DOCSLIB.ORG

Spanish Essentials for Dummies • How to Use “De” to Show Contains What You Need to Communicate Effectively

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Spanish Essentials for Dummies • How to Use “De” to Show Contains What You Need to Communicate Effectively spine=.3840” Foreign Language/Spanish ™ Making Everything Easier! Presenting the core concepts Open the book and find: you need to write and speak Spanish correctly • The parts of speech Spanish Essentials If you have some knowledge of Spanish and need a • How to determine a noun’s refresher or want a quick reference for grammar and gender Spanish verb conjugation, Spanish Essentials For Dummies • How to use “de” to show contains what you need to communicate effectively. possession With its focus on everything from constructing sentences to conjugating verbs, this easy-to-follow • How to select the correct preposition guide will help you ace writing assignments and tests, Essentials and master conversations. • Rules for making adjectives agree • Spanish 101 — get the lowdown on the basics, • Tips for asking and answering from expressing the date and time to counting yes/no questions to one million • Ways to spice up your • The here and now — learn how to communicate descriptions in the present tense with verbs and subject pronouns, and how to form the present • Ten important verb distinctions progressive • Way back when — get guidance on working with the past tense, including hints about when to use the preterit and when to use the imperfect Learn: • What lies ahead — discover the different ways • The basics of Spanish grammar and to express the future, whether you need to form sentence construction the future tense of a regular verb or just want to Go to Dummies.com® predict what may happen for videos, step-by-step photos, • How to conjugate regular, how-to articles, or to shop! irregular, and stem-changing verbs • To express ideas about the past, present, and future $9.99 US / $11.99 CN / £6.99 UK Gail Stein, MA Gail Stein, MA, was a foreign language ISBN 978-0-470-63751-7 instructor for more than 30 years and Retired foreign language instructor wrote Intermediate Spanish For Dummies. and author, Intermediate Spanish Cecie Kraynak, MA, is a Spanish teacher For Dummies and authored Spanish Verbs For Dummies. Cecie Kraynak, MA Spanish instructor and author, Stein Kraynak Spanish Verbs For Dummies spine=.3840” ™ Making Everything Easier! Spanish Essentials Learn: • The basics of Spanish grammar and sentence construction • How to conjugate regular, irregular, and stem-changing verbs • To express ideas about the past, present, and future Gail Stein, MA Retired foreign language instructor and author, Intermediate Spanish For Dummies Cecie Kraynak, MA Spanish instructor and author, Stein Spanish Verbs For Dummies Spanish Essentials FOR DUMmIES‰ by Gail Stein, MA, and Cecie Kraynak, MA 01_637517-ffirs.indd i 4/6/10 12:37 AM Spanish Essentials For Dummies® Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2010 by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appro- priate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748- 6011, fax (201) 748-6008, or online at http://www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries, and may not be used without written permission. All other trademarks are the property of their respective owners. Wiley Publishing, Inc., is not associated with any product or vendor mentioned in this book. LIMIT OF LIABILITY/DISCLAIMER OF WARRANTY: THE PUBLISHER AND THE AUTHOR MAKE NO REPRESENTATIONS OR WARRANTIES WITH RESPECT TO THE ACCURACY OR COMPLETE- NESS OF THE CONTENTS OF THIS WORK AND SPECIFICALLY DISCLAIM ALL WARRANTIES, INCLUDING WITHOUT LIMITATION WARRANTIES OF FITNESS FOR A PARTICULAR PURPOSE. NO WARRANTY MAY BE CREATED OR EXTENDED BY SALES OR PROMOTIONAL MATERIALS. THE ADVICE AND STRATEGIES CONTAINED HEREIN MAY NOT BE SUITABLE FOR EVERY SITU- ATION. THIS WORK IS SOLD WITH THE UNDERSTANDING THAT THE PUBLISHER IS NOT ENGAGED IN RENDERING LEGAL, ACCOUNTING, OR OTHER PROFESSIONAL SERVICES. IF PRO- FESSIONAL ASSISTANCE IS REQUIRED, THE SERVICES OF A COMPETENT PROFESSIONAL PERSON SHOULD BE SOUGHT. NEITHER THE PUBLISHER NOR THE