Showing papers in "Hispania in 2005"
TL;DR: This article investigated the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English.
Abstract: This paper investigates the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English. Oral data were collected from seventeen students enrolled in an undergraduate course in Spanish Phonetics at the beginning and end of the semester. The treatment consisted of standard phonetics instruction, practice with voice analysis software and oral self-analysis projects. Target sounds were rated for accuracy of pronunciation through voice analysis software. Results are promising, indicating that the participants receiving explicit phonetics instruction improved their pronunciation on specific features.
156 citations
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TL;DR: This paper studied pragmatic variation in comer store interactions in Quito and Madrid, based on audio recordings in both cities, focusing on variation in expressing interpersonal concerns in both contexts through the analysis of utterances of requests (for a product) and the sequences in which such requests are embedded.
Abstract: This paper studies pragmatic variation in comer store interactions in Quito and Madrid, based on audio recordings in both cities. It focuses on variation in expressing interpersonal concerns in both contexts through the analysis of utterances of requests (for a product) and the sequences in which such requests are embedded. Concerning request realization and with reference to Blum-Kulka et al.'s (1989) framework, direct forms were most commonly employed by both Quiteflos and Madrilenos. Quitefios use much more internal modification. Regarding the sequences in which requests are embedded, Quitenos produce longer preambles, engaging in more person-oriented activities than Madrilenos. Overall Quitenos display more and a wider range of interpersonal concerns. The differences identified are interpreted as reflecting different perceptions of the service encounter by the two groups, with Quitenos preferring more personalized service.
54 citations
TL;DR: The Role of Instruction in Spanish Second Language AcquisitionCharles Grove AfterwordBarbara A. Lafford and Rafael Salaberry Contributors.
Abstract: PrefaceIntroductionBarbara A. Lafford and Rafael Salaberry Part I: Linguistic Topics: Products 1. PhonologyStaking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second LanguageA. Raymond Elliott 2. Tense/AspectThe Development of Tense/Aspect Morphology in Spanish as a Second LanguageSilvina Montrul and Rafael Salaberry 3. Subjunctive/SyntaxThe Development of Subjunctive and Complex-Syntactic Abilities among Foreign Language Learners of SpanishJoseph G. Collentine 4. CliticsCognitive and Linguistic Perspectives on the Acquisition of Object Pronouns in Spanish as a Second LangaugeJames F. Lee 5. LexiconThe Acquisition of Lexical Meaning by Second Language Learners: An Analysis of General Research Trends with Evidence from SpanishBarbara A. Lafford, Joseph G. Collentine, and Adam S. Karp 6. Pragmatics/DiscoursePragmatics and Discourse Analysis in Spanish Second Language Acquisition Research and PedagogyDale A. Koike, Lynn Pearson, and Caryn Witten Part II: Theoretical Perspectives: Processes 7. Generative PerspectivesCurrent Issues in the Gernerative Study of Spanish Second Language SyntaxLiliana Sanchez and Almeida Jacqueline Toribio 8. Cognitive PerspectivesCognitive Perspectives on the Acquisition of Spanish as a Second LanguagePaola E. Dussias 9. Sociocultural PerspectivesSociocultural Theory and the Acquisition of Spanish as a Second LanguageMarta Anton, Frederick J. Dicamilla, and James P. Lantolf Part III: Methodological Perspectives 10. InstructionThe Role of Instruction in Spanish Second Language AcquisitionCharles Grove AfterwordBarbara A. Lafford and Rafael Salaberry ContributorsIndex
47 citations
TL;DR: This article examined the exact nature of syllable-initial /s/ reduction using quantitative methods to challenge the notions that syllable initial /s-/ reduction stems directly from syllable final /-s/ reductive reduction, and that intervocalic /s -/ reduction is found only in a limited set of lexemes.
Abstract: For close to a century, a noted feature of the Spanish of New Mexico has been the variable aspiration and deletion of syllable-initial /s/ (Espinosa 1909), yet no empirical investigations have been undertaken to study this process within this variety of Spanish in the United States. In fact, syllable-initial /s/ world-wide is rarely quantified, with few exceptions (e.g., Garcia and Talion 1995). This relative lack of empirical analysis means that there is much to be learned from quantitative analysis of this variable phonological reductive process. The present study examines the exact nature of syllable-initial /s/ reduction using quantitative methods to challenge the notions that syllable-initial /s-/ reduction stems directly from syllable-final /-s/ reduction, and that intervocalic /s-/ reduction is found only in a limited set of lexemes.
