Abstract Before the arrival of the communicative approach in our classrooms, the teaching and the learning of vocabulary was based on memorising lists of words in written form. From then on, students had to learn how to pronounce them. This resulted in correct spelling and poor pronunciation. With the introduction of the communicative approach, the focus has been on oral learning of vocabulary and thus pronunciation has improved, but correct spelling has been lost in many cases. In this paper we present the results of a cross-sectional study of errors and correct productions of nine nouns at the end of primary, compulsory secondary and baccalaureate education. For this purpose, we have used a corpus created in the Canary Islands, representative of the students of the seven islands, which includes a sample of essays written in English. The results show a decrease in errors. In conclusion, we can see that most of the errors are of an intralinguistic type, being mostly writing hypotheses that the pupil uses in order to internalise the process of reading and writing in English.

Resumen Antes de la llegada del enfoque comunicativo a nuestras aulas, la enseñanza y el aprendizaje del vocabulario se basaba en la memorización de listados de palabras en su forma escrita y a partir de ahí el alumnado debía ir aprendiendo a pronunciarlas. Todo ello tenía como consecuencia una correcta ortografía y una pésima pronunciación. Con la introducción del enfoque comunicativo, el objetivo ha sido el aprendizaje oral del vocabulario y con ello se ha mejorado la pronunciación, pero se ha perdido la corrección ortográfica en muchos casos. En este trabajo presentamos los resultados de un estudio transversal de los errores ortográficos y producciones correctas en nueve sustantivos al final de la Educación Primaria, Secundaria Obligatoria y Bachillerato. Para este fin hemos utilizado un corpus creado en Canarias, representativo del alumnado de las siete islas, en el que se recoge una muestra de redacciones escritas en inglés. Los resultados presentan una disminución de errores ortográficos. Como conclusión podemos comprobar que la mayoría de los errores ortográficos son de tipo intralingüístico, pues casi todos son hipótesis de escritura que el alumno utiliza para así ir interiorizando el proceso de lectoescritura inglesa.

This study examines the influence of using and creating podcasts on students' anxiety levels and their English-speaking skills. The study, conducted with eleventh-grade students in a private school in Chile during 2021–2022, utilized a podcast plan model within the action research methodology. Data collection involved the use of the Foreign Language Classroom Anxiety Scale (FLCAS) to measure students’ anxiety levels, a rubric to assess the quality of their English-speaking skills when using podcasts, and a semi-structured interview. The key findings reveal that the use and creation of podcasts positively influence language learning, leading to reduced anxiety levels and improved pronunciation and fluency in students' speaking skills. Importantly, the process of creating podcasts fosters a sense of collaboration among students, highlighting the interconnected nature of their learning experiences. The study underscores the importance of affective factors such as motivation, self-confidence, and anxiety in learning a foreign language, and emphasizes the need for the teaching and learning process to prioritize the development of communication skills.

El presente trabajo analiza el efecto del uso y creación de podcasts en los niveles de ansiedad de estudiantes en la producción oral del idioma inglés. El estudio fue desarrollado en un colegio particular de Chile con estudiantes de tercer año de enseñanza media en el periodo 2021-2022. La investigación se enmarcó en la metodología de Investigación-Acción, bajo el modelo de trabajo en podcast. Para la recolección de datos se utilizó el cuestionario Foreign Language Classroom Anxiety Scale FLCAS para medir los niveles de ansiedad; una rúbrica para determinar calidad de la producción oral en inglés con el uso del podcast y entrevistas semiestructuradas. Los principales resultados evidencian que el uso del podcast tiene efectos positivos en el aprendizaje del idioma, el cual reduce los niveles de ansiedad, mejora la pronunciación y la fluidez de la producción oral de los estudiantes, además la creación de podcasts fomenta el aprendizaje autónomo y colaborativo entre los estudiantes. La relevancia del estudio da cuenta del rol de los factores afectivos como la motivación, autoconfianza y ansiedad en el aprendizaje de una lengua extranjera; reiterando que el proceso de enseñanza-aprendizaje debe estar enfatizado en el desarrollo de las habilidades comunicativas.

