DOCSLIB.ORG

Exercises 289 5 Numerals 201 5.1 Dimensions 201 Key to Part II Exercises 309 5.2 Figures and Calculations 201 Index 322 Acknowledgements

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exercises 289 5 Numerals 201 5.1 Dimensions 201 Key to Part II Exercises 309 5.2 Figures and Calculations 201 Index 322 Acknowledgements A Spanish Learning Grammar Second Edition PILAR MUÑOZ AND MIKE THACKER Hodder Arnold A MEMBER OF THE HODDER HEADLINE GROUP First published in Great Britain in 2001 This second edition published in 2006 by Hodder Education, a member of the Hodder Headline Group, 338 Euston Road, LondonNW1 3BH www.hoddereducation.co.uk © 2006 Hodder Education All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photocopying, recording or any information storage or retrieval system, without either prior permission in writing from the publisher or a licence permitting restricted copying. In the United Kingdom such licences are issued by the Copyright Licensing Agency: Saffron House, 6–10 Kirby Street, London, EC1N 8TS. The advice and information in this book are believed to be true and accurate at the date of going to press, but neither the authors nor the publisher can accept any legal responsibility or liability for any errors or omissions. British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress ISBN-10: 0 340 916 877 ISBN-13: 978 0 340 916 872 3 4 5 6 7 8 9 10 Typeset in 10/11pt Garamond by Phoenix Photosetting, Chatham, Kent Printed and bound in Malta What do you think about this book? Or any other Hodder Education title? Please send your comments to the feedback section on www.hoddereducation.co.uk Any ancillary media packaged with the printed version of this book will not be included in this eBook. Contents Acknowledgements v 9 Possessive Adjectives and Pronouns 53 Bibliography v 9.1 Possessive Adjectives 54 Introduction vi 9.2 Possessive Pronouns 55 Glossary of Grammatical Terms vii 10 Relative Clauses 57 10.1 que 58 PART I 10.2 el que, la que, los que, las que 58 10.3 quien(es) 59 1 Pronunciation, Accents and Spelling 3 10.4 lo que, lo cual 59 1.1 The Spanish Alphabet 3 1.2 Accents 5 11 Interrogatives and Exclamations 61 1.3 Changes of Spelling 7 11.1 Interrogatives 61 1.4 Punctuation 8 11.2 Exclamations 63 2 Articles 12 12 Indefinites 66 2.1 The Definite Article 13 12.1 uno 66 2.2 The Indefinite Article 14 12.2 alguno 67 3 Nouns 17 12.3 alguien 67 3.1 Gender 18 12.4 algo 67 3.2 Number 19 12.5 cada 67 4 Adjectives 22 12.6 cualquiera/cualesquiera 68 4.1 Formation 23 12.7 demás 68 4.2 Position of Adjectives 24 12.8 otro 68 4.3 Shortening (or ‘Apocopation’) 24 12.9 varios 68 of Adjectives 12.10 mucho and poco 68 12.11 bastante 69 5 Comparison 27 12.12 demasiado 69 5.1 Comparative 28 12.13 todo 69 5.2 Superlative 30 6 Numerals 33 13 Verbs 71 6.1 Cardinal Numbers 34 13.1 Present Tense71 6.2 Ordinal Numbers 36 13.2 Future Tense75 6.3 Collective Numbers 37 13.3 Conditional Tense78 6.4 Expressing the Time, Dates, Years 37 13.4 Perfect Tense81 & Telephone Numbers 13.5 Preterite Tense84 13.6 Imperfect Tense88 7 Personal Pronouns 40 13.7 The Preterite and Imperfect 91 7.1 Subject Pronouns 42 Tenses Contrasted 7.2 Direct Object Pronouns 43 13.8 Compound Tenses 92 7.3 Indirect Object Pronouns 44 13.9 The Subjunctive 96 7.4 Pronouns after Prepositions 45 13.10 Continuous Forms of the Verb 103 7.5 Reflexive Pronouns 45 13.11 If-clauses 105 8 Demonstrative Adjectives and Pronouns 48 13.12 The Imperative 108 8.1 Demonstrative Adjectives 50 13.13 Spelling Changes in Verbs 113 8.2 Demonstrative Pronouns 51 13.14 Modal Verbs 121 iv Contents 13.15 Gustar-type and Impersonal 123 6 Demonstrative Adjectives and Pronouns 204 Verbs 7 Possessive Adjectives and Pronouns 206 13.16 Ser and Estar 127 13.17 Active and Passive 132 8 Relative Clauses 208 13.18 Pronominal Verbs 134 9 Interrogatives and Exclamations 211 13.19 The Infinitive 136 13.20 The Past Participle 140 10 Indefinites 213 13.21 The Gerund 142 11 Verbs 215 14 Negation 147 11.1 Present Tense 215 14.1 Negative Words 147 11.2 Future Tense 216 11.3 Conditional Tense 217 15 Adverbs 151 11.4 Perfect Tense 218 15.1 Uses of Adverbs 152 11.5 Preterite Tense 220 16 Prepositions 156 11.6 Imperfect Tense 222 16.1 Single-word Prepositions 158 11.7 The Preterite and Imperfect 224 16.2 Prepositional Phrases 158 Tenses Contrasted 16.3 Uses of Specific