2,432 research outputs found
Self-definition through poetry in the work of Gloria Fuertes and Pilar Paz Pasamar in the period 1950-1970
No full textBased on a comparative method of enquiry, this thesis analyses the process of self-definition expressed in the work of Gloria Fuertes (Madrid, 1917-1998) and Pilar Paz Pasamar (Jerez de la Frontera, 1933) as individual alternatives to the collective ethos and literary practices promoted within the patriarchal society of Franco’s Spain. Recognizing the poets’ cultural and socio-political context as determining factors in their experiences as women and poets, and therefore in their outlook and poetics, this context and how it is reflected in their poetry provides the starting point (Chapter 1). Both poets acknowledge that writing poetry can provide them with a metaphorical space of freedom that enables them to develop their identity and explore their preoccupations. Therefore, their thoughts about poetry provide an important theme that occurs in the poetry of both (Chapter 2). Closely related to this is the link they establish between poetic inspiration and the divine, which in the case of Pilar Paz Pasamar leads to the attempt to use the special qualities of poetic language to refer to a universal truth that she is aware of and which transcends the capabilities of language, while Gloria Fuertes regards poetry as a divine gift that can provide solace and is ultimately able to improve the world (Chapter 3). The fourth chapter focuses on specific elements of the two poets’ work that reveal the distinctive mechanisms of self-construction they develop. The section on Fuertes considers humour as a survival strategy that enables the poet to reach out to her readership and emphasize her focus on the here and now, while the discussion on Paz’s work looks at how the use of sea imagery allows her to convey abstract experiences based on introspection. Thus, it is argued that their poetry reflects the different strategies the two women develop – based on integration in the case of Fuertes and a more separate position in the case of Paz – to define themselves in relation to their world
Bilingual acquisition data: Dative Alternation_DA-L2 Adult dataset
No full textThis dataset is the result of the research carried out by Silvia Sánchez Calderón (UNED) and Raquel Fernández Fuertes (UVa) in the frame of the Research Group UVALAL (University of Valladolid Language Acquisition Lab, https://uvalal.uva.es/) whose Principal Investigator is Raquel Fernández Fuertes. In this project, the research is conducted on the second language (L2) acquisition of English Dative Alternation (DA) constructions by adult learners whose first language (L1) is Spanish. The results are compared to a control group of L1 English adults. An Acceptability Judgment Task (AJT) was designed for both groups to address grammaticality, sentence structure and word order of the two English DA structures.
The two DA structures under analysis involve, on the one hand, prepositional to-datives that alternate as Double Object Constructions (DOCs) (1) and, on the other hand, prepositional for-datives that alternate as DOCs (2). The main aim of this project is to explore the role played by the L2 English learners' L1 in their sensitivity towards the two syntactic variants, with a particular emphasis on the potential crosslinguistic influence effects (or lack thereof) from Spanish into English and the Universal Grammar (UG) effect on their acquisition.UVALAL1. GENERAL INFORMATION 1.1. Title of dataset 1.2. Author information 1.2.1. PI and co-PI 1.2.2. Lab 1.2.3 People involved in the data collection and the tasks design 1.3. Objectives 1.4. Funding sources 1.5. Citing information 2. ACCESS INFORMATION 2.1. Licenses or restrictions 2.2. Publications 3. METHODOLOGICAL INFORMATION 3.1. The participants 3.2. The experimental task: an Acceptability Judgment Task 3.3. Data extraction procedure 3.4. Data classification procedure: variables 4. DATA 4.1. Database 4.2. Last update 5. RELATED DATASETSSpanish Ministry of Science, Innovation and Universities and European Regional Development Fund (ERDF) [PGC2018-097693-B-I00],Regional Government of Castile and León (Spain) and ERDF [VA009P17
Optimally harnessing inter-day and intra-day information for daily value-at-risk prediction
No full textWe make use of quantile regression theory to obtain a combination of individual potentially-biased VaR forecasts that is optimal because, by construction, it meets the correct out-of-sample conditional coverage criterion ex post. This enables a Wald-type conditional quantile forecast encompassing test to be used for any finite set of competing (semi/non)parametric models which can be nested. Two attractive properties of this backtesting approach are its robustness to both model risk and estimation uncertainty. We deploy the techniques to analyse inter-day and high frequency intra-day VaR models for equity, FOREX, fixed income and commodity trading desks. The forecast combination of both types of models is especially warranted for more extreme-tail risks. Overall, our empirical analysis supports the use of high frequency 5 minute price information for daily risk management
“L’ape vale se vola”: tradurre le parole in gioco nei versi di Gloria Fuertes
No full textMuovendo dai presupposti del seminario di traduzione GiorGio – Giornata sui Giochi di
parole, organizzato presso il Dipartimento di Lingue, Letterature e Culture Moderne
dell’Università di Bologna a novembre 2016, l’obiettivo di questo articolo è quello di
contribuire alla riflessione sui giochi linguistici attraverso lo studio dei testi poetici di Gloria
Fuertes2 e di fornire alcune proposte di traduzione in italiano dei numerosi giochi che contiene
la sua opera poetica, ancora inedita in italiano, tranne che per poche poesie pubblicate in rete.