Abstract The following article aims at the theoretical analysis of the organization of information to develop the process of oral expression in students of the French for translation course at a university. Twenty-five publications (n = 25) were examined using a technique based on content analysis retrieved from several databases (Scopus, Scielo, Web of Science, Google Scholar), according to the established inclusion criteria. The bibliographic analysis made it possible to discern perspectives on the transformation of data into information, combined with abstract reasoning to generate knowledge. It is concluded that these strategies contribute to the improvement of oral expression in terms of pronunciation, grammar, lexis, observing an improvement in the students of the French course.

Resumen El siguiente artículo tiene como objetivo el análisis teórico de la organización de la información para desarrollar el proceso de la expresión oral en estudiantes del curso de francés para la traducción en una universidad. Se examinaron veinticinco publicaciones (n = 25) mediante una técnica basada en el análisis de contenido recuperadas de varias bases de datos (Scopus, Scielo, Web of Science, Google Scholar), de acuerdo con los criterios de inclusión establecidos. El análisis bibliográfico permitió discernir las perspectivas sobre la transformación de los datos en información, combinado con el razonamiento abstracto para generar conocimientos. Se concluye que estas estrategias aportan al perfeccionamiento de la expresión oral en cuanto a pronunciación, gramática, léxico, y se observa una mejora de los estudiantes del curso de francés.

Resumo O artigo seguinte visa a análise teórica da organização da informação para desenvolver o processo de expressão oral em estudantes do curso de francês para tradução numa universidade. Vinte e cinco publicações (n = 25) foram examinadas utilizando uma técnica baseada na análise de conteúdos recuperados de várias bases de dados (Scopus, Scielo, Web of Science, Google Scholar), de acordo com os critérios de inclusão estabelecidos. A análise bibliográfica permitiu discernir perspectivas sobre a transformação de dados em informação, combinada com raciocínios abstratos para gerar conhecimento. Conclui-se que estas estratégias contribuem para a melhoria da expressão oral em termos de pronúncia, gramática, léxis, observando uma melhoria dos alunos do curso de francês.

RESUMEN El desarrollo de la conciencia fonológica, fundamental en el lenguaje oral, comienza con la identificación y distinción de fonemas. La capacidad de segmentar palabras en fonemas individuales sienta las bases para la decodificación en el proceso de lectura. Este artículo adopta un enfoque exploratorio documental para examinar exhaustivamente las interrelaciones entre la conciencia fonológica, el uso del vocabulario y la pronunciación en niños de educación inicial. La metodología se basa en la revisión crítica de investigaciones anteriores y la interpretación detallada de las contribuciones científicas existentes. El artículo concluye enfatizando la importancia de estimular el vocabulario en niños pequeños a través de diversas actividades contextualizadas. La atención a los niveles de conciencia fonológica desde la educación inicial prepara a los niños para enfrentar con éxito desafíos más avanzados en lectura y escritura a medida que progresan en su educación.

ABSTRACT The development of phonological awareness, fundamental in oral language, begins with the identification and distinction of phonemes. The ability to segment words into individual phonemes lays the foundation for decoding in the reading process. This article adopts an exploratory documentary approach to comprehensively examine the interrelationships between phonological awareness, vocabulary use and pronunciation in early childhood children. The methodology is based on the critical review of previous research and the detailed interpretation of existing scientific contributions. The article concludes by emphasizing the importance of stimulating vocabulary in young children through various contextualized activities. Focusing on levels of phonological awareness from early childhood prepares children to successfully meet more advanced challenges in reading and writing as they progress through their education.

In the second half of the 19th century, dictionaries increased in importance among Americans. They began to be perceived as authorities by the U.S. population; users expected them to provide answers to their questions about language. At the turn of the 19th century into the 20th, on both sides of the Atlantic, the first independent Slovenian publications appeared, intended for Slovenian immigrants to the U.S. The goal of the present article is to examine the treatment of pronunciation and spelling, both in the front matter and in the body of dictionaries of the Slovenian immigration. We examine four dictionaries created by three authors (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919). They were published at a time when there were no readily available resources on English pronunciation or spelling written in Slovenian. This article documents the dictionary authors' explanations of pronunciation and how these explanations were presented to the intended audience. It also documents the treatment of spelling of words with predominantly American and predominantly British variants, at a time when both variants were widely circulating within American society.