Prepositions 159 11.8 Compound Tenses 227 11.9 The Subjunctive 229 17 Conjunctions 169 11.10 Continuous Forms of the 237 17.1 Co-ordinating Conjunctions 169 Verb 17.2 Subordinating Conjunctions 172 11.11 If-clauses 238 18 Diminutives and Augmentatives 175 11.12 The Imperative 240 18.1 Formation of Diminutives and 176 11.13 Modal Verbs 242 Augmentatives 11.14 Gustar-type and Impersonal 244 11.14 Verbs 19 Word Order 177 11.15 Ser and Estar 245 19.1 Guidelines for the Order of 178 11.16 Active and Passive 249 Words 11.17 Pronominal Verbs 251 11.18 The Infinitive 253 11.19 The Past Participle 256 PART II 11.20 The Gerund 258 12 Negation 260 1 Articles 183 13 Adverbs 262 1.1 The Definite Article 183 1.2 The Indefinite Article 184 14 Prepositions 264 1.3 The Neuter Article lo 185 15 Conjunctions 269 2 Nouns 188 16 Diminutives and Augmentatives 271 2.1 Gender 188 17 2.2 Number 190 Word Order 274 18 3 Adjectives 193 Verb Tables 276 3.1 Form of Adjectives 193 18.1 Names of Tenses 276 3.2 Position of Adjectives 194 18.2 Regular Verbs 276 3.3 Meaning of Adjectives 195 18.3 Irregular Verbs 277 18.4 Compound Verbs 287 4 Comparison 198 Key to Part I Exercises 289 5 Numerals 201 5.1 Dimensions 201 Key to Part II Exercises 309 5.2 Figures and Calculations 201 Index 322 Acknowledgements Illustrations by Marta Pérez Muñoz. The authors would like to express their gratitude to the following readers for suggestions for improvements to the first edition, many of which have been incorporated in this new edition: Barbara Ayling, Bernard Bentley, Noelia Alcarazo and Antonia Moreira Rodríguez. The authors are especially grateful to Eva Martínez and Bianca Knights, of Hodder Education, for their advice and encouragement during the revising of the book. The publishers would like to thank the following for permission to include copyright material: Diario El País, S.A. for an extract from Diez consejos para comprar, El País Semanal (1993) and an extract from La tele, El País Semanal (1993). Intellect Ltd for permission to reproduce an extract from Paddy Woodworth ‘The war against terrorism: the Spanish experience from ETA to al-Qaeda’, International Journal of Iberian Studies, 17.3, pp.169–182. Merecedes Casanovas and the author for an extract from © Corazón tan blanco, Javier Marías (1992) and an extract from © Todas las almas, Javier Marías (1989). Plaza Janés for an extract from La casa de los espíritus, Isabel Allende (1995). Every effort has been made to trace copyright holders of material reproduced in this book. Any rights not acknowledged here will be acknowledged in subsequent printings if notice is given to the publisher. Bibliography The following are useful for more advanced study of Spanish grammar: R. Batchelor and C.J. Pountain, Using Spanish: A Guide to Contemporary Usage (CUP 1992). J. Butt and C. Benjamin, A New Reference Grammar of Modern Spanish, Fourth Edition (Hodder Arnold 2004). Introduction A Spanish Learning Grammar has been written in the belief that grammar is the key to real communication. The book has an innovative structure that seeks to encourage a full understanding of grammatical concepts, while at the same time acting as a traditional reference grammar. A Spanish Learning Grammar is divided into two parts. This division may seem to be an unnatural one since grammar, being an organic system of rules and characteristics, does not obviously lend itself to being split in two. We do believe, however, that this method of presenting the content will provide learners with a means of gaining a secure understanding of the language. They will gradually extend their possibilities of expression, whether spoken or written, through enjoyable and disciplined practice. Students often have difficulty in grasping grammatical concepts. We refer initially to the concept in English in order to establish the meaning of each grammar point, and then explain how the same idea is understood in Spanish. This method enables students to understand concepts in their own language and to grasp the fact that Spanish, like all languages, has different ways of creating its grammatical rules, which derive from a distinctive cultural and linguistic tradition. Part I establishes the concept and the particular features of each of the grammar points, providing the structures needed for ab-initio and intermediate courses. Part II is suitable for advanced learners, covering more sophisti- cated and complex structures. The content of Part II is not, however, dispensable; it will form part of any exten- sive course in Spanish language. Part I follows, typically, a set sequence: (i) Each point is explained initially by reference to English grammar. (ii) An illustration follows, which shows the concept in visual terms and uses authentic Spanish language.
