Resumen La presente investigación analiza el componente morfopragmático de los sufijos aumentativos más frecuentes del español de México (-ón/a, -azo/a y -ote/a) bajo la hipótesis de que se trata de exponentes polifuncionales que muestran una distribución pragmática específica. Nuestro corpus está constituido a partir de datos empíricos del PRESEEA (Ciudad de México, Guadalajara, Mexicali y Monterrey) y del Corpus Michoacano del Español, y con los ejemplos localizados podemos establecer las siguientes afirmaciones: (i) los sufijos pueden expresar información semántica, valorativo-referencial y pragmática; (ii) hay transiciones entre estos ámbitos que pueden ser analizadas mediante procesos de transferencia metonímica; (iii) el aumentativo añade sentidos de valoración (positiva o negativa), tomando en cuenta sobre todo el cotexto y las características léxico-semánticas de la base, y (iv) que los sentidos pueden agruparse en cuatro categorías: intensificación positiva, intensificación negativa, atenuación e ironía. Se puede concluir que los morfemas aumentativos son polisémicos y polipragmáticos, y se emplean más frecuentemente en contextos de baja formalidad y poca planificación. Además, que aunque todos los sentidos podrían (en principio) ser actualizados por cualquiera de los morfemas, existen diferencias significativas en la distribución de las funciones pragmáticas en los distintos exponentes del aumentativo, llegando incluso al uso exclusivo del formativo -ón/a para casos de atenuación.

Abstract This paper analyzes the morphopragmatic component of the most frequent augmentative suffixes in Mexican Spanish (-ón/a, -azo/a, and -ote/a), under the hypothesis that they are polyfunctional exponents that show a specific pragmatic distribution. Our corpus uses data from the PRESEEA (Mexico City, Guadalajara, Mexicali, and Monterrey) and the Corpus Michoacano del Español. Based on the analysis of these data, we establish the following generalizations: (i) these suffixes may express semantic, evaluative-referential, or pragmatic information; (ii) there are transitions between these types of information, which can be explained in terms of metonymic processes; (iii) the augmentative suffix contributes evaluative senses (positive or negative), based in large part on the context and the lexical-semantic characteristics of its base; and (iv) these pragmatic senses can be grouped into four categories: positive intensification, negative intensification, attenuation, and irony. We conclude that the augmentative morphemes are polysemic and polypragmatic, and that they are used in informal contexts where there is little forethought. We also conclude that although in principle all of the augmentative suffixes can perform any of the pragmatic functions, there are important differences in the distribution of these functions across the exponents, and the suffix -ón/a is the only one used for attenuation.

Zusammenfassung Im vorliegenden Artikel wird anhand eines spontansprachlichen Korpus bilingualer Sprecher ein sprachliches Phänomen im brasilianischen Hunsrückischen genauer betrachtet: die Negation. Die Negation ist insofern linguistisch interessant, als sie in den beiden involvierten Kontaktvarietäten (deutsche Minderheitensprache, brasilianisches Portugiesisch (BP)) unterschiedlich ausgeprägt ist. Von Interesse ist insbesondere die Stellung des Negationswortes in Hinblick auf das finite Verb und das direkte Objekt sowie die Frage, ob zwei Negationselemente in einem Satz vorkommen können, ohne dass die negative Interpretation des Satzes sich in eine Affirmation wandelt (Negative Concord). Ziel der Analyse ist es, mögliche Sprachkontaktphänomene und sprachkontaktbedingten Wandel zu identifizieren. Es wird geschlussfolgert, dass die Negation im Hunsrückischen sehr stabil ist und deutschen Wortstellungsmustern folgt. Diese grammatische Stabilität beruht auf dem regelmäßigen Gebrauch des Dialekts. Dennoch finden sich wie im BP Phänomene von Negative Concord, das im Standarddeutschen nicht in gleicher Weise möglich ist. Im Gegensatz zum brasilianischen Portugiesischen handelt es sich allerdings nicht um ein kategorisches, sondern um ein variables Phänomen, das in ähnlicher Weise in anderen deutschen Dialekten existiert bzw. existierte. betrachtet interessant deutsche Minderheitensprache (BP) Frage können Concord. Concord . Concord) identifizieren geschlussfolgert folgt Dialekts kategorisches bzw existierte (BP

Abstract Based on a corpus of spontaneous speech production of bilingual speakers, the present paper investigates the properties of negation in Brazilian Hunsrückisch. Focussing on negation is interesting from a linguistic perspective because this linguistic phenomenon is very differently realized in the two contact varieties involved (German variety, Brazilian Portuguese (BP)). We focus on the position of the negation marker vis-á-vis the finite verb and direct object and on the question whether two negation words can occur within one and the same sentence without turning it into an affirmative proposition (Negative Concord). The aim of our analysis is to identify potential areas of contact-induced language change and cross-linguistic influence. The results show that negation is a very stable phenomenon in Hunsrückisch and follows German word order patterns. This stability is a result of the constant use of the dialect. Nevertheless, we find phenomena of Negative Concord which are similar to BP but not grammatical in Standard German. In contrast to BP, Negative Concord with negated objects is not a categorical but a variable phenomenon which also exists or existed in other German dialects. speakers variety BP. . (BP)) visávis vis á Concord. Concord) contactinduced induced crosslinguistic cross influence patterns dialect Nevertheless dialects (BP) (BP

