current article primarily aims at analysing the strategies utilised by quintessential translators of F. Villon to render into Spanish the figures of diction and thought that characterise the poetry of the 14th-century author, following the classical classification proposed by Abrams (1953). A second objective is to suggest a set of guidelines on how to translate the figurative use of discourse into a given target-language text. Accordingly, this article will first provide an overview on the most relevant approaches to poetry translation, which especially concern relaying the figurative language of a source into a target-language text. Moreover, it will analyse a set of examples that best illustrate the distinctive use of rhetorical devices by Villon, and will examine the ways to better transforming them into another target language, namely Spanish. Lately, this article will propose a set of translation guidelines for both the figures of diction and thought that permeate his poetry.

Abstract The purpose of the present article is to provide a future translator with an organized procedure to tackle the rendering of poetic figures of speech. It first analyses and arranges the different figures, then it suggests the possibilities for their translation. There are enlightening examples that explain step by step what is being said theoretically. There is a brief summary of how translators affront the task of translating figures of speech and what falls within translation proper and outside it. Finally, it sets up the range and margins for the translation of figurative language and presents the scope for the rendition of poetic diction. Résumé Le but du présent article est d'offrir aux futurs traducteurs une procédure organisée, leur permettant de rendre les figures poétiques de la langue parlée. Dans un premier temps, l'auteur analyse et arrange les différentes figures, et en suite, il présente des possibilités de traduction. Il fournit des exemples révélateurs qui expliquent, étape par étape, ce qui est dit en théorie. Il s'agit d'un résumé de la manière dont les traducteurs abordent la traduction des figures de langage et de ce qui relève spécifiquement ou non de la traduction. Enfin, cette procédure établit le champ et les limites de la traduction du langage figuratif et du langage poétique.

The poetic insert known as <i>The Battle of Brunanburh</i> (<i>Anglo-Saxon Chronicle</i> 937) constitutes by no means one of the most interesting texts for the building of the Old English heroic geography. Its author, as Marsden states (2005: 86), “builds a sense of national destiny, using style, diction and imagery of heroic poetry”. There are many interesting issues to deal with when you want to revise how the elements Marsden quotes are used in the construction of a poem that uses history as a narrative device to build the inner story of the poem experimenting with the topics (style, diction, imagery) of heroic poetry. If the poem constitutes such a crucial text, if its emphasis is on “English nationalism” in an historical perspective rather than on individual heroics, as Marsden points out (2005: 86), it seems most evident that a careful consideration of these topics has to be made when translating the text into other languages. The aim of this article is to revisit the poem and its topics and to see how that careful consideration has been accomplished in several important English (Treharne 2004, Hamer 1970, Rodrigues 1996, Garmonsway 1953, Swanton 2000) and Spanish (Lerate & Lerate 2000, Bravo 1998, Bueno 2007) translations that consider the poem in isolation, in the context of the Anglo-Saxon Chronicle or as an excuse for poetic inspiration, i.e. the case of Borges’ 1964 and 1975 poems and Tennyson’s 1880 text.

This essay addresses the question of whether the Spanish epic was composed orally or was a literary creation using the oral techniques of bards but composed in writing. Oral dictation played an important role in even the most literate works of the time. Theme was an important compositional aid employed by bards during performance, and its presence is evident in passages of the Cantar de Mio Cid and the Mocedades de Rodrigo. A new tool of analysis is introduced, the intonation unit, which leads to an understanding of Spanish epic narrative as orally composed and governed by the cognitive constraints of speech. Oral composition eventually included literate individuals whose contributions are linked to the social and political circumstances under which these poems were preserved on parchment.

Romance Proverbs with the Twelve Months: the Paremical and Monthly Characterization of the Year. There are various types of weather and calendar proverbs in the Romance languages. Not only concerning their motivation, but also concerning their length. Among the proverbs referring to the months, some are very short, just two or three words, the so-called “minimal proverbs”, while others are quite long, and curiously defy any kind of mnemonics. Our corpus will be made up of the latter type: thirteen proverbs mentioning all the twelve months of the year, which represent five different Romance varieties; from west to east: Portuguese (1 proverb), Spanish (2), Catalan (5), Italian (4) and the Laziale Italian variant (1). We classify these formulae, which lie on the thresholds of what strictly might be considered proverbs, in two groups: proverbs without meteorological implication and meteorological proverbs. On the other hand, we classify the examples of the second group in four sections according to the characteristics that are attributed to one or several months: proverbs with a characteristic for several months, proverbs with a characteristic for each pair of months, proverbs with a characteristic for some of the months, and sayings attributing a different feature for each month. This corpus offers a glimpse to the way Romance peoples view the months and it reveals affinities in the form of paremic types (or “paremiotypes”), which tell us about the popular culture shared by the peoples that are heirs of Rome.

