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This paper analyses a corpus extracted from the posts by Santiago Abascal, Vox secretary, published on Instagram for a year. From the methodological point of view, we worked cross-sectionally, using pragmatic linguistics, argumentation theory, and its grammar, as well as studies on political discourse and critical discourse analysis instruments. After a brief introduction on the characteristics of populist discourse, we demonstrate how the locutor uses a wide range of persuasive strategies that forge a discourse in which self-exaltation of the charismatic leader and the denunciation of the source of evil stand out, in addition to the resort to fallacies and an emotional language (evaluative vocabulary, metaphors, etc.) that acquires highly impolite tones or the so-called "Debasing Political Rhetoric". [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the history of education in Chile in the 19th century, focusing on its institutions and fundamental actors. For the analysis, we analyse legal and educational texts, which structure the gestation and evolution of the education throughout this century More specifically, we pay attention to the aspects concerning grammar. The externalist and epihistoriographical approach adopted in this research allows us to draw essential conclusions for further general and particular research in this period, which emanate from the interdependence between education and the historical, social and cultural context. The results demonstrate both the importance given to Spanish grammar at all levels of teacher training, which would subsequently be transmitted to the students, as well as the preponderance of the figure of Bello in its theoretical bases. [ABSTRACT FROM AUTHOR]

For a long time, the teaching of the pronunciation of English as a foreign language has been marginalized from the Applied Linguistic agenda. However, driven by globalization and technological advances, pronunciation has retaken its place, as it constitutes the central focus of oral speech. To ensure effective communication, L2 pronunciation instruction has become an indispensable requirement. The purpose of this paper is to verify the extent to which L2 speech in English, produced by Argentine speakers with different levels of proficiency, affects the perceived comprehensibility of Brazilian listeners. In addition, this paper seeks to determine the degree to which pronunciation, grammar, vocabulary and discourse are related to the construct of comprehensibility. A group of Brazilian listeners assessed speech samples from Argentine speakers with different levels of linguistic competence in English, and subsequently identified the linguistic factors that had influenced their perception of comprehensibility. Significant differences among the productions of the speakers, as well as correlations between comprehensibility and pronunciation were found. Finally, some pedagogical implications are discussed and new lines of research are offered. [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the function and origin of the locutions of causal sense a santo de qué, a qué santo, a cuento de qué, a qué cuento and a cuenta de qué. These phrases introduce marked interrogative constructions, so they imply a negative evaluation by the speaker, that is, they constitute a grammatical sign of the negative implication of the causal question in which they are inserted. The data from all the examples provided in the CDH and CORPES corpus for the forms a santo de qué, a qué santo, a cuento de qué, a qué cuento and a cuenta de qué are analyzed, and an account of the main functional characteristics of the mentioned structures are given. Finally, a hypothesis is posed about the origin and development of the different phrases according to the formal and significant affinities between the different constructions and the relations of interference and analogy in use that may have arisen between them. [ABSTRACT FROM AUTHOR]

This paper deals with so-called 'particle verbs' or 'phrasal verbs' in Peninsular Spanish lexicography and grammaticography from the 15th century to the present. These structures, situated halfway between the lexicon and the grammar, are considered marginal in modern Spanish from a typological and pan-Romance perspective. They also do not appear systematically in current dictionaries and grammars, where some are explicitly criticised. However, recent studies document certain (semi)productive patterns, some dating back to Old Spanish, that decline in diachronic corpus data starting in the 1500s (cf. Wiesinger 2020; in press a). The present contribution explores the interplay between this diachronic development and the treatment of particle verbs in normative and/or didactic Spanish dictionaries and grammars. In fact, the decline of Spanish particle verbs can be linked to normative and (re)latinising tendencies in Renaissance dictionaries and grammars, where certain adverbial particles are omitted and most particle verbs lack their own entries despite being used in the definitions. Although particle verbs are increasingly recognized in the works of the Real Academia Española in the 1700s and part of the 1800s, this traditional tendency reemerges in the 20th century and is slow to disappear. [ABSTRACT FROM AUTHOR]

In this paper we examine existing analyses for (restrictive) relative clauses and propose an analysis for Spanish relatives from the perspective of a lexicalised Tree Adjoining Grammar (TAG). We will provide a summary of the main proposals in the literature and examine the questions that any analysis of relative clauses should address. Our TAG approach synthesises the descriptive and theoretical advantages of existing models (the head external analysis, the raising analysis, and the matching analysis) and offers a solution to some of the main problems that have been observed in the literature. We will focus on the internal configuration of relative clauses, their structural position, and the category of the expression que in Spanish. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the consequences of incorporating competition mechanisms into the explanation of some phenomena. The underlying question ultimately concerns the place of paradigmatic relations in the organization of linguistic systems: their status, their role in interpretation and grammar, and their explanatory power. The advantages of alternative-based inferential approaches over code-based models are highlighted as various interpretive phenomena are discussed. From a wider perspective, competition is then examined as a possible shaper of other grammatical domains. The challenges that these explanations must face are brought to the forefront, and so are the new paths open by recent research. [ABSTRACT FROM AUTHOR]