Resumo Com base num corpus de produção de fala espontânea de falantes bilingues, o presente trabalho investiga as propriedades da negação em hunsruquiano brasileiro. O foco na negação é interessante do ponto de vista linguístico, porque este fenómeno linguístico é realizado de forma muito diferente nas duas variedades de contacto envolvidas (variedade alemã, português brasileiro (PB)). Centramo-nos na posição do marcador de negação em relação ao verbo finito e ao objecto directo e na questão de saber se dois elementos de negação podem ocorrer dentro de uma mesma frase sem a transformar numa afirmação (Concordância Negativa). O objetivo da nossa análise é identificar potenciais áreas de mudança linguística induzida pelo contato linguístico e por transferência linguística. Os resultados mostram que a negação é um fenómeno muito estável em hunsruquiano e segue os padrões de ordem das palavras do alemão. Esta estabilidade é o resultado do uso constante do dialeto. No entanto, encontramos fenómenos de Concordância Negativa que são semelhantes ao PB, mas agramaticais em alemão padrão. Em contraste com o PB, em alemão, a Concordância Negativa com objetos negados não é um fenómeno categórico, mas variável, o qual também existe ou existiu noutros dialetos alemães. bilingues variedade alemã PB. PB . (PB)) Centramonos Centramo nos Negativa. Negativa) dialeto entanto padrão categórico variável alemães (PB) (PB

Abstract This study analyzes determined plural and bare plural noun phrases in preverbal position with the aim of examining the amount and direction of linguistic interference, if any, and, in turn, understanding how speakers of Spanish as a heritage language (HL) handle interlinguistic differences regarding the (non)genericity feature. The definite article presents interlinguistic differences in Romance and Germanic languages when it modifies plural subjects. In English, there are two different structures to convey a generic reading (Plants are colorful) and a specific one (The plants are colorful), while in Spanish a single structure carries these two possible interpretations (Las plantas son coloridas). This may cause negative interference from one language to the other (Chierchia, 1998; Cuza et al., 2012; Gelman & Raman, 2003; Ionin et al., 2013; Longobardi, 1994; Montrul & Ionin, 2010, 2012; Snape et al., 2013). 162 speakers of Spanish as a HL, who were taking a college-level heritage Spanish-speaking course, completed two translation tasks to analyze the influence of English on Spanish and vice versa. English interference towards the HL was found in sentences with generic readings in all groups, but, it is observed that such transfer decreases as language proficiency increases in the HL. Interference from Spanish to English was also found, but to a lesser degree.

Resumen En esta investigación se analizan los sustantivos plurales determinados y plurales escuetos en sintagmas nominales preverbales con el objetivo de examinar el grado y orientación de interferencia lingüística, si la hay, y, a su vez, entender cómo los hablantes de español como lengua de herencia (LH) manejan las diferencias interlingüísticas con respecto al rasgo de (no)genericidad. El artículo definido presenta diferencias interlingüísticas en lenguas románicas y germánicas cuando modifica sujetos plurales. En inglés, existen dos estructuras distintas para transmitir una lectura genérica (Plants are colorful) y una específica (The plants are colorful), mientras que en español una sola estructura lleva estas dos posibles interpretaciones (Las plantas son coloridas). Esto puede ocasionar interferencia negativa de una lengua a otra (Chierchia, 1998; Cuza et al., 2012; Gelman y Raman, 2003; Ionin et al., 2013; Longobardi, 1994; Montrul e Ionin, 2010, 2012; Snape et al., 2013). 162 hablantes de español como LH, quienes tomaban una clase para hispanohablantes de herencia a nivel universitario, completaron dos tareas de traducción para analizar la influencia del inglés en el español y viceversa. Se encontró interferencia del inglés hacia la LH en oraciones con lecturas genéricas en todos los grupos, mas se observó que dicha transferencia disminuye conforme incrementa la competencia lingüística en la LH. También se encontró interferencia del español al inglés, pero en menor grado.

Abstract This is a study of Interlanguage Pragmatics that investigates the verbal politeness strategies used by Chinese learners of Spanish to refuse an offer, in comparison with two control groups consisting of native speakers of Spanish and Chinese. The aim of the paper is to study the use of pragmatic strategies with respect to different contextual variables (relative power and social distance) and to verify whether there is pragmatic transfer in the refusals elaborated by Chinese learners of Spanish. For data collection, we used a Discourse completion task composed of four situations with different degrees of relative power and social distance for the realization of refusals. As a result of the analysis, discordance in the use of refusal strategies is observed between Chinese learners of Spanish and native speakers of Spanish, thus evidencing the presence of negative pragmatic transfer from the native language to the target language. Moreover, the results also indicate that speakers from the two speech communities share certain strategies for elaborating an offer rejection, e.g., the strategies of “Excuse”, “Expression of regret” and “Negative Capacity/willingness”.

