Natividad Hernández Muñoz

The acquisition of communicative competence in second and foreign languages requires the incorporation of verbal and non-verbal elements. Notwithstanding, few studies have performed empirical research into the acquisition of non-verbal signs. This research studies the learning of emblematic gestures for students of Spanish in the USA using an evolutionary analysis after instruction. Interactions between types of gestures (common, different, and unique) based on the similarities with the first language and learning mechanisms in free and guided comprehension and production tasks are taken into account. The results indicate that although the detection and production of emblems improve with instruction, the progress is unequal: the categories different and unique obtain a higher rate of improvement than common emblems in specific tasks. In conclusion, it is essential for the teaching of gestures and non-verbal communication to consider, along with the non-verbal target language code, the non-verbal mother tongue code.

Las aportaciones entre el conocimiento léxico y el morfológico son bidireccionales en el desarrollo de las capacidades lingüísticas. Estas relaciones se han estudiado ampliamente en las primeras etapas educativas vinculadas al desarrollo de la comprensión lectora mientras que no tanto en la adolescencia y primera juventud. Este trabajo aborda las relaciones que existen entre la productividad léxica, medida a través de una tarea de léxico disponible, y la conciencia morfológica derivativa en tres grupos de estudiantes, dos de educación secundaria (12 y 15 años) y uno de primer año de universidad (18 años) con una metodología pseudolongitudinal. Los resultados nos indican que, entre la diversidad de habilidades morfológicas incorporadas al estudio, las tareas de producción morfológica libre a partir de una base y un sufijo son las que mejor predicen la productividad en el vocabulario disponible. Así mismo, los resultados refuerzan la necesidad de continuar entrenado el conocimiento morfológico metalingüístico a lo largo de todas las etapas educativas preuniversitarias para favorecer el desarrollo del vocabulario.

Previous studies analysing the differences in emotionality in first and second language suggest that affective content of lexical items is modulated in certain contexts. This paper investigates the differences in valence and arousal ratings for 300 early words, in both oral and written modalities, through speakers’ subjective appraisal of words given by two immersion groups of Spanish late bilinguals (Chinese and European) compared with a group of native speakers. The main goal of our study is to identify the lexical areas where variability occurs, regarding to a set of affective (emotional charge and intensity), grammatical (nouns, adjectives and verbs) and semantic (concreteness) features of words. Our results show that valence is the dimension where the greatest variability is observed between native and bilinguals, although the influence of the independent factors differs considerably. Besides, arousal yields illuminating data regarding the grammatical category of words and differentiation between the groups of participants.

espanolEl procesamiento y la representacion de los nombres propios se han estud-iado tradicionalmente oponiendo esta categoria lexica a la de los nombres comunes. Sin embargo, cada vez mas autores en el ambito de la psicolinguistica y la neurociencia estan planteando que diferentes subcategorias de nombres propios, como los antroponimos o los toponimos, podrian presentar divergencias en su comportamiento. Este estudio pretende acercarse a esta hipotesis desde dos perspectivas: (1) las caracteristicas semanticas y asociativas de los nombres de persona y de lugar (2) el reconocimiento de estos dos tipos de nombres propios. Los resultados de nuestro estudio demuestran que los nombres de persona tienen mas asociados idiosincrasicos y que sus primeros asociados tienen menos fuerza que los nombres de lugar. Estas diferencias, a nivel descriptivo, se reflejan en el procesamiento de estos dos grupos de palabras en nuestra prueba de decision lexica. En efecto, los participantes procesaron lo...

Los avances en la integración de las competencias digitales en la enseñanza de segundas lenguas en las últimas décadas han formado parte de ámbitos aislados, centrados en una lengua específica o en contextos educativos concretos. Este recorrido, asimismo, ha puesto de manifiesto diferentes barreras o dificultades en el proceso de integración de las tecnologías en el desarrollo de la enseñanza-aprendizaje que, para ser resueltas, deben afrontarse desde un paradigma ideológico y educativo renovado. El objetivo de este volumen es precisamente caminar hacia la construcción de una dimensión de trabajo global con la apertura de nuevas vías de transformación en la concepción de la enseñanza de lenguas con mediación tecnológica en un sentido amplio, desde una necesaria perspectiva multilingüe y multimodal, donde todos los participantes en el proceso puedan favorecerse de los avances realizados de una forma dinámica, constructiva y sinérgica. Todo ello responde sin duda a la necesidad de res...

