Showing papers in "Hispania in 1974"

A Semantically Based Analysis of Mood in Spanish.

Abstract: The use of the subjunctive verb forms in Spanish is often considered to be the most difficult point of grammar for English-speaking students to master. Traditionally there have been essentially two different ways of viewing the selection of subjunctive or indicative verb forms. The difference between these two approaches is most clearly seen in the analysis of the use of mood in embedded sentences functioning as noun clauses: (1) Se que Ud. tiene que trabajar mucho. (Indicative) 'I know that you have to work a lot.' (2) Me alegro que Ud. no tenga que trabajar tanto. (Subjunctive) 'I'm happy that you don't have to work so much.'

Competency-Based Teacher Education; Progress, Problems, and Prospects.

Abstract: Language education Wikipedia Sun, 09 Jun 2019 22:59:00 GMT Language education refers to the process and practice of acquiring a second or foreign language. It is primarily a branch of applied linguistics, however can be considered an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. Being an effective primary school teacher UK Essays Sun, 04 Dec 2016 23:56:00 GMT Joint Military Education, Air Force, Army, Navy, Marine ... Understanding and Addressing Teacher Shortages in the ... Sat, 08 Jun 2019 03:33:00 GMT 2 Understanding and Addressing Teacher Shortages in the United States Abstract While anecdotal accounts of substantial teacher shortages are increasingly common, we present evidence that such shortages are 2019 NASPA Conferences on Student Success in Higher Education Sat, 08 Jun 2019 12:02:00 GMT The 2019 NASPA Conferences on Student Success in Higher Education will provide those committed to student success from across the institution with dynamic keynotes, thought-provoking workshops, and engaging networking opportunities using a cross-functional approach to student success. 4 CONTENT STANDARDS, CURRICULUM, AND INSTRUCTION ... Mon, 10 Jun 2019 01:08:00 GMT As described in Chapter 2, content standards have three purposes, all intimately related to outcomes, curriculum, and instruction.First, they help frame the education reform debate by publicly identifying what is important for schools to teach and for students to be able to demonstrate (McLaughlin and Shepard, 1995).

Toward a Semantic Characterization of "Ser" and "Estar"

Abstract: Be is unique among the verbs of English in the fact that it can be deleted from many constructions with no loss of semantic information. Thus, for example, it is a well-known fact that sentences 1.1 and 1.2 below say exactly the same thing, the difference between them being a matter of emphasis or style: 1.1 Tom is the man who is sitting at the far right. 1.2 Tom is the man sitting at the far right. While sentence 1.3, on the other hand, is not reducible. Sentence 1,4 is not related to 1.3 through deletion of want: 1.3 Tom is the man who wants to go. 1.4 Tom is the man to go. The observation of examples such as the above pairs have lead linguists to call be the "seman'tcally empty" verb.1 This view of the copula is particularly disturbing to the Spanish teacher who knows how difficult it is to explain the uses of ser and estar to English-speaking learners because, if the d'fference between the two copulas of Spanish is not semantic, then it is hard to conceive what else it could be.

One Subjunctive or Two

Abstract: tongues, Spanish has a formal contrast in its verb system between two modes, indicative and subjunctive. Though the forms vary, they are in such a tight paradigmatic relationship to each other that there can be no question of the internal unity of either mode: tenga is the same, in this respect, as alce, and sali the same as tuve. Given a clear-cut formal opposition, one expects to find-and traditional grammar 'thought it had found-a clear-cut semantic opposition as well. The indicative was the mode of reality, of reporting; the subjunctive was the mode of the inner light, of such things as desiring and approving or rejecting. Against -the traditional view of one subjunctive, Anthony Lozano' has advanced the theory that there are two, d:stinguished by the features [+optative] and [+dubitative]. Traditional grammar was guilty of "overemphasis on surface structures" and "little regard to deep structures" in its failure to perceive the essential difference between them.