Resumen El presente es un trabajo de pragmática de interlengua que investiga las estrategias de cortesía verbal utilizadas por los aprendientes chinos de español para rechazar una oferta, en comparación con dos grupos de control compuestos por hablantes nativos de español y de chino. El objetivo del trabajo consiste en estudiar el uso de las estrategias pragmáticas con respecto a las distintas variables contextuales (el poder relativo y la distancia social) y comprobar si existe transferencia pragmática en los rechazos elaborados por los aprendientes chinos de español. Para la recolección de los datos, empleamos un cuestionario tipo Discourse completion task constituido por cuatro situaciones con distinto grado de poder relativo y distancia social para el despliegue del rechazo a ofertas. Como resultado del análisis se observan discordancias en la elección y la frecuencia de las estrategias de rechazo entre los aprendientes chinos de español y los hablantes nativos de español, así que se evidencia la presencia de transferencia pragmática negativa de la lengua materna a la lengua meta. Además, los resultados indican también que hablantes de las dos comunidades de habla comparten ciertas estrategias para elaborar un rechazo a una oferta, por ejemplo, las estrategias de “Excusa”, “Disculpa” y “Capacidad/voluntad negativa”.

ABSTRACT In the last decade, Sweden has received many deaf migrants with very diverse linguistic and educational backgrounds. When arriving in Sweden, they are expected to learn Swedish Sign Language (STS) and Swedish. For this study, we have used data from project Mulder, a four-year research project that aims to generate knowledge about deaf migrants’ multilingual situation in Sweden. The focus is on two folk high schools with programmes designated for deaf migrants. In this article, we describe how adult education for deaf migrants is organised in Sweden and examine how translanguaging practices are formed there. We found that translanguaging is a natural and common part of the multilingual classrooms, but also that the opportunities to translanguage depend highly on the individual’s repertoires and whether particular individuals have one or more languages in common or have a lingua franca. We also found that translanguaging is not always helpful in learning contexts if the teachers are not conscious and insightful when they mix languages. decade backgrounds STS (STS study Mulder fouryear four year article there classrooms individual s franca

RESUMO Nesta última década, a Suécia tem recebido muitos imigrantes surdos com competências linguísticas e educacionais muito diversas. No entanto, ao chegarem à Suécia espera-se que todos aprendam a Língua Gestual Sueca (STS) e sueco. Neste estudo usamos dados do projeto Mulder - um projeto de investigação de quatro anos com o objetivo de gerar conhecimento sobre a situação multilíngue dos imigrantes surdos na Suécia. O foco está em duas instituições públicas de educação para adultos com programas específicos para imigrantes surdos. Neste artigo descrevemos a organização da educação para adultos imigrantes surdos na Suécia e o desenvolvimento das práticas translinguísticas nesse contexto. Os resultados sugerem que a transferência linguística é comum e surge naturalmente em turmas multilingues, mas indicam também que as oportunidades translinguísticas dependem muito das competências linguísticas individuais dos participantes e de haver entre eles uma ou mais línguas comuns, ou uma língua franca. Descobrimos também que a prática translinguística nem sempre ajuda a aprendizagem quando os professores não estão conscientes e conhecem as línguas que se misturam. década diversas entanto esperase espera STS (STS sueco contexto multilingues comuns franca misturam

ABSTRACT The hypothesis of the linguistic interdependence (Cummins, 1979) proposes that there are certain features that are transferred from the mother tongue (L1) to the second language (L2). The use of this hypothesis is known as 'transfer' and it has been studied mainly in English comprehension, with a focus on reading strategies. Since research related to language transfer has focused mainly on this area, it is of interest to know how transfer has been investigated in writing in recent years, especially considering the epistemic nature of written production and the importance of writing in English in the globalized world. Under this scenario, the objective of this research is to describe the role of transfer from L1 to L2 in current studies that have addressed writing in English. To this end, a systematic review of current articles published in journals indexed in Scopus and Web of Science (WoS) was carried out. The main results reveal that 73 % of the studies are current and 40 % are interested in the rhetorical organization, mainly from Chinese to English. In relation to the methodology, the approach was predominantly quantitative, with a correlative scope and with a non-experimental design. Even though in 73 % of the studies it was possible to identify a transfer from L1 to L2, some methodological problems were found that are necessary to consider in future research to guarantee the internal and external validity of the results.

RESUMEN La hipótesis de la interdependencia lingüística (Cummins, 1979) propone que existen ciertos rasgos que se transfieren desde la lengua materna (L1) hacia la segunda lengua (L2). El empleo de esta hipótesis es conocido como 'transferencia' y se ha estudiado principalmente desde el área de la comprensión en inglés, con un foco en las estrategias de lectura. Dado que las investigaciones en relación con la transferencia lingüística se han enfocado principalmente en esta área, es de interés saber cómo se ha investigado la transferencia en los últimos años en la escritura, especialmente considerando el carácter epistémico de la producción escrita y la importancia de escribir en inglés en el mundo globalizado. En virtud de lo anterior, el objetivo de esta investigación es describir el rol de la transferencia desde la L1 hacia la L2 en estudios actuales que hayan abordado la escritura en inglés. Para ello, se llevó a cabo una revisión sistemática de artículos actuales publicados en revistas indexadas en Scopus y Web of Science (WoS). Los resultados principales revelan que el 73 % de los estudios son actuales y el 40 % se interesan en la organización retórica, principalmente del chino al inglés. En relación con la metodología, el enfoque fue predominantemente cuantitativo, con alcance correlativo y con un diseño no experimental. Aun cuando en el 73 % de los estudios se pudo identificar una transferencia desde la L1 hacia la L2, se evidenciaron algunos problemas metodológicos que son necesarios considerar en futuras investigaciones para poder garantizar la validez interna y externa de los resultados.