AUTHOR SHALL BE LIABLE FOR DAMAGES ARISING HEREFROM. THE FACT THAT AN ORGANIZATION OR WEBSITE IS REFERRED TO IN THIS WORK AS A CITATION AND/OR A POTENTIAL SOURCE OF FURTHER INFORMATION DOES NOT MEAN THAT THE AUTHOR OR THE PUBLISHER ENDORSES THE INFORMATION THE ORGANIZATION OR WEBSITE MAY PROVIDE OR RECOMMENDATIONS IT MAY MAKE. FURTHER, READERS SHOULD BE AWARE THAT INTERNET WEBSITES LISTED IN THIS WORK MAY HAVE CHANGED OR DISAPPEARED BETWEEN WHEN THIS WORK WAS WRIT- TEN AND WHEN IT IS READ. For general information on our other products and services, please contact our Customer Care Department within the U.S. at 877-762-2974, outside the U.S. at 317-572-3993, or fax 317-572-4002. For technical support, please visit www.wiley.com/techsupport. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Library of Congress Control Number: 2010924598 ISBN: 978-0-470-63751-7 Manufactured in the United States of America 10 9 8 7 6 5 4 3 2 1 01_637517-ffirs.indd ii 4/6/10 12:37 AM About the Authors Gail Stein, MA, is a retired language instructor who taught in New York City public junior and senior high schools for more than 33 years. She has authored many French and Spanish books, including CliffsQuickReview French I and II, CliffsStudySolver Spanish I and II, 575+ French Verbs, Webster’s Spanish Grammar Handbook, and Intermediate Spanish For Dummies. Gail is a multiple-time honoree in Who’s Who Among America’s Teachers. Cecie Kraynak, MA, earned her bachelor’s degree in Spanish and secondary education in literature from Purdue University, and also received her master’s degree in Spanish literature from Purdue. After graduating in 1983, Cecie began what was to become a 20-year career teaching Spanish to junior-high and high-school students. She continues to teach and travel and has served as a consultant on several Spanish learning guides, including Teach Yourself Spanish in 24 Hours (MacMillan) and Spanish for Healthcare Professionals (Barron’s). She is the author of Spanish Verbs For Dummies (Wiley). 01_637517-ffirs.indd iii 4/6/10 12:37 AM Publisher’s Acknowledgments We’re proud of this book; please send us your comments at http://dummies. custhelp.com. For other comments, please contact our Customer Care Department within the U.S. at 877-762-2974, outside the U.S. at 317-572-3993, or fax 317-572-4002. Some of the people who helped bring this book to market include the following: Acquisitions, Editorial, and Media Composition Services Development Project Coordinator: Katie Crocker Project Editor: Victoria M. Adang Layout and Graphics: Claudia Bell, Senior Acquisitions Editor: Carrie A. Cesavice, Christine Williams Lindsay Sandman Lefevere Proofreaders: ConText Editorial Copy Editor: Megan Knoll Services, Inc., Rebecca Denoncour Assistant Editor: Erin Calligan Mooney Indexer: Potomac Indexing, LLC Senior Editorial Assistant: David Lutton Technical Editors: Greg Harris; Language Training Center, Inc. Editorial Manager: Michelle Hacker Editorial Supervisor and Reprint Editor: Carmen Krikorian Editorial Assistants: Rachelle Amick, Jennette ElNaggar Cover Photo: © Corbis RF/Alamy Cartoons: Rich Tennant (www.the5th wave.com) Publishing and Editorial for Consumer Dummies Diane Graves Steele, Vice President and Publisher, Consumer Dummies Kristin Ferguson-Wagstaffe, Product Development Director, Consumer Dummies Ensley Eikenburg, Associate Publisher, Travel Kelly Regan, Editorial Director, Travel Publishing for Technology Dummies Andy Cummings, Vice President and Publisher, Dummies Technology/ General User Composition Services Debbie Stailey, Director of Composition Services 01_637517-ffirs.indd iv 4/6/10 12:37 AM Contents at a Glance Introduction ............................................................................................... 1 Chapter 1: Brushing Up on the Basics .................................................... 5 Chapter 2: Closing the Gender Gap .......................................................19 Chapter 3: It’s Happening in the Present.............................................. 43 Chapter 4: Spicing Up Your Descriptions with Adjectives, Adverbs, and Prepositions .............................................................. 67 Chapter 5: Making Inquiries ................................................................... 89 Chapter 6: Revealing the Past .............................................................. 103 Chapter 7: Looking to the Future ........................................................ 121 Chapter 8: Identifying Verb Moods .....................................................127
