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This paper focuses on the evolution of loanwords from the end of the 19th century to modern Spanish on the basis of columns on the language (CSL). The main objective is to study the tensions between norm established by Spanish language institutions or their representatives and the actual use of loanwords by Spanish speakers. We start from the idea that language is closely related to nationalist ideology, near purism. If we relate loan, dictionary and columnism, we can reflect on how ideological positions and norm conceptions have evolutioned in lexical creation. To this end, we will establish four periods by selecting several columnists, we will contrast their opinion with the academic norm through the contemporary dictionary and we will check the actual use in the academic corpus. The results will show whether the norm, in principle always on alert and resistant to the incorporation of foreign words, and the real use of the speakers are contrary or converge. Finally, the ideological implications of this type of attitude on the part of both the Academy and the columnists will be reflected. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the history of the presence of neologism in the language columns from the end of the 19th century to the beginning of the second half of the 20th century in order to settle the evolution of the treatment of this concept and the links it sets up with the dictionary of the Real Academia Española. The texts that have been studied are Valbuena (1887-1896), Commelerán (1887), Atrián Salas (1887), Álvarez Sereix (1889), Martínez Abellán (1896), Echegaray (1905), Cavia (1922) and Casares (1918, 1941, 1944, 1961, 1965), in addition to the section «Revista de Revistas» of La España Moderna. The main results of the analysis show that, although the criticism of the neologism focuses on linguistic borrowings, it also concerns other types of lexical innovations and that the dictionary is the object of very different regards, some of them closely related to the neologism. [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 provides an insight on the centrality of two main paradigms of the current linguistic theory in the field of Spanish as a second/foreign language acquisition, and its operative role in teaching. Generative Grammar (GG) as well as Cognitive Grammar (CG) are mentalist models, however, its postulates on the connection between human cognition and non-native linguistic knowledge are, in many cases, opposite; therefore, these models imply different conceptions of a pedagogical grammar. Throughout the paper, it is taken into consideration the way in which they are antagonistic, but also how they can be complementary. Even though GC has been more popular in classroom teaching, current GG may have a relevant impact on the curriculum, as well as on the instruction, by presenting a greater predictive capacity to identify the learner’s difficulties in processing certain linguistic structures. Finally, other key notions on linguistic knowledge, processability, and input, regarding didactic intervention, are also provided. [ABSTRACT FROM AUTHOR]

In this paper we analyze the information structure of predicate doubling in Rioplatense Spanish (e.g., Leer, leyó 'as for reading, she/he read'). We propose that in this construction the dislocated predicate functions as a contrastive topic in the sense of Büring (2003), that is, it evokes a set of alternative questions with which it contrasts. We argue that this characterization explains the "continuation effect" that predicate doubling exhibits, i.e., the fact that a predicate doubling sentence suggests a potential continuation that involves another predicate. Moreover, we show that this analysis correctly predicts the distribution of predicate doubling in embedding contexts. [ABSTRACT FROM AUTHOR]

The quick development of Linguistics during the 20th century has not fully reached high school in Spain. In this paper we present some linguistic concepts and ideas that could be taught at secondary school and that could in turn improve the teaching of Spanish as a first language, were they included in educational syllabuses. Firstly, the idea that language is a complex internal system that is part of our cognition and, if only because of this, worth studying. Secondly, the importance of a scientific approach to linguistic data: data organizing, hypothesis testing, generalizations making, etc. Lastly, the need to include Linguistics in school curricula, for the absence of this discipline may explain the ignorance that the public shows towards many issues related to linguistics that are part of our everyday life, such as dialects, bilingualism, language acquisition, etc., or its very own name,»linguistics», which tends to be interpreted as «the study of foreign languages» by non-academics. For these reasons, we also suggest that some contents and concepts related to both Sociolinguistics and Psycholinguistics be taught at high schools, thus included in the curriculum. [ABSTRACT FROM AUTHOR]

