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According to the few researchers who have approached Alonso de Herrera's Libro de agricultura, the accuracy and richness of its terminology would be two of its main features. Under this premise, in this paper we focus on the fourth book of this six-volume treatise on agriculture, which is dedicated to the knowledge of everything related to the vegetable gardens. After an appropriate lexicological classification of the selected vocabulary, we examine the effect that these words has haved on the Spanish lexicographic tradition, with particular attention to the Diccionario de autoridades--after being Herrera selected as one of the classics of the Hispanic literature for its preparation--, as well as the Covarrubias' Tesoro (1611)--in this case is due to its noticeable encyclopedism, which connect with the rich and assorted information supplied by Herrera--. After our analysis, we conclude the low impact of the Libro de agricultura in the first academic dictionary. On the other hand, we detect a greater harmony between Covarrubias and Herrera, having found several lexicographical articles from the Tesoro with information of vegetable gardens clearly coinciding with the Libro de agricultura. [ABSTRACT FROM AUTHOR]

The following paper is based on the translative research of the original version, written in English, of the novels The Handmaid’s Tale (Margaret Atwood) and Never Let Me go (Kazuo Ishiguro), in addition to the short-story Story of Your Life (Ted Chiang), and of the available target texts published in Spain (El cuento de la criada, trans. by Elsa Mateo Blanco; Nunca me abandones, trans. by Jesús Zulaika, and La historia de tu vida, trans. by Luis G. Prado), for which we will examine the fictional lexico-semantic content composed by the authors to build their universes and its reflection in the Spanish language (peninsular variety), with the aim of developing translation strategies for the neologisms of a fictional universe based mainly on lexicality, as it is the one of Ribofunk, by Paul di Filippo. [ABSTRACT FROM AUTHOR]

This paper presents a proposal on how to select suitable vocabulary items to teach Spanish as a foreign language (SFL) based on the triangulation or complementation of three sources of lexical information: (1) the available lexicon in native Spanish speakers, (2) the most frequent vocabulary in Spanish and (3) the specific notions of the Plan curricular del Instituto Cervantes. Previously, an analysis of the lexical needs of a sample of SFL students has been carried out, whose results have been collated with the abovementioned sources of vocabulary. The found shortcomings have been evaluated in order to observe how they are covered by each of these three sources. It has been proven that each source covers different lexical needs (with a similarity of 12.5% in the covered needs and a lexical compatibility of the sources of 24%), so the viability of the triangulation is justified. The resulting proposal offers a lexical compilation in different levels that combines the benefits of several well-established selection criteria and overcomes the limitations arising from using them individually. [ABSTRACT FROM AUTHOR]

This paper has two main objectives. The first one is to summarize the various points of view regarding two key concepts in the study of language evolution and change, which are grammaticalization and lexicalization. We have found in previous literature many different opinions and arguments on concepts and their respective domains, as well as the relationship between them, ie, how these processes interact and the degree of linguistic change. Our aim is to give a critical summary of all the authors as a basis to achieve the second objective: to try to elucidate in which evolutionary stage of the continuum collocations are placed and also to provide a test of diachrony in some cases. They will be the basis for further development and introduction to the study of this issue. We will proceed as follows: first, we will examine the two processes of linguistic change and their interrelation. Then we will discuss the subject in the collocations field: that is its position in the evolutionary continuum, and we will test the diachronic line of the following examples of collocations: "estar seguro de que" and "dar comienzo". Both examples support the thesis put forward in this paper: that collocations are in the lexicalization process. [ABSTRACT FROM AUTHOR]