This short reply seeks to clarify the concept of linguistic norm circles and to correct some misunderstandings of it implicit in Sealey & Carter's response. It also reinforces some doubts over their ...version of the linguistic system. Norm circles, it argues, provide an important part of the explanation for linguistic practices, but always in conjunction with other interacting causal powers.
In this paper, a contrastive analysis of normative issues concerning the grammatical categories of determinants and pronouns included in the Spanish Royal Academy Grammars and Dictionaries is carried ...out. The corpus comprises the different editions of its grammatical work (1771, 1796, 1854, 1870, 1883, 1911, 1917, the 1973 Sketch and the NGLE of 2009), as well as the twenty-three editions of its lexicographical work (from 1780 to 2014). Issues related to the linguistic norm, which have been extracted from a comparison between the different editions throughout history, have been examined, classified and described. Results from this study reveal the following data: on the one hand, Grammars pay closer attention to prescriptive issues; on the other hand, a lack of coherence between Grammars and Dictionaries both in the follow-up of the linguistic norm and in the correction criteria used can be observed. In addition to that and with regard to dictionaries, the manual editions along with the 23rd edition are exceptional provided their interest in collecting a greater number of allusions to proper linguistic use.
En este artículo se lleva a cabo un análisis contrastivo de las cuestiones normativas, referentes a las categorías gramaticales de los determinantes y de los pronombres, incluidas en las gramáticas y en los diccionarios de la Real Academia Española. El corpus lo integran las diferentes ediciones de su obra gramatical (1771, 1796, 1854, 1870, 1883, 1911, 1917, el Esbozo de 1973 y la NGLE de 2009), así como las veintitrés ediciones de su obra lexicográfica (desde 1780 hasta 2014). Se han examinado, clasificado y descrito los asuntos referentes a la norma, extraídos tras el cotejo de ambas obras a lo largo de la historia. Las principales conclusiones de este estudio revelan los siguientes datos: por una parte, son las gramáticas las que dedican una mayor atención a los temas prescriptivos; por otra parte, en ciertas ocasiones, se observa una falta de coherencia entre las gramáticas y los diccionarios tanto en el seguimiento de la norma como en los criterios de corrección empleados; finalmente, con respecto a los diccionarios, sobresalen las ediciones manuales y la vigésima tercera edición, dado su interés por recoger un mayor número de alusiones al buen uso lingüístico.
The German Linguistic Studies Series is a comprehensive and outstanding forum in its field. It has borne the name of its subject in its title since the foundation of the series in the eighth decade ...of the last century. The series is comprehensive in the broad spectrum of topics covered (language levels, varieties, communication forms, epochs) in the range of research perspectives (theoretical and empirical studies, fundamental research and applications, interdisciplinarity with psychology, the social sciences etc.) and methodologies (the sole criterion is quality), in the rhythm of research (trends are perceived and also set, achievements are secured) and in the forms of presentation (monographs, textbooks, collected volumes, dictionaries). Professorial theses, outstanding doctoral theses, pioneering research findings from wider contexts, but also the surprising ‛stroke of genius' set the standards for inclusion in the series.
This article discusses, from a general perspective, the major stages that have occurred in the history of the Spanish language with respect to the dynamics between variation and standard(s). Based on ...the language s diffusion around the world, as well as on current approaches to linguistic theory, it is argued that only in the last few decades has a regulatory model been reached that, without disregarding the concern for the unity of the Spanish language, can allow diverse standards to fit within a greater whole. Well beyond the scope of the Academies, these are norms that are inclined to lead toward to a new convergence in the mass media that will strengthen the power of the Spanish language to face future challenges.
Este artículo analiza, desde una perspectiva general, las grandes etapas que se han sucedido en la historia del español con respecto a la dinámica entre variación y norma(s). Se argumenta que, partiendo de la difusión de la lengua en el mundo, así como de los nuevos enfoques en la teoría lingüística, solo en las últimas décadas parece haberse alcanzado un modelo normativo que, sin dejar de lado la preocupación por la unidad del español, puede permitir el encaje de sus diversas normas; unas normas que, por otro lado, y más allá de las Academias, tienden a una nueva convergencia en los medios de comunicación masiva que afianzará la potencia del español ante los retos que se vislumbran.
The introduction section differentiates the morphological (and 'orthomorphological') and orthographic norm, emphasizing a kind of a paradox of the orthographic norm. In the central section of the ...paper, the comparative and contrastive analysis method is used to analyze several relevant morphological aspects included in the defining of orthographic principles and orthographic rules. The goal of the paper is to bring to awareness the theoretical and morphological aspects pointing to the permeation of a kind of morphology and orthography, all through the prism of Croatian orthographic norm, as well as the norm of some Slavic languages, primarily South Slavic. In accordance with the above, the conclusion discusses the complex relation between the grammatical/morphological norm and the orthographic norm, i.e. the way in which the specificities of the grammatical norm become an issue pertaining to the orthographic norm. Adapted from the source document
The key points of Josef Vachek’s theory of written language (Vachek, 1939, rev. 1959) can be summarized as follows: (1) Speech and writing are complementary, i.e., for