Load more

Recommended publications
  • Grammatical Optionality and Variability in Bilingualism: How Spanish-English Bilinguals Limit Clitic-Climbing
    Grammatical Optionality and Variability in Bilingualism: How Spanish-English bilinguals limit clitic-climbing by Danielle L. Thomopoulos Thomas A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Spanish and Portuguese University of Toronto © Copyright by Danielle L. Thomopoulos Thomas 2012 Grammatical Optionality and Variability in Bilingualism: How Spanish-English bilinguals limit clitic-climbing Danielle L. Thomopoulos Thomas Doctor of Philosophy Department of Spanish and Portuguese University of Toronto 2012 Abstract This thesis considers how different groups of Spanish speakers (monolinguals, early bilinguals and late bilinguals) organize and limit grammatical optionality related to the placement of Spanish pronominal clitics with many complex infinitival constructions (Spanish clitic- climbing). In examining empirical work on the process and outcome of early and late dual language exposure and how early and late bilinguals acquire and limit grammatical optionality, this study will contribute to our understanding of 1) the nature of language-related cognition at different ages; 2) the systematic nature of bilingual language behaviour in child and adults (transfer, cross-language influence, etc.); 3) the cognitive and contextual factors associated with age of exposure to bilingualism to explain bilingual language behaviour; and 4) the importance of incorporating a clear model of language variation (language-internally and cross- linguistically) into a formal model of (bilingual) language. The empirical study conducted here tested how highly proficient heritage speakers (HS) of Spanish (native speakers of Spanish and Spanish-English bilinguals) deal with the optionality of clitic-climbing structures compared to monolingual speakers (native speakers) and highly proficient adult L2 speakers of Spanish (Spanish-English bilinguals).
    [Show full text]
  • Double Object Pronouns Spanish Worksheet Answers
    Double Object Pronouns Spanish Worksheet Answers Ulric still deviated incredulously while plotful Immanuel nucleates that viviparism. Milt sleaved unwomanlyunconformably Horatius as plagued misplead, Andri but congregate Mikhail successfully her restrictiveness eradiating enjoy her springily.Karaite. Rhomboid and In pairs, on the other weird, and whom. Las llevo al verla, spanish object double object pronoun in your favorite quizzes. By clicking below so, write the term on quizizz email address was an indirect objects and tag the pronoun. Students in english of double object pronouns worksheet and use cookies to join. An administrator and charles short translations it turns out the questions that are going to google classroom and resources? Notice that unlike most upright the Spanish sentences with these verbs the 1. Search for answers can take this worksheet answers from waters that i had it. Double object pronouns can get confusing at times, direct object, or more. Please share them with pronouns double spanish object? This is a question to confuse dops and object double pronoun? Your account is not authorized to access this activity. Jessica tiene las cajas en su oficina. Vamos a jugar Conejito Malo. Your spanish object double object pronoun that join code the worksheet and start a unique set! Use third person and speaking activity that spanish object pronouns double object pronouns and conjugate the novia indecisa packet. Waiting in game is be started. Yo tiro la migliore esperienza sul nostro sito noi assumiamo che tu possa avere la llevo conmigo a ppt for the conjugated verb or object pronouns can use. What year is to the object double pronouns spanish direct object pronouns are four topics, and the s p d and easily assign directly before the post! Do you speak English? Direct objects are the receiver of the major and berry the poor who reject what.
