Texts in Process

Ana Pano Alamán; Esperanza Alcaide Lara — Sat, 30 Dec 2023 00:00:00 +0000

Intensification Functions and Strategies in Conversational Narratives. An Analysis of an Oral Corpus from Cuba

Laura López Calonge — Sat, 30 Dec 2023 00:00:00 +0000

This article analyzes intensification of language as an evaluative strategy that is used in colloquial conversational narratives. We define intensification as a rhetorical, argumentative and social strategy for which the speaker reinforces what is said or their intention of it (Briz 1997, 1998, 2017, 2018; Albelda 2007, 2014; Albelda, Briz 2021). This study has created a methodological criteria based on the study of Albelda et al. (2014) and applied it to a corpus of colloquial conversations of the Spanish spoken in Cuba. This paper examines the functions as well as the linguistic strategies that are more relevant in the narratives. The conclusions show that the rhetorical and argumentative function is always present, since it defines the phenomenon, and the social function appears in almost half of the cases. The importance of the latter along with strengthening the personal relations amongst the group as the main goals of the narratives, reveal that the most important and recurring linguistic expressions are those that reinforce any of the figures, either of the narration process or of the story.

Use of (non)sexist discourse in instructions for authors in SciELO communications and education journals

Bexi Perdomo, Oscar Alberto González — Sat, 30 Dec 2023 00:00:00 +0000

In this study, we aimed to analyze the use of discourse in the instructions for authors of Hispanic-American scientific journals in education and communications and to analyze the perception of members of these communities about these discursive practices. Bathia's Multiperspective Model analysis was performed on 33 communication (n=15) and education (n=18) journals, and 12 expert informants of both sexes were interviewed. There were discourse similarities of norms for journals in both areas. Generic masculine is predominant. Grammatical split with a slash is the main form of non-sexist discourse in the standards, but the editors in most journals leave non-sexist or inclusive language in the articles to free will. As expressed by the experts, we conclude the importance of real inclusion of women in the field of publication, which transcends the discursive, is pointed out.

Teaching and learning face-threatening and tabooed acts in ELE online classroom

Paula Elizabeth Fainstein — Sat, 30 Dec 2023 00:00:00 +0000

Since the COVID-19 pandemic, academic mobility programs have promoted what we call online linguistic and cultural immersion, experience characterized by the Internet-mediated acquisition and practice of sociopragmatic and sociocultural competences.

If in this context Spanish as a Foreign Language (ELE for its acronym in Spanish) classes are the most convenient space to acquire the aforementioned competences and for metalinguistic reflection on them, in this opportunity, we focus on the teaching/learning of face-threatening and tabooed communicative practices that can be impolite. For this purpose, we present the analysis of a corpus conformed by the field notes corresponding to the non-participatory observation of an ELE online course, its didactic material, an interview with the teacher in charge and surveys to her students. In addition, these data will be compared with those of the non-participatory observation of an on-site ELE course taught by the same teacher in 2019. Finally, we have records of linguistic tandem activities carried out by the same students. The qualitative analysis of the corpus made it possible to identify face-threatening and tabooed expressions that appeared in the observed courses and the metalinguistic reflections that accompanied their occurrence and, thus, to notice the thematization of intercultural differences and communicative strategies linked to the category of affiliation that makes the development of sociopragmatic and sociocultural competences.

The construction of cultural identity from phraseology: the case of Spanish proverbs by Russian SFL students

Pablo Ramírez Rodríguez — Sat, 30 Dec 2023 00:00:00 +0000

Phraseology, as an integral part of language, has been the subject of study from various linguistic approaches. However, in recent years, greater attention has been given to its relationship with culture and how this is reflected in language. In this sense, proverbs, idiomatic expressions conveying popular knowledge, are considered an important source of information about beliefs, values, and customs within a language community. However, for foreign learners of SFL they are units with an intrinsic pragmatic charge made more difficult by the cultural element. Furthermore, in this study, with the aim of analysing the relationship between phraseology and cultural identity, we examine the role of proverbs in the transmission of culture in Spanish. Furthermore, we set out to address the following research question: Are proverbs really bearers of culture or are they merely linguistic conventions? For this purpose, a paremiological analysis of proverbs is carried out by means of a test exercise with Russian SFL students, establishing a categorisation according to their relation to culture and exploring their possible role in the construction of cultural identity. Finally, it is deduced that proverbs, regardless of whether they are bearers of culture, are not merely fixed and static linguistic conventions, since their meaning and use vary in time, space, and context.

Linguistic Ideologies and Linguistic Decolonialism on subtitling in English language learning

Marco Lovón — Sat, 30 Dec 2023 00:00:00 +0000

The subtitling of films and series in English has brought about conceptions of language and practices of colonization. The aim of this article is to uncover the linguistic ideologies surrounding English subtitling, as well as to unravel, from the perspective of linguistic decolonialism, the way in which it is socioculturally imposed as a natural choice. Methodologically, this is a qualitative study, where data is collected from virtual media, and from interviews with translators, language teachers and students. Among the results, five linguistic ideologies were found to be associated with cognitive and social advantages that position English and propose alternatives to its massive diffusion. The article concludes that the demand for subtitles facilitates the teaching of English as a colonial practice.

Texts in Process

Table of Contents

Intensification Functions and Strategies in Conversational Narratives. An Analysis of an Oral Corpus from Cuba

Use of (non)sexist discourse in instructions for authors in SciELO communications and education journals

Teaching and learning face-threatening and tabooed acts in ELE online classroom

The construction of cultural identity from phraseology: the case of Spanish proverbs by Russian SFL students

Linguistic Ideologies and Linguistic Decolonialism on subtitling in English language learning