In die tweede helfte van die 19de eeu het woordeboeke vir Amerikaners belangriker geword. Die Amerikaanse bevolking het woordeboeke as gesaghebbend begin beskou; gebruikers het verwag dat hulle antwoorde op hul taalvrae sou verskaf. Teen die draai van die 19de eeu het die eerste onafhanklike Sloweense publikasies, bedoel vir Sloweense immigrante na die V.S.A., aan beide kante van die Atlantiese Oseaan verskyn. Die doel van hierdie artikel is om die hantering van uitspraak en spelling, beide in die voorwerk en in die sentrale deel van Sloweense immigrasiewoordeboeke, te bestudeer. Ons ondersoek vier woordeboeke (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919) wat deur drie outeurs saamgestel is. Hulle is in 'n tydperk gepubliseer toe hulpmiddels vir Engelse uitspraak of spelling nie geredelik in Sloweens beskikbaar was nie. In hierdie artikel word die woordeboekouteurs se toeligting rakende uitspraak asook die aanbieding van hierdie toeligting vir die teikengebruikers, gedokumenteer. Die hantering van die spelling van woorde met oorwegend Amerikaanse en oorwe-gend Britse variante, op 'n tydstip toe beide variante wydverspreid in die Amerikaanse samelewing voorgekom het, word ook gedokumenteer.

Abstract This work aims to discuss the development of L2 English rhythm by Brazilian learners (L2ers) through rhythmic metrics and acoustic parameters. Five L2ers were recorded reading a text in English at the beginning of their college studies in English Language and Literature, and again, four semesters later, after having taken two English phonology courses. They were also recorded reading a Portuguese version of the same text. As for the control group, five native speakers of a North American variety of English were recorded reading the text in English. Data were manually segmented in PRAAT, and the indexes were automatically extracted. As for English-L2, different developmental paths were captured as function of the rhythm dimension, with L1 influencing more L2ers’ rhythm in the f0 and intensity dimensions. Crucially, L2 rhythm patterns converged to the target language in all dimensions, suggesting positive effects of explicit pronunciation teaching. L Lers ers (L2ers parameters Literature again later courses group PRAAT extracted EnglishL2, EnglishL2 EnglishL L2, English-L2 dimension f dimensions Crucially teaching English-L

Abstract Input-related factors are fundamental for the acquisition of new second language (L2) phones (e.g., Flege et al., 1995). Nonetheless, evidence from instructional settings suggests that, in foreign language contexts, input alone may not be sufficient for the formation of new phonetic categories. In the present study, we investigated to what extent the acquisition of a novel L2 phone (/ð/) is associated with input-related variables and phonological awareness. First language (L1) Brazilian Portuguese speakers of English answered a language background, a phonological self-awareness questionnaire, and completed a paragraph reading task and a phonological awareness test. The recordings were submitted to acoustic analysis and accuracy assessment by Brazilian teachers of English. Linear mixed-effects models revealed that perceived accuracy was predicted by input quality and phonological self-awareness, suggesting that greater interaction with L1 speakers of the target language and heightened phonological self-awareness play an important role in the acquisition of the tested L2 phone. Inputrelated Input related L (L2 e.g., eg e g (e.g. al al. 1995. 1995 . 1995) Nonetheless contexts categories study /ð/ ð (/ð/ inputrelated (L1 background selfawareness self questionnaire test mixedeffects mixed effects selfawareness, awareness, (L e.g. (e.g 199 /ð (/ð e.g 19 1

RESUMO Em 1945, com o fim do Estado Novo, um grupo de intelectuais decidiu retomar o projeto de padronização da pronúncia proposto por Mário de Andrade e discutido no Primeiro Congresso da Língua Nacional Cantada (1937). A iniciativa coube inicialmente à Secretaria Geral de Educação e Cultura do Distrito Federal, que não conseguiu levá-la adiante, e acabou incorporada aos planos do Centro de Pesquisa da Casa de Rui Barbosa. Este trabalho investiga os preparativos para o II Congresso da Língua Nacional Falada e Cantada, examinando sua repercussão na imprensa, sobretudo as declarações de membros da Comissão Organizadora do evento, e as reações de articulistas nos jornais. A investigação esclarece como o evento foi organizado, por que não aconteceu e quais eram suas motivações, abordando a perspectiva dos organizadores quanto à padronização da pronúncia como um projeto glotopolítico.