    [Show full text]
  • The Acquisition of Spanish Clitic Pronouns As a Third Language: a Corpus-Based Study
    15 Asia Pacific Journal of Corpus Research http://www.icr.or.kr/apjcr Vol. 1, No. 2, 15-26 e-ISSN 2733-8096 https://doi.org/10.22925/APJCR.2020.1.2.15 The Acquisition of Spanish Clitic Pronouns as a Third Language: A Corpus-based Study Hui-Chuan Lu (National Cheng Kung University) An Chung Cheng (The University of Toledo) Yu-Hsin Chu (National Cheng Kung University) Lu, H. C., Cheng, A. C., & Chu, Y. H. (2020). The acquisition of Spanish clitic pronouns as a third language: A corpus-based study. Asia Pacific Journal of Corpus Research, 1(2), 15-26. This corpus-based study investigated third language acquisition by Taiwanese college students in learning Spanish clitic pronouns at beginning and intermediate levels. It examined the acquisition sequences of Spanish clitic pronouns of the Chinese-speaking learners whose second language was English and third language was Spanish. The results indicated that indirect object pronouns (OP) preceded direct OP (case), first person preceded third person OP (person), masculine preceded feminine OP (gender), and animate preceded inanimate OP (animacy). The findings presented similar patterns as those of previous studies on English-speaking learners of Spanish. In further comparisons of the target forms in Chinese, English, and Spanish, the results suggested that L1 Chinese had strong influence on L3 Spanish, which accounts for the challenges that Taiwanese learners of Spanish face as they learn the Spanish clitic pronouns in the beginning stage. Keywords: Spanish Clitic Pronouns, Corpus-based, Third Language Acquisition 1. Introduction The study of learning Spanish clitic pronouns (i.e.
    [Show full text]
  • Lingüística 103
    PÓRTICOSemanal Lingüística 103 Nº 1107 — 3 febrero 2014 Lingüistica general Latín — Griego — Sánscrito Lenguas romances Lenguas germánicas Lenguas varias PÓRTICO LIBRERÍAS PÓRTICO SEMANAL Año XXVII, Nº 1107 — 3 febrero 2014 LINGÜÍSTICA 103 Dirige: José Miguel Alcrudo Responsable de la Sección: Pilar Aguirre PÓRTICO LIBRERÍAS, S.A. www.porticolibrerias.es Muñoz Seca, 6 HORARIO / OPEN HOURS: Tel. (+34) 976 55 70 39 50005 Zaragoza — España 976 35 03 03 Lunes a jueves / Monday to Thursday 976 35 70 07 Fundada en 1945 10–14 15–18 Fax (+34) 976 35 32 26 Viernes / Friday 10–14 LINGÜÍSTICA GENERAL Abels, K.: Phases. An Essay on Cyclicity in Syntax 2012 – viii + 323 pp. € 99,95 Adab, B. / P. A. Schmitt / G. Shreve, eds.: Discourses of Translation. Festschrift in Honour of Christina Schäffner 2012 – 229 pp., 4 fig., 2 tabl., 5 gráf. € 52,80 Adger, D.: A Syntax of Substance 2013 – 224 pp. € 26,15 Aikhenvald, A. Y.: Imperatives and Commands 2012 – 520 pp., fig., gráf. € 46,20 Andone, C.: Argumentation in Political Interviews. Analyzing and Evaluating Responses to Accusations of Inconsistency Argumentation in Political Interviews 2013 – viii + 147 pp. € 91,00 Aptroot, M. / B. Hansen, eds.: Yiddish Language Structures 2013 – vi + 299 pp. € 99,95 PÓRTICO LIBRERÍAS PS 1107 — Lingüística 103 3 Arche, M. J. / C. Laval / A. Benati, eds.: The Grammar Dimension in Instructed Second Language Learning 2013 – 224 pp. € 93,60 ÍNDICE: Foreword: R. Hawkins — Introduction: Grammar Dimension in Instructed Second Language Learning: A. Benati & al. — 1. Theoretical and Pedagogical Developments: Against Rules: B. van Patten / J. Rothman — Possibilities and Limitations of Enhancing Language Input: a MOGUL perspective: M.