35 citations
TL;DR: The authors analyzed l'ambiguite de la forme verbale dans deux varietes d'espagnol parlees in Colombie, and s'agit de determiner si l'expression du sujet est conditionnee par les caracteristiques morphosyntaxiques de la langue ou par les relations semantiques.
Abstract: Si l'ambiguite de la forme verbale a ete bien analysee dans le cadre de l'expression du sujet, aucune etude n'a apporte de conclusion sur son influence au niveau interdialectal. L'A. analyse l'influence de l'ambiguite dans deux varietes d'espagnol parlees en Colombie. Il s'agit de determiner si l'expression du sujet est conditionnee par les caracteristiques morphosyntaxiques de la langue ou par les relations semantiques
27 citations
TL;DR: A Woman's Self-Fashioning: The Private Gendered Spaces of Feminine Authority 1. Authorizing the Wife/Mother in 16th-Century Advice Manuals, by Carolyn Nadeau 2. Identity, Illusion, and the Emergence of the Feminine Subject in La Lozana andaiuza, by John C. Parrack 3. Appropriation and Authenticity of women's self-fashioning as mentioned in this paper.
Abstract: Introduction, by Joan F. Cammarata Part I. A Woman's Self-Fashioning: The Private Gendered Spaces of Feminine Authority 1. Authorizing the Wife/Mother in 16th-Century Advice Manuals, by Carolyn Nadeau 2. Identity, Illusion, and the Emergence of the Feminine Subject in La Lozana andaiuza, by John C. Parrack 3. Skepticism and Mysticism in Early Modern Spain: The Combative Stance of Teresa de Avila, by Barbara Mujica Part II. Appropriation and Authenticity of Feminine Identity 4. The Price of Love: The Conflictive Economies of La gitanilla, by William H. Clamurro 5. The Problematics of Gender/Genre in Vida i sucesos de la monja alferez, by Rainer H. Goetz 6. Relaciones de fiestas: Ana Caro's Accounts of Public Spectacles, by Sharon D. Voros Part III. Cultural Constructs of the Feminine Psyche: Body, Mind, and Desire 7. Masquerade and the Comedia, by Anita K. Stoll 8. Dreams, Voices, Signatures: Deciphering Woman's Desires in Angela de Azevedo's Dicha y desdicha del juego, by Frederick A. de Armas 9. Galatea's Fall and the Inner Dynamics of Gongora's Fabula de Polifemo y Galatea, by Joseph V. Ricapito Part IV. Power Stratagems of the Feminine Word: Constraints of Silence and Authority of Discourse 10. De voz extremada: Cervantes' Women Characters Speak for Themselves, by Sara A. Taddeo 11. Silence Is/As Golden...Age Device: Ana Caro's Eloquent Reticence in Valor, agravio y mujer, by Monica Leoni 12. Woman of the World and World of the Woman in the Narrative of Mariana de Caravajal, by Louis Imperiale Part V. Transforming Literary Conventions: Feminine Aesthetics and Gender Norms 13. A Cry in the Wilderness: Pastoral Female Discourse in Maria de Zayas, by Deborah Compte 14. Zayas's Ideal of the Masculine: Clothes Make the Man, by Susan Paun de Garcia 15. Desire Unbound: Women's Theater of Spain's Golden Age, by Lisa Vollendorf
21 citations
19 citations
TL;DR: Powerful/influential women who provided positive role models without opposition from males are not an invention of twentieth-century feminism but also existed in times past as discussed by the authors, however, they did not have a monopoly on power.
Abstract: Powerful/influential women who provided positive role models without opposition from males are not an invention of twentieth-century feminism but also existed in times past.
16 citations
TL;DR: In this paper, the authors discuss the history of gypsy calO and examine borrowings from it into the slang of several Spanish dialects, such as Pachuco calo, which is also the predecessor of a Mexican-American slang popularized by bilingual youths in the 1940s known as PACHO CALO.