A un secolo dalla sua nascita (1917-2017), sono numerosi i testi apparsi in Spagna e in altri
paesi dedicati a mettere in luce e a rivalutare le poesie cosiddette “serie” o per adulti di questa
scrittrice madrilena.3 Questo testo si inserisce nella messe di studi sull’opera di Fuertes,
incentrandosi però, da una parte, sui principali aspetti linguistici dei giochi di parole che
contengono le sue poesie, e dall’altra, sulla loro possibile traduzione
Bilingual acquisition data: Object Overtness_OO-L1 dataset
No full textThis investigation is focused on the crosslinguistic influence between the two first languages (L1s) of bilingual children in the domain of direct objects. We examine the oral production of bilingual children with two different language pairs (i.e., Cantonese-English and Spanish-English) and compare it with that of the monolingual English and monolingual Cantonese children. All the data have been taken from the CHILDES project (Child Language Data Exchange System; https://childes.talkbank.org/) (MacWhinney 2000) (i.e., Cantonese-English bilingual corpus: YipMatthews; Spanish-English bilingual corpus: FerFuLice; English monolingual corpora: Sachs, Bloom, Demetras-Trevor; Cantonese monolingual corpus: Lee/Wong/Leung). These corpora comprise spontaneous data where the children interact with adults in a natural context (e.g., at home).
While null objects are possible and pervasive in Cantonese, their occurrence in languages like English and Spanish is rather restricted. The analysis of how Cantonese-English bilingual children produce direct objects in a quantitatively and qualitatively different way when compared to their Spanish-English bilingual and English monolingual counterparts provides valuable information about the nature and the directionality of crosslinguistic influence between bilingual children’s two L1s; it also presents new empirical evidence for the postulation that the development of the two L1s in bilingual children is interdependent.UVALAL1. GENERAL INFORMATION
1.1. Title of dataset
1.2. Author information
1.2.1. PI and co-PI
1.2.2. Lab
1.3. Objectives
1.4. Funding sources
1.5. Citing information
2. ACCESS INFORMATION
2.1. Licenses or restrictions
2.2. Publications
3. METHODOLOGICAL INFORMATION
3.1. Data selection procedure from CHILDES
3.1.1. Bilingual participants
3.1.2. Monolingual participants
3.2. Data extraction procedure
3.3. Data classification procedure: variables
4. DATA
4.1. Database
4.2. Last update
5. RELATED DATASETSSpanish Ministry of Science, Innovation and Universities and European Regional Development Fund (ERDF) [PGC2018-097693-B-I00]Regional Government of Castile and León (Spain) and ERDF [VA009P17
Bilingual acquisition data: cross-sectional corpus_soraUVALAL dataset
No full textThis corpus contains oral and written experimental production data from a total of 106 sequential bilingual children for whom English was their L2. These children belong to three groups depending on whether their L1 was Spanish (n=33), Bosnian (n=39) or Danish (n=34). Within each language group, two subgroups appear depending on the time of exposure the children have had to the L2 (either 2 or 4 years). The data were collected in the schools the participants attended in the country where they lived (i.e., Spain, Denmark, and Bosnia).