ABSTRACT In 1945, after the end of Estado Novo (New State), some intellectuals decided to revive Mario de Andrade’s project of establishing a standard pronunciation discussed at the First Congress on Sung National Language (1937). The project was initially assigned to the Federal District’s General Office for Culture and Education, which failed to take it forward. Eventually, the project was added to the agenda of the Casa de Rui Barbosa Research Center. This article dives into the procedures of the Second Congress of Spoken and Sung National Language, examining its reception in the press, particularly the statements by members of The Organizing Committee and the reactions of newspaper writers. This exploration sheds light on the motivations of this event, how it was planned, and why it did not happen, and frames the organizers’ perspective on establishing a standard pronunciation as a glotopolitical project.

ABSTRACT Coelho et al. (2018) underlined the importance of the grammar O mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza, by Francisco Clamopin Durand, in the context of 18th century French-Portuguese grammar. This work stands out mainly due to its didactic character, as it was intended for all Portuguese people who wanted to study the French language correctly. In preparing his work, the author claimed to have based his linguistic theories on the most prestigious French authors of the time, referencing Pierre de La Touche, François Séraphin Régnier Desmarais, and Pierre Restaut. For this reason, in this paper we intend to present the graphophonetic proposals of the author of the grammar under analysis concerning the pronunciation of vowels, trying to demonstrate the possible influence of the aforementioned French authors. The methodology used will consist in a contrastive analysis of the information present in Durand’s grammar with the different treatises mentioned by the author, highlighting the contribution of his main sources (Auroux, 2006). al 2018 (2018 portugueza Durand th FrenchPortuguese character correctly time Touche Desmarais Restaut reason vowels Durands s Auroux, Auroux (Auroux 2006. 2006 . 2006) 201 (201 200 20 (20 2 (2 (

RESUMO Coelho et al. (2018) sublinharam a importância da gramática O mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza, de Francisco Clamopin Durand, no contexto da gramática franco-portuguesa setecentista. Esta obra destaca-se sobretudo pelo seu pendor didático, pois destinava-se a todos os portugueses que pretendessem estudar a língua francesa corretamente, pelo que, na elaboração da sua obra, o autor afirmou ter baseado as suas teorias linguísticas nos autores franceses mais prestigiados da época, referenciando Pierre de La Touche, François Séraphin Régnier Desmarais e Pierre Restaut. Por esta razão, é nossa pretensão, neste artigo, apresentar as propostas grafofonéticas do autor da gramática em análise relativamente à pronúncia das vogais, procurando demonstrar a possível influência dos supramencionados autores franceses. A metodologia utilizada consistirá numa análise contrastiva das informações presentes na gramática de Durand com os diferentes tratados mencionados pelo autor, evidenciando o contributo das suas principais fontes (Auroux, 2006). al 2018 (2018 portugueza francoportuguesa franco portuguesa setecentista destacase destaca se didático destinavase destinava corretamente época Touche Restaut razão pretensão artigo vogais Auroux, Auroux (Auroux 2006. 2006 . 2006) 201 (201 200 20 (20 2 (2 (

ABSTRACT This research aims to investigate the pronunciation of the stressed mid vowels in Portuguese of the 13th, 15th, 16th and 17th centuries, through the observation of the rhymes of the poetry from that period. The corpora comprise the Cantigas de Santa Maria by Alfonso X, the Cancioneiro Geral by Garcia de Resende, Os Lusíadas by Camões and the sonnets by Gregório de Matos. Knowing that the ancient writing, like the present, had only two graphemes to represent phonemes concerning stressed mid vowels of Portuguese, the possibilities and impossibilities of rhyme between mid vowels represented by identical graphemes were evaluated in this work. The results of this research suggest that there was constant phonetic variation in the speech of the stressed mid vowels of the Portuguese language, between the 15th and 17th centuries (at least), and that, in some cases, this variation resulted in a change, throughout the history of the language. 13th th period X Resende Matos writing present work language at least, least , least) cases change