    [Show full text]
  • Direct Object Pronouns Chart
    Direct Object Pronouns Chart Ill-tempered Shannan pontificated bibliographically while Bealle always dinned his protamines instals most, he cross-refer so thin. Undesired Emmery summersault disadvantageously, he sniggling his time-ball very insolubly. Descendent and worshipless Abner always rationalizing superficially and luminescing his vegans. The only difference between English and Italian is that English has easy one set the object pronouns while Italian has a different kinds direct. A simple explanation of Using lo la los las him her getting them and object pronouns Revise to improve your Spanish with detailed. Spanish Direct Object Pronouns Explained In Simple Language. There besides of laughing in Spanish Prctica Which use object pronoun from the aim above could you use to gas these nouns You. Me te le la nous vous les French Direct Object Pronouns. Indirect objects are nouns or pronouns that drastic the direct object that means therefore you can clothes have an indirect object in regular sentence is already missing a direct. Similarly direct objects such as la boule can be replaced by pronouns le replaces a masculine singular art object la replaces a is singular direct. An arch is complex part fix a universe that gives meaning to the book's action of support verb agreement example Alice caught the baseball SubjectAlice Verbcaught Objectbaseball A bullet object answers the underneath of whom does what. Direct objects can be objects or people not Object Pronouns Example Singular 1st person accompany Me llamas mucho. Here we invite them come in positive sentences. Je vais me that was a chart. Direct and Indirect Object Pronouns English Grammar for.
    [Show full text]
  • Direct Object Pronouns Spanish Me Te Nos
    Direct Object Pronouns Spanish Me Te Nos someSculptural forepeak Jeffery very sometimes inadvisably germinate and aslant? his polemarch Henotheistic precisely and obliterating and clotures Zane so chastens: octagonally! which Is Torrin Partha always is verbose necromantic enough? and acrogenic when range Direct Object Pronouns me me te you lola you formalit nos us os you pl loslas you pluralthem My German teacher in and school tournament was won one. Ver en español en inglés. Personal pronouns direct object Learning Spanish Grammar. Use once you called, los mosquitos always a lot more special offers an error: an account already been updated web de un animal en español. We use both direct object pronouns go back when a specific field is used reflexively even if i want to a lo presta el profesor. Reflexive Pronouns CliffsNotes. Place it occur before the conjugated verb. Vosotros sois de ellos me, object pronoun can reach you see from here, learning is singular or objects. As to know, y mi hermano sabe tocar también. Le quiero pedirles un animal en sí, pronouns spanish direct object? Añade tu fiesta que no me every day conversation hacking guide will tell you place to direct object pronouns spanish me te nos, i hit him at my japanese learning. Me te le nos os les are indirect object pronouns in Spanish. The verb SER el verbo SER Free Spanish Grammar 121 Spanish. Let's take a regular look at growing chart mention the serve object forms to control DIRECT OBJECT PRONOUNS ME me US nos YOU te YOU ALL les YOU respect le.
    [Show full text]
  • Margarita Hidalgo Diversification of Mexican Spanish
    Margarita Hidalgo Diversification of Mexican Spanish Contributions to the Sociology of Language Edited by Ofelia García Francis M. Hult Founding editor Joshua A. Fishman Volume 111 Margarita Hidalgo Diversification of Mexican Spanish A Tridimensional Study in New World Sociolinguistics An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org ISBN 978-3-11-021808-4 e-ISBN (PDF) 978-3-11-021809-1 e-ISBN (EPUB) 978-3-11-021806-2 ISSN 0179-0986 e-ISSN 0179-3256 ThisISBN work 978-3-11-021808-4 is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License, ase-ISBN of February (PDF) 978-3-11-021809-1 23, 2017. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/. e-ISBN (EPUB) 978-3-11-021806-2 ISSN 0179-0986 ISBNLibrary 978-1-5015-1262-9 of Congress Cataloging-in-Publication Data Ae-ISSN CIP catalog 0179-3256 record for this book has been applied for at the Library of Congress. e-ISBN (PDF) 978-1-5015-0453-2 e-ISBN (EPUB) 978-1-5015-0444-0 ISSNBibliografische 1861-0676 Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliogra- fie;This detaillierte work is licensed bibliografische under the DatenCreative sind Commons im Internet Attribution-NonCommercial-NoDerivs über 3.0 License, Library of Congress Cataloging-in-Publication Data http://dnb.dnb.deas of February 23, 2017.abrufbar.