ABSTRACT The objective of this study is to investigate transfer verbs of Brazilian Portuguese such as premiar (‘reward’) and patrocinar (‘sponsor’). Twenty-nine verbs were analyzed from a Syntax-Lexical Semantics Interface approach. The analysis showed that they share some grammatically relevant properties. Semantically, they denote events of transfer, in which the transferred object/the theme is lexicalized in the root, entailing a means. Syntactically, they select two arguments and they accept the insertion of a PP (which specify the theme). Also, the means of the transfer can occur either in the subject position or as an adjunct. Based on these properties, the existence of a transfer verb class of locatum type was proposed, and an argument structure representation in terms of thematic roles and predicate decomposition was indicated. Interestingly, regarding their telicity, they seem to split into two different aspectual classes. However, it was shown that all verbs of this class are classified as accomplishments, as they lexically entail a change and denote events composed of two distinct subevents incrementally related. ‘reward reward (‘reward’ ‘sponsor. sponsor ‘sponsor . (‘sponsor’) Twentynine Twenty nine SyntaxLexical Syntax Lexical approach properties Semantically objectthe object root Syntactically theme. theme) Also adjunct proposed indicated Interestingly telicity classes However accomplishments related (‘reward (‘sponsor’ (‘sponsor

RESUMO Esta pesquisa objetivou investigar verbos de transferência do português brasileiro do tipo premiar/patrocinar. Partindo de uma abordagem teórico-metodológica de Interface Sintaxe-Semântica Lexical, analisamos 29 verbos e verificamos que estes compartilham propriedades sintático-semânticas gramaticalmente relevantes, a saber: semanticamente, denotam eventos de transferência, o objeto transferido/tema é lexicalizado na raiz e acarretam um meio; sintaticamente, selecionam dois argumentos, apresentam a possibilidade de inserção de um SP especificador do tema e licenciam o meio da transferência na posição de sujeito e em adjunção. Com base nessas propriedades, propomos a existência de uma classe de verbos de transferência do tipo locatum e indicamos a representação de sua estrutura argumental em papéis temáticos e em decomposição de predicados. Além disso, apontamos um fenômeno interessante que ocorre com esses verbos em relação à sua telicidade e que parece dividi-los em duas classes aspectuais distintas. Entretanto, mostramos que todos os verbos da classe podem ser classificados como accomplishments, já que acarretam lexicalmente uma mudança e denotam eventos formados por dois subeventos distintos e incrementalmente relacionados. premiarpatrocinar premiar patrocinar premiar/patrocinar teóricometodológica teórico metodológica SintaxeSemântica Sintaxe Semântica Lexical 2 sintáticosemânticas sintático semânticas relevantes saber semanticamente transferidotema transferido sintaticamente argumentos adjunção predicados disso dividilos dividi los distintas Entretanto accomplishments relacionados

ABSTRACT Despite being rarely discussed in Bakhtinian Studies, Volóchinov’s critics towards Freudianism is a landmark in the theoretical production of Bakhtin’s Circle. Based on a critical analysis of Volóchinov’s position towards the therapeutic conditions of psychoanalysis, this article aims to investigate the psychoanalytic social event, in its therapeutic specificity, as a speech genre. To that end, we see social voice intertwining as a constitutive phenomenon of such an event. We reviewed the literature on the speech genres assumptions made by Bakhtin and his Circle to investigate the role of the setting in Freudian psychoanalytic therapy. Such role was then outlined through the Bakhtin’s Circle concepts of architectonics and heterodiscourse and Freud’s concepts of resistance and transference. We argue that the psychoanalytic discursive relationship is specific when it comes to the possibility of making the discursive interaction itself a space-time that is receptive to the unfinished dialogue, typical of both therapeutic encounter and elaborative speech. Studies Volóchinovs Volóchinov s Bakhtins psychoanalysis event specificity genre end therapy Freuds Freud transference spacetime space time dialogue

RESUMO Embora pouco debatido na área dos estudos bakhtinianos, um marco da produção teórica do Círculo de Bakhtin foi a crítica de Volóchinov ao freudismo. Refletindo criticamente sobre o posicionamento do autor acerca da psicanálise, este artigo objetiva investigar o pequeno acontecimento social psicanalítico como um gênero do discurso em sua especificidade terapêutica, considerando o entrecruzamento de vozes constitutivo desse evento. Com uma pesquisa bibliográfica, recuperamos os pressupostos de Bakhtin e o Círculo que embasam o construto de gênero do discurso e investigamos o papel do enquadre na terapia psicanalítica freudiana. Conceitos como o de arquitetônica e de heterodiscurso para o Círculo, assim como o de resistência e de transferência para Freud ajudaram a explorar o lugar do setting na terapia. Defendemos que a relação discursiva psicanalítica especifica-se pela possibilidade de fazer da interação discursiva um espaço-tempo aberto ao diálogo inconclusível próprio do encontro terapêutico e da palavra em elaboração. bakhtinianos freudismo psicanálise terapêutica evento bibliográfica freudiana especificase especifica se espaçotempo espaço tempo elaboração