... el de-el del mínimo no viene / no viene <ininteligible> / y hay ve-/ y hay / doscientos chavales jóvenes en el paro con carné / que los cojan (Cadena SER, 30-5-2003) ... ASELE. Actas XIV (2003).MIGUEL ÁNGEL AIJÓN OLIVA y NATIVIDAD HERNÁNDEZ MUÑOZ. L... Page 12. ...

El estudio de los nombres propios, sobre todo desde el punto de vista de su evolución en el uso y los diferentes valores sociales que han desarrollado a lo largo del tiempo, ha presentado dificultades evidentes para su captación más allá de los trabajos de frecuencias. En la presente investigación abordamos un análisis socionomástico de los antropónimos desde los postulados metodológicos de la disponibilidad léxica, a partir de una muestra restringida geográficamente y con distribución homogénea según diversos parámetros sociales (edad, género y nivel sociocultural). Los resultados confirman, en primer lugar, la idoneidad del procedimiento a la hora de detectar esquemas y modelos de hábitos onomásticos, así como la posibilidad de establecer comparaciones con otros recuentos de frecuencia ya existentes. Por otra parte, a partir del análisis cuantitativo, es posible detectar comportamientos diferenciados entre los colectivos que resultan de la estratificación de la muestra a partir de...

Los repositorios de recursos educativos, incluidos los de buenas prácticas, han experimentado un gran desarrollo en los últimos veinte años, hasta el punto de poder ser considerados un elemento de transformación en la educación. Sin embargo, en el caso de los repositorios de buenas prácticas en segundas lenguas con mediación tecnológica, se siguen observando deficiencias en cuanto a su estructuración y organización, así como en su aprovechamiento por parte de la comunidad educativa. Estas deficiencias vienen marcadas, en gran medida, por la naturaleza diversa de los escenarios que hoy en día integran la enseñanza y el aprendizaje de segundas lenguas y los medios tecnológicos. Para afrontar estos retos, el presente artículo parte de un análisis de la evolución de los sistemas de almacenamiento, acceso y recuperación de recursos educativos abiertos. A continuación, se propone una redefinición del concepto de buena práctica basándose en la naturaleza dinámica de los nuevos contextos de enseñanza como parte de los cambios culturales y educativos de la era digital, donde el translingüismo, la multimodalidad, la autonomía y las competencias digitales del aprendiz son elementos clave. Como consecuencia de todo ello, se revisa y amplía lo que tradicionalmente se considera aprendizaje mediación tecnológica a partir del análisis de experiencias concretas. Por último, el artículo proporciona una serie de pautas para que esta reconceptualización del marco teórico se materialice en un aprovechamiento de los recursos más participativo e integrador.

The development of studies on lexical availability in native and non-native speakers allows us to propose this theoretical framework for the cognitive process involved in the production of available lexicon in an L1 or in an L2. After describing how available vocabulary is recalled in the L1 and in the L2 according to the main models of word production and how it is predicted by different cognitive factors, we compare the organizational strategies that both groups of participants implement during the task and the consequences on the resulting lexical networks. Analysed together, these data suggest that the lexical component of the task may be more powerful in the production of non-native speakers

This article investigated the development of morphologicalawareness (MA) across three groups of students of Spanishas a second language (SSL) with different levels ofproficiency. Four morphological assessment tasks onrelational knowledge were designed in a simultaneouscross-sectional study that differed in two dimensions:complexity level (low vs. high) and type (detection vs.production). The results demonstrate that MA in Anglo-phone students of SSL shows an early development but thatdetection tasks improve faster than production tasks. Onlyproductive tasks that are procedurally easy to performimprove over time, whereas more difficult productive tasksdo not show better results across three consecutive years ofSpanish courses. Limitations in the development of MA inSSL are therefore related to the use of morphologicalknowledge in difficult productive tasks but not in detectiontasks or easier productive tasks. Results have implicationsfor MA pedagogy and MA research

https://doi.org/10.1515/opli-2017-0025
This study examines the factors affecting word recognition in a language with a consistent system to map letters into sounds; Spanish. The influence of semantics on the recognition of words in languages with inconsistent mappings, such as English, is well documented. Not much is known for other languages. A lexical decision task and two category verification tasks with varying levels of semantic complexity were used. In contrast to English, none of the semantic variables entered into the analyses had a significant impact on lexical decision latencies or errors. Imageability showed an influence on responses to both category verification tasks while the effect of connectivity was marginally significant in the category verification task with the greatest semantic complexity. Results indicate that word recognition decisions can be made without the involvement of central components of the semantic system. The role of semantics in word recognition in languages with consistent spelling systems will be discussed.