Load more

Recommended publications
  • The Spanish Pronominal Clitic System
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio Institucional de la Universidad de Alicante The Spanish pronominal clitic system Luis Pineda Ivan Meza Instituto de Investigaciones en Matemáticas Division of Informatics Aplicadas y en Sistemas (IIMAS) University of Edinburgh Universidad Nacional Autónoma de México [email protected] (UNAM) [email protected] Resumen: En este artículo se presenta un modelo del sistema de pronombres clíticos del español. Se presenta una revisión detallada del fenómeno incluyendo la llamada “subida de clíticos” tanto simple como compleja, así como el fenómeno relacionado de los reflexivos, y también las formas impersonales de la pasiva-refleja y la impersonal-activa. Se presenta también un análisis del estatus representacional de los pronombres clíticos y se postula un modelo dual en el que mientras los enclíticos son inflexiones, los proclíticos se realizan como unidades léxicas independientes y por lo mismo son clíticos propiamente. Se presenta también la formalización del modelo en Head- driven Phrase Structure Grammar (HPSG); para esto la maquinaria estándar de HPSG se extiende con un esquema de combinación sintáctica, la regla Head-Proclitic Rule y el principio de clíticos. Este principio establece que en las oraciones bien formadas que incluyen pronombres clíticos todo dominio clítico se encuentra bajo el alcance de un clítico fonológico. Estas nociones se introducen también en el presente artículo. En particular, los dominios clíticos se forma sobre las operaciones de cliticización, composición y subsumsión de clíticos, que también se presentan en este artículo. La teoría ha sido validada mediante la programación de un sistema prototipo en el ambiente Linguistics Knowledge Building (LKB), el cual también se describe en el presente artículo.
    [Show full text]
  • Language and Dialect Contact in Spanish in New York: Toward the Formation of a Speech Community
    LANGUAGE AND DIALECT CONTACT IN SPANISH IN NEW YORK: TOWARD THE FORMATION OF A SPEECH COMMUNITY RICARDO OTHEGUY ANA CELIA ZENTELLA DAVID LIVERT Graduate Center, University of California, Pennsylvania State CUNY San Diego University, Lehigh Valley Subject personal pronouns are highly variable in Spanish but nearly obligatory in many contexts in English, and regions of Latin America differ significantly in rates and constraints on use. We investigate language and dialect contact by analyzing these pronouns in a corpus of 63,500 verbs extracted from sociolinguistic interviews of a stratified sample of 142 members of the six largest Spanish-speaking communities in New York City. A variationist approach to rates of overt pro- nouns and variable and constraint hierarchies, comparing speakers from different dialect regions (Caribbeans vs. Mainlanders) and different generations (those recently arrived vs. those born and/ or raised in New York), reveals the influence of English on speakers from both regions. In addition, generational changesin constrainthierarchiesdemonstratethat Caribbeansand Mainlandersare accommodating to one another. Both dialect and language contact are shaping Spanish in New York City and promoting, in the second generation, the formation of a New York Spanish speech community.* 1. INTRODUCTION. The Spanish-speaking population of New York City (NYC), which constitutesmorethan twenty-five percent of the City’stotal, tracesitsorigins to what are linguistically very different parts of Latin America. For example, Puerto Rico and Mexico, the sources of one of the oldest and one of the newest Spanish- speaking groups in NYC respectively, have been regarded as belonging to different areasfrom the earliesteffortsat dividing Latin America into dialect zones(Henrı ´quez Uren˜a 1921, Rona 1964).