Abstract: CalO refers to the criminal argot associated with the gypsies in nineteenth-century Spain. It is also the predecessor of a Mexican-American slang popularized by bilingual youths in the 1940s known as Pachuco calo or simply Pachuco. This article discusses the known history of gypsy calO and examines borrowings from it into the slang of several Spanish dialects. The path of gypsy influences on Pachuco calO is traced from the Old World to the New and the probable origin of the latter speech variety is discussed. Its in-group nature coupled with the Spanish and English bilingualism of its speakers in the U.S. setting has created a lexicon of slang terms, some of which persist in modern-day communities. The characteristics of this lexicon, which include old calO terms, neologisms, metaphor, word-play, and taboo words, are investigated and illustrated.
TL;DR: This is the second annual of CLCWeb: Comparative Literature and Culture, a thematic volume with selected papers from material published in the journal in volumes 3.1-4 (2001) and 4.1 (2002).
Abstract: This is the second annual of CLCWeb: Comparative Literature and Culture, a thematic volume with selected papers from material published in the journal in volumes 3.1-4 (2001) and 4.1-4 (2002).
TL;DR: Martin-Rodriguez as discussed by the authors analyzed the ways it connects with and is shaped by the interaction with its audiences and concluded that a work of literature without a reader has no real existence and Chicano/a literature has been defined as much by its readers as by its authors.
Abstract: Since colonial times, Chicano/a literature has varied with the authors' assumptions about the class and gender of their audiences, the linguistic choices available for literary communication, the geographic mobility of writers and readers, and the tastes they may have acquired in Mexico or other countries. In this examination of Chicano/a literature, Manuel M. Martin-Rodriguez analyses the ways it connects with and is shaped by the interaction with its audiences. Motivated by a Tomas Rivera essay from 1971, "Into the Labyrinth: The Chicano in Literature", Martin-Rodriguez began collecting, researching, and examining Chicano/a literature. He soon determined that a work of literature without a reader has no real existence and, specifically, Chicano/a literature has been defined as much by its readers as by its authors. Martin-Rodriguez begins this writing with an examination of the Chicano movement of the 1960s and 1970s, when the creation of Chicano-owned or controlled publishing enterprises made possible a surge of Chicano/a literature at the national level. He then concentrates on Chicana literature and "engendering" the reader and on linguistic and marketing strategies for a multicultural readership. Finally, Martin-Rodriguez provides a very thorough list of Chicano/a literature which he studied and he recommends for the reader to consider.
TL;DR: The authors presented historical and contemporary evidence of the prevalence of Portuguese language in the state of Massachusetts and underscored the need for systematic inquiry addressing the ethno-linguistic vitality of Brazilian Portuguese in this state.
Abstract: This paper aims at filling the current fissure in the literature pertaining to the presence of Brazilian Portuguese in Massachusetts by 1) presenting historical and contemporary evidence of the prevalence of Portuguese language in the state of Massachusetts; 2) underscoring the need for systematic inquiry addressing the ethno-linguistic vitality of Brazilian Portuguese in this state; and 3) speculating about its future. Residents of Massachusetts may not realize that the state hosts the third-highest concen tration of Brazilians in the U.S. Estimated at 150,000, the Brazilian immigrant community in Massachusetts trails only that of New York and Florida (Beserra; Sales; Souza). Most Massachusetts residents may also be unaware that Portuguese currently ranks as the third-most spoken language in the state, following English and Spanish. This article describes the Portu guese linguistic landscape in Massachusetts (Barker, et al.) and underscores the dearth of
TL;DR: In this paper, a pioneer service-learning course in the field of Portuguese language pedagogy in the U.S. examines how students perceive the three major lusophone communities living in New England: Brazilian, Cape Verdean, and Portuguese.
Abstract: This paper focuses on a pioneer service-learning course in the field of Portuguese language pedagogy in the U.S. It examines how students perceive the three major lusophone communities living in New England: Brazilian, Cape Verdean, and Portuguese. It investigates whether students' practical experiences, perceptions, and reflections corroborate, challenge or add new layers of complexity to an ongoing theoretical debate, the invisibility thesis, in the field of Portuguese-speaking immigration studies.
