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Como es sabido, a pesar de su complejidad textual, las obras de William Shakespeare han generado un número considerable de traducciones a las principales lenguas del mundo. En este sentido, el presente estudio tiene un doble propósito: en primer lugar, trata de identificar y analizar las ambigüedades de algunos términos usados por Shakespeare en Hamlet 1.3.88-136 y, a continuación, realiza un cotejo de la traducción alemana de August Wilhelm Schlegel con el texto original, a fin de comprobar en qué medida se recrean los diversos sentidos y los múltiples significados de estos términos en la versión alemana. As is well known, in spite of their textual complexity, the works of William Shakespeare have given rise to a considerable number of translations into the major languages of the world. The aim of this article is twofold: firstly, to identify and analyze the ambiguities of some terms used by Shakespeare in Hamlet 1.3.88-136. Then, to contrast the German translation by August Wilhelm Schlegel with the original text, in order to point out to what extent the various senses and the multiple meanings of these terms have been preserved in this German version.

This article proves statistically the effectiveness of humour in the teaching of English and German to Spanish students of foreign languages. The referred lexicon is particularly troublemaking because of the difficulties that such vocabulary poses for Spanish learners of not-Latin-originated languages. The approach followed is a quantitative and contrastive analysis and was carried out with four groups of Spanish learners. The experimental groups (one for each language) were presented with the input they were supposed to learn in sentences and contexts in which the use of the English/German term, with the meaning of its Spanish ‘false friend’, resulted in nonsensical and highly humorous utterances. The presentation of the same lexical items to the control groups was more neutral and deliberately bereft of humour. After that, the participants were set a test to find out whether or not they remembered the proper sense of the lexicon taught and could also use it correctly. The results are conclusive and the outcome strongly supports the beneficial effects of pedagogical humour in the language classroom. Keywords: Humour, English as a foreign language, German as a foreign language, L2 resources, motivation, vocabulary development.

En este estudio se presta una especial atención a las impresiones de algunos viajeros alemanes que visitaron el Monasterio de Yuste y sus alrededores entre los años 1884 y 1973, especialmente por el interés que suscitó este lugar como último retiro de Carlos V. Los orígenes tan dispares y las preferencias personales de estos escritores dan como resultado un cuadro mixto y multicolor que se convierte en un material valioso no sólo para la confección de guías de viaje, sino también para la historia local. In this paper special attention is paid to the impressions of some German travel writers who visited the Monastery and the area of Yuste between 1884 and 1973, moved by their interest in the place of the Emperor’s last retreat. The variety of backgrounds and personal preferences of these writers results in a mixed and multicoloured picture which is an invaluable material not only for the writing of guidebooks but also for local history.

In this paper special attention is paid to the impressions of some German travel writers who visited the Monastery and the area of Yuste between 1884 and 1973, moved by their interest in the place of the Emperor’s last retreat. The variety of backgrounds and personal preferences of these writers results in a mixed and multicoloured picture which is an invaluable material not only for the writing of guidebooks but also for local history. En este estudio se presta una especial atención a las impresiones de algunos viajeros alemanes que visitaron el Monasterio de Yuste y sus alrededores entre los años 1884 y 1973, especialmente por el interés que suscitó este lugar como último retiro de Carlos V. Los orígenes tan dispares y las preferencias personales de estos escritores dan como resultado un cuadro mixto y multicolor que se convierte en un material valioso no sólo para la confección de guías de viaje, sino también para la historia local.

Coordinadors: Javier Orduña i Marisa Siguan, El professor Roberto Corcoll ha dedicat els trenta-quatre anys de la seva activitat a la Universitat de Barcelona a contrarestar el desinterès envers la llengua alemanya, donant suport als conciutadans que maldaven per participar en la confluència entre els mons hispànic i alemany. L’instrument bàsic per assolir-ho ha estat la seva cèlebre gramàtica d’exercicis, elaborada juntament amb Brigitte Corcoll, la seva esposa. El manual té l’honor de ser la gramàtica alemanya més fotocopiada i piratejada al món hispànic. Els seus col•legues de disset universitats li han retut un homenatge amb aportacions en tots els àmbits que cobreix la filologia alemanya a l’Estat espanyol. Aquest volum aplega des de la didàctica que es practica en centres de prestigi com les escoles oficials d’idiomes fins a descobertes de la història mil•lenària, passant per aportacions complementàries en lingüística, literatura i estudis idiosincràtics i culturals

[EN] This paper focuses on the German and the Spanish metaphoric expressions that stem from the conceptual metaphor MONEY IS WATER. A contrastive analysis of these expressions shows that they are useful tools not only to understand some key economic notions but also for translators and teachers of German or Spanish as a second language, [DE] Ausgehend von der konzeptuellen Metapher GELD IST WASSER ist das Anliegendieses Beitrages, Gemeinsamkeiten und Unterschiede der deutschen Phraseologismen und ihrer Entsprechungenim Spanischen aufzuzeigen. Die Gegenüberstellung dieser Redewendungen soll, zum einen, alsHilfsmittel im Fremdsprachenunterricht dienen, zum anderen, zu Übersetzungsaufgaben benutzt werden.Auch für das Erlernen von wirtschaftlichen Begriffen wäre die vorliegende Untersuchung überaus nützlich.

This article proves statistically the effectiveness of humour in the teaching of English and German to Spanish students of foreign languages. The referred lexicon is particularly troublemaking because of the difficulties that such vocabulary poses for Spanish learners of not-Latin-originated languages. The approach followed is a quantitative and contrastive analysis and was carried out with four groups of Spanish learners. The experimental groups (one for each language) were presented with the input they were supposed to learn in sentences and contexts in which the use of the English/German term, with the meaning of its Spanish ‘false friend’, resulted in nonsensical and highly humorous utterances. The presentation of the same lexical items to the control groups was more neutral and deliberately bereft of humour. After that, the participants were set a test to find out whether or not they remembered the proper sense of the lexicon taught and could also use it correctly. The results are conclusive and the outcome strongly supports the beneficial effects of pedagogical humour in the language classroom. Keywords: Humour, English as a foreign language, German as a foreign language, L2 resources, motivation, vocabulary development