    [Show full text]
  • Contacto Social Y Lingüístico: El Español En Contacto Con El
    CONTACTO SOCIAL Y LINGUISTICO Anna María Escobar Obra sumistrada por la Pontificia Universidad Católica del Perú Índice Presentación por Rodolfo Cerrón Palomino Prefacio Capítulo 1: Contexto teórico 1.1. Factor lingüístico en el contacto de lenguas 1.2. Factor social en el contacto de lenguas 1.3. El español en contacto con el quechua en el Perú Capítulo 2: Procesos morfosintácticos I 2.1. Orden de constituyentes 2.1.1. Oración 2.1.2. Frase nominal 2.2. Concordancia lingüística 2.2.1. Número 2.2.2. Género 2.2.3. Tiempo 2.3. Elipsis 2.3.1. Verbos 2.3.2. Preposiciones 2.3.3. Determinantes 2.3.4. Pronombres 2.4. Regularización 2.4.1. Género 2.4.2. Número 2.4.3. Derivación verbal finita 2.4.3.1. Expresión morfológica 2.4.3.2. Categoría gramatical verbal 2.4.4. Neutralización 2.5. Conclusión 1 Capítulo 3: Procesos morfosintácticos II 3.1. Reduplicación 3.1.1. Morfemas gramaticales 3.1.1.1. Morfemas emotivos 3.1.1.2. Pronombres 3.1.2. Palabras 3.1.2.1. Sustantivos 3.1.2.2. Verbos 3.1.2.3. Adjetivos 3.1.2.4. Adverbios 3.1.3. Frases 3.2. Redundancia 3.2.1. Diminutivo 3.2.2. Comparación 3.2.3. Superlativo 3.2.4. Posesivo 3.2.5. Pronombre 3.2.6. Artículo 3.2.7. Preposición 3.3. Derivación 3.3.1. Productividad 3.3.2. Cambio de función sintáctica 3.4. Acomodación semántica 3.4.1. Clases abiertas 3.4.1.1. Verbos 3.4.1.1.1.
    [Show full text]
  • A Grammar of the Spanish Language
    tayi^éii^:]. 1. V- C/\{ V A GRAMMAR OF THE SPANISH LANGUAGE, FOR THE USE OF THE STUDENTS IN KING'S COLLEGE; IN WHICH » THE PECULIAR QUALITIES AND ACCIDENTAL DIFFER- ENCES OF THE PARTS OF SPEECH ARE ACCURATELY ANALYSED, AND THE SYNTAX FULLY EXPLAINED, EXEMPLIFIED, AND COMPARED WITH THE ENGLISH CONSTRUCTION: WITH AN APPENDIX, CONTAINING THE EXCEPTIONS TO THE RULES OF GENDERS, AND TABLES OF THE SPANISH ADJECTIVES AND ADVERBS OF A DIFFERENT ETYMOLOGY FROM THE SAME IN ENGLISH. By J. DE ALCALÁ, LL.B. PROFESSOR OF SPANISH LITERATURE IN KINO's COLLEGE. SECOND EDITION. LONDON: DULAU AND CO., 37 SOHO SQUARE; LONGMAN AND CO.; ROLANDI, 20 BERNF.RS STREET; AND ACKERMANN AND CO., 96 STRAND, 1838. PRINTED BY RICHAKD AXD JOHK E. TAYLOR, RED LION COURT, FLEET STREET. PREFACE TO THE SECOND EDITION. This Grammar has been submitted to the judge- ment of the public for four years, and the author is happy to state he has received with gratitude the approbation of many persons who, from thei: ac- quaintance with the Spanish language, are well qualified to pass their opinion on its merits, with regard to the accuracy of its rules, and the perspi- cuity of the examples therein given. The author avails himself of the opportunity which a new edi- tion presents, to correct an omission which had escaped him at page 51, Rule II. there given: ought to have been accompanied by the obser- vation that in certain cases it is now fallen into disuse. That page, therefore, as well as the fol- lowing, have been in this edition entirely altered.
    [Show full text]
  • Chile – a R G E N T I N a – P E R U
    Ecelaspanish.com..................................................................................................... Syllabus Courses Chile – A r g e n t i n a – P e r u C o m p l e t e C o u r s e C a t a l o g U p d a t e d June 2014 For more information, please, contact your ECELA Spanish program advisor directly or email us at [email protected] . 1 Ecelaspanish.com..................................................................................................... Syllabus Courses Explanation of Courses Standard Spanish language courses are taken as group classes and elective courses, such as Medical Spanish or Latin American Cultures I, may be taken as private classes or group classes if pre-arranged with ECELA’s Academic Coordinator. Classes are intensive, consisting of 20 contact hours per week in the Standard Program with a maximum of eight students per class. Language Courses: Levels A1 – C2 These courses are designed with the primary focus of giving students a thorough understanding of reading, writing and speaking Spanish. All key grammatical components are covered in a sequence, from beginner through advanced. Applied conversation is a key focus, and cultural discussion topics will be used to expand upon students’ vocabulary and conversational skills. All courses have duration of four weeks, for a total of 80 contact hours (Standard Program) or four academic credits. Note: Students may take just three weeks of a course to receive three credits if this is what their university credit requirements and/or travel plans require. In this case students should try to begin their program during the second week of the course; their ECELA adviser can confirm this date for them.