The interjection is considered in some grammars as a class of words, other times it is included among the exclamatory groups. Its macrosyntactic behavior has been scarcely approached despite constituting a broad and dynamic paradigm. The interjection can act as an autonomous modal utterance or be included within the utterance performing various functions. The scope of the affected element in each case differs. This paper analyzes those contexts in which interjective terms with malsonant content develop procedural meanings of argumentative intensification. We describe their syntagmatic distribution, their scope and the constructions they generate. We also delimit whether we are dealing with free or semi-fixed constructions and in which cases we can already speak of grammaticalized discourse operators or those close to fixation. [ABSTRACT FROM AUTHOR]

The object of this paper is to study a Sinic-Hispanic grammar composed at the end of the 18th century by the Augustinian friar Juan Rodríguez and modified by his coreligionist José de Villanueva after his death. The history of this manuscript will be reconstructed paying special attention to the social circles that influenced its development. [ABSTRACT FROM AUTHOR]

This paper engages in a self-critical reflection on the limits and decolonial potential of the project advanced by the author, entitled 'grammars of listening'. In the first part, the author explores the theoretical context that frames said project, namely, the analysis of the epistemological and ethical challenges that result from the task of listening to testimonies when working on historical memory. This involves a philosophical inquiry into the concept of traumatic violence as a "colonizing" form of violence. The second part of the paper examines the extent to which the project on grammars of listening holds under the scope of a decolonial look, and proposes two possible strategies for a "decolonization of listening," namely, the invention of history and the resistance of memory. [ABSTRACT FROM AUTHOR]

This paper provides a general summary of some of the current issues in the field of Generative Grammar, the study of the human Faculty of Language. We review some key ideas this approach to language has put forward and pursued, focusing on the basic properties of language and its interactions with other systems. We also point at some of the possibilities that a biological approach to language offers to build bridges between Linguistics and other scientific disciplines. Throughout the paper we take into consideration the advantages that incorporating some of these ideas would have in Secondary Education, -not only for the potentially intrinsic value of linguistic knowledge, but also for the impact of this approach on more general skills like observing, describing and comparing data, reasoning, providing arguments and counterarguments, formulating generalizations, analyzing, summarizing or inferring. [ABSTRACT FROM AUTHOR]

This paper discusses the utility, validity and use of several grammatical notions, mostly syntactic. Our goal is to assess whether some frequent concepts of the language class in high school should be replaced by others that are generally unknown, and also whether the content currently given to some of them should be modified. We defend such a possibility, which we justify with the main argument that grammatical analyses must relate forms to meanings and favor the reflection of students on the unconscious knowledge that each speaker has of his or her own language, together with the use that speakers make of linguistic expressions. For expository reasons, we consider four types of grammatical notions: those that are both used and useful; those that are useful, but seldom applied; those that are usually applied, despite being of little use; and, finally, those that could be useful and that are rarely applied. We set out this discussion to defend the need to establish a stable terminology perimeter for high school language classes, mainly based on the recent Glosario de términos gramaticales (2019). We take this minimum terminological agreement to be a necessary condition to carry out that reflection, for which we have advocated in previous works. [ABSTRACT FROM AUTHOR]

This article explores the examples of the Quechua grammars composed between 1560 and 1753: a total of nine missionary arts. It analyses the marking of the examples, their topics, their function and their origin so that, on the one hand, it brings to light the links that exist between the grammars of this tradition and, on the other hand, it connects the examples used by the missionaries with the didactic and evangelizing purposes of these grammatical texts. To this end, this paper focuses on the analysis of the chapters related to nouns. [ABSTRACT FROM AUTHOR]