RESUMO O objetivo deste artigo é obter pistas sobre a pronúncia das vogais médias tônicas no português dos séculos XIII, XV, XVI e XVII, a partir da observação das rimas da poesia de então. Serviram de corpora para esta pesquisa as Cantigas de Santa Maria de Afonso X, o Cancioneiro Geral de Garcia de Resende, Os Lusíadas de Camões e os sonetos do poeta luso-brasileiro Gregório de Matos. A metodologia adotada neste estudo consiste, essencialmente, no mapeamento e análise de todas as rimas, nos corpora referidos, envolvendo vogais médias, na sílaba acentuada. Levando-se em consideração o fato de que a escrita antiga, como a atual, dispunha de apenas dois grafemas para representar os quatro fonemas referentes às vogais médias tônicas da língua portuguesa, foram avaliadas e comparadas, neste trabalho, as possibilidades e impossibilidades de rima entre vogais médias representadas por grafemas idênticos. Os resultados da pesquisa sugerem que havia intensa variação fonética na pronúncia das vogais médias tônicas da língua portuguesa, entre os séculos XV e XVII (pelo menos), e que, em alguns casos, essa variação resultou em mudança, no decorrer da história da língua. XIII então X Resende lusobrasileiro luso brasileiro Matos consiste essencialmente referidos acentuada Levandose Levando se antiga atual portuguesa comparadas trabalho idênticos pelo menos, menos , menos) casos mudança

This article endeavours to argue from a linguistic point of view for the 'independence' of Khelobedu, to be recognised as an additional official language in the Republic of South Africa. The speakers of Khelobedu speak neither Sepedi or Tshivenḓa as some linguists claim. From the wide range of literature on this phenomenon, some Sepedi and Tshivenḓa linguists claim that this language (Khelobedu) is their dialect. This indecisiveness leaves Khelobedu speakers in limbo. As a result, Balobedu learners end up performing poorly academically because they learn the Sepedi language as their second language instead. The purpose of this article is to argue on linguistic grounds against such a classification by the earlier linguists and missionaries as the findings succinctly provide evidence in support of this position. In attempting to dispute this classification, the content analysis method was employed for data gathering purposes. A comparative lexicostatistic approach was used to undergird the study. In terms of data, Khelobedu, Tshivenḓa and Sepedi lexical items were collected and compared to corroborate the claim. Nevertheless, Khelobedu strongly shows its 'independence' as do Sepedi, Sesotho, Setswana and isiZulu, isiNdebele, isiXhosa and Siswati. Furthermore, Khelobedu and Sepedi differ greatly in terms of their pronunciation. The issue around mutual intelligibility, we argue, should not be put into this equation. The article recommends that Khelobedu be regarded as an official language that Balobedu learners and students could use as a medium of teaching and learning; furthermore, Balobedu's identity should also not be compromised. CONTRIBUTION: The significance and contribution of this article to scientific knowledge resides in its contention that the classification of Khelobedu as one of the dialects of the Sepedi or Northern Sotho language lacks linguistic justification. The article further argues that this misclassification was due to the partnership that existed between the missionaries and the colonial government in consultation with their informants who only recognised varieties where the missionaries settled and operated. Therefore, it is postulated that Khelobedu should be considered a fully fledged language since it shows its own linguistic repertoire. independence 'independence Africa phenomenon (Khelobedu dialect limbo result instead position purposes study Nevertheless Sesotho isiZulu isiNdebele Siswati Furthermore pronunciation intelligibility equation learning furthermore Balobedus s compromised CONTRIBUTION justification operated Therefore repertoire