    [Show full text]
  • A Grammatical Description of Kamsá, a Language Isolate of Colombia
    A GRAMMATICAL DESCRIPTION OF KAMSÁ, A LANGUAGE ISOLATE OF COLOMBIA A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS DECEMBER 2018 By Colleen Alena O’Brien Dissertation Committee: Lyle Campbell, Chairperson Robert Blust Gary Holton William O’Grady Alexander Mawyer ACKNOWLEDGEMENTS First, I would like to thank all of the Kamsás who welcomed me into their lives: Carmen, without whom nothing would have been possible; Margarita, Clemencia, Anita, and Maria Clementina for teaching me their language; Alejandro for all the wonderful conversations about language, philosophy, and life; as well as Margarita, Andrés, Ivan, Miguel, Luis, Sandra, and Rosita. I have been extremely lucky to have worked with Lyle Campbell, who is the best advisor anyone could ever hope for. I would also like to thank my committee members, William O’Grady, Gary Holton, Bob Blust, and Alex Mawyer; and Robert Littman, who was the reason I was able to do a graduate degree at the University of Hawai‘i. My friends in Bogotá offered me incredible support. I would like to thank Pipe for dedicating his time to working with me on Kamsá; Gustavo, whose conversations kept me going; Jennifer for always being willing to accompany me into the jungle; Andrea, one of the most lovely people in the world; Andrés for the evenings in La Candelaria; Edinson for our lunches together; Daniel for being my bodyguard; Francisco and Gloria for their hospitality;
    [Show full text]
  • The Beginner's Guide To
    THE BEGINNER’S GUIDE TO SPANISH EVERYDAY VOCABULARY AND GRAMMAR TO HELP YOU SURVIVE IN SPANISH (AND THEN SOME!) TABLE OF CONTENTS CHAPTER 1 Greetings CHAPTER 2 Personal Pronouns CHAPTER 3 Definite and Indefinite Articles CHAPTER 4 Verb Conjugation CHAPTER 5 Stem-changing Verbs CHAPTER 6 Numbers 1-100 CHAPTER 7 Ser vs. Estar CHAPTER 8 Negation CHAPTER 9 Asking Questions CHAPTER ONE GREETINGS GREETINGS While you may know “hola”, there are a number of other common Spanish greetings. Spanish speakers use different greetings depending on the time of day, including: Buenos días (good morning) Buenas tardes (good afternoon) Buenas noches (good evening/good night) Note: You can also say “Buenas” or “muy buenas” a shortened version of the above three greetings, suitable in any informal situation. There are, of course, other ways of greeting someone. Formal greetings use the formal form “usted”, including: ¿Cómo está usted? (How are you?) ¿Cómo le va? (How’s it going?) ¿Qué hace? (What are you doing?) Informal greetings use the informal form “tu”, including: ¿Cómo estás? (Hello, how are you?) ¿Cómo te va? (How’s it going?) ¿Qué haces? (What are you doing?) Another extremely common informal greeting is ¿Qué tal? which roughly means “What’s up?” Common responses to these questions include: Bien, gracias. / Muy bien. (Well, thanks. / Very well.) Como siempre. (As always.) Más o menos. (Okay, so-so.) Todo bien. (All good, great.) Nada. (Nothing.) When meeting someone for the first time, you can say “mucho gusto” (nice to meet you) or “encantado/encantada” (how do you do). GREETINGS When leaving somewhere, you can use the same expressions to say goodbye as you used to say hello, given the time of day: Buenos días (good morning) Buenas tardes (good afternoon) Buenas noches (good evening/good night) Other common ways to say goodbye include: Adiós (Bye) Hasta luego/hasta más tarde (See you later) Hasta mañana (See you tomorrow) Hasta pronto (See you soon) Hasta la próxima (Until next time) Hasta ahora (See you in a minute) Nos vemos.