The criteria applied when selecting the participants were the following:
- both parents and the child had to share the same L1 (Spanish, Bosnian or Danish depending on the group);
- the L2 of the participants had to be English (if the participants had an L3 which they started learning as part of the curricula during the 3rd or the 4th year of instruction of the L2, they were not excluded from the study; otherwise, they were excluded);
- the participants had only received instruction in the L2 in educational settings;
- the participants had received instruction for either 2 or 4 years at their primary school;
- the participants who took part in any exchange programs or lived in an English-speaking country for longer than two weeks were excluded from the study.UVALAL1. GENERAL INFORMATION
1.1. Title of dataset
1.2. Author information
1.2.1. PI and co-PI
1.2.2. Labs
1.2.3. People involved in the data collection
1.3. Corpus description
1.4. Funding sources
1.5. Citing information
2. ACCESS INFORMATION
2.1. Licenses or restrictions
2.2. Publications
3. METHODOLOGICAL INFORMATION
3.1. Data elicitation procedure
3.2. Data transcription procedure
4. DATA
4.1. Inventory of data files
4.2. Database
4.3. Last update
5. RELATED DATASETS2018-2022: Spanish Ministry of Science, Innovation and Universities and European Regional Development Fund (ERDF) [PGC2018-097693-B-I00], Linguistic competence indicators in heritage and non-native languages: linguistic, psycholinguistic and social aspects of English-Spanish bilingualism, PRINCIPAL INVESTIGATOR: R. Fernández Fuertes (University of Valladolid, Spain)2017-2019: Regional Government of Castile and León (Spain) and ERDF [VA009P17], Aspectos de la dimensión internacional del contacto de lenguas: diagnósticos de la competencia lingüística bilingüe inglés-español, PRINCIPAL INVESTIGATOR: R. Fernández Fuertes (University of Valladolid, Spain)
Bilingual acquisition data: Subject Overtness_SO-L2 dataset
No full textThis investigation is focused on the contact between [+null subject] and [-null subject] languages. More specifically, it aims at characterizing the nature of crosslinguistic influence from the L1 into the L2 in the specific case of sentential subjects. The target language is L2 English (a [-null subject] language) and three different L1s are considered (i.e., Bosnian and Spanish as [+null subject] languages; and Danish as a [-null subject] language). The study addresses three issues: (i) the role of typology in terms of whether subjects in the L2 share the same parametric option as that in each participant’s L1; (ii) the role of the amount of L2 English exposure in institutional contexts (i.e., 2 and 4 years); and (iii) the role of modality in the data collection process (i.e., oral and written production data).
A total of 78 sequential bilingual children with different language pairs have participated: 26 L1 Spanish-L2 English, 26 L1 Bosnian-L2 English and 26 L1 Danish-L2 English. Also 13 L1 English children participated as a control group. Both oral and written production data have been elicited via a free production task and a story telling task, respectively.UVALAL1. GENERAL INFORMATION
1.1. Title of dataset
1.2. Author information
1.2.1. PI and co-PI
1.2.2. Lab
1.2.3. People involved in the data collection
1.3. Objectives
1.4. Funding sources
1.5. Citing information
2. ACCESS INFORMATION
2.1. Licenses or restrictions
2.2. Publications
3. METHODOLOGICAL INFORMATION
3.1. Data elicitation
3.1.1. Oral data
3.1.2. Written data
3.2. Data transcription procedure
3.3. Data extraction procedure
3.4. Data classification procedure: variables
4. DATA
4.1. Database
4.2. Last update
5. RELATED DATASETS o 2018-2022: Spanish Ministry of Science, Innovation and Universities and European Regional Development Fund (ERDF) [PGC2018-097693-B-I00], Linguistic competence indicators in heritage and non-native languages: linguistic, psycholinguistic and social aspects of English-Spanish bilingualism, PRINCIPAL INVESTIGATOR: R. Fernández Fuertes (University of Valladolid, Spain)o 2017-2019: Regional Government of Castile and León (Spain) and ERDF [VA009P17], Aspectos de la dimensión internacional del contacto de lenguas: diagnósticos de la competencia lingüística bilingüe inglés-español, PRINCIPAL INVESTIGATOR: R. Fernández Fuertes (University of Valladolid, Spain)
Bilingual acquisition data: Dative Alternation_DA-L1 dataset
No full textThis study aims to explore how monolingual and bilingual children acquire two types of English and Spanish dative alternation (DA) structures, namely, prepositional and double object constructions. We examine the spontaneous oral production of these children, as available in the CHILDES project (Child Language Data Exchange System; https://childes.talkbank.org/) (MacWhinney 2000) (i.e., English monolingual corpora: Brown, Cruttenden, MacWhinney, Sachs, Suppes and Wells; Spanish monolingual corpora: Linaza, Marrero and Ornat; and English-Spanish bilingual corpora: Deuchar, FerFuLice, Pérez-Bazán and Ticio). In these corpora, the children interact with adults (mainly, parents, but also caregivers or researchers).