In this paper I present an account of the many professional opportunities that today’s society offers to philologists and linguists. Based on real stories –including mine– of people dedicated to linguistics and philology (some of them authentic influencers), I show how language has become a fundamental tool for digital media and technologies, and how its good use and analysis have become essential in many areas of both the business world and research, but also as part of the image of society in general. Among the many professional channels available to philologists of these times, it is possible to highlight the following: proofreader, linguistic advisor, content creator, community manager, forensic linguist or philologist 2.0 (that is, the one dedicated to all issues related to new technologies), not forgetting that of the teacher, a crucial position to train the people of the future. In all cases, the revolutionary possibilities offered by the new media allow professions to be exercised in a completely renewed and modernized manner. [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]

In this paper we deal with two mentalist approaches to the study of language: the generative and the cognitive approaches. First, we put forward the assumptions of generative linguistics, which is focused on the formal study of computational properties of language; and, second, we compare them with those of the alternative program of cognitive linguistics, according to which language is not to be analyzed as a specific computational property of the human mind but rather as a capacity based on general cognition principles. After having presented the different theoretical foundations of both approaches, some meeting points between them are offered. The present work concludes with an appeal to the need to establish some bridges between different approaches that allow them to face the challenges currently posed by different advances in language sciences and cognitive science in general. [ABSTRACT FROM AUTHOR]

In this paper we analyze El español en Paraguay by Manuel Alvar. We untangle from the Atlas those Americanisms that Spanish speakers do not know, and we compare them with the ones collected in both the Diccionario of the Royal Academy of Spanish Language, and the Diccionario de Americanismos from the same institution. In addition, we have compared those words with the ones collected in current Paraguayan dictionaries. The result is that unknown voices in Spain - or terms whose location is hard to define in lexicographical works - come to light. [ABSTRACT FROM AUTHOR]

In this paper we attempt to draw an overview on the evolution of the lexicon of bastionated Fortification from its origins, in the 16th century, until its apogee, during the 18th. To do this, we start from an intermediate point, the second half of the 17th, when the Epítome de la fortificación moderna (1669), written by Zepeda, was published. In that way, we select the specialized vocabulary which is defined in chapter II of the second part of its "Preludios geométricos" with the purpose of comparing and analysing this vocabulary with the lexicon contained in the first treatises of the Fortification in Spanish language, from the final years of the 16th, until the Tratado de fortificación (1772) of Lucuze. [ABSTRACT FROM AUTHOR]

A new edition of the Diccionario de la lengua española (DRAE) usually raises numerous questions, both among the language user and the language scholar, about the changes that the Real Academia introduces. In this paper I examine a group of lemmas in italics, as established in academic dictionaries from 2001 up to the 23rd edition of the DRAE in 2014: the raw foreign words, characterized by not following the graphic-phonic rules of Spanish, the number of which increases to 344 in the new dictionary. On the basis of certain criteria set out in the preamble to the DRAE (those related to foreign words and variants), my aim is to assess how they are applied in the body of work and if a consistent treatment of these words is achieved. Simultaneously, I compare the latest two editions of DRAE in respect of these parameters. The analysis demonstrates that it remains difficult to understand the reasons why the Academy chooses to use italics or roman in certain lemmas, a difficulty increased by the lack of information on their pronunciation. Furthermore, there is an increase in foreign words that refer to an adaptation or to an equivalent. As for variants, some changes in the choice of the preferred form are observed. [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]

So far the study of the first Latin American lexicography after it's independence from Spain has neglected the close relationship between the first dictionaries, referred as "provincialism dictionaries", and the socio-historical context in which they were elaborated. The process of nation-building, especially in relation to the creation of a state policy and its impact in Latin American societies, is an element that makes clear the nature of the works in question, so that we can talk about a decisive political imprint on them. This paper proposes a renewed study of the foundational works of Spanish American lexicography from this perspective and exemplified with reading and comparison of the two most representative dictionaries, the Zorobabel Rodríguez's Diccionario de chilenismos (1875) and the Juan de Arona's Diccionario de peruanismos. Ensayo filológico (1883-1884), especially in relation to the notion of republicanism. [ABSTRACT FROM AUTHOR]