    [Show full text]
  • Literary Translation in the Digital Age
    UNIVERSIDAD DE BUENOS AIRES Facultad de Derecho Maestría en Traducción e Interpretación Literary Translation in the Digital Age Preparado por Frances Riddle Buenos Aires, Argentina 2014 1 Riddle – Literary Translation in the Digital Age TABLE OF CONTENTS INTRODUCTION……………………………………………………………….………….3 THEORHETICAL FRAMEWORK…………………..……………………….……………6 METHODOLOGY………………………………………………………………..………..46 CORPUS ANALYSIS………………………….………………………………………….53 CONCLUSIONS…………………………………………………………………………..82 BIBLIOGRAPHY…………………………………………………………………………87 APPENDIX I: CORPUS………………………………………………………….………96 2 Riddle – Literary Translation in the Digital Age INTRODUCTION Translation is stigmatized as a form of writing, discouraged by copyright law, depreciated by the academy, exploited by publishers and corporations, governments and religious organizations. Translation is treated so disadvantageously, I want to suggest, partly because it occasions revelations that question the authority of dominant cultural values and institutions. And like every challenge to established reputations, it provokes their efforts at damage control, their various policing functions, all designed to shore up the questioned values and institutions by mystifying their uses of translation (Venuti, 1997:1). What is now infamously known as the “Three Percent Problem” describes the fact that only three of every one hundred books published in the U.S. and Great Britain annually are works in translation from another language. Some experts say that 3% is an overestimate and that the number of translations published each year in English may actually be less than 1% of the total. The U.S. exports its cultural products on a massive scale through television series, movies, music and books, but assimilates foreign cultural artifacts at a rate that pales in comparison. The fact that the U.S. has ideologically closed its borders to any outside influence has been called cultural suicide by some.
    [Show full text]
  • An Exploration of the Complexity of Familiar Address in Chilean Spanish
    University of New Orleans ScholarWorks@UNO University of New Orleans Theses and Dissertations Dissertations and Theses 5-14-2010 The New Voseo Culto: An Exploration of the Complexity of Familiar Address in Chilean Spanish Patrick Roy Rouse University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/td Recommended Citation Rouse, Patrick Roy, "The New Voseo Culto: An Exploration of the Complexity of Familiar Address in Chilean Spanish" (2010). University of New Orleans Theses and Dissertations. 1118. https://scholarworks.uno.edu/td/1118 This Thesis is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Thesis has been accepted for inclusion in University of New Orleans Theses and Dissertations by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. The New Voseo Culto: An Exploration of the Complexity of Familiar Address in Chilean Spanish A Thesis Submitted to the Graduate Faculty of the University of New Orleans in partial fulfillment of the requirements for the degree of Master of Arts In Romance Languages By Patrick R. Rouse B. A., The University of Southern Mississippi, 1999 May 2010 © 2010, Patrick R.
    [Show full text]
  • John M. Ryan University of Northern Colorado College of Humanities and Social Sciences (970) 351-3105 Email: [email protected]
    John M. Ryan University of Northern Colorado College of Humanities and Social Sciences (970) 351-3105 Email: [email protected] Education PhD, Arizona State University, 2008. Area of Study: Linguistics and Applied Linguistics MA, Arizona State University, 1991. Area of Study: Spanish Linguistics BS, Georgetown University, 1985. Area of Study: Spanish Professional Academic Experience Associate Professor, University of Northern Colorado. (2016 - Present). Assistant Professor, University of Northern Colorado. (2011 - 2016). Faculty Associate, Arizona State University. (2010 - 2011). Grant Writer, Arizona State University. (2005 - 2009). Director of Development, Arizona State University. (2003 - 2005). Sponsored Projects Officer, Arizona State University. (1995 - 2003). Course Creator/Instructor, Arizona State University. (1996 - 2001). Assistant Director, P1000, Hispanic Research Center, Arizona State University. (1991 - 1995). Coordinator of Research Proposals, Hispanic Research Center, Arizona State University. (1991 - 1995). GRE Course Instructor, Hispanic Research Center, Arizona State University. (1991 - 1993). Spanish Undergraduate Advisor, Arizona State University. (1990 - 1991). Spanish Instructor/Graduate Teaching Assistant, Arizona State University. (1989 - 1990). Grants and Contracts Specialist, Sponsored Programs, Georgetown University. (1985 - 1987). Account Analyst, Sponsored Programs, Georgetown University. (1984 - 1985). English Instructor, El Centro Británico. (1983 - 1985). Report Generated on August 7, 2020 Page 1 of 18 RESEARCH, SCHOLARSHIP, AND CREATIVE WORKS Publications Juried Journal Article Published Ryan, J. (2020). Toward a typology of children's early verb forms. Journal of Child Language Acquisition and Development, 8(2), 36-46. Ryan, J. (2019). A comprehensive, research-based, peer review and self-evaluation module for integration into combined composition classes for second (L2) and heritage (HL) language learners of Spanish. Journal of Language Teaching and Research, 10(6), 1131-1141.
