http://hdl.handle.net/10366/152805 Tue, 21 Apr 2026 05:34:19 GMT 2026-04-21T05:34:19Z http://hdl.handle.net/10366/167371 Untersuchungsgegenstand unseres konstruktionsgrammatisch orientierten Beitrags sind modale Wortverbindungen des Typs in aller Deutlichkeit, in aller Eile oder in aller Schärfe, die aufgrund ihrer strukturellen Regularität bzw. Restriktionen (constraints) und infolge ihrer allgemeinen Intensivierungsbedeutung als Konstrukte der intensivierenden Konstruktion [in ALL Nabstr/sg] aufzufassen sind. Adverbiale Wortverbindungen dieser Art sollten im Fremdsprachenunterricht (FSU) als zusammengehörige Einheiten ein und derselben Konstruktion mit verschiedenem Idiomatisierungsgrad präsentiert und auf ihre Musterhaftigkeit hin anhand von monolingualen und Parallelkorpora didaktisiert werden. Sun, 02 Jun 2024 00:00:00 GMT http://hdl.handle.net/10366/167371 2024-06-02T00:00:00Z http://hdl.handle.net/10366/167368 In der vorliegenden Untersuchung, für die die Konstruktionsgrammatik als theoretischer Rahmen herangezogen wird, soll an erster Stelle die Phrasemkonstruktion (PhK) [DET nächste N kommt bestimmt] mithilfe eines induktiven, korpusbasierten Verfahrens analysiert und beschrieben werden. Es wird eine quantitative und eine qualitative Untersuchung der lexikalischen Aktualisierungen der nominalen Slotfüller durchgeführt, um die kognitive Fixierung sowie ggf. den Produktivitätsgrad der Konstruktion näher bestimmen zu können. An zweiter Stelle wird darauf eingegangen, aus welchen Gründen sich phraseologische Konstruktionen wie diese besonders gut für ihren Einsatz im DaF-Unterricht eignen. En el presente estudio, cuyo marco teórico es la Gramática de Construcciones, se analiza y describe la construcción fraseológica (CF) [DET nächste N kommt bestimmt] a partir de un procedimiento inductivo basado en corpus. Para ello, se lleva a cabo un análisis tanto cuantitativo como cualitativo de las actualizaciones léxicas del slot nominal, con el fin de determinar con mayor precisión su fijación cognitiva y, en su caso, el grado de productividad de la construcción. En segundo lugar, se examinan las razones por las que las CF de este tipo resultan especialmente idóneas para su aplicación en la enseñanza del alemán como lengua extranjera. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/167368 2021-01-01T00:00:00Z http://hdl.handle.net/10366/166997 En español y alemán, para expresar hiperbólicamente el hecho de experimentar una sensación física o psíquica se emplean las construcciones fraseológicas [V de (ART) Ssing{sensación}] / [vor NSg{Gefühlsempfindung} V], en las que destacan los verbos morir(se) y sterben por su alta frecuencia de uso y por su capacidad combinatoria, mucho mayor que la de cualquier otro verbo. En este artículo nos proponemos llevar a cabo un análisis contrastivo, basado en datos de corpus, de [morir(se) de (ART) Ssing{sensación}] y [vor NSg{Gefühlsempfindung} sterben], relacionadas verticalmente con las primeras. Extraeremos para ello los datos de cada lengua de los respectivos corpus del español y del alemán de la herramienta Sketch Engine (esTenTen18 y deTenTen20), que completaremos con la información proporcionada por el corpus paralelo PaGeS. Así pues, analizaremos sus características formales, relacionándolas con el grado de fijación de la estructura y también con sus propiedades semánticas o pragmáticas, y ofreceremos una descripción detallada del slot sustantivo desde el punto de vista semántico, siempre con el objetivo último de determinar las diferencias y semejanzas entre las dos lenguas. Sat, 21 Dec 2024 00:00:00 GMT http://hdl.handle.net/10366/166997 2024-12-21T00:00:00Z http://hdl.handle.net/10366/166996 En el presente artículo se pretende analizar las construcciones fraseológicas reduplicativas del alemán que corresponden a la secuencia [S1 für S1] a partir de una propuesta metodológica de análisis de corpus de tipo explorativo-inductivo. En primer lugar se hará un inventario de las realizaciones de la secuencia más frecuentes tomando como fuente la base de datos PREPCON, así como el corpus de referencia del alemán DeReKo. La sistematización de dichas unidades evidencia que a la secuencia [S1 für S1] le corresponden dos construcciones claramente diferenciadas con respecto a su forma y significado, a saber: (1) [S1sg für S1sg] y (2) [S1pl [hum] für S1pl [hum]]. Considerando este hecho, en el aula de alemán como lengua extranjera es absolutamente necesario, por un lado, diferenciar entre ambas construcciones y sus respectivos valores pragmático-comunicativos y, por otro, tener presentes las posibles convergencias y/o divergencias a nivel contrastivo. This article aims to analyze the reduplicative phraseological constructions of German corresponding to the sequence [S1 für S1], based on a methodological proposal of corpus analysis of the explorative-inductive type. Firstly, an inventory of the most frequent linguistic realizations of the object of study will be made from the “PREPCON” database, as well as from the German reference corpus DeReKo. The systematization of these units shows that the sequence [S1 für S1] has two clearly differentiated constructions with respect to its form and meaning, namely: (1) [S1sg für S1sg] and (2) [S1pl [hum] für S1pl [hum]]. Therefore, in the didactic applications in the classroom of German as a foreign language, it is absolutely necessary, on the one hand, to differentiate between both constructions and their respective pragmatic communicative values and, on the other hand, to bear in mind possible convergences and/or divergences at the contrastive level. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/10366/166996 2019-01-01T00:00:00Z http://hdl.handle.net/10366/164870 Ante a continua perda de falantes e espazos de uso con predominancia do galego, resulta evidente que a aplicación do marco lexítimo actual non garante un lugar meritorio para a lingua propia desta comunidade. A pesar da existencia de iniciativas e recursos xeralmente illados para promover o seu uso, este artigo avoga por enfocar o galego dende una óptica reflexiva, apoiada en iniciativas independentes e a coordinación de actores dentro da nosa comunidade. En concreto, faise un chamamento explícito á coordinación activa das universidades galegas para liderar un proceso de posta en valor e uso activo do galego en varios eidos na súa co-existencia co castelán e outras linguas. Sun, 01 Dec 2024 00:00:00 GMT http://hdl.handle.net/10366/164870 2024-12-01T00:00:00Z http://hdl.handle.net/10366/158652 This article examines the representations of agentive identity of non-normative male protagonists in children's picture books in relation to the affordances of this material for classroom activities. The analysis of protagonists’ agencies in five picture books revealed varied instantiations of the New Age Boy masculinity schema. A multimodal transitivity analysis of protagonists’ agentive roles yielded a profile of individual agentive identity. Protagonists’ agentive roles when interacting with conflictive antagonist characters were compared with their agentive roles when not interacting with them. Variations were significantly associated with the social domains where the conflict took place (family, school, or community) as different ways of responding to social rejection. The findings of the study concerning the representation of protagonists’ agencies provide young readers with models of action in situations of social rejection that can help make more informed decisions for guiding the selection of gender-diverse reading material and of classroom activities of critical thinking and multimodal literacy. Sun, 01 Oct 2023 00:00:00 GMT http://hdl.handle.net/10366/158652 2023-10-01T00:00:00Z http://hdl.handle.net/10366/158120 In South Africa, current social dynamics are still largely determined by the heavy legacy of apartheid. In this context, the term ‘‘Coloured’’ is widely used to delineate a social group that is generally not considered white or black in the old senses. This study focuses on the implicit language attitudes of 84 young Coloured English and Afrikaans speaking participants towards Cape Flats English, largely associated with Coloured communities of the greater Cape Town area, and Afrikaner English, largely associated with the White group. Implicit Association Test results show an overall statistically significant implicit positive bias towards Cape Flats English among participants, although a small subgroup reversed this tendency. A post-IAT survey was used to investigate the contribution of a number of social variables in determining the biases associated with each accent. A regression analysis detected that participants’ L1, language repertoire and other community language practices play a significant role in predicting such language biases. Furthermore, a correlation analysis also showed a trend regarding both the language distribution in their place of residence and social distance levels with the White group. Finally, a qualitative analysis based on the comparison of context-relevant cases underlined the complex in-group dynamics of the studied sample. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/158120 2021-01-01T00:00:00Z http://hdl.handle.net/10366/158083 The study of people’s response to adversity acquires substantially different connotations in the South African context because of the heavy legacy of apartheid. This article explores the construction of the notion of resilience through the oral narrative production of the most prominent conscious rappers that emerged in the 1980s in South Africa, namely Prophets of Da City and Black Noise. By means of a corpus approach, our analysis with AntConc revealed that resilience is intrinsically connected to the historical sociopolitical struggle of the black group. In building this notion, results show how the parallel emergence of an oppressive other, the white group, plays a fundamental role. Relevant to our study, the affirmation of their black identity appears to act as an effective way of underpinning their possibility of resurgence. Furthermore, the objective analysis of rappers’ linguistic choices in their lyrics underlines their strategic use of personal pronouns, ethnic labels and other contextual-loaded terms whilst conveying their messages and communicating with their audience. These results both demonstrate the contribution of rap music in construction of a specific notion of resilience and highlight the effectiveness of this methodological approach, opening the floor to comparative studies. