Molly is 16 and she lives in London. Molly is crazy about fashion. She writes a blog about it. Molly’s blog is very popular – she’s got over 100,000 hits. Molly takes photographs of herself wearing different clothes and puts the pictures on her website. Many shops give her free clothes to show on her website because she is so popular. She loves London street fashion and often takes photos of what people are wearing in the streets of London. This gives her ideas about clothes for her website.
preposicionales (van después de una preposición). (Personal pronouns are classified inti several groups: subject [can be the subject of a sentence], objective [the direct or indirect object in a sentence], demonstrative [designating elements previously mentioned], possessive [replacing nouns and establishing a relation of possession] and prepositional [placed after a preposition]).
Other responses to patriarchal language could be found in the works of a number of women writers, who invented ingenious solutions to challenge male bias and to make the feminine visible in language. For instance as an alternative to the use of generic ‘he,’ writers such as Marge Piercy, June Arnold and Dorothy Bryant came up with new pronouns. In her novel Woman on the Edge of Time (1976), Marge Piercy uses ‘person’ as subject pronoun and ‘per’ as object pronoun andpossessive; in The Cook and Carpenter (1973), June Ar- nold introduces ‘na,’ ‘nan,’ and ‘naself;’ and finally in her novel The Kin of Ata Waiting for You (1971), Dorothy Bryant proposes ‘kin,’ as unmarked for either gender or number. Moreover, to solve the problem of the lack of feminine visibility in the English language, feminist translators such as Suzanne de Lotbinière-Harwood adopted what she calls a system of “neutralisation which is the process of creating synonyms for words or phrases which are otherwise sex-definite” (de Lotbinière-Harwood 1991: 113) and a process of “femini- sation” of language which “goes beyond neutralization and desexization. It includes strategies such as avoiding pejorative words designating women, en- coding new meaning in existing words and coining new words, often using etymology as a resource” (ibid.: 117-19).
Even though at Unidad Educativa Riobamba a great development in English subject than other institutions, majority of students demonstrate some problems in English learning. One of these problems is the linguistic interference because the students tend to use the patterns of their first language in the development of second one. It is evident through writing and speaking that grammatical interference are presented in areas such as nouns, adjectives verb tense, pronouns, possessiveand negation by English teacher´s own observation and experiences, and those who teach English subject in this institution concur the linguistic interference in most of students are presented in the same areas. Many factors could provoke linguistic interference such as: influence of students’ bilingualism background, disloyalty of target language, transference of mother language structures and limited vocabulary in English.
“There is now good evidence in humans also that if a mother is stressed or anxious while pregnant, her child is substantially more likely to have emotional or cognitive problems, including an increased risk of symptoms of attention deficit/hyperactivity, anxiety, or language delay (for reviews, see Talge, Neal, and Glover, 2007; Van den Bergh, Mulder, Mennes, and Glover, 2005)…There is now good evidence from many independent prospective studies that antenatal stress predicts adverse social/emotional and cognitive outcomes during childhood…Other studies have shown links between antenatal stress/anxiety and behavioral/emotional problems in the child…The size of the effects found in many of these studies is considerable, although it is important to emphasize that most children are not affected … These results imply that the attributable load in behavioral problems due to antenatal anxiety is of the order of 15&%…The implications of the research is that anxiety and stress during pregnancy should received more attention, both for the sake of the woman herself and for the development of her future child…Effective interventions to reduce maternal stress and/or anxiety during pregnancy should help to decrease the incidence of cognitive and behavioral problems in children…There is now good evidence that maternal anxiety and stress druing pregnancy substantially increase the risk for adverse long-term effects on the neurodevelopment of her child, even though most children are not affected.” (Glover, Bergman, and O’Connor, 2008).
The main objective of this work is to provide empirical data evidencing the level of production and acceptability of Resumptive Pronouns (RP) in English. Although this type of pronominal categories has been considered to be ungrammatical in English, actually, has been reported to be employed regularly in oral communication. The participants selected for this study are a group of Spanish speakers who were classified according to their English grammatical background: some of them had in-depth linguistic knowledge of the language (G1) and some other had mostly knowledge of the oral dimension of the language (G2). The analysis of the results of the tests to which they were submitted showed greater acceptance and production of the resumptive pronoun on the part of the G2, verifying this way the oral status of this type of pronoun in English even in non-native speakers. Even so, in both groups, the levels of production and acceptability of the RP did not reach high levels.