This paper is included in the framework of the research project Estudio del léxico en el habla del santarroseño (Primera etapa). After choosing the countryside as the first vocabulary domain and on the basis of the matrix survey, we have selected the most significant questions related to our search: which is the basic lexicon that freshmen at the Profesorado y Licenciatura en Letras at the UNLPam have in relation to the countryside. The corpus consists of 30 surveys carried out in 2009 amongst these students. On this first study, we will describe the words provided by the survey participants and we will analyze their recurrence. These objectives aim at identifying which words are more significant to our youngsters in relation to the countryside, and transversely, they will allow us to get closer to the levels of domain and knowledge that students have of an area that is supposedly constitutive of the pampean identity. [ABSTRACT FROM AUTHOR]

This paper examines the role of official institutions such as the Academies of the Spanish Language and the Instituto Cervantes in the creation of a Hispanic linguistic community, which is meant to represent a guarantee of cultural unity across the Atlantic after two hundred years of independence. This article highlights the project's faults: the neocolonialist aspects of its linguistic policy, and the submission of particular members of the Spanish American academic and social elites in these metropolitan-inspired initiatives. It also examines the economic logic behind such initiatives in the global market. [ABSTRACT FROM AUTHOR]

This paper analyses the meaning of some technical words used by Quevedo in his works. These terms are studied looking them up in dictionaries or books of the period. The analysed words are: hidropesía; hígado; hipocrás; metales, producto del sol; mitridático; Mizaldo; moco, superfluidad del cerebro; muelas de difuntos; muermo; muerte repentina; zarza and zurdo. [ABSTRACT FROM AUTHOR]

The study of the -ndo morpheme has raised many interesting questions and debate in the history of the Spanish language. Some researchers have argued, for instance, that the high frequency in use of the -ndo morpheme is a consequence of the linguistic contact between Spanish and other languages (e.g, English and French). However, the non-standard uses of the -ndo are found in scenarios where Spanish is not in contact with other languages. This finding has motivated other analysis and proposals for the Spanish gerundio -e.g., the semantics of the -ndo form. In this paper I analyze the distribution of the gerund periphrasis with 'estar' and 'ir' in the 13th. and 15th. century. Specifically, I study the semantic constraint that the grammatical and lexical aspects impose on the distribution of the -ndo form. [ABSTRACT FROM AUTHOR]

The first formulation on restrictions on lexical insertion is to be found in generative grammar's Standard Theory (1965). However, as then understood, restrictions had a basically extralinguistic value (concerning notions such as 'animate', 'human, 'thing', 'instrument', etc.). This paper shows how the traditional concept of selection has been enhanced by the incorporation of new features, whether semantic of categorical, from the Hispanic research tradition on the field of lexical syntax. Particularly worthy of mentioning to this respect are two onomasiological dictionaries of contemporary Spanish, which differ from one another by the directionality of lexical selection. Additionally, an analysis of selectional restriction observed in the 'entourage' of lexical definitions from current semsiological Spanish dictionaries. Such analysis shows that the collocations do not differ in their syntactic-semantic behavior from the rest of language, inasmuch as the process of selection between the allocated seems to respond to the predicate > argument orientation. [ABSTRACT FROM AUTHOR]

The teaching of languages, in order to he successful, requires access to up-to-date samples of the different registers in which they are employed. In the case of Spanish as a second language, recently introduced formally in Spain, the linguistic and discursive synchronic description of the register of language used for instruction has yet to be carried out, This paper presents a word frequency list with 5.496 word families gathered using a school textbook as the linguistic base. This study initiates new research into the language of instruction vocabulary and seeks to contribute to a better understanding of this register in order to aid in the teaching of Spanish as a Second Language. [ABSTRACT FROM AUTHOR]