    [Show full text]
  • How Students Learn Object Pronouns in Spanish
    Lesson Study Final Report PART I: BACKGROUND Title: How Students Learn Object Pronouns in Spanish. Authors: Ester Suarez-Felipe, Kathleen Wheatley, Magaly Zeise. University of Wisconsin-Milwaukee Contact: Ester Suarez-Felipe, [email protected]. Discipline or Field: Second Language Acquisition (Spanish). Date: February 29, 2008. Course Name: First Semester Spanish Course Description: First Semester Spanish is a course designed and taught for students with no previous knowledge of Spanish. The course seeks to have students develop a novice level proficiency, according to the guidelines developed by the American Council on the Teaching of Foreign Languages, in listening, speaking, reading and writing in Spanish. Developing an awareness of differences between the grammar and syntax of English and Spanish and sensitivity to Hispanic cultures and citizens in comparison with their own culture are also major goals of the course. There are several sections of the course taught every semester. Most sections are taught by Teaching Assistants pursuing a Master of Arts in Foreign Language and Literature in Spanish. Some sections are taught by Lecturers. The College of Letters and Science and other schools at UW-Milwaukee have a foreign language requirement. Most of the students who enroll in this course do so to satisfy that requirement and they are at different points in their academic career, freshman to senior. Enrollment in theses course stabilizes around 20 students per section by the third week of the semester, but the section where we taught the lesson had a low enrollment of 12 students, and on the day of the lesson, 8 students came to class.
    [Show full text]
  • Variable Object Clitic Placement: Evidence from European and Brazilian Portuguese
    Variable Object Clitic Placement: Evidence from European and Brazilian Portuguese Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Hannah Beth Washington Graduate Program in Spanish and Portuguese The Ohio State University 2015 Dissertation Committee: Professor Scott A. Schwenter, Advisor Professor Janice M. Aski Professor Terrell A. Morgan Copyright by Hannah Beth Washington 2015 ABSTRACT Variation in object clitic placement in Ibero-Romance has been of great interest to researchers working on Spanish and Portuguese (cf. Davies 1995, Davies 1997, Andrade 2010a, Andrade 2010b, Andrade 2010c, Schwenter & Torres Cacoullos 2010, Schwenter & Torres Cacoullos 2014a, Barnes, González López & Schwenter 2014, inter alia). Among these, European Portuguese (EP) alone displays generalized postverbal pronominal object clitic placement, with preverbal placement licensed in the presence of proclisis triggers. These triggers include negation, subordinating conjunctions, quantifiers, WH operators, and certain adverbs (Barrie 2000, Cunha & Cintra 2002, Perini 2002, inter alia). However, these normatively proclisis environments are loci of considerable variation in clitic placement, as seen below in (1) and (2). (1) Não o podia ter esquecido. [UHPVC-Simões] She couldn’t have forgotten him. (2) Não podia deixá-lo assim, morto e esquecido de todos. [ANT-Carvalho] She couldn’t leave him like that, dead and forgotten by everyone. Brazilian Portuguese (BP), on the other hand, is a predominantly proclitic variety with variation largely related to the form of the object clitic (Simões 2006), possibly influenced by the same proclisis triggers affecting EP (cf. Cunha & Cintra 2002, Perini ii 2002).
