Studia Romanica Posnaniensia
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Les fonctions discursives du Lexique Scientifique Transdisciplinaire pour aider à la compréhension et à la production d’écrits académiques
Full text linkThe Transdisciplinary Scientific Lexicon (TSL) is a lexicon that transcends scientific disciplines (e.g., hypothesis, advance an argument, the objective of this study is to determine...). Mastering these elements is crucial because they fulfill essential discursive functions (DF) in the scientific genre, serving reasoning, structuring, and argumentation purposes. In this article, we propose using DFs as a bridge that links understanding and production of the TSL. To achieve this, a scientific writing training program was offered to learners, utilizing a corpus-based teaching approach and a lexical tool for scientific writing developed by our team. We will highlight the benefits of mastering DFs in terms of helping learners to understand and produce scientific texts, as well as the challenges learners face in using DFs to formulate ideas in writing.The Transdisciplinary Scientific Lexicon (TSL) is a lexicon that transcends scientific disciplines (e.g., hypothesis, advance an argument, the objective of this study is to determine...). Mastering these elements is crucial because they fulfill essential discursive functions (DF) in the scientific genre, serving reasoning, structuring, and argumentation purposes. In this article, we propose using DFs as a bridge that links understanding and production of the TSL. To achieve this, a scientific writing training program was offered to learners, utilizing a corpus-based teaching approach and a lexical tool for scientific writing developed by our team. We will highlight the benefits of mastering DFs in terms of helping learners to understand and produce scientific texts, as well as the challenges learners face in using DFs to formulate ideas in writing
La pragmática de la objetividad en el uso de las marcas personales en el discurso científico-académico principiante español: perspectiva polaca
Full text linkThis article focuses on the grammatical elements that pragmatically reinforce the objectivity of Spanish scientific-academic discourse, and more specifically, on the use or omission of personal brands. To this end, a series of final degree projects, written in the Spanish language by Polish university students, are examined with the aim of verifying the discursive competence of inexperienced authors in the use of different strategies aimed at granting objectivity to the scientific text and the possible problems. originated by pragmatic-grammatical interferences between the Polish and Spanish languages.This article focuses on the grammatical elements that pragmatically reinforce the objectivity of Spanish scientific-academic discourse, and more specifically, on the use or omission of personal brands. To this end, a series of final degree projects, written in the Spanish language by Polish university students, are examined with the aim of verifying the discursive competence of inexperienced authors in the use of different strategies aimed at granting objectivity to the scientific text and the possible problems. originated by pragmatic-grammatical interferences between the Polish and Spanish languages
Several marvelous female figures from medieval Catalan literature
No full textThis article explores various manifestations of the marvelous feminine in medieval Catalan literature, focusing on three Valencian works from the 14th and 15th centuries. Drawing on the analytical model proposed by Le Goff, it examines three female figures that exemplify the main strands of the medieval marvelous, offering an initial approach to the topic. The first case belongs to the Christian marvelous and is found in a sermon by Saint Vincent Ferrer; the second example, taken from the novel Tirant lo Blanc, presents a marvelous female figure outside the religious framework; finally, Jaume Roig’s Espill offers a model of a magical woman associated with a misogynistic perspective.This article explores various manifestations of the marvelous feminine in medieval Catalan literature, focusing on three Valencian works from the 14th and 15th centuries. Drawing on the analytical model proposed by Le Goff, it examines three female figures that exemplify the main strands of the medieval marvelous, offering an initial approach to the topic. The first case belongs to the Christian marvelous and is found in a sermon by Saint Vincent Ferrer; the second example, taken from the novel Tirant lo Blanc, presents a marvelous female figure outside the religious framework; finally, Jaume Roig’s Espill offers a model of a magical woman associated with a misogynistic perspective
The Catalan and Spanish lexic in Valencian schoolchildren in 3rd of primary education. Characterization from of lexical availability
No full textWe are interested in the initial stages of vocabulary acquisition in L1 and L2 ‒ coofficial languages ‒ and we analyze the lexical materials provided by 200 Valencian 3rd grade primary school students. The general purpose is to present the available lexical repertoires in order to discover the lexical variation ‒ Catalan and Spanish ‒ in 15 centers of interest from the quantitative results (total number of words, total number of vowels or different words, average per schoolchild) and qualitative results, analysis of the common or exclusive lexis among the 50 words that have achieved the highest index of availability in each notional area. The scope and novelty of the research lies in two essential aspects for applied linguistics in general and didactics in particular. The planning of lexical acquisition in education must be supported by research that optimizes gradual sequencing according to the maturity and linguistic competence of the students and, on the other hand, the selection of lexical materials must consider a reference lexicon based on corpora of native speakers. In other words, the specificity of this case of lexical variation is explained by its interlinguistic condition ‒ curricular training of co-official languages ‒ and school context at the initial stage of acquisition.We are interested in the initial stages of vocabulary acquisition in L1 and L2 ‒ coofficial languages ‒ and we analyze the lexical materials provided by 200 Valencian 3rd grade primary school students. The general purpose is to present the available lexical repertoires in order to discover the lexical variation ‒ Catalan and Spanish ‒ in 15 centers of interest from the quantitative results (total number of words, total number of vowels or different words, average per schoolchild) and qualitative results, analysis of the common or exclusive lexis among the 50 words that have achieved the highest index of availability in each notional area. The scope and novelty of the research lies in two essential aspects for applied linguistics in general and didactics in particular. The planning of lexical acquisition in education must be supported by research that optimizes gradual sequencing according to the maturity and linguistic competence of the students and, on the other hand, the selection of lexical materials must consider a reference lexicon based on corpora of native speakers. In other words, the specificity of this case of lexical variation is explained by its interlinguistic condition ‒ curricular training of co-official languages ‒ and school context at the initial stage of acquisition