Mit der Veröffentlichung des Deutschen Aussprachewörterbuchs (2009) und der komplett überarbeiteten siebten Ausgabe des DUDEN-Aussprachewörterbuchs (2015) sind im 21. Jahrhundert zwei orthoepische Nachschlagewerke erschienen, die der aktuellen Landschaft der deutschen Aussprachewörterbücher in vielerlei Hinsicht eine neue Dimension verliehen. Aus diesem Grund halten wir es für gerechtfertigt, diese als Aussprachewörterbücher einer neuen Generation aufzufassen. Die beiden hier zu analysierenden Wörterbücher zeichnen sich durch neuartige medientechnische Lösungen und die erstmalige Einbeziehung multimedialer Komponenten aus. Vor allem aber präsentieren sie eine gewandelte, deutlich erweiterte und realistischere Auffassung des phonetischen Standards, die der phonostilistischen Vielfalt der deutschen Aussprache Rechnung trägt. Dabei wird auch zum ersten Mal in der deutschen Phonolexikographie die polyzentrische und polyareale Natur des Deutschen anerkannt, indem die Standardaussprachen Österreichs und der Schweiz sowie deren subnationale bzw. regionale Varietäten berücksichtigt und zum Gegenstand der Beschreibung gemacht werden. Diese beiden grundlegenden Neuerungen der zur Debatte stehenden Aussprachewörterbücher werden im vorliegenden Aufsatz einer kritisch-vergleichenden Betrachtung unterzogen.

By publishing the Deutsches Aussprachewörterbuch (2009) and the seventh, completely revised and updated edition of the DUDEN Aussprachewörterbuch (2015), two orthoepic reference works have thus far been released in the 21st century that in many respects add a new dimension to the current dictionary landscape in the field of German pronunciation. For this reason, we consider it justified to regard them as pronunciation dictionaries of a new generation. The two dictionaries to be discussed in this paper are remarkable for their novel editorial solutions and the unprecedented inclusion of a number of multimedia components. But more crucially, they present a changed, significantly expanded and more realistic understanding of the phonetic standard that takes into account the phonostylistic diversity in German pronunciation. Furthermore, and no less importantly, they do also acknowledge, for the first time in German phonolexicography, the polycentric and polyareal nature of German by including the standard pronunciations of Austria and Switzerland, as well as their subnational or regional varieties, and making them subjects of description. These two fundamental innovations of both dictionaries receive a critical comparative examination in the present article.

In hierdie artikel word inklusiwiteit en diversiteit, soos toegepas op die Oxford English Dictionary (OED), vanuit 'n fonologiese perspektief benader. Die uitspraakgids binne die OED-inskrywing vir Suid-Afrikaanse Engels (SAE) word spesifiek ondersoek. Aan die een kant is die insluiting van 'n lys van Wêreldengels deur die OED, in terme van diversiteit, 'n stap vorentoe om sodoende, byvoorbeeld, die linguistiese hegemonie van Britse en Amerikaanse Engels te vermy. Aan die ander kant steun die uitspraakgids vir SAE op 'n enkele variëteit - wat 'n weerspieëling van wit Suid-Afrikaners is. Boonop reflekteer die OED-uitspraakgids vir alle variëteite "opgevoede stedelike sprekers van standaardengels". Hierop gebaseer, is die uitspraakgids eksklu-sief rakende ras en klas, en dus word addisionele variëteite van SAE nie verteenwoordig nie. Alhoewel die OED, as 'n vertroude bron, pogings aangewend het om linguistiese diversiteit aan te spreek, sal meer werk op hierdie gebied verrig moet word.

This article approaches the subject of inclusivity and diversity from a phonological perspective, as applied to the online Oxford English Dictionary (OED). Specifically, the pronunciation guide within the OED entry for South African English (SAE) is investigated. On the one hand, that the OED provides a list of World Englishes is a step forward in terms of diversity, avoiding the linguistic hegemony of British and American English, for example. On the other hand, the pronunciation guide for SAE relies on a rather singular variety - that reflective of white South Africans. Moreover, the OED pronunciation guides for all varieties of English reflect "educated urban speakers of standard English". Therefore, the pronunciation guide is exclusive regarding race and class, and thus additional varieties of SAE are not represented. As such, while the OED, as a trusted source, has made efforts to address linguistic diversity, more work needs to be done in this area.