Abstract Bilinguals’ two languages seem to be coactivated in parallel during reading, speaking, and listening. However, this coactivation in writing has been scarcely studied. This study aimed to assess orthographic coactivation during spelling-to-dictation. We took advantage of the presence of polyvalent graphemes in Spanish (one phonological representation with two orthographic specifications, e.g., / b /for both the graphemes v and b) to manipulate orthographic congruency. Spanish–English bilinguals were presented with cross-linguistic congruent (movement–movimiento) and incongruent words (government–gobierno) for a dictation task. The time and accuracy to initiate writing and to type the rest-of-word (lexical and sublexical processing) were recorded in both the native language (L1) and the second language (L2). Results revealed no differences between conditions in monolinguals. Bilinguals showed a congruency and language interaction with better performance for congruent stimuli, which was evident from the beginning of typing in L2. Language coactivation and lexical–sublexical interaction during bilinguals’ writing are discussed.

Background: Although some studies suggest that writing difficulties may be one of the early symptoms of Alzheimer's disease (AD), they have been scarcely studied compared to oral language. Particularly noteworthy is the paucity of longitudinal studies that enable the observation of writing impairment as cognitive decline progresses. Objective: The aim of this study was to examine the characteristics of writing in patients with AD and to monitor the deterioration of their performance over a follow-up period. Methods: Sixty-four participants (half with AD and half healthy elderly) were compared in a word and pseudo-word dictation task. Patients were evaluated every 6 months over a 2.5 year follow-up period. Results: The evolution of patient performance and error profile shows a typical pattern of deterioration, with early damage to the lexical pathway, which later extends to the phonological pathway and eventually affects peripheral processes. Conclusion: These results confirm the presence of writing difficulties from the early stages of AD, supporting the value of this task for early diagnosis. Furthermore, it allows us to explain the contradictory data obtained in previous investigations.

This paper starts from the assumption that the conceptual structure underlying terms in a spe-cialized domain constitutes an essential aspect in terminology and in the elaboration of termi-nological resources, in a way that the precise representation of that conceptual structure can be of great use for specialized translators. Based on this premise we have constructed a multi-lingual (Spanish-English-German) terminological dictionary based on ontologies, which are a type of formal and explicit representation of the conceptual structure of a domain (in our case, package travel). Thus, we show how the dictionary has been built, by describing the corpus-based preparatory phase, its implementation in the Web Ontology Language (OWL) using an ontology editor, TopBraid Composer Free Edition, and the creation of an interface to consult the dictionary in an easy and intuitive way; this application is called OntoDiccionario. We will discuss the results, by describing some of its most relevant features, by indicating short-comings, and by comparing the resulting dictionary to other general and specialized dictiona-ries, through the search for some terms from the domain in question.

Resumo: Do enfrentamento sangrento que marcou as divisões territoriais e o espaço do imaginário das três nações envolvidas — Argentina, Uruguai e Paraguai — somadas ao Brasil, ainda Império —, a Guerra do Paraguai, Guerra da Tríplice Aliança, ou Grande Guerra do Brasil, reverbera, no presente, suas poéticas: são derivas multilíngues e oscilantes, que carregam nos usos da língua os rastros e as formas dos contatos e conflitos. Especialmente em espaços fronteiriços, recompõem-se e reinventam-se as dicções em convívio, nas quais o espanhol, o guarani e o português se reconhecem e se estranham. Paravras-chave: Poesia; guerra; fronteiras; portunhol; portuñol. Abstract: From the bloody confrontation that marked territorial divisions and imaginary space of the three nations involved — Argentina, Uruguay and Paraguay — added to Brazil, still an empire —, the War of Paraguay, War of the Triple Alliance, or Great War of Brazil, reverberates, in the present, its poetics: they are multilingual and oscillating drifts, which carry in the uses of language traces and forms of contacts and conflicts. Especially in frontier spaces, the dictions in contact are reconstituted and reinvented, in which Spanish, Guarani and Portuguese recognize and mix themselves. Keywords: poetry, war; borders; portunhol; portuñol.

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

Latin American art song is a genre primarily of the first half of the twentieth-century, when popular folklore served as the voice and inspiration of many poets and musicians. The nationalist movement served as a means of expression, each Latin American country with its own identity. There is great benefit for singers to study Spanish diction at an academic level, since it is a language already familiar to most U.S.A residents. There is a significant amount of unknown repertoire that would be very useful in the singing studio because of the language's open vowels. This repertoire can also serve as a confidence-builder to young Spanish-speaking singers at the beginning of their training. I will be focusing on the (s), (ll), and (y) sounds as pronounced in the diverse regions of Latin America; in particular, why they matter when coaching singers, and the articulators involved in each. The purpose of this study is to discuss diction differences in the repertoire, expound on its benefits for voice pedagogy, all while informing about varied options for recital programming.

Analyzes the infamously strange dialogue of For Whom the Bell Tolls, in which characters speak English through a modified version of Spanish syntax, false cognates, and peculiar diction (“What passes with thee?”). This chapter argues that Hemingway’s creation of an Anglo-Spanish literary dialect represents not a political statement on the Spanish Civil War, but a comparative reading of the fates of the languages associated with the rising US and declining Spanish empires—a reading that reaches back to their moments of interpenetration in the 1600s. Rogers calls Hemingway’s mode of dialogue in the novel “structural Spanglish,” a form of interlingual writing that suspends the typical transaction of translation permanently and argues For Whom the Bell Tolls makes a critical late modernist novel that looks forward to the depthless anti-epistemology of postmodernist writing. Briefly examination of several texts that belong in this new genealogy, by Malcolm Lowry, Felipe Alfau, and Ben Lerner.