Chile in the mid-19th century was the moment of affirmation of the national state. In this context, the expansion of the educational system was necessary, which in turn required the production of books for teaching in schools. As far as grammatical discourse was concerned, although it generally showed a remarkable stability, the manual genre of school grammar, on the other hand, was not yet established, nor were the differences between the texts for the different school levels (primary and secondary) clearly established. This instability explains the vacillations exhibited by the texts of the period and the various theoretical, methodological and discursive options that are set. In this paper, we focus on two early school grammars: Fernando Zegers Tratado de gramática castellana dedicado a la juventud americana de los pueblos que hablan la lengua española (1844) and Andrés Bello’s Gramática castellana para uso de las escuelas (1851). The first precedes Bello’s consecrated grammar of 1847; the second summarizes how Bello believes grammar should be taught to children. While Zegers had teaching experience, Bello was the great grammarian who repeatedly reflected on the importance of teaching grammar in elementary schools, as shown in several notes he wrote and in the typographical separation he designed for his key work of 1847. In particular, we will analyze from the glottopolitical approach how one and the other author resolve in their respective works the tensions between the grammatical tradition and the new space of school circulation, and between the legitimized grammatical knowledge and the specific objectives of teaching. In this sense, we observe three aspects that operate differently. First, the parts of the traditional study of grammar that are consigned (analogy, syntax, orthography, orthology, prosody, metrics). Second, the type of discourse adopted, which accentuates, with greater or lesser emphasis, the dogmatic tone based on the presence of normative sequences rather than reasoned exposition. Finally, the function of the examples that in one case privilege a religious formation and in the other lead to an indoctrination that contemplates the integral development of the citizen. In summary, we perceive two opposing models of grammar teaching: while Zegers is in line with classical studies that focus on teaching the language in order to reach the written text; Bello, on the other hand, is concerned with promoting grammatical reflection. Both models expose, in addition, different configurations of collective imaginaries and social projects from their discourse on language. [ABSTRACT FROM AUTHOR]

This paper explores the geolectal dimension of the aoristic uses of the present perfect (he cantado) in European Spanish. To that end, a bank of samples of oral speech gathered from the Audible Corpus of Spoken Rural Spanish will be analysed with the aim of mapping the area of influence of these uses and showing if their distribution in peninsular Spanish abides by any identifiable geographic pattern. Namely, it will be argued that the aoristic uses of the present perfect are a characteristic phenomenon of the Northern Central zone of the Iberian Peninsula and that their approximate area of influence broadly overlaps with the Castilian dialectal domain. These data will be connected to the particular traits of this linguistic area and to the diachronical processes of functional expansion of the Spanish perfect tense. This analysis will demonstrate that this spread is greater in those areas where this form has historically shown a more robust use compared to the rest. Thus, the geolectal nature of a syntactic phenomenon not considered until now within the framework of Geolinguistics will be unveiled. [ABSTRACT FROM AUTHOR]

Despite conceiving epistemological principles as the most important element in a science, Eugenio Coseriu did not ever succeed in publishing any Lessons in Philosophy of Linguistics as such. Instead, he expressed a great number of his epistemological convictions as comments scattered across nearly all of his writings. In order to highlight the indissolubility between the linguistic and philosophical dimensions of theorization which characterized Coseriu’s approach to language, it becomes necessary to check which aspects his linguistic thinking, which argumentation procedures and which key categorizations and concepts in his linguistic theorization originated from issues of a philosophical nature – especially in what specifically concerns philosophy of linguistics. In this respect, the aim of this paper is to identify the philosophical-scientific foundations underlying “Logicismo y antilogicismo en la gramática” (“Logicism and Antilogicism in Grammar”). In doing so, my goal consists in showing that this work is not a mere linguistic study, but an essential approach to unravel the epistemological principles around which the whole philosophical-scientific edifice of Coserian linguistic theory is structured. [ABSTRACT FROM AUTHOR]

This paper analyzes the phonic component in three texts of Francisco Javier Vingut: Spanish grammar, Vingut's Ollendorff's New Method and Le maître d'espagnol (New York, 1848, 1850, 1853 and 1854), since they are an interesting contribution to the historiography of the Spanish pronunciation, because it approaches, in a country and at a stage still little known, to articulatory descriptions, to comparative methodologies and to a system of notation or representation of the pronunciation from different signs of transcription. [ABSTRACT FROM AUTHOR]

Despite conceiving epistemological principles as the most important element in a science, Eugenio Coseriu did not ever succeed in publishing any Lessons in Philosophy of Linguistics as such. Instead, he expressed a great number of his epistemological convictions as comments scattered across nearly all of his writings. In order to highlight the indissolubility between the linguistic and philosophical dimensions of theorization which characterized Coseriu's approach to language, it becomes necessary to check which aspects his linguistic thinking, which argumentation procedures and which key categorizations and concepts in his linguistic theorization originated from issues of a philosophical nature - especially in what specifically concerns philosophy of linguistics. In this respect, the aim of this paper is to identify the philosophical-scientific foundations underlying "Logicismo y antilogicismo en la gramática" ("Logicism and Antilogicism in Grammar"). In doing so, my goal consists in showing that this work is not a mere linguistic study, but an essential approach to unravel the epistemological principles around which the whole philosophical-scientific edifice of Coserian linguistic theory is structured. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present and discuss the manuscript that contains the full text of Mauritania‟s first constitution translated from French to Ḥassāniyya in 1959. The manuscript is one of the first dialectal Ḥassāniyya texts to be preserved in writing. As a legal text, the translation from French to Ḥassāniyya posed a considerable challenge but was possible with the use of the traditional Ḥassāni lexicon. The editing of the manuscript text followed the usual methodology, taking into account that the text is dialectal and for this reason the restitution must follow the grammar rules of Ḥassāniyya. Given this circumstance, the editing process entailed transcribing the manuscript in its original dialectal version, which reflects the linguistic features of the Ḥassāniyya dialect. The text, in addition to the value of its legal content, constitutes one of the first texts written in this dialect and can be considered a successful attempt to strengthen a dialect writing system. [ABSTRACT FROM AUTHOR]