A Psychological Perspective of the Spanish Subjunctive

Abstract: The arguments presented in this article are strictly semantic in nature I have attempted to show that the meanings of existence in the case of ser and presence at locus in the case of estar, which I proposed as the basic distinction between the two copulative verbs of Spanish, are also operative in their roles as so-called auxiliaries These arguments tend to support John R Ross's claim-based on structural arguments and on evidence mainly from English-that the "auxiliary" as a grammatical category should be striken from the grammars of both English and Spanish and, possibly, from the inventory of universal grammar'1 NOTES

Man and His Circumstances: Ortega as Educator

Abstract: When writing can change your life, when writing can enrich you by offering much money, why don't you try it? Are you still very confused of where getting the ideas? Do you still have no idea with what you are going to write? Now, you will need reading. A good writer is a good reader at once. You can define how you write depending on what books to read. This man and his circumstances ortega as educator can help you to solve the problem. It can be one of the right sources to develop your writing skill.

"Vos" and "Vosotros" as Formal Address in Modern Spanish

Abstract: KALIVODA, THEODORE, et al. "The Audio-Motor Unit: A Listening Comprehension Strategy that Works." Foreign Language Annals 4 (May 1971), 392-400. KUNKLE, JOHN F. "FLES Curricula: Saint-Cloud and Nuffield." Modern Language Journal 56 (February 1972), 87-88. ROWLANDS, DAVID. "Towards FLES in Britain, Part I." Modern Language Journal 56 (January 1972), 13-20. "Towards FLES in Britain, Part II." Modern Language Journal 56 (February 1972), 80-86. SLACK, ANN. "The Status of FLES: Present and Future." Dimension: Languages. Atlanta: Southern Conference on Language Teaching, 1968.

An Essay on Critical Method, Applied to the Comedia

Abstract: M Y PURPOSE HERE IS, first of all, to urge that a more modern and relevant approach to Comedia criticism is desirable, specifically one that will offer a realistic perspective on the relationship between traditional scholarship and modern literary criticism; second, to advocate greater critical rigor, which will encompass eschewing the intentional fallacy, hierarchies, cults of personality, biographical and cultural determinism, and moralizing; and, finally, to insist on the autonomy of the critic and on viewing criticism as a cumulative enterprise. When I speak of critics and criticism here and 'throughout, I have in mind academic critics and academic criticism; that is, the type of literary criticism practiced in the academy. A distinction needs to be made between -the academic critic's role when he deals with primary source material and when he writes reviews. In the latter capacity, he will almost invariably reach some conclusion concerning the value of the secondary source material being reviewed. In -the role of reviewer, he functions much like the drama and film critics who review current offerings in those areas. In reviews, of whatever kind, relatively subjective and negative criticism tends to flourish. In literary cri'ticism, the task should always be viewed and the criticism expressed in objective and consistently positive terms. Let me summarize briefly the current situation. With the exception of those of the British School who have been influenced at least indirectly by I. A. Richards' Principles of Literary Criticism (1924), it is clear that the majority of Comedia scholars are precisely that: scholars, rather than literary critics.' Among American Comediantes, a disproportionate amount of energy has traditionally been devoted to activities marginal to 'the explication of the literary artifact; specifically, to editing, biography, bibliography, staging, questions of influence and authorship, and preoccupation with antiquarianism and extrinsic concerns in general.2 The second truly significant book of this century, in point of its influence upon critical theory, has been largely ignored by those who publish on Golden-Age drama, and indeed by Hispanists at large. I refer to Northrop Frye's Anatomy of Criticism (1957). There have been a few attempts at interpretation based on myth and archetype, but these have looked more directly to Jung, or perhaps Frazer, than to Frye; in other words, they look more to psychology and anthropology than to the myths and archetypes of literature itself. There have also been a few Freudian and Marxist interpretations, but, except for Noel Salomon's work, none of the lot has been particularly productive or convincing." The point I would make is the obvious one that we are, in the majority, at some distance from the mainstream of modern critical theory and