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/158083 2021-01-01T00:00:00Z http://hdl.handle.net/10366/158082 This study aims to contribute to the ongoing debate on the role of language attitudes in Galicia (Spain). By means of a mixed methodological approach, we investigate the interrelation between 168 university students’ Implicit Association Test (IAT) results towards Galician Spanish (GS) and Traditional Galician (TG), and their socio-linguistic background. The study found complex interrelations of various factors. Family language and everyday language appeared to play a prominent role in determining the implicit language attitudes towards both languages. Proficiency in Galician was the only other factor that significantly contributed to the development of positive attitudes towards TG, while having Spanish as the L-1 was identified as a key factor in the formation of positive attitudes towards GS. Unlike previous research on explicit attitudes, place of living (rural vs urban) is not associated with (implicit) language attitude formation. Notably, political orientation arises as a relevant factor that should be addressed in future research. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/158082 2023-01-01T00:00:00Z http://hdl.handle.net/10366/158048 [EN]This article explores the linguistic landscapes (LL) of semi-informal markets in townships in the Tshwane (Pretoria) Metropolis in South Africa. Similar to other urban African markets, the LL operates in a context of longstanding and ever-changing multilingualism and multiculturalism. Several indigenous and colonial South African languages are spoken in the area and many traders in the markets are immigrants from other African and South Asian countries. Despite this multilingualism, the environment is dominated by English. The analysis is draws on the semiotic reading of the LL by residents regarding the indexicality of traders’ names (Silverstein 2003). Local sign writers provide insight into their instrumental role in shaping the LLs of these areas. Furthermore, we draw on the notions of emplacement, spatial scope (Blommaert 2013; Scollon and Scollon-Wong 2003), and Pennycook’s (2017) concept of assemblages of semiotics to discuss the significance of mobile phone numbers in unregulated, potentially high-risk activities. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10366/158048 2022-01-01T00:00:00Z http://hdl.handle.net/10366/157640 This article explores the impact of a traineeship abroad on the personal and the professional identities of prospective Spanish teachers whose L1 is English and its implications for language educators. We examine data from a qualitative study based on semi-structured interviews with two teacher trainees from Ireland and the United Kingdom undergoing a traineeship abroad as language assistants at a Spanish university. The results show a positive correlation between a traineeship abroad and: 1) the restructuration of personal identities and 2) the further development of emerging language teacher identities. In relation to personal identities, confrontation with cultural and linguistic difference increases a sense of belonging to the nation state while in relation to professional identity development, a reinforcement of the willingness to become a language teacher is positively impacted by the experience abroad. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/10366/157640 2024-01-01T00:00:00Z http://hdl.handle.net/10366/157404 Spain has traditionally featured rather low in the rankings measuring the knowledge of English by European citizens, and yet English has been constantly entering different areas of Spanish life and in all levels of education. This article delves into the efforts made at different levels of education to enable school graduates to communicate in English without difficulty. It focuses on how young people concep tualise English: their attitudes towards the language and to what extent they associate it with Inner Circle countries, or whether instead they see it as a tool for international communication. This discussion is complemented with an analysis of the pervasiveness of ‘native-speakerism’ in Spanish society, which we claim acts as another handicap to the normalisation of the use of English as a lingua franca by Spanish citizens in multicultural settings within and outside the country. Sat, 06 Apr 2024 00:00:00 GMT http://hdl.handle.net/10366/157404 2024-04-06T00:00:00Z http://hdl.handle.net/10366/155308 Desde los años noventa del siglo XX, los estudios de paisaje lingüístico constituyen una importante herramienta de análisis discursivo y sociolingüístico. En esta época de la modernidad tardía (Giddens 1990) o hipermodernidad (Heller 2006), estos paisajes reflejan más que nunca el multilingüismo y la hibridación, dando también entrada a las lenguas de la migración. Este trabajo se dedica, precisamente, a explicar y contextualizar sociopolíticamente la presencia o ausencia del rumano como lengua de origen del grupo de migrantes mayoritario del litoral mediterráneo. Para ello, se adopta un enfoque cualitativo, semiótico y etnográfico en el análisis del paisaje lingüístico de dos ciudades pertenecientes a diferentes comunidades autónomas, territorios oficialmente bilingües de España: Castelló de la Plana (País Valenciano) y Lleida (Cataluña). Esta aproximación nos permite analizar y explicar el valor que diferentes actores sociales otorgan a la lengua rumana a través de los diferentes espacios sociolingüísticos urbanos de estas regiones. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/155308 2023-01-01T00:00:00Z http://hdl.handle.net/10366/155307 La mobilitat d’estudiants universitaris ha estat potenciada en les darreres dècades com a catalitzadora de la internacionalització i l’augment de les perspectives professionals dels estudiants que hi participen. En aquest article, plantegem a quins llocs estarien disposats a traslladar-s’hi per treballar i viure-hi en un futur els estudiants universitaris que havien decidit participar en un programa de mobilitat internacional. Aquesta pregunta se’ls fa tot just en arribar a les universitats de destí objecte del nostre estudi: Lleida (Catalunya), Oulu (Finlàndia) i Bucarest (Romania). Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/10366/155307 2017-01-01T00:00:00Z http://hdl.handle.net/10366/155306 Language has been widely considered a key element in the performing and display of identities and in the construction of our individuality. According to Joseph, “[i]dentities are manifested in language as, first, the categories and labels that people attach to themselves and others to signal their belonging; second, as the indexed ways of speaking and through which they perform their belonging; and third, as the interpretations that others make of those indices” (2016: 19). Norton defines ‘identity’ as “how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future” (2013: 45). 2However, in an era of rapidly evolving international interdependence, extant research has not fully caught up with the effect that globalizing processes on the use of language, the performing of identities, and the connection between them. Elsewhere, Blommaert (2010) alludes to the fact that even if globalization has always characterized our societies, the scale and speed of globalizing processes are such that we need to reassess their effect on the social and linguistic conditions of our world. 3One of the early effects of this increased speed of globalizing processes has been the rise of the necessity to learn a foreign language and the increased interest in intercultural learning in the second half of the 20th century (e.g. Morgan & Byram, 2004). In light of these events, at the beginning of the 21st century, it was absolutely exceptional that in Europe children were not taught English at school, and study abroad became almost a must, giving shape to the so‑called “generation Erasmus”, higher education European students who went to study abroad and settled in a third identity-space between an expat and a migrant. 4Nonetheless, the increase in bilingual repertoires where English is usually the second language has also received criticisms from linguists who claim that producing fluid English language users, and thereby flexible workers, merely responds to neoliberal agendas that aim at producing subjects that fit in the political and economic context (e.g. Flores, 2013). And, while more research is needed to understand the dynamics between multilingual repertoires and the economy, what is clear is that multilingualism, together with an increase in human mobility triggered ways to construct identities that are new and should be treated as such. 5In a large number of studies, this phenomenon has been analyzed in relation to migrants (e.g. Pavlenko, 2004). On the other hand, more recent studies, such as Mocanu (2019) focus on the relationship between identities and multilingual repertoires constructed through language learning processes in study abroad programs. Mon, 12 Jun 2023 00:00:00 GMT http://hdl.handle.net/10366/155306 2023-06-12T00:00:00Z http://hdl.handle.net/10366/155305 [EN]Study abroad has been depicted as a complex life experience in which language(s), identities, motives, opportunities to learn, circumstances, and reactions to them are deeply entangled (Kinginger, 2009; Benson et al., 2013; Mocanu & Llurda, 2020). Thus, language learning in study abroad is affected by several sociolinguistic factors, among which the host context plays an outstanding role. This chapter adopts a cross-national approach to examine, contrast, and compare Erasmus students’ expectations from and outcomes of their sojourns abroad in a Northern, Eastern, and Southern European context. Through content analysis, this investigation contributes to a deeper understanding of how the host context might affect language learning through study abroad. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/155305 2023-01-01T00:00:00Z