Questions about language and its teaching occupy a special place in the pedagogical press, since this was a central aspect in school and in teacher training by legal mandate (Ezpeleta Aguilar, 2015: 159). Specifically, in the case of grammar, the periodical pages host both theoretical articles on the language, as well as didactic works with an eminently practical approach, debates on specific grammatical aspects, reviews of grammatical works, etc. All this makes the educational press a material of great relevance to know in depth the development of grammatical ideas. In this paper, we approach the linguistic ideas present in one of the lasting periodical publications of the specialized press, the newspaper El Magisterio Español (founded in 1867), during its first decades of existence and, especially, in the period 1871-1880 dominated by the presence of Fernando Gómez de Salazar. [ABSTRACT FROM AUTHOR]

This paper pursues three objectives. The first one is to offer a reflection based on the most significant bibliography that advocates for the need to explicitly develop the metalinguistic competence in Spanish Language classrooms. The second objective is to make a critical review of different baccalaureate textbooks in order to check if their grammatical contents and their activities approach boost the improvement of that competence or not. More specifically, this review focuses on the grammatical categories teaching -basic units of the analysis-, thus confirming that the didactic transposition included in the textbooks reveals problems and obstacles that prevent students to improve their metalinguistic competence. Finally, the third objective is to design a set of grammar exercises taking as a reference the typology sketched by Ignacio Bosque and Ángel Gallego (2016), which allow student to exercise in capacities like observation, reflection and reasoning, and whose main purpose is to promote in students a conscious and explicit knowledge on several properties of the grammatical system. [ABSTRACT FROM AUTHOR]

This paper analyzes aspects of a little-known work in the context of grammar and history of Spanish language teaching in Portugal, the Gramática espanhola para uso dos portugueses (Oporto, 1947) by Julio Martínez Almoyna: the possible reasons for its publication in Portugal in the mid-twentieth century, the structure of the lessons and its didactic characteristics. Regarding the first aspect, the writing of the work is framed in the Luso-Spanish socio-political context of the time. Regarding specifically methodological issues, we analyze in detail the microstructure of the lessons and the underlying didactic criteria. In order to examine the didactic characteristics of the manual, we put it in contrast with other works published in Portugal for the teaching of Spanish; specifically, the Gramática elemental de la lengua española (Lisbon, 1947), by Pablo Gayán Hernanz, and Español para lusitanos. Método práctico de lengua española (Coimbra, 1952), by José María Viqueira Barreiro. [ABSTRACT FROM AUTHOR]

The aim of this paper is the contribution to demonstrate how ELE materials, particularly grammars, need an adequate theoretical and methodological foundation. Therefore, we specifically make an analysis of the verbal unit cantaría in the Spanish grammatical history. Subsequently, we analyze the treatment of this unit in a corpus constituted by twenty ELE grammars of different levels according to the Common European Framework of Reference for Languages destinated both to speakers of any foreign language and to native speakers of English, French and Italian. In particular, we study the terminological variety presented by cantaría unit, the contrast that is often established with other units of the Spanish verbal system, as well as the examples used in the expositions. We have verified the polyvalence of this verbal form in the corpus, the multiplicity of the values (prototypical and non prototypical) and the diversity in its consideration. [ABSTRACT FROM AUTHOR]

The last third of the 18th century and the first of the 19th century constitutes the era of Guarani writing wich developes relatively independent of the missionary standard. In effect, the Jesuit standard, whose institutional support existed only until the expulsion of the fathers in 1768, began to diminish and new expressive traditions are registered in the paper. Around this problem we propose the study of the expression of plurality as an indicator of dialectal and evolutionary aspects in the dialect system of colonial Guarani. If missionary grammars present plurality as a non-necessary feature of the language, in the "post-reduction" corpus we find an increase in the use of two morphemes, the canonical form (r)-eta and the suffix -kuéra, the latter not registered in Jesuit grammars as a pluralizer. Added to these devices are strategies of an emerging bilingual society that includes code mixing. Defining hypotheses about the conditions that motivate the use of the different mechanisms of pluralization is the objective that guides this work. The data come from a corpus divided into three groups: a) indigenous letters, b) texts of the revolutionary period, and c) the first documents of Paraguayan Guarani. [ABSTRACT FROM AUTHOR]