The literary construction of unreality: alternate histories and metaphors of disappointment
No full textAs there are differences between possible worlds and fictional ones, there are also many types of literary unrealities, which this paper aims to classify. Works and genres will be analyzed from the perspective of counterfactuals and their relationships with the fictional pact and the willing suspension of disbelief. From here, the paper will focus on the description of those works that build an absolute, conceptual unreality. This unreality will be analyzed in two distinct ways: alternate histories and metaphors of disappointment as cataphoric forms. The paper will describe Catalan literature under these two perspectives.As there are differences between possible worlds and fictional ones, there are also many types of literary unrealities, which this paper aims to classify. Works and genres will be analyzed from the perspective of counterfactuals and their relationships with the fictional pact and the willing suspension of disbelief. From here, the paper will focus on the description of those works that build an absolute, conceptual unreality. This unreality will be analyzed in two distinct ways: alternate histories and metaphors of disappointment as cataphoric forms. The paper will describe Catalan literature under these two perspectives
Jardin ou forêt d’après Nature, comment cultiver son rapport au monde: le cas des Echez d’Amours et du Livre des Echez amoureux moralisés
No full textHow can one follow the path of nature within a space shaped by culture? This is the question posed by the 14th-century Echecs amoureux, which describes two antagonistic vegetal spaces: on the one hand, the wild forest of Diana, which corresponds to the reasonable way of being in the world; on the other, the delectable garden of Venus, which leads along the path of sensuality. This initial boundary proves surprising. Culture (the garden) is not, as you might expect, on the side of reason, while the forest leads to it. The complexity of this relationship is confirmed in the illuminations, which combine contradictory plant elements to represent these spaces. These plays on ambiguity suggest that the forest and the garden have something in common in that they remain illusory: Diana’s primitive forest is a-topic, belonging to the past, while Venus’s beautiful garden is deceptive. The ambiguity of our relationship with plants is a way of questioning man’s place in the world. The text suggests that we cannot follow just one path or the other, but that a happy medium seems necessary. The solution that Echecs amoureux seems to propose lies in a world that combines the plant and the urban, subsumed – quite unexpectedly for a modern reader – by the urban.How can one follow the path of nature within a space shaped by culture? This is the question posed by the 14th-century Echecs amoureux, which describes two antagonistic vegetal spaces: on the one hand, the wild forest of Diana, which corresponds to the reasonable way of being in the world; on the other, the delectable garden of Venus, which leads along the path of sensuality. This initial boundary proves surprising. Culture (the garden) is not, as you might expect, on the side of reason, while the forest leads to it. The complexity of this relationship is confirmed in the illuminations, which combine contradictory plant elements to represent these spaces. These plays on ambiguity suggest that the forest and the garden have something in common in that they remain illusory: Diana’s primitive forest is a-topic, belonging to the past, while Venus’s beautiful garden is deceptive. The ambiguity of our relationship with plants is a way of questioning man’s place in the world. The text suggests that we cannot follow just one path or the other, but that a happy medium seems necessary. The solution that Echecs amoureux seems to propose lies in a world that combines the plant and the urban, subsumed – quite unexpectedly for a modern reader – by the urban
«¿Cómmo vos á ydo, el mi leal amigo?» Las preguntas sobre el estado del interlocutor en la diacronía del español
No full textIn this article we address the issue of the variation of questions aimed at the personal state sequences in the history of the Spanish language. With a primordial phatic function, they not only serve to reestablish social harmony between individuals who have not seen each other for a long time, but also to fill the social void that social relations abhor.In this article we address the issue of the variation of questions aimed at the personal state sequences in the history of the Spanish language. With a primordial phatic function, they not only serve to reestablish social harmony between individuals who have not seen each other for a long time, but also to fill the social void that social relations abhor
I gave you eyes and you looked towards darkness by Irene Solà: affinity with Goya and intertextuality with Woolf, Rodoreda, Coll, et al.
No full textThe article examines the sophisticated intertextual operation of literary and religious syncretism carried out by Irene Solà in I gave you eyes and you looked towards darkness (2023). It highlights the correspondences between Witches’ sabbath (1823) by Goya and the text that inspired it, Auto de fe (1811, 1820) by Fernández de Moratín. The argument is made that Solà constructs a coven to celebrate female sexual pleasure and condemn patriarchal violence against witches. The analysis of seven hypotexts – New Testament as well as works by Jaume Roig, Goethe, Woolf, Víctor Català, Rodoreda, and Pep Coll – supports the claim that Solà distorts Woolf’s Mrs Dalloway to shape a feminist coven centred on a blasphemous transposition of Bernadette Soubirous.The article examines the sophisticated intertextual operation of literary and religious syncretism carried out by Irene Solà in I gave you eyes and you looked towards darkness (2023). It highlights the correspondences between Witches’ sabbath (1823) by Goya and the text that inspired it, Auto de fe (1811, 1820) by Fernández de Moratín. The argument is made that Solà constructs a coven to celebrate female sexual pleasure and condemn patriarchal violence against witches. The analysis of seven hypotexts – New Testament as well as works by Jaume Roig, Goethe, Woolf, Víctor Català, Rodoreda, and Pep Coll – supports the claim that Solà distorts Woolf’s Mrs Dalloway to shape a feminist coven centred on a blasphemous transposition of Bernadette Soubirous