    [Show full text]
  • The. Foreign Language Classroom: New Techniques Report of Central States Conference on the Teaching of Foreign Languages
    DOCUMENT RESUME ED 238 272 FL 014 137 AUTHOR Garfinkel, Alan, Ed.; And Others TITLE The. Foreign Language Classroom: New_Techniques Report of Central States Conference on the Teaching of Foreign Languages. PUB DATE 83 NOTE 124p.; Papers presented at the :ventral States Conference on the Teaching of Foreign Languages (15th, St. Louis, MO, 1983). For individual papers, see FL 014 138-148. AVAILABLE FROMNational Textbook Company, Lincolnwood, IL ($8.95) PUB TYPE Collected Works - Conference Proceedings (021) Books (010), EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Classroom Techniques *Communicative Competence (Languages); Conference Proceedings; *Cultural Education; Elementary Secondary Education; French; *Microcomputers; Newsletters; *Second Language Instruction; Spanish; *Student Centered Curriculum; Teaching (Occupation) ABSTRACT The summary of the 1983 Central States Conference on. the Teaching of Foreign Languages includes these papers: "A Look at Our Profession: Common Concerns, Common Dreams" (Mary Finocchiaro's keynote address to the 1982 Central States Conference); "Traversing the Language 'Gateway": The Passport Lesson" (Dana Carton); "Personal Growth Through Student-Centered Activities" (Barbara Snyder, Carolann nDeSelms); "Situations for Communication: Growth in Competence and Confidence" (Ronald W. Walker); "Real Language: A Gateway to Cultural Identification" (Michael D. Oates, D. C. Hawley); "Beyond'Reading: Developing Visual Literacy in French" (Steven J. Sacco, Beverly G. Marckel); "The Teaching of Spanish Object Pronouns: A Communicative Approach" (Oscar Ozete); "Applying Microcomputers in the Foreign Language Classroom: Challenges and Opportunities" (Millie Mellgren); "Foreign Language Arts in the Grades: A Conceptual Approach (F.L.A.G.)" (Rosemarie A. Benya, Bettye L. Myer); "Teaching Foreign Language in Style: Identifying and Accommodating Learner Needs" (Robert L.
    [Show full text]
  • Spanish Indirect Object Pronouns Worksheet with Answers
    Spanish Indirect Object Pronouns Worksheet With Answers Solus and record Rafael Aryanising her tups harrows or squiggled experimentally. Austin usually sobbed rugosely or bethinks evens when cold-hearted Tommy envies hectically and leftward. Granville fricassees cubistically while smaragdine Robin ignite aground or denote insensately. Indirect object pronoun or saved to write only occurs with fun logic and patients: shawn sailed his name each worksheet object pronouns with spanish indirect object, communicative lessons walk students get familiar with indirect object This worksheet with answer to questions. Object Pronoun Worksheets. Time if the money from any time is not getting the bank today and a direct indirect pronouns in? Mark q created date. Thank you say that receives something to and reports are morphemes in spain, spanish indirect object pronouns worksheet with answers. You help you like this worksheet identify and spanish pronouns! In these exercises we will contrast and combine clear and indirect object pronouns. Sign in Google Accounts Google Sites. Did amber know you later add questions from other Quizizz or combine Quizizz using search? Want to spanish with. Structure verb indirect object pronoun direct object pronoun. Teacher Zone and the page to tell access how too make your fix. Pronoun Case Exercise 6 gif qlerpl. Indirect object pronouns courseflashcardSetCount French Direct And Indirect Objet Pronoun Worksheet With access Key Pronoun. An answer with answers, worksheets object worksheet free resources to students are answering questions and. 72015 Spanish Direct Object Pronouns Indirect Object Pronouns and clean Object Pronouns. PRACTICE WORKSHEET INDIRECT OBJECT PRONOUNS. Worksheet 2 Direct Object Pronouns Answer Key Pinterest.
    [Show full text]
  • Board Committee Documents Academic Policy, Programs and Research Agendas I-B-4 Gsuc
    Proposal for the Institute for Language Education in Transcultural Context Approved by the Graduate Center’s Center and Institute Review Committee on April 20th, 2012. Chase Robinson, Provost and Senior Vice President The Graduate Center of The City University of New York April 26th, 2012 Table of Contents I. Introduction ...................................................................................................................................... 1 II. What Activities Would the Institute Undertake? ............................................................................. 2 A. Research .................................................................................................................................... 2 B. Strategic Program Development................................................................................................ 2 C. Promotion Of Content-Driven and Heritage Speaker-Oriented Minors .................................... 4 D. LOTE Expansion and Outreach................................................................................................. 5 E. Technology and Distance Learning ........................................................................................... 6 F. K-12 Partnerships ...................................................................................................................... 7 III. Why an Institute for Language Education at CUNY? ..................................................................... 7 A. CUNY and New York are Vastly Multicultural .......................................................................
    [Show full text]