This article describes and explains the use of the comparative paradigm in the study of the Mapudungun language, which took Latin as a model because it was a prestigious language and because it had a strong grammatical tradition. In particular, the paper analyzes the procedures to describe the Mapuche language in the missionary grammars, in relation to the missionaries' linguistic experimentation. For illustrative purposes, the grammatical category 'noun' is used and the study shows that exogenous explanations prevailed in the first descriptions of the Mapudungun language, despite which the syntactic and morphological particularities of this language were manifested. [ABSTRACT FROM AUTHOR]

This paper has two intertwined objectives that are consistent with the overall goal of using an interface grammar to describe different contrasts among languages. The first one is to describe the internal structure of the English resultative construction or KR, to characterize a representative sample of the KR subtypes and to render explicit the syntax-semantics interface conditions that make it possible. KR is a Macroevent that fuses two Events--an Activity and an Event proper--in the temporal sequence of a 'causal course of Events' so that this Event is the Result of the Activity. In order to reach this characterization, it is necessary to subsume Manner under Activity, Result under Change and CAUSE under 'causal course of Events'. The second objective is to expose the features that license the presence of KR in English while permitting a scarce presence of it in Spanish. KR is the Macroevent that complements the prototypical English Event, which opposes to Spanish in so far as it projects an Activity as main verb while the Spanish Event projects an Event proper. Thus, KR is not a complementary structure for the Spanish Event. Furthermore, KR reflects the typical 'open' combinatory English style, which is quite different from the Spanish 'close' one. This means that English allows for an open set of semantic relations between two words under the same structure while Spanish prefers to reduce them to (likely) one. [ABSTRACT FROM AUTHOR]

In recent decades grammar teaching has ceased to be one of the main axes that organized the subject Language and Literature (today, Language Practices) in Argentina. According to the Curricular Design of the province of Buenos Aires, grammatical knowledge should remain being systematized in relation to reading, writing and oral practices. In this context, it would be expected that the corresponding textbooks promote this interrelation between grammar and use. In this paper, we aim to analyze how the different combina tions between sentences are presented and explained in these texts from a grammatical perspective, and if they are articulated with the discursive practices. To do this, we carried out a survey of the issue in the last Language Practices textbooks published by Santillana, Kapelusz, Estrada for 3rd year of the secondary education. The investigation showed that there is no clear distinction in these texts between word class, syntactic function and discursive functioning. On the other hand, there was a great terminological variation and lack of specification and consistency in the criteria used to cover both coordination and subordination. Finally, in relation to explanations and activities, there is, essentially, a traditional approach to grammar that does not promote a real connection with the use of language, as proposed in the current curriculum design. [ABSTRACT FROM AUTHOR]

This paper offers a broad overview, seen from the perspective of Diachronic Construction Grammar, of the readings and values developed in Latin by the construction so/eo+iNF. The evidence provided and the analysis of the various factors involved in the interpretation of this periphrasis show that its original and basic value is not the expression of habitual aspect, as traditional models maintain, but a typifying meaning that should be considered in the framework of the continuous aspect. On the other hand, the structural possibilities and the behavior of so/eo+iNF in Latin allow to set an interesting reference framework to explain some particular uses of so/er+ INF in the earliest stages of the Spanish language. [ABSTRACT FROM AUTHOR]

This paper focuses on the description of the verb soleo, the Latin cognate of the Spanish auxiliary soler, with the aim of contributing to the explanation of the Spanish lexical periphrasis soler + INF, when considering it from a diachronic perspective. Soleo is an especial verb whose singularity is manifested in its etymology and its grammatical particularities. Concerning its etymology, two hypotheses have been considered which start from two different Aktionsart stems: one makes it derive from a Proto-Indo-European iterative stem, the other from a stative one. From this second etymological hypothesis, soleo could be included among Latin denominative stative *e-presents with the basic meaning of 'to be of oneself, to have as one's own, to be normal, to be custom'. Regarding its morphosyntactic features, the semi-deponent soleo has a morphologically passive perfect stem, solitus sum, whose use with aoristic value comes into contradiction with the morphological restriction of the Spanish auxiliary soler and with the aspectual categorization of habitual auxiliary attributed to it. Together with the function as an auxiliary verb constituting a periphrasis with an infinitive, it also presents a use as a full lexical verb in which the prototypical semantic value of its etymology emerges. [ABSTRACT FROM AUTHOR]

This paper proposes a brief review of the landó, a Peruvian coastal rhythm strongly associated with and claimed by the aesthetic and political ethos of the black families of that Andean country. Grounded on the assumption that the landó is a performative construction within a musical community based at the city of Lima, we will analyze discographic references of this style, deconstructing its compositional grammar and focusing on the black Peruvian guitarist Félix Casaverde (1947-2011). From the latter, we will seek to explore the potentialities and interpretative traits resulting from the versions for solo guitar of this genre. [ABSTRACT FROM AUTHOR]