Regarding syntactic aspects, adjectives can be found in three positions: before a noun (attributive position), after a noun (postpositive position) or in the predicate modifying the subject of the sentence via a linking verb or other linking mechanism (predicative position), for instance in “most guests are satis ed”. Postpositive adjectives are not as common as predicative and attributive ones; they are normally found in a number of xed expressions of the “we have plenty of rooms available” type, in which available postmodi es “rooms”. Thus, in spite of the predominant (premodifying) attributive position of adjectives, there are two other positions where an adjective can also be placed: after a noun head (thereby postmodifying it, postpositive position) or in the predicate (predicative position). Authors such as Fowler and Kress (1979: 212) found the positioning of adjectives “highly revealing”. Quirk et al (1985: 1341) argued that premodi ers (adjectives in attributive position) are the ones “relating to properties which are (relatively) inherent in the head of the noun phrase, visually observable, and objectively recognisable or assessable”. In fact, adjectives accompanying nouns to the left tend to be the ones that are the most important and affective for their users, that is, the ones with a higher degree of subjectivity.
The expression of possession is a grammatical property that is usually gradually acquired in L2 contexts but it is also a grammatical property that involves specific difficulties for Spanish speakers who are learning English as their L2. Generally these difficulties are related to cross-linguistic influence from their first language (L1, i.e. Spanish) into their L2 (i.e. English). The inexistence of an equivalent possessive construction in the learners’ L1, as it is the case of one of the possessive constructions this dissertation deals with (the Saxon Genitive) can cause difficulties in the learning process and also the overuse of the other possessive construction (the of-construction), which is the one used in Spanish. In this way, the analysis of empirical data carried out in this dissertation about the students’ preferences and their production of possessive structures will show the knowledge they have on the distribution of possessive structures (of-construction and Genitive construction) taking into account the following: that their L1 does not have the Saxon Genitive expression; that they have to acquire it as a new property; and that they have to learn the distribution of both constructions in English which corresponds to the same constriction in Spanish.
Latinate affixes (-al) for the formation of adjectives are more numerous in the 18th century texts in CETA than native ones (-y). However, this may be due to at least two factors. On the one hand, I have restricted my analysis to those –y suffixes descending from OE –ic and have excluded all others, which lowers the initial count. On the other hand, -al is a frequent adjectival suffix because of its complementary distribution with –ar. Therefore, the fact that in my data there are more –al than –y tokens should not be, a priori, considered as indicative that texts on astronomy in the eighteenth century tended to resort to Latinate forms rather than to Germanic ones because it was already a highly specialised register.
The main area of contact between inflection and derivation that arises in a synchronic analysis of Old English is the formation of nouns that end in end in a suffix (-a, -e, -o, -u) and derive mainly from strong verbs (as in ece ‘pain’ < acan ‘to ache’ and bite ‘bite’ < bītan ‘to bite’). González Torres (2010), in order to decide whether these suffixes are inflectional or derivational, compares each affix with the other affixes that are attached to the same base, as well as to the simplex form. Focusing on one of these pairs, -a / -e, in cases such as ācumba / ācumbe ‘oakum’, there is no meaning contrast and the ending expresses gender inflection. The same can be said of other pairs like hūsbonda ‘householder’ / hūsbonde ‘mistress of a house’, wuduwa ‘widower’ / wuduwe ‘widow’, māga ‘son’ / māge ‘female relative’, gefædera ‘male sponsor’ / gefædere ‘female sponsor’ and geongra ‘disciple’ / geongre ‘female attendant’. However, in pairs like the ones in Figure 4, which comprise two morphologically related words which convey a significantly different meaning, the meaning contrast between the two members of the pair cannot be attributed to inflection. Rather, it has to be explained as the result of a derivational process:
Some explanations regarding initial questions It is worth to consider that in this type of studies, discussion of results is a process realized on parallel basis with reading of findings. However, we will show some reflections on this matter. Educabiliy nature considered in this project leads us toward two considerations from the logic of social imaginaries: the first one, related to the Being, and the second one, to Time; the Being of educability as a socio-historical condition, and the time as alteration. Being and time change themselves in socio-historical period, causing in nature of educability a constant movement and ebullition. In order to achieve such mobility, it is necessary to recognize that nature of social imaginaries is intangible, and therefore, accessing is possible just through means that make them visible, symbolic representations. According to the above, to Access social imaginaries in the study, it was necessary to recognize first the scheme of social agreements within which pedagogic practices taken as a reference move; secondly, access fund ethos, measured by logic of social coordinates. Intelligibility scheme shows that social agreements on educability in pedagogic practice visualized from the being/doing, and saying/representing, are dymanized within the framework of common categories shown in the various work units, or acdemic programs; but they also show that there are categories that just appear in some programs, or found in some of the considered dimensions (being/doing and saying/presenting).