TL;DR: Marti-Olivella and Vilaros as discussed by the authors discuss the transition to democracy in Spain and the end of a century of the Franco era in the Spanish Civil War and the Transition to Democracy Transition.
Abstract: Introduction Pre-Cicil War Spain The Franco Era Jo Labanyi The Transition to Democracy Transition Teresa Vilaros Democratic Spain The End of a Century Jaume Marti-Olivella Afterword List of contributors Index
TL;DR: In this article, the impact of economic war measures adopted by Spanish Hapsburgs against their most stubborn adversaries in the struggle for global commercial power is analyzed through an analysis of the main reprisals carried out against French, English and Dutch in the seventeenth century, and general embargoes to which they gave rise.
Abstract: Through an analysis of the main reprisals carried out against French, English and Dutch in the seventeenth century, and the general embargoes to which they gave rise, this study addresses the impact of the economic war measures adopted by Spanish Hapsburgs against their most stubborn adversaries in the struggle for global commercial power. The article also explores the medieval roots of the law of reprisal, of a marked «private» character, and its transformation during the early modern period into a extended normative practice widely used by Western European governments.
TL;DR: In this paper, the authors analyze the material characteristics of epistolary testimonies, the distinction between letters and billets, the formal constitution of both, and the relations between the social conditions of the people and their written production (from the literati to inexpert writers).
Abstract: Epistolary writing reached a remarkable diffusion in Hispanic society in the sixteenth and seventeenth centuries. It was one of the most significant forms of writing, and its social extension was also extraordinary. This has been shown in a number of different studies and editions are profuse. However, in many of those works the study of the meanings and functions of this epistolary writing is extremely limited. On the basis of some previous reflections on epistolary discourse, I attempt here to analyze the material characteristics of epistolary testimonies, the distinction between letters and billets, the formal constitution of both, and the relations between the social conditions of the people and their written production (from the literati to inexpert writers). Finally, I will address the particularities that each act of writing involved in terms of the dialectic tension between the concrete norms and their appropriation in a certain society.
TL;DR: The first major creative and non-fiction writing by Hispanics in the United States was mostly of a political nature and intimately related to the Spanish American struggles for independence from Spain this paper.
Abstract: The first major creative and non-fiction writing by Hispanics in the United States was mostly of a political nature and intimately related to the Spanish American struggles for independence from Spain. While at first the books and pamphlets were issued by early American printers in Philadelphia, New York and other cities, Spanish American intellectuals soon founded their own presses and, during the course of the nineteenth century, began issuing all kinds of books, not only as part of defining their national identities but also as non-political, commercial fare. Because of these efforts, many of the foundational works of Cuban and Puerto Rican culture were issued in the United States.
TL;DR: In this paper, the authors examine the importance of vocabulario con respecto a la comunicación, the percepcion de los estudiantes, and the naturaleza del conocimiento in the gramatica.
Abstract: Este articulo se concentra en la adquisicion de vocabulario en espanol como segunda lengua. Primero, se examina la importancia de la adquisicion de vocabulario con respecto a la comunicacion, la percepcion de los estudiantes, y la naturaleza del conocimiento en la gramatica. Segundo, se define la diferencia entre el aprendizaje intencional de vocabulario frente al aprendizaje ocasional y se presentan diferentes campos de investigacion relacionados con la continuidad entre el aprendizaje ocasional y el aprendizaje intencional. Tercero, se discuten las implicaciones de algunos estudios sobre el procesamiento del input a nivel lexico. Cuarto, se presentan diez principios basicos, acompanados de ejemplos, para la ensenanza del vocabulario en espanol como segunda lengua. Estos principios enfatizan la utilidad de tener un plan para la ensenanza del vocabulario, el papel del procesamiento del input a nivel lexico en la adquisicion de vocabulario, y la utilidad de promover la adquisicion de vocabulario tanto intencional como ocasional. En la quinta parte se presentan actividades para ejemplificar la implementacion de los diez principios elaborados.
TL;DR: In this article, the authors examine how Latin Americans have thought about philosophical issues belonging to metaphysics, philosophy of science, cross-cultural psychology, feminist epistemology, ethics, and social and political philosophy.