In this paper, the enumeration structure is inquired from a grammatical aproach and a computational linguistics perspective. For this, some theoretical aspects based on the nature of the elements that compose the enumeration, the relation among the enumeration, the matrix that contains it and the syntactic element that allows the enumeration in the sentence are exposed. Afterwards, a modelization that allows a computational implementation are made. NooJ program was used for the computational work. The method has been checked in a corpus composed by Biomedical Wikipedia entries, and it got 88,40% of precision, 90,19% of recall and 89,82% of F-Measure. Finally, the contributions of this paper for grammatical studies and computational linguistics are presented, and new lines of work are proposed. [ABSTRACT FROM AUTHOR]

Following the methods and tools developed by Hammarström, Castermans, Forkel et al. (2018) for the simultaneous visualization of the vitality status and degree of documentation of the world's languages, this paper provides a quantitative and qualitative analysis of the achievements and the challenges in the documentation and description of Peruvian languages. We attempt to determine the real dimensions of our understanding of the linguistic diversity of our country, and we propose some priorities the description, documentation and revitalization of Peruvian languages. [ABSTRACT FROM AUTHOR]

This paper presents the main results of the allophonic variation of the consonantal group /...ɾ/ in a variety of Chilean Spanish -that of speakers that have not completed secondary education- obtained from eight cities (Iquique, La Serena, Valparaíso, Santiago, Concepción, Temuco, Coyhaique and Punta Arenas), using two elicitation tasks -semi-spontaneous interview and reading-aloud- completed by male and female speakers. The results showed that the sequence of plosive followed by a tap, that is /...ɾ/, was more frequent. In addition, the independent variables geographic origin, elicitation task and gender were shown to have a statistically significant effect on the phonetic realizations of /...ɾ/. [ABSTRACT FROM AUTHOR]

This paper offers a broad overview, seen from the perspective of Diachronic Construction Grammar, of the readings and values developed in Latin by the construction soleo+INF. The evidence provided and the analysis of the various factors involved in the interpretation of this periphrasis show that its original and basic value is not the expression of habitual aspect, as traditional models maintain, but a typifying meaning that should be considered in the framework of the continuous aspect. On the other hand, the structural possibilities and the behavior of soleo+INF in Latin allow to set an interesting reference framework to explain some particular uses of soler+INF in the earliest stages of the Spanish language. [ABSTRACT FROM AUTHOR]

This paper focuses on the description of the verb soleo, the Latin cognate of the Spanish auxiliary soler, with the aim of contributing to the explanation of the Spanish lexical periphrasis soler + INF, when considering it from a diachronic perspective. Soleo is an especial verb whose singularity is manifested in its etymology and its grammatical particularities. Concerning its etymology, two hypotheses have been considered which start from two different Aktionsart stems: one makes it derive from a Proto-Indo-European iterative stem, the other from a stative one. From this second etymological hypothesis, soleo could be included among Latin denominative stative *ē-presents with the basic meaning of 'to be of oneself, to have as one's own, to be normal, to be custom'. Regarding its morphosyntactic features, the semi-deponent soleo has a morphologically passive perfect stem, solitus sum, whose use with aoristic value comes into contradiction with the morphological restriction of the Spanish auxiliary soler and with the aspectual categorization of habitual auxiliary attributed to it. Together with the function as an auxiliary verb constituting a periphrasis with an infinitive, it also presents a use as a full lexical verb in which the prototypical semantic value of its etymology emerges. [ABSTRACT FROM AUTHOR]

This paper examines the diatopic variation of the periphrasis andar + GER, comparing its use in Mexican and Peninsular Spanish. To this end, the relative frequency of the construction is analyzed in several corpora, as well as its most distinctive semantic and syntactic features. Our quantitative analysis shows, on the one hand, the high frequency of andar + GER in Mexican Spanish as compared to Peninsular Spanish. On the other hand, it reveals that the periphrasis occurs, above all, in informal language modalities. Semantically, the present study corroborates that, in periphrases with a gerund, the verb andar ('to walk'), has progressively lost its lexical meaning of physical movement and has come to transmit pragmatic values, particularly of determination and insistence. In addition, unlike Peninsular Spanish, in Mexican Spanish the periphrasis is less subject to selectional restrictions with respect to the gerund, a relatively recent change that points to a strong grammaticalization. Syntactically, the grammaticalization process is reflected in the adjacency of the auxiliary and the gerund, the fixed internal order of the two components of the periphrasis, clitic climbing and a drop in the frequency of coordinated gerunds. The case of andar + GER demonstrates that grammaticalization of the same construction can take place in different ways depending on the specific dialectal environment. Likewise, and at a more general level, it stresses the importance of a diatopic approach in studies on verbal periphrases and grammaticalization processes. [ABSTRACT FROM AUTHOR]