The analysis of how these monolingual and bilingual children acquire their first language(s), in general, and the constructions at stake, in particular, sheds light on the relationship that is present in the acquisition of process of these constructions across English and Spanish. In this respect, the findings elucidate whether the syntactic derivational relationship (or lack thereof) between prepositional and double object constructions is similar or differs across the two languages under investigation and across the two child groups (monolinguals and bilinguals).UVALAL1. GENERAL INFORMATION
1.1. Title of dataset
1.2. Author information
1.2.1. PI and co-PI
1.2.2. Lab
1.3. Objectives
1.4. Funding sources
1.5. Citing information
2. ACCESS INFORMATION
2.1. Licenses or restrictions
2.2. Publications
3. METHODOLOGICAL INFORMATION
3.1. Data selection procedure from CHILDES
3.2. Data extraction procedure
3.3. Data classification procedure: variables
4. DATA
4.1. Database
4.2. Last update
5. RELATED DATASETS- Spanish Ministry of Science, Innovation and Universities and European Regional Development Fund (ERDF) [PGC2018-097693-B-I00]- Regional Government of Castile and León (Spain) and ERDF [VA009P17]- Women’s Institute (Ministry of Health, Social Services and Equality) (Spain) [039/12
Bilingual acquisition data: longitudinal corpus_FerFuLice dataset
No full textThis corpus contains spontaneous productions from a longitudinal study of two English/Spanish bilingual identical twins with the pseudonyms of Simon and Leo. They were born 28-DEC-1998 into a middle-class family in Spain. The father is a native speaker of Peninsular Spanish, and the mother is a native speaker of American English. The father always speaks to the children in Spanish and the mother always addresses them in English. The parents generally communicate in Spanish with each other, except on summers when they travel to the United States for approximately two months or when a monolingual English speaker is present. Therefore, we are dealing with bilingual English/Spanish first language acquisition in a monolingual-Spanish social context, a type of bilingualism that is referred to in the literature as individual bilingualism (Bhatia and Ritchie, 2004).UVALAL (University of Valladolid Language Acquisition Lab)1. GENERAL INFORMATION
1.1. Title of dataset
1.2. Author information
1.2.1. PI and co-PI
1.2.2. Labs
1.2.3. People involved in the data collection
1.3. Corpus description
1.4. Funding sources
1.5. Citing information
2. ACCESS INFORMATION
2.1. Licenses or restrictions
2.2. Publications
3. METHODOLOGICAL INFORMATION
3.1. Data elicitation procedure
3.2. Data transcription procedure
4. DATA
4.1. Inventory of data files
4.2. Database
4.3. Last update
5. RELATED DATASETS4.3. Last updateSpanish Ministry of Science and Technology and ERDF (European Regional Development Fund) [project HUM2007-62213]Castile and León Regional Government (Spain) [project VA046A06]Spanish Ministry of Science and Technology and ERDF [project BFF2002-00442]Castile and León Regional Government (Spain) [project UV 30/02]Social Sciences and Humanities Research Council of Canada [RE/C: 410-2004-2034]Faculty of Arts research funds, University of Ottawa (Canada
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