ABSTRACT Adapting advertisements across distant languages and cultures poses challenges due to their heavy cultural context. Complicating matters, some ads mix various text types and genres. This study explores strategies for translating a humor-laden, hybrid-text ad into Arabic through dubbing. It investigates the effectiveness of different Arabic variants. The case study is an audiovisual ad by standup2cancer.org, featuring a cartoon Homer from The Simpsons, created to raise colon cancer awareness. Animation often escapes criticism due to its surreal nature, unlike real depictions that might be distasteful. Using Skopos Theory, the translations were analyzed, focusing on the decision-making process in creating functionally suitable versions for Arab audiences. A Think Aloud Protocol gathered data on participants’ decision agency during translation, validating choices. Most translators (80%) preferred Arabic vernacular, employing domestication (adaptation) as a macro-strategy and cultural substitution as a micro-strategy. Humor transfer succeeded best in Arabic vernacular, reinforcing its suitability for various text types and genres. context matters genres humorladen, humorladen humor laden, laden humor-laden hybridtext hybrid dubbing variants standup2cancerorg standupcancerorg standup2cancer org standup standup2cancer.org Simpsons awareness nature distasteful Theory analyzed decisionmaking making audiences participants translation choices 80% 80 (80% vernacular adaptation (adaptation macrostrategy macro strategy microstrategy. microstrategy micro strategy. micro-strategy cancerorg standupcancer 8 (80 (8 (

RESUMO Transcrever anúncios em línguas e culturas distantes é desafiador, dada a carga cultural destes. A complexidade é ampliada quando os anúncios mesclam tipos e gêneros de texto. Este estudo visa explorar estratégias para traduzir anúncios híbridos humorísticos para árabe por dublagem, analisando a eficácia de diferentes variantes árabes. O estudo de caso é um anúncio audiovisual da standup2cancer.org, com o personagem Homer dos Simpsons, criado para conscientização do câncer de cólon. A animação evita críticas devido à sua natureza surreal, ao contrário de representações reais que podem ser desagradáveis. Utilizando a Teoria do Skopos, as traduções foram analisadas, fenocando as decisões para versões funcionalmente adequadas à audiência árabe. O Protocolo Verbal foi usado para coletar dados sobre a agência decisória dos participantes, validando escolhas. A maioria dos tradutores (80%) preferiu o vernáculo árabe, usando domesticação como macroestratégia e substituição cultural como microestratégia. A transferência de humor teve sucesso no vernáculo árabe, reforçando sua adequação para diversos tipos e gêneros de texto. desafiador destes texto dublagem árabes standup2cancerorg standupcancerorg standup2cancer org standup cancer standup2cancer.org Simpsons cólon surreal desagradáveis Skopos analisadas participantes escolhas 80% 80 (80% microestratégia cancerorg standupcancer 8 (80 (8 (

Resumen El objetivo de esta nota es brindar una revisión crítica y acotada del análisis contrastivo dentro del campo de adquisición de segundas lenguas. Las nociones teóricas que sustentan este recorrido son los conceptos de interlengua, gramática universal y gramática mental. En este recorrido, se reubica el fenómeno de la transferencia como producto de reglas subyacentes en la gramática mental de la segunda lengua. La noción de Jackendoff de una gramática mental posibilita reconciliar los aportes del estructuralismo y del generativismo al entendimiento de los fenómenos transferenciales.

Abstract The goal of this note is to offer a critical review of the contrastive analysis hypothesis within the field of second language acquisition. The notions of interlanguage, universal grammar and mental grammar are discussed. Transfer is redefined as the output of underlying rules in the grammar of a second language. Through Jackendoff’s notion of a mental grammar we reconcile the contribution of structural and generative grammar to the understanding of the phenomenon of transfer.

Resumo O objetivo desta nota é oferecer uma revisão crítica da hipótese da análise contrastiva no campo da aquisição de uma segunda língua. As noções de interlíngua, gramática universal e gramática mental são discutidas. A transferência é redefinida como um produto de regras subjacentes na gramática mental da segunda língua. Através da noção de Jackendoff de uma gramática mental, reconciliamos as contribuições do estruturalismo e do generativismo para a compreensão dos fenômenos de transferência.