This paper provides a diachronic study of the inchoative periphrases comenzar a and empezar a + INFINITIVE drawing upon grammaticalization theory, in an attempt to contribute to the history of Spanish and, particularly, to the studies focused on verbal periphrases. Based on the results of an analysis of a large number of documented occurrences between the 11th and 21st centuries, we propose that the lexical meaning of words to be relevant in the construction of grammatical pieces; therefore synonymy seems to play an important role in shaping the grammar of a language. As we will see, alternation of the studied forms shows that both coexist nowadays, and that their use is conditioned both by contextual and chronological factors, because both express the same semantic values. Since the use of empezar a + INFINITIVE increases around the 19th century, we reflect on other change processes linked to verbal periphrases during this period, and on their importance in the syntactic periodization of Spanish. [ABSTRACT FROM AUTHOR]

This paper presents a non-normative phenomenon almost unknown in Spanish, the "pluralization" of adverbs in -mente (lugares realmentes sorprendentes 'places really surprising'), which is not found in the main grammars of this language. From the data of Corpus del español we propose to make known this phenomenon, to show in which countries it is documented and with what frequency. Later, we analyze which adverbs in -mente show this final -s in current Spanish and in what syntactic contexts are given. In particular, we show that the kind of adverbs that are involved in this phenomenon are degree, modality, and focusing adverbs, mainly when they modify adjectives or sentences. Finally, we propose an explanation of the presence of this final -s based on two different processes that the Spanish language undergoes in the grammatical category of adverbs: adverbial agreement, which so far has been described for quantifier adverbs, and adverb "false" pluralization. [ABSTRACT FROM AUTHOR]

There are constructions with the verb arrive 'llegar' that can be unified under a single analysis. The pair (lit. arrive to be + NP, 'become + NP') and (arrive to + NP 'become + NP') is considered a verbal periphrasis; but also the pair composed of the verb of displacement llegar 'arrive' and can be analyzed as a lexical verb. In this paper, however, we describe cases with the verb llegar «arrive/get to» as Luis llegó a ser médico (Luis got to be a doctor 'Luis became a doctor'), Luis llegó a médico (Luis got to doctor 'Luis became a doctor'), or Luis llegó a Madrid «Luis arrived to Madrid», semantically distinguishing three types of constructions: a verbal periphrasis with llegar as an auxiliary verb (functional category), a predicative form also with the verb llegar (a category between lexical and functional) and the same word as an explicit locative displacement verb (lexical category). [ABSTRACT FROM AUTHOR]

Minimizers are a wide kind of expressions that refer to prototypes of minimal values and they point out the lowest step on a pragmatic scale. Partitive ones, such as una gota «a drop» or una pizca «a pinch», can be considered a type of quantifiers; but, since their grammatical status is controversial, the aim of this paper is to analyze their pragmatic and grammatical behavior by using data from CREA to determine their categorization. The application of grammatical criteria permits to demonstrate that these minimizers are lexical items. Although their syntactic behavior is different, they can take part as a head in pseudopartitive constructions (adopting a predicate inversion structure) and they can perform syntactic functions within a sentence (arguments or adjuncts). Because of their minimal scalar value, explicatures that project the speaker's attitude towards the information are generated in negative polarity contexts and, this way, the relevance of the utterance gets increased. These explicatures are obtained by means of different inferential procedures (general or specific), depending on the internal structure and the syntactic behavior of the minimizer expression, whose lexical status is not modified. [ABSTRACT FROM AUTHOR]

This paper investigates the second phase in the production of an utterance, when the data previously given is anaphorically reprised and blocked, operation which allows commenting, explaining, denying, interpreting it. We expose here this binary mechanism, stipulated by metaoperational grammar, in order to account for the possible differences of some of the "acquired" data forms in the Spanish verbal system. [ABSTRACT FROM AUTHOR]

In the year 1798 was found in England the first school in which mutual instruction was implemented. In Lancaster System, more advanced students (monitors) were supposed to transfer to their fellow students contents previously taught by their teacher. Thus, a single teacher could grant education to a big set of children. This method popularized and was applied in several countries all over the world, including Argentina, that had to deal with the lack of teachers. In this paper we shall analyze the case of José Catalá y Codina, a spanish scholastic who, while in charge of lancasterian schools in Buenos Aires and Montevideo, wrote two grammar handbooks: Compendio gramatical de la lengua nacional llamada castellana (1821) and Explicaciones sobre el compendio de gramática (1840). We will focus on those resources took by Codina from other works for him to make up his Compendio which, despite all its possible influences, is based primarily in Felipe Senillosa's Gramática española (1817). [ABSTRACT FROM AUTHOR]

