Este estudio analiza el adjetivo típico en el español de México, explorando su recategorización como marcador dialógico mediante la subjetivización. La investigación se basa en la teoría de la gramaticalización, examinando cómo la perspectiva del hablante y la intersubjetividad impulsan el cambio. Se analizó un corpus multimodal de 298 casos, combinando fuentes tradicionales (CREA/PRESSEEA) con datos innovadores de redes sociales (X/WhatsApp). Los resultados confirman la expansión funcional, ya que los usos pragmáticos y subjetivizados combinados representan la mayoría de las ocurrencias (57.72%). El análisis demuestra que la anteposición y la falla valencial transforman a típico en un operador epistémico con valoración dual. Esta progresión culmina en el conector dialógico, el cual opera reactiva y anafóricamente, cumpliendo funciones de atenuación epistémica y cortesía negativa al validar juicios basados en el conocimiento compartido.
Gestión terminológica, corpus especializados y extracción automática de terminología en español aims to compile theoretical and methodological advances regarding the use of technology in terminology management. It presents an updated catalogue of 103 resources including terminology databases, specialised corpora, terminology extractors and terminology management systems. In short, this work fills a substantial gap in the specialised bibliography related to terminology in Spanish, given that most works in the field are written in English. In addition, it stands out for its insightful reflections on the problems existing in current terminology.
Bilingüismo y contacto lingüístico en la comunidad de Gibraltar a partir del análisis contrastivo y de errores es una obra de Alicia Mariscal enmarcada en los estudios sobre contacto de lenguas referidos, en concreto, al análisis contrastivo y de errores. El objetivo de la autora es descubrir cómo influye la presencia de las dos lenguas de la comunidad de habla gibraltareña, el español y el inglés, en las producciones escritas de sus hablantes.
This study examines the effectiveness of Didactic Intralingual Dubbing (DID) as an innovative technique to enhance Spanish learners’ production of word-initial aspirated English plosives (/p/, /t/, /k/). The lack of aspiration in these consonants, common among Spanish EFL learners, can compromise intelligibility, a key component of successful international communication. A DID-based pedagogical intervention, requiring learners to revoice short video excerpts in the target language, offers an interactive and technology-mediated solution by combining auditory modeling, articulatory focus, and repeated oral practice in context. To assess its impact, a quasi-experimental design was implemented with 71 pre-service teachers divided into an experimental and a control group. Speech samples were obtained at three stages: pre-test, dubbing stage, and post-test. Inter- and intra-group analyses revealed significant gains in all three plosives for the EG, while the CG showed no improvement. Overall, findings support DID as a motivating, effective, and pedagogically innovative tool for short-term pronunciation enhancement.
This study investigates the encoding of Manner in ablative and adlative boundary-crossing motion events in German, comparing the oral productions of native speakers of German and Spanish with those of Spanish-speaking learners at proficiency levels B1, B2, and C1. The findings reveal that the rhetorical style of Spanish and the typological contrasts between German and Spanish are reflected in the learners’ interlanguage. Although learners show increasing use of Manner verbs with higher proficiency, the overall analysis of Manner expression indicates significant differences between the German control group and the experimental group. The results underscore the need to integrate tasks in German as a Foreign Language (DaF) instruction that account for the role of context in Manner encoding and promote the development of typological awareness. They further emphasize the importance of addressing second-tier verbs and constructions such as kommen + Partizip II in classroom practice, to provide a more comprehensive representation of motion lexicalization patterns in the target language.