RESUMEN La situación de las lenguas originarias en el Ecuador es desafortunada, por su desplazamiento acelerado, debido a la interrupción de la transferencia lingüística en las familias, desprestigio y falta de ámbitos de uso de la lengua, la actitud negativa, de padres y jóvenes, el centralismo de la lengua oficial en los diferentes espacios de la sociedad, incluyendo las tecnologías de la información, que constituyen agentes globalizadores de las culturas dominantes. A pesar de que el kichwa es una lengua patrimonial, se percibe que los niños y jóvenes han perdido su nivel de bilingüismo y emplean la lengua dominante, que se ha convertido en su lengua materna. Al momento, en la UNAE no existe una estructura institucional dedicada al tratamiento y estudio de las culturas y lenguas originarias, que determine unidad de contenidos, competencias, metodologías, recursos y medios. Al respecto, el presente estudio buscó exponer la base metodológica y curricular del enfoque comunicativo para la enseñanza de la lengua kichwa, desde los conocimientos propios de la cultura. La metodología de la investigación desarrollada se centra en la aplicación y validación de la secuencia didáctica, basada en la acción de docentes y dicentes, para desarrollar las capacidades y competencias comunicativas. La enseñanza-aprendizaje de la lengua oral se desarrolló en contextos comunicativos, dentro de actividades culturales significativas para 30 estudiantes monolingües del cuarto ciclo de la Carrera de Educación Intercultural Bilingüe de la UNAE. La comunicación, en tanto proceso, es un acto que solo adquiere sentido cuando se realiza, de modo que el enseñar una lengua es precisamente enseñar a comunicar. Estas acciones didácticas marcan situaciones de cambio positivo, innovando y mejorando la práctica docente y promoviendo un aprendizaje significativo en los estudiantes.

SHUKLLAYUYAY Ecuador Mamallaktapa ñawpa shimikunaka llakipimi kan, shimikunaka punchanta punchantami wakllirishpa rin, ayllukuna kichwa shimita paypak wawakunawan, ayllukunawan pinkaymanta mana rimashkamanta, taytakuna, wamrakuna mana rimanata munashkamanta, castellano shimi tukuy kuskakunapi, yachaykunapi, rimashka, killkashka kashkamanta kichwa shimika wakllirishpa tukurikun. Kichwa shimi kawsashpa katichunka, wawakuna, mutsu, kuytsakunami rimana kan, shinami kipa wiñaykuna kichwa shimita rimashpa katinkakuna; Kichwa shimi ñawpa rimay kakpipish, wamprakuna, wawakunaka ña mana rimanchu, castellano shimillatami rimankuna, shinami kay shimika mama shimi tukushka. Chaymantami kichwa shimitaka wawapachamanta alli yachachina kan. UNAE hatun yachana wasipika, runakawsayta, runashimita wiñachinkapak wasika mana tiyanchu, shinallata imata yachachinamanta, imashina yachachinamanta, ima hillaykunawan runa shimikunata yachachinkapakka mana tiyanchu. Chaymantami UNAE hatun yachaywasipi kichwa shimita yachachikkunaka imashina kichwa shimita yachaywasipi rimanakushpa alli yachachinamanta kimsa chunka shuklla shimita rimak yachakukkunawan mashkaywan taripashkata karanchik. Kichwa shimi yachakuyka rimaypi kurishpami rurarirka, ruraykunaka kikin kawsaypi yuyashpa yachakukkuna alli hamutachun. Rimayka yuyayta charinmi rurarikpi, shuk shimita yachachinaka rimanakunata yachachinami kan. Kay yachachiykunaka alli yachaytami shuktakyachin, yachakukkunaman yachayka aychayashka kachun.

ABSTRACT The situation of the original languages in Ecuador is unfortunate, since the displacement of languages is increasingly accelerated, due to factors such as the interruption of the linguistic transfer in families, discredit and lack of areas of use of the language, the Negative attitude of both parents and young people towards the appreciation of the language, the centrality of the official language in the different spaces of society, including information technologies, which constitute globalizing agents of the dominant cultures. In the community of Kichwa language speakers, despite this is a heritage language, it can be seen that children and young people have increasingly lost their level of bilingualism and use the dominant language as their communication language, which has become their mother tongue. At the moment, at UNAE there is no institutional structure dedicated to the treatment and study of native cultures and languages that determines the unity of content, competencies, methodologies, resources and means. Considering the above, this study tried to find the methodological and curricular basis of the communicative approach for the teaching of the Kichwa language from the knowledge of the culture and it was carried out with 30 monolingual students. The methodology of this research focuses on the application and validation of the didactic sequence, based on the action of the teacher and the speaker to develop communication skills and competencies. Oral language teaching-learning took place in communicative contexts, within meaningful cultural activities for students. Communication, as a process, is an act that only acquires meaning when it is carried out, that is, when it is carried out, so that teaching a language is precisely teaching how to communicate. These didactic actions mark situations of positive change, innovating and improving teaching practice, promoting meaningful learning in students.

ABSTRACT Previous studies show that L2 segments are easier to acquire than suprasegments. In an EFL context, the L1 influence seems to be minimized as learners gain L2 experience. Our study explores the effect of L1 transfer from Spanish and L2 experience in English on the production of vowels and nuclear accent, by comparing acoustically the productions of elementary and advanced learners of EFL in Chile. Results indicate improvement with higher L2 experience, although still far from native speakers. Concerning vowels, certain problems with tongue advancement and height persist at advanced levels, with overreliance on intensity to produce tense vowels. Regarding nuclear accents, correct nucleus placement improves with experience, and productions start to reflect the acoustic correlates of one English variety, still with a tendency to over rely on duration to mark the nucleus. Further research is warranted, such as on rhythm and fluency, to have a more holistic understanding of the effects of L1 transfer and L2 experience on L2 English.