The poetry of Jorge Fernández Granados is permeated by a veil of experience. Nostalgia, memories and places guide his production line. His poetics delves into the image of subjective recreation and turns memory into a discourse in which time and space are fundamental. The purpose of this paper is to explore and investigate how it is that the voice of the enunciative subject creates space as from the evocation. We can point out that the experience that is built in the poems has not only a discursive importance in what pertains to the representation of memory, but because it offers depth that goes beyond the anecdotal since it is assumed from the perspective of a subject who creates places and spaces. In Principio de incertidumbre (2007) this subject is a defined and delimited “I” who assumes the description. What is peculiar about this subject is his experience that creates the spaces, who tries to generate distance, a retrospective, but that in the end takes us towards an inner world pierced by nostalgia, memory and loneliness. The categories of analysis focus on three main axes: the subject of enunciation, space and temporalities.
Galician has been the co-official language of Galicia since 1981, with more that two million Galician-speakers in Spain, there are however Galician-speakers in Latin America, and western areas of different regions such as Asturias, Le´on and Zamora. Although there several dialects exist, the Royal Galician Academy, founded in Havana in 1905, has recently standardized the language. This has allowed us to formally study the linguistic phenomena in order to implement a generation environment for tagging.
The confession occupies the thoughts of Michel Foucault since the beginning of the 1960s, when the philosopher still dedicated his studies to the madness theme. The reflection became very well known. Through his studies on madness, Foucault shows the birth of the institutional asylum inaugurating what would be considered in modern times the happy era during which madness would finally be recognized and treated in its truth. Before the modern asylum, when the madman found himself chained within the interior of a hospital, madness appeared at the core of his internment only as an object of fascination or fear; however, the madman was not manifest in his being. In the Classical era a being of madness did not exist in the internment into the hospital. Thus, treatment was exclusively physical. Only in the modern care context asylums started to give madness a psychological and moral statute. The old physical techniques of the classical era would endure, certainly, in the modern era; however, they would no longer have a therapeutic objective, but a strictly punitive objective. In the modern era, the cure of madness would be nearly entirely the result of psychological and moral treatment procedures; procedures that were also responsible for introducing madness into the game of culpability.
Robertson, Nunn and Lingley (2008) in their research about the most effective technique for vocabulary teaching concluded that pictures are more useful and can play an important role in learning new vocabulary items. The study was conducted with 96 elementary male students between 12 and 15 years studying at Simin Language Institute. The students were divided in three groups, two of them were the experimental groups and the third was the control group. At the beginning of the study, the three groups were given a test then the study was conducted during a period of six months. The two experimental groups were taught new vocabulary items with pictures and contextualization respectively and the third group was traditionally taught, in other words using definitions and synonyms for new vocabulary item. Finally, a post test was given to them.
In most Spanish-speaking countries (and, in fact, in most countries other than the U.S.), time is usually expressed on a 24-hour clock (what we in the United States generally refer to as “military time”). The 24-hour system is especially used in public announcements such as timetables, bus/train/plane schedules, movie/television/radio listings, sporting events, and business hours of operation. So it’s important to be able to understand and tell the time according to the 24-hour system!
c) Robert understands Paul and Paul understands Robert. They ______________________ d) She writes to me at Christmas and I write her back too. We ________________________ e) Tom looked at you and you looked at Tom. You_________________________________ f) I should listen to her and she should listen to me. We_____________________________ g) Lara likes Peter a lot and Peter likes Lara a lot too. They __________________________