Atjaunināt sīkdatņu piekrišanu

Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect [Hardback]

  • Formāts: Hardback, 108 pages, height x width: 216x138 mm, weight: 254 g, 10 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white
  • Sērija : Verber, Verbed Grammar
  • Izdošanas datums: 30-Nov-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367517280
  • ISBN-13: 9780367517281
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 70,31 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
  • Bibliotēkām
Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/ImperfectPalielināt
  • Formāts: Hardback, 108 pages, height x width: 216x138 mm, weight: 254 g, 10 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white
  • Sērija : Verber, Verbed Grammar
  • Izdošanas datums: 30-Nov-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367517280
  • ISBN-13: 9780367517281
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367517281.html
Keywords:
Examining four dichotomies in Spanish, this book shows how to reduce the six to ten rules common in textbooks for each contrast to a single binary distinction. That distinction is a form of totality vs. part, easier to see in some of the dichotomies, but present in all of them.

Every chapter is example-driven, and many of those examples come from writing by students. Readers can test out for themselves the explanation at work in the examples provided. Then, those examples are explained step by step. In addition to examples from writing by college students, there are examples from RAE (Real Academia Espańola), from scholars, from writers, from Corpes XXI (RAE), from the Centro Virtual Cervantes, and from the Internet. Many of those examples are presented to the reader as exercises, and answers are provided.

This book was written for teachers of Spanish as a second language (L2) and for minors or majors of Spanish as an L2. It will also benefit teachers and learners of other L2s with some of these dichotomies.
List of tables
x
Acknowledgements xi
Introduction xiii
1 Adjective position: Why having a `iguapo novio' does not raise any eyebrows, but having a `novio guapo' might
1(41)
Luis H. Gonzalez
1.1 Introduction
1(1)
1.2 A nonrestrictive adjective expresses totality; a restrictive one expresses partitivity
2(4)
1.3 Why is la hermosa Pen61ope Cruz nonrestrictive and los novelistas mexicanos restrictive?
6(1)
1.4 With nonrestrictiveness and restrictiveness, there is no needfor word twisting, for explanations that do not make sense (6 below), or for invoking emphasis, subjectivity, affectedness, value judgments
7(4)
1.5 Two adjectives modifying a noun
11(6)
1.6 Is Italian red wine different from red Italian wine?
17(1)
1.7 Bolinger (1952: 1118) principle of linear modification modified
18(3)
1.8 Allie Neals prediction regarding determiners and quantifiers before a noun
21(1)
1.9 Missed predictions 150 years ago. And now
22(6)
1.10 Many nonrestrictive adjectives go after their noun as the result of the omission of que + ser or que + estar (copula deletion)
28(3)
1.11 Bueno/a, malo/a, serio/a, verdadero/a, ultimo/a, final `good, bad, serious, true, last, final'
31(1)
1.12 Do a few adjectives have one meaning when used before a noun and a different one after it? In part. But it is more totality vs. part
32(4)
1.13 Some implications for teaching
36(1)
1.14 Conclusions
37(1)
Notes
38(1)
References
39(3)
2 Whole/part matters: Nonrestrictive and restrictive adjectival (relative) clauses
42(28)
Luis H. Gonzalez
2.1 Introduction
42(1)
2.2 Nonrestrictive and restrictive adjectival clauses
43(5)
2.3 Choosing the best (most informative) relative pronoun
48(2)
2.4 A few additional observations on the choice of relative pronoun
50(2)
2.5 Relative pronouns: why settle for the generic que `that' when you can choose a relative pronoun that helps your listener/reader?
52(13)
2.6 Some implications for teaching
65(2)
2.7 Conclusions
67(1)
Notes
68(1)
References
69(1)
3 Estar expresses change of state; most learners already have ser in their native language
70(17)
Luis H. Gonzalez
Michael Davern
3.1 Introduction
70(2)
3.2 A change in location is a change of state
72(1)
3.3 Why an explicit understanding of passive voice (and resultant state) is an efficient use of classroom time
73(3)
3.4 If the progressive is always with estar, and if estar expresses change, then the progressive expresses an explicit (or implied) change
76(1)
3.5 Change of state also accounts for putative "idioms" with estar
77(1)
3.6 Giving some teeth to the proposal in VanPatten (2010) about privileging estar
78(1)
3.7 Change of state explains apparently challenging (or nuanced) uses
79(4)
3.8 Some implications for teaching
83(1)
3.9 Conclusions
84(1)
Notes
85(1)
References
85(2)
4 The preterite is like entering or leaving a room; the imperfect is like staying in it
87(20)
Luis H. Gonzalez
Peter Till
4.1 Introduction
87(2)
4.2 The preterite
89(2)
4.3 The imperfect
91(2)
4.4 Testing this proposal with the famous example ayer tuve una carta `yesterday, I had a letter' and similar examples
93(5)
4.5 Testing this proposal with examples from five different textbooks for beginning to advanced levels
98(2)
4.6 Verbs do not change meaning when used in the preterite
100(2)
4.7 Some implications for teaching
102(1)
4.8 Conclusions
103(2)
Note
105(1)
References
105(2)
Index 107
Luis H. Gonzįlez is Professor of Spanish and Linguistics at Wake Forest University. He completed his Ph.D. at the University of California, Davis. His main areas of research are semantic roles, case, reflexivization, clitic doubling, differential object marking, dichotomies in languages, Spanish linguistics, and second language learning. He is the co-author of one book and the author of three other books:





Gramįtica para la composición. 2016. 3rd ed. Washington: Georgetown University Press. A Spanish advanced grammar and writing textbook, now in its third edition. Co-authored with M. Stanley Whitley. Cómo entender y cómo enseńar por y para. 2020. London: Routledge. https://www.routledge.com/9780367688295 Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect. 2021. London: Routledge. https://www.routledge.com/9780367517281 The Fundamentally Simple Logic of Language: Learning a Second Language with the Tools of the Native Speaker. 2021. London: Routledge. https://www.routledge.com/9780367347819