RESUMEN Estudios previos demuestran que los segmentos L2 son más fáciles de adquirir que los suprasegmentos. En un contexto EFL, la influencia de la L1 parece minimizarse a medida que los aprendices ganan dominio L2. Nuestro estudio explora el efecto de la transferencia del español como L1 y del dominio del inglés como L2 en la producción de vocales y acento nuclear, por medio de la comparación acústica de las emisiones de aprendices de niveles elemental y avanzado de inglés en Chile. Los resultados indican mejoría a mayor dominio L2, aunque todavía lejos del nivel nativo. En cuanto a las vocales, persisten ciertos problemas con la posición de la lengua a pesar del dominio, con dependencia excesiva en la intensidad para producir vocales tensas. En cuanto al acento nuclear, la correcta ubicación del núcleo mejora a mayor dominio y las producciones empiezan a reflejar los correlatos acústicos de una variedad del inglés, aún con una dependencia excesiva en la duración para marcar el núcleo. Se requiere más investigación, como en ritmo y en fluidez, para tener una comprensión más holística de los efectos de la transferencia de L1 y el dominio de L2 en inglés L2.

Resumen El trabajo con lenguas afines supone ventajas e inconvenientes. Las primeras están relacionadas, sobre todo, con las destrezas receptivas, especialmente en los niveles iniciales. Los segundos se ponen de manifiesto en las destrezas productivas. Entre ellos cabe mencionar los fenómenos de transferencia y de interferencia (Martín Peris, 2008). De hecho, cuando en los niveles intermedios los estudiantes empiezan a tener conciencia de las diferencias, se produce un estancamiento en el aprendizaje que, siguiendo a Baerlocher Rocha y Lucha Cuadros (2014), está causado generalmente por las interferencias que obstaculizan que la interlengua del aprendiz avance hacia la lengua extranjera. En esta investigación, a partir de un corpus de producciones escritas de aprendices de español como lengua extranjera (ELE) con lengua materna portuguesa, se hace un rastreo de algunas piezas conectivas, conectores discursivos principalmente, para observar qué marcadores presentan mayor dificultad y cómo interfiere la lengua materna en la selección de los mismos. Se parte de un análisis contrastivo con el fin de proceder a la explicación de las ocurrencias. A continuación, se ofrecerán ideas e implicaciones didácticas concretas para la mejora de la enseñanza / aprendizaje (E/A) de estos elementos del discurso en ELE. Entre ellas, llamamos la atención para la necesidad de elaborar nuevos documentos orientadores para la E/A de estas piezas desde la perspectiva de las lenguas afines, además de proponer la unidad textual como foco o trabajar con corpus en el aula para activar la conciencia lingüística.

Abstract Working with related languages has advantages and disadvantages. The first ones are related, especially, to receptive skills in initial levels. The latter appear in productive skills, being worth mentioning phenomena such as transfer and interference (Martín Peris, 2008). In fact, when students in intermediate levels begin to be aware of the differences, a stagnation in learning takes place that, following Baerlocher Rocha and Lucha Cuadros (2014), is generally caused by the interferences that prevent the interlanguage of the learner from advancing towards SL. From a corpus of written texts by Lusophone learners of Spanish as a foreign language (ELE), we make a research of some connective language pieces, mainly discursive connectors, to observe which markers present the greatest difficulty and how their mother tongue interferes in the selection. The research starts with a contrastive analysis to proceed to the explanation of the occurrences. To conclude, ideas and specific didactic implications will be offered aiming the improvement of the learning and teaching of this discourse elements in ELE. Among them, we draw attention to the need of developing new approaches to this field from the perspective of related languages, as well as focusing on the text as a unit or working with corpora in classroom to activate linguistic awareness.

Abstract In the framework of corpus linguistics and based on the Corpus of Spanish in the 21st Century and the Contemporary Chinese National Corpus, this paper takes Spanish adverb of degree demasiado (“too”, in english) and its Chinese equivalent 太(tài) as example and analyses their semantic prosody with the method proposed by Zhao and Li (2010) and using the software AntConc; at the same time, it explores its teaching application. The conclusions of the study are as follows: 1. Both demasiado and 太(tài) have mixed semantic prosody and their uses frequently express a negative or neutral attitude; 2. Same as 太(tài), demasiado is used as a kind of euphemism in negative sentences; 3. Compared to 太(tài), demasiado expresses the positive attitude less; 4. In the process of teaching Spanish to Chinese speakers, assisted by the study of semantic prosody we can deepen the semantic analysis of words, visualize their most common combinations and avoid the negative transfer of Chinese.

Resumen En el marco de la lingüística de corpus y con base en el Corpus del Español del Siglo xxi y el Corpus Nacional de Chino Contemporáneo, con el método propuesto por Zhao y Li (2010) y analizado mediante el programa AntConc, este trabajo realiza un análisis de la prosodia semántica con el caso ejemplificado del adverbio de grado español demasiado y su equivalente en chino 太(tài), asimismo, indaga en su aplicación didáctica. Las conclusiones del estudio son las siguientes: 1. Tanto demasiado como 太(tài) cuentan con una prosodia semántica mixta y sus usos frecuentemente expresan una actitud negativa o neutral; 2. Al igual que太(tài), demasiado es usado como un tipo de eufemismo en oraciones negativas; 3. Demasiado en comparación con 太(tài) expresa en menos ocasiones una actitud positiva; 4. Al impartir el español a sinohablantes, el estudio de la prosodia semántica puede contribuir a la profundización del análisis semántico de las palabras, visualizar sus combinaciones más frecuentes y evitar la transferencia negativa del chino.