Abstract: Many of the philosophical questions raised in Latin America may seem to be among the perennial problems that have concerned philosophers at different times and in different places throughout the Western tradition, but they are not altogether the same--for Latin American thinkers have often adapted them to capture problems presented by new circumstances, and sought resolutions with arguments that are indeed novel. This book explains how well-established philosophical traditions gave rise in the New World to a characteristic form of thought not to be found in other cultures. There was no clean sweep of the past and an attempt to start over: rather, Latin American thinkers gradually adapted European ideas to their needs, sometimes borrowing on a larger scale, sometimes less. It is then no surprise that, under Iberian rule, Scholasticism became the accepted view and began to lose its grip only when the rulers did. But what does seem surprising is the radical way in which those traditions were on occasions challenged, as illustrated by the cases of Jose de Acosta, a Jesuit priest in Peru, and the Mexican nun, Juana Ines de la Cruz--each of whom spoke out against certain aspects of the official philosophy in colonial society. And when theories familiar elsewhere arrived to Latin America, as in the cases of positivism and Marxism, they were often seen differently in the light of new circumstances.But above all, this book shows that there is a body of interesting philosophical arguments offered by Latin Americans concerning problems that have arisen in Spanish- and Portuguese-speaking parts of the New World. In connection with this purpose, it examines how Latin Americans have thought about philosophical issues belonging to metaphysics, philosophy of science, cross-cultural psychology, feminist epistemology, ethics, and social and political philosophy. These are taken up in due course, paying special attention to questions of rationality, gender discrimination, justice, human rights, reparation for historically dispossessed native peoples, and relativism vs. universalism--all matters of continuing concern in Latin American thought, from its earliest stirrings to the present day. And among some specific issues that have generated heated controversies from the early twentieth century to the present, the book explores how Latin Americans and their descendants abroad think of their own cultural identity, examines their critique of US mass-culture and moral philosophy, and considers at some length the vexing problem of which name, if any, is the correct one to use to refer to all of this exceedingly diverse ethnic group. A closer look at the defining elements of Latin American identity has often led to questions concerning the characteristic features that might distinguish Latin Americans and their descendants abroad from other peoples of the world, the existence of a typically Latin American philosophy, and the correct name to refer to them. These, often conflated in the literature, are treated separately by the author, who favors a historically-based account of Latin-American identity. She also argues that the existence of a characteristically Latin American philosophy can be shown--though not by appealing to some standard but implausible reasons. And to resolve the question concerning a correct ethnic-group name, she proposes a new approach to the semantics of those names.
TL;DR: In this article, Mateo Vazquez de Leca was nombrado secretario personal personal del rey Felipe II in 1573, and muchos cortesanos se asombraron de this decision.
Abstract: Cuando Mateo Vazquez de Leca fue nombrado secretario personal del rey Felipe II en 1573 muchos cortesanos se asombraron de esta decision. Hasta entonces Vazquez solo
habia sido secretario del cardenal Espinosa. En este articulo se trata de comprender los motivos de esta decision, indagando en los metodos de trabajo de Vazquez (tan apreciados por Felipe II), a traves de los libros que componian la biblioteca profesional del secretario y de los materiales de su escritorio.Las siguientes observaciones estan fundadas en las cartas enviadas por Vazquez, asi como en los libros de cuentas de su casa y en los inventarios de sus propiedades. Esta documentacion esta guardada en gran parte en el archivo de Instituto de Valencia de Donjuan (Madrid).
TL;DR: In this article, a qualitative study of Portuguese learners from different ethnic backgrounds (Azores, Madeira, Cape Verde) enrolled in intermediate Portuguese at a southeastern Massa chusetts state college is presented.
Abstract: This paper discusses language-learning experiences of Portuguese-language learners from different ethnic backgrounds (Azores, Madeira, Cape Verde), enrolled in intermediate Portuguese at a southeastern Massa chusetts state college. Sociolinguistic and affective outcomes of the course are analyzed, revealing similarities to other heritage-language learners' experiences. The study espouses a qualitative approach to pedagogical analysis, employing an initial diagnostic questionnaire, a post-instruction evaluative questionnaire (adapted from Carrasco and Riegelhaupt), and data from instructor classroom observations. Results from data analyses indicate marked linguistic prejudice initially revealed by learners concerning oral varieties. Results emphasize the importance of addressing sociolinguistic variation in the classroom as a learning tool. Overall, the study offers insights into students' language-learning experiences, from the perspectives of self-concept, language awareness and sociolinguistic identity.