    [Show full text]
  • IV. Spanish Studies Language and Linguistics Miriam Bouzouita, Ghent University, and Mara Fuertes Gutiérrez, Leeds Beckett University
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Ghent University Academic Bibliography IV. SPANisH STUDIES LANGUAGE AND LINGUisTICS Miriam Bouzouita, Ghent University, and Mara Fuertes Gutiérrez, Leeds Beckett University This survey covers the period 2012–2013. The two authors are responsible for sections 2; 1 and 3 respectively. 1. History of Spanish Linguistics Several collective volumes have been published: Historiografía lingüística: líneas actuales de investigación, ed. Elena Battaner Moro, Vicente Calvo Fernández and Palma Peña Jiménez, 2 vols, Münster, Nodus, 2012, xi + 942 pp., contains papers on the history of the Spanish grammatical and lexicographical tradition, specially on 19th-c. authors, the influences between Spanish and Portuguese scholars, the American contribution to the history of Spanish Linguistics and Covarrubias’s Tesoro (1611) and, to a lesser extent, on the history of the codification of Spanish orthography and pronunciation. The volume also includes a round table discussion on the current status of Linguistics and its History in the Spanish Higher Education framework (118–40). Another two volumes show that 19th-c. linguistics continues to attract attention from scholars: Reflexión lingüística y lengua en la España del xix: marcos, panoramas y nuevas aportaciones, ed. Alfonso Zamorano Aguilar, Munich, Lincom, 2012, 542 pp., is an interdisciplinary work which provides an excellent overview of the topic through several papers, each of them covering a subfield of the discipline through an exhaustive literature review followed by an original contribution; Bibliografía cronológica de la lingüística, la gramática y la lexicografía del español (BICRES IV): Desde el año 1801 hasta el año 1860, ed.
    [Show full text]
  • Subject Pronoun Usage Among Spanish Dialects John M. Lipski The
    Subject pronoun usage among Spanish dialects John M. Lipski The Pennsylvania State University 1. Introduction Research on Spanish subject pronouns is complicated by a number of poorly-documented and sometimes mutually contradictory assumptions, all of which have been repeated for so long within different theoretical models—as well as in pre-theoretical descriptive studies—as to take on the status of received wisdom. Among these assumptions are: (1) Spanish is a null-subject language. This `prodrop' feature of Spanish is usually tied to the rich verb morphology of Spanish, which identifies the grammatical subject with a high degree of accuracy, rendering overt subject pronouns usually redundant. Comparisons between Spanish and English from the perspective of second language acquisition routinely mention lack of prodrop in English, together with the types of interference that can result from misapplication of L1 parameters in the acquisition of L2: (a) ungrammatical elimination of subject pronouns in English, and (b) categorical retention of overt subject pronouns in Spanish. The former misapplication produces immediate syntactic violations, and represents a discontinuous transition between grammaticality and ungrammaticality. The second case, retention of overt subject pronouns in Spanish, is more highly ramified, since prodrop in Spanish is in principle optional (except in the case of obligatorily null expletive subjects). Native speakers of Spanish, representing a broad spectrum of regional variants and dialects, are not always in agreement as to the desirability or even acceptability of null versus overt subject pronouns when presented with test utterances in which prodrop could apply, and observation of unmonitored speech reveals an equally great variation in actual production.
    [Show full text]