The situation of the original languages in Ecuador is unfortunate, since the displacement of languages is increasingly accelerated, due to factors such as the interruption of the linguistic transfer in families, discredit and lack of areas of use of the language, the Negative attitude of both parents and young people towards the appreciation of the language, the centrality of the official language in the different spaces of society, including information technologies, which constitute globalizing agents of the dominant cultures. In the community of Kichwa language speakers, despite this is a heritage language, it can be seen that children and young people have increasingly lost their level of bilingualism and use the dominant language as their communication language, which has become their mother tongue. At the moment, at UNAE there is no institutional structure dedicated to the treatment and study of native cultures and languages that determines the unity of content, competencies, methodologies, resources and means. Considering the above, this study tried to find the methodological and curricular basis of the communicative approach for the teaching of the Kichwa language from the knowledge of the culture and it was carried out with 30 monolingual students. The methodology of this research focuses on the application and validation of the didactic sequence, based on the action of the teacher and the speaker to develop communication skills and competencies. Oral language teaching-learning took place in communicative contexts, within meaningful cultural activities for students. Communication, as a process, is an act that only acquires meaning when it is carried out, that is, when it is carried out, so that teaching a language is precisely teaching how to communicate. These didactic actions mark situations of positive change, innovating and improving teaching practice, promoting meaningful learning in students.

La situación de las lenguas originarias en el Ecuador es desafortunada, por su desplazamiento acelerado, debido a la interrupción de la transferencia lingüística en las familias, desprestigio y falta de ámbitos de uso de la lengua, la actitud negativa, de padres y jóvenes, el centralismo de la lengua oficial en los diferentes espacios de la sociedad, incluyendo las tecnologías de la información, que constituyen agentes globalizadores de las culturas dominantes. A pesar de que el kichwa es una lengua patrimonial, se percibe que los niños y jóvenes han perdido su nivel de bilingüismo y emplean la lengua dominante, que se ha convertido en su lengua materna. Al momento, en la UNAE no existe una estructura institucional dedicada al tratamiento y estudio de las culturas y lenguas originarias, que determine unidad de contenidos, competencias, metodologías, recursos y medios. Al respecto, el presente estudio buscó exponer la base metodológica y curricular del enfoque comunicativo para la enseñanza de la lengua kichwa, desde los conocimientos propios de la cultura. La metodología de la investigación desarrollada se centra en la aplicación y validación de la secuencia didáctica, basada en la acción de docente y dicentes, para desarrollar las capacidades y competencias comunicativas. La enseñanza-aprendizaje de la lengua oral se desarrolló en contextos comunicativos, dentro de actividades culturales significativas para 30 estudiantes monolingües del cuarto ciclo de la Carrera de Educación Intercultural Bilingüe de la UNAE. La comunicación, en tanto proceso, es un acto que solo adquiere sentido cuando se realiza, de modo que el enseñar una lengua es precisamente enseñar a comunicar. Estas acciones didácticas marcan situaciones de cambio positivo, innovando y mejorando la práctica docente y promoviendo un aprendizaje significativo en los estudiantes.

Ecuador Mamallaktapa ñawpa shimikunaka llakipimi kan, shimikunaka punchanta punchantami wakllirishpa rin, ayllukuna kichwa shimita paypak wawakunawan, ayllukunawan pinkaymanta mana rimashkamanta, taytakuna, wamrakuna mana rimanata munashkamanta, castellano shimi tukuy kuskakunapi, yachaykunapi, rimashka, killkashka kashkamanta kichwa shimika wakllirishpa tukurikun. Kichwa shimi kawsashpa katichunka, wawakuna, mutsu, kuytsakunami rimana kan, shinami kipa wiñaykuna kichwa shimita rimashpa katinkakuna; Kichwa shimi ñawpa rimay kakpipish, wamprakuna, wawakunaka ña mana rimanchu, castellano shimillatami rimankuna, shinami kay shimika mama shimi tukushka. Chaymantami kichwa shimitaka wawapachamanta alli yachachina kan. UNAE hatun yachana wasipika, runakawsayta, runashimita wiñachinkapak wasika mana tiyanchu, shinallata imata yachachinamanta, imashina yachachinamanta, ima hillaykunawan runa shimikunata yachachinkapakka mana tiyanchu. Chaymantami UNAE hatun yachaywasipi kichwa shimita yachachikkunaka imashina kichwa shimita yachaywasipi rimanakushpa alli yachachinamanta kimsa chunka shuklla shimita rimak yachakukkunawan mashkaywan taripashkata karanchik. Kichwa shimi yachakuyka rimaypi kurishpami rurarirka, ruraykunaka kikin kawsaypi yuyashpa yachakukkuna alli hamutachun. Rimayka yuyayta charinmi rurarikpi, shuk shimita yachachinaka rimanakunata yachachinami kan. Kay yachachiykunaka alli yachaytami shuktakyachin, yachakukkunaman yachayka aychayashka kachun.