TL;DR: The AATSP Annual Conference in Chicago in 2003, several service learning practitioners congregated following the last of several service-learning sessions. As they shared experiences, frustrations, ideas, goals, and excitement, the idea emerged to plan a workshop for Acapulco in 2004 as mentioned in this paper.
Abstract: At the AATSP Annual Conference in Chicago in 2003, several service-learning practi tioners congregated following the last of several service-learning sessions. As they shared experiences, frustrations, ideas, goals, and excitement, the idea emerged to plan a workshop for Acapulco in 2004. The entire process was an organic outgrowth resulting from deep communication among the group of people who continued the dialogue throughout the year. By means of electronic communication, Richard Raschio, Gresilda Tilley-Lubbs, Ethel Jorge, and Silvia L?pez committed to presenting a workshop with two follow-up sessions that would allow the conversation to continue throughout the conference. As the four collaborated, they made and finalized the plans that evolved into the presentations that took place at the conference. It is necessary to include the emergence of the workshop and sessions in order to articulate the excitement that has been part of the growth of the service-learning movement in the AATSP. Beginning with the meeting in Brazil in 2002, faculty members representing a variety of academic situations from high school through higher education have continued to meet and brainstorm about how to include the community in their language classrooms. The excitement has increased as growing numbers of faculty members have decided to include service-learning in their Spanish and Portuguese classes. Each time service-learning practitioners meet, the final result of the meeting is to plan for the next time they can come together from various geographical locations to share ideas. The workshop and sessions described herein represent the fruits of the discussion begun in Chicago; the plans for New York 2005 included in the concluding statements represent the results of the conversation begun in Acapulco.
TL;DR: A study-abroad program in Guatemala focused on community-based learning in rural Guatemalan schools was described in this article, where fourteen university students and two faculty completed the pilot for an alternative study abroad program in Costa Rica that focused on Community Based Learning in rural Guatemala schools.
Abstract: In June of 2003, fourteen university students and two faculty completed the pilot for an alternative study abroad program in Guatemala that focused on Community Based Learning in rural Guatemalan schools The pilot was highly successful for the participating students and schools The program immerses students in Guatemalan culture while providing intensive language instruction and community service experience The participating Guatemalan schools receive classroom assistance, physical improvement of their facilities, and educational supplies The program's mission is to promote global citizenship by establishing an international relationship between educational communities in Guatemala and the US The program will soon include a teaching exchange between Guatemalan and American schoolteachers I took my first job as an assistant professor of Spanish literature in 2001 Since my specialty is Nineteenth- and Twentieth-Century Spanish literature, I expected that my work would in clude directing or teaching in a study-abroad program in Spain Last spring a colleague offered me the opportunity to co-direct a program in Guatemala focusing on community service in rural Mayan schools That was very different from what I had imagined myself doing, but our institution is a national leader in Service Learning or Community Based Learning (CBL), and I have found that our students are increasingly attracted to applying their foreign language skills in the community The students responded very enthusiastically to the possibility of combining service learning with study abroad, and I found the professional experience much more satisfying than I had expected This program was launched by my colleague because of the growing demand at our institu tion for language programs that serve students from disciplines other than foreign languages, that provide international experience, and that respond to community needs She has been on study abroad programs as a student and has considerable experience serving the marginalized in Guatemala She has participated in, designed, and directed community service courses and now coordinates the community outreach programs in our Foreign Languages and Literatures Depart ment While serving Guatemalan street children in 1997, she began developing the contacts that would make this CBL program possible My role in the program was to organize the intellectual component of the course, guide students through their selected readings, lead lectures, and help them understand their experiences within the context of US-Latin American relations Our university students were required to work outside of their areas of preparation They were majoring in fields as varied as arts and letters, political science, international studies, and geology Given this variety of interests, it was essential that the program should have an interdisciplinary approach and that the students reflect upon and share their experiences within a critical context informed by readings and lectures from multiple perspectives