Abstract This article studies the importance of voice in the Miscelánea Austral (1602) written by the Spanish encomendero Diego Dávalos y Figueroa. Considering Davalo’s intellectual milieu, i.e. the so called Academia Antártica in Lima, it examines the connections between the debates on the nature of the indios and the circulation of medical, literary and philosophical knowledge. After discussing the roles of gestures, pronunciation, and etymologies in the treatise, it is suggested that Dávalos utilized humoral theory learned from Francisco de Figueroa to propose a modification of the presumed phlegmatic inclination of the indios without altering the encomienda system. In doing so, Dávalos y Figueroa’s idea of orality would show a particular use of European knowledge in order to establish an intellectual normativity at the beginning of XVIIth century colonial Peru. 1602 (1602 Davalos Davalo s milieu ie i e i.e Lima medical gestures pronunciation treatise system Figueroas Peru 160 (160 16 (16 1 (1 (

Resumen El artículo examina la importancia que el encomendero español Diego Dávalos y Figueroa otorga a la voz en su Miscelánea austral (1602). A partir del contexto en el que la obra se inserta, esto es, la llamada Academia Antártica limeña, se estudia cómo la discusión sobre la condición de los indios del Virreinato se relaciona con la circulación de saberes médicos, literarios y filosóficos. Considerando distintas facetas del habla -gestos, pronunciación, etimologías-, se propone que Dávalos utilizó la teoría humoral aprendida del médico Francisco de Figueroa para postular una modificación de la supuesta inclinación femática de los indígenas sin alterar el rol subordinado que cumplían en la encomienda. A partir de allí, se intenta mostrar cómo la noción de oralidad ofrece una vía para comprender el uso y la manipulación de saberes hacia inicios del siglo XVII, con el fin de imponer una versión concordante con las ideas europeas acerca de la adquisición y transmisión del conocimiento. 1602. 1602 . (1602) inserta es limeña médicos filosóficos gestos, gestos -gestos pronunciación etimologías, etimologías , etimologías- encomienda allí XVII conocimiento 160 (1602 16 (160 1 (16 (1 (

Resumen Nanocellulose (NC) was obtained from palm oil rachis by combination of a chemical explosion method and mechanical rupture, which was functionalized with cholic acid (AC) and trietoxy(octyl)silane (TEOS) as functionalizing agents for determining the As3+ ion adsorption capacity from water. The nanocellulose functionalized it was characterized by infrared spectroscopy, thermal gravimetric analysis, scanning electronic microscopy and transmission electronic microscopy. Arsenic was measured by visible absorption according to molybdenum blue method. Nanofiber of cellulose was obtained with size than 19 – 24 nm, with which a functionalization of 25,96 % was achieved for NCAC and 20,50 % for NC-TEOS. The adsorption tests showed a 63,6 % removal of As3+ ion from the water using NC-AC and 22,6 % using NC-TEOS as adsorbents respectively, with which NC-AC showed a potential adsorption capacity material for ion As3+ from water.

Abstract The purpose of this article is to present the results of using the video to promote peer and self – assessment in the first two oral English courses at University of Costa Rica, Paraiso Campus, Bachelor in English Teaching. In 2017 and 2018 students recorded three videos for each course in which they talked about some of the topics that were suggested by the instructor and were closely related to the course contents. In class, as group work, they used a guideline prepared by the instructor to review their peers’ videos. They focused on the presenter’s delivery, grammar, and pronunciation as well as in the content of the recording. During the peer evaluation activity, learners received written as well as oral responses from their partners. In the self – evaluation stage of the activity, they answered a questionnaire in which they indicated the number of times they recorded their videos before handing them to the instructor as well as their perception of their own performance as well as what they considered they needed to improve about it. The idea behind asking them to write the number of times they had to record the video was to know if they had self – evaluated. The fourth video in each course asked pupils to value how their language competence had evolved, during the first semester and during the whole year respectively. Results show that incorporating the video in the language class was an effective strategy to promote peer and self-assessment.