The teaching of minority languages has certain educational characteristics that should not be ignored, for their sociolinguistic implications are enormous. Very often the contact that students have with them is limited, only to the teaching hours. This is the reason why the exclusive or priority use of traditional methodologies should be questioned, because it does not guarantee a significant communicative competence. Focusing on the Galician language, this paper reflects on the urgency of adopting innovative and attractive teaching methodologies, while simultaneously providing further insights into the role of grammar in these contexts. [ABSTRACT FROM AUTHOR]

This paper studies the disjoint reference effect in passive constructions with ser and estar 'to be', which consists in the impossibility of having a reflexive reading. I show, based on an empirical study undertaken with speakers of Peninsular Spanish, that said effect holds in passives with ser, but not with estar. I develop a theoretical proposal to account for the data. My study contributes to a more comprehensive understanding of the properties of passive participles with ser and estar in Spanish, as well as to the current study of verbal and adjectival passives in other languages. [ABSTRACT FROM AUTHOR]

The aim of this paper is to argue that the combination of copulas and adjectives (and their interpretive properties) is not subject to a single principle of grammatical selection; rather, it is the result of a complex network of relations among grammatical features, whose affinities and mismatches can explain the distribution and interpretive effects found in discourse. When estar (which presupposes the spatio-temporal anchoring of the predication to a reference situation) is combined with an individual-level adjective Pi (which lacks anchoring properties), a mismatch arises that is systematically solved by inferring a direct experience situation to which the predication is linked (i.e., a direct evidence interpretation). To illustrate this view, three aspects of the estar+Pi combination are analysed: the discursive commitments it triggers, its impossibility to co-occur with the conjectural future, and its degree of markedness depending on the subclass of the adjective. All these data provide arguments for a more articulated account of the semantics/pragmatics interface. [ABSTRACT FROM AUTHOR]

School grammar books for the teaching of Spanish language have been a secondary object of study until recently, since historiographical researches have always tended to focus on more theoretical texts. Similarly, conjunctions have never drawn much attention either. Considered as accessory elements of speech --"azesoria", in words of Correas ([1625] 1954)--, their analysis was relegated to a second place or just omitted in most of the studies about authors or systems of parts of speech. However, in the last few decades, more studies about school grammar books, on the one hand, and conjunctions, on the other, have been published, helping to shed some light on the development of the history of the grammatical ideas. This paper describes the way conjunctions have been addressed in Spanish school grammar books. The chosen period, between 1780 and 1830, coincides with the birth and consolidation of this textual genre (García Folgado 2013), as well as with the configuration of the two main descriptive frameworks within which the grammatization of conjunctions has taken place (Martín Gallego 2018). Our approach, ultimately, aims at answering two questions: (i) till what extent and how the description of the conjunction reflects the characterization of school grammar; and, (ii) by what means did school grammar books contributed to grammatize conjunctions. [ABSTRACT FROM AUTHOR]

In this paper, we propose the relevance of tracing the collections of documents in teacher training centres, the so-called Escuelas Normales (Normal Schools), and their importance for reconstructing the history of grammar teaching in general, and, in particular, the history of school grammar. In order to do this, we approached a specific type of document: the so-called "Development" or "Answers" to the syllabi of the Spanish language subject, and we also analyse one text addressed to the Escuelas Normales of Valencia, produced by the 'normal school' teacher Cervera y Royo in his 1898 syllabus. [ABSTRACT FROM AUTHOR]

This paper proposes a theoretical and analytical approach to the textual encoding of thirdperson referents in Spanish, understood as the simultaneous choice of grammatical forms and meanings within a discursive context. Three different variable phenomena are considered: the way referents are formulated or indexed, their preverbal vs. postverbal placement within the clause, as well as the syntactic function they are accorded. These phe-nomena are all interpreted as being motivated by two complementary discursive-cognitive factors: the salience and informativeness of referents in context. After outlining a model of the prototypical tendencies of referent encoding based on such factors, a narrative text is quantitatively and qualitatively analyzed in order to observe the evolution of grammatical choice patterns as salience is gained along the context. It is concluded that manner of for-mulation and placement react in a more systematic way to discursive-cognitive factors than syntactic function does, the latter variable being partly dependent on the eventive features of the specific clause. [ABSTRACT FROM AUTHOR]

After "discovering" a New World at the end of the 15th century, missionaries soon began to produce grammars of the languages spoken there. It can be said that 'missionary linguistics' was born and thus the nature of the American languages was becoming known. In this paper the author proposes to analyse a corpus of forty-six grammars from Mesoamerica, i.e., the central region of the American continent. In the analysis, the author distinguishes five schools according to the established religious orders in New Spain: Franciscan, Dominican, Jesuit, Augustinian, and the secular Church. Although the grammars written in these schools are almost exclusively based on the Latin tradition, many of them contain innovative descriptions of the specific structures found in these Mesoamerican languages. [ABSTRACT FROM AUTHOR]