http://www.tandfonline.com/eprint/reiv4xmfgFyp5xgCMQpC/full

RESUMEN
Este artículo analiza la adquisición de la competencia intercultural por parte de los profesores de español en formación a través de tres metodologías de aprendizaje activo: el aprendizaje basado en problemas, el diseño curricular activo y la toma de decisiones. Los profesores en formación evaluaron a través de una encuesta autoadministrada la adquisición de las cuatro subcompetencias del profesorado de segundas lenguas que integran la competencia intercultural, siguiendo los descriptores propuestos por el Instituto Cervantes en 2012. Aunque las tres tareas analizadas obtuvieron valoraciones positivas para la consecución de los objetivos marcados, el aprendizaje basado en problemas aparece como la que mejor favorece la adquisición de las subcompetencias donde destacan los elementos de mediación, entre otros.
ABSTRACT
This article analyzes the acquisition of intercultural competence among teachers in training of Spanish as a foreign language through three different active learning methodologies: problem-based learning, active curriculum design, and decision-making. The teachers in training assessed whether they had developed the four sub-competences required of teachers of second languages to become intercultural teachers. To this end, they used a self-conducted survey following the descriptors suggested by the Instituto Cervantes in 2012. The three tasks analyzed were assessed as conducive to achieving the established objectives. Nevertheless, the problem-based learning appears as the one that improves the acquisition of sub-competences the most, among which mediation elements particularly stand out.

En este trabajo indaga en la construcción del lexicón bilingüe a través de un experimento de priming semántico de lectura y escritura en bilingües, nativos de español y hablantes con alto dominio del inglés como segunda lengua. Se observará cómo la lectura en L1 o L2 influye en la posterior producción en L1 o L2 de listas de vocabulario, así como en la disponibilidad léxica de las palabras producidas. Los resultados, que muestran una clara desigualdad por categorías y una prevalencia del priming intralenguas sobre el interlenguas, se interpretarán a la luz del Modelo jerárquico revisado de Kroll y Stewart (1994).

The paper explores the construction of linguistic identity among young speakers from La Mancha, Spain, as speakers of a transitional variety between the two standard varieties of peninsular Spanish, by applying cognitive theories of lectal networks. A questionnaire on linguistic attitudes was distributed among 143 young adult speakers in three secondary schools in La Mancha. Results on respondents' perceptions about cultural identity, resemblance and correctness of Manchegan variety and seven other Spanish varieties, and centres of linguistic prestige are reported in order to contribute to an enhanced understanding of the relationships between dominant and non-dominant varieties within the complex system of an asyrnmetrical pluricentric language such as Spanish. The results show the existence of a positive appraisal of the speech of La Mancha that situates it in a process of the emergence of a regional linguistic identity within a lectal network structure in which it does not occupy an equidistant position between the two peninsular standards. Speakers of Manchegan Spanish show a complex system of linguistic attitudes towards other non-dominant varieties of Peninsular Spanish

La formación académica previa al acceso al mundo profesional es uno de los factores ligados a la experiencia que modifican el conocimiento léxico de los hablantes de una lengua. Este trabajo analiza la competencia léxica de 97 alumnos  preuniversitarios a través de una prueba de disponibilidad léxica para seis categorías semánticas en relación con la especialización académica que han tenido en educación secundaria y bachillerato (ciencias o letras). Los resultados obtenidos son interpretados a la luz de las teorías de desarrollo de la competencia léxica adulta y los factores sociales, estratégicos y metalingüísticos que en ella influyen.

This paper focuses on using non-standard lexicon measuring to observe
the behaviour of several areas belonging to the Castilian variety within
Spanish Language as well as checking if the traditional normative foci
match the areas where a lexicon closer to the standard is preserved
whereas the non-dominant peripheral areas move away from implicit
models. For such a purpose, data obtained in the Lexical Availability Pan-
Hispanic Project are used. Within this project the lexicon available in
Spain is currently being gathered, representing one of the wider
synchronic lexical corpora with a greater possibility of variation in the
analysis for the study of Spanish language. Therefore, conclusions will
be drawn about the degree of proximity or distance of the marginal
areas regarding this centralizing focus. It will also be checked if the
geographical component is a decisive factor in the dispersion of
apparently compact modalities.

Lexical availability measures the ease with which a word can be generated as a member of a given category. It has been developed by linguistic studies aimed, among other things, at devising a rational basis for selecting words for inclusion in dictionaries. The measure accounts for the number of people who generated a given word as a member of a designated semantic category and the position in which they produce the word. We present an analysis of lexical availability from a cognitive perspective. Data were analysed for Spanish speakers generating words from five semantic categories—clothes, furniture, body parts, animals, and intelligence. Six properties of words were investigated as potential predictors of lexical availability. Predictors were concept familiarity, typicality, imageability, age of acquisition, word frequency, and word length. Categories differed on these variables, and regression analysis found concept familiarity, typicality, and age of acquisition to be significant predictors of lexical availability. The cognitive basis of these findings and the practical consequences of selecting words on the basis of lexical availability are considered.

This study presents a database of 500 words from five semantic categories: animals, body parts, furniture, clothing, and intelligence. Each category contains 100 words, and data on lexical availability, age of acquisition, imageability, typicality, concept familiarity, written word frequency, and word length in number of syllables are provided with each word. The full set of norms may be downloaded from www.psychonomic.org/archive.

Lexical availability has been a successful topic of research in Linguistics from the fifties to the present. It refers to the efficiency in production of words belonging to a determined category as associates to that category. Lexical availability has also been studied within the linguistic domain as a way to measure and evaluate the vocabulary known by a community. Research in lexical availability pursues the creation of empirical records in the form of dictionaries of the vocabulary ordered by topic and by the “measure of availability”. These dictionaries and the studies focused on them have an important application in a range of domains such as Socio-linguistics, Psycholinguistics, Etnolinguistics, and Education.
This thesis deals with the phenomena of available lexicon from a cognitive background. Even though López Morales (1999) argues that the psycholinguistic perspective is one of the necessary foundations of the integrated theory of  lexical availability, little research has been carried out on this topic. Regarding this subject, the main goal of this work is to contribute to the development of a general theory of the available lexicon with findings from the cognitive sciences, and especially, cognitive Psychology.
Thus, there are two main objectives. Each of them is developed in the corresponding section of the study:
1. Describing and analysing the cognitive foundations of lexical availability in order to explain some of the linguistic characteristics of available vocabularies.
Thus, some of the theoretical features of linguistic perspective have been reformulated, and experimental and terminological aspects have required a restatement. The first five chapters focus on this topic.
It has been exceptionally difficult to select from psycholinguistic works those theories and experiments that may contribute to lexical availability. Along with evidence from previous research on Psychology and lexical availability, three
experiments have been carried out. Through them, the “lexical availability” property of words is studied to further our understanding of the cognitive factors that determine it. The first of the experiments deals with the oral and written tasks. The second one tries to identify the variables that influence the measure of availability.
Finally, the third experiment addresses priming in category generation tasks with bilingual speakers.
2. The second part of the thesis focuses on the available lexicon of Castilla-
La Mancha, a large region in the centre of Spain. It consists of five provinces:
Albacete, Ciudad Real, Cuenca, Guadalajara, and Toledo. Little research has been conducted involving areas larger than one province of Spain (Arnal et al. 2003 and Galloso 2004).
A previous work had already collected available lexicon from Cuenca (Hernández Muñoz 2002, 2004). Methodology from this work as well as from other available lexicon records has been taken into account (Samper 1998, Mateo 1998, López Morales 1999, González Martínez 2002, Gómez Devís 2003, Arnal et al. 2004, Bellón 2004, Galloso 2004 and Bartol 2004). In the research project concerning available lexicon of Castilla-La Mancha 680 students were asked to produce words related to seventeen topics during two minutes.
Chapter six describes social and geographic characteristics of the studied area
and the community of speakers involved. Both the procedure of data collection and standarization methods applied to materials are summarized. Chapter seven highlights the quantity of words produced in each category as well a s social variables that predict higher or lower lexical production. Chapter eight reviews particular terms that are not included in standard dictionaries (e.g. dialectal and recently created words). Chapter nine provides a summary of the general conclusions.
Finally, the thesis includes the Dictionary of Lexical Availability of Castilla- La
Mancha.

Ante la necesidad de mejorar los programas de formación de profesores de español en relación con los contenidos relativos a la diversidad lingüística y cultural del mundo hispánico, presentamos una propuesta de trabajo de la intracultura a partir de los modelos más recientes para el desarrollo de la competencia intercultural. La propuesta está basada en los malentendidos intraculturales que pueden darse en el ámbito profesional hispánico y pone en marcha los procesos cognitivos, comunicativos y experienciales necesarios para la adquisición de las competencias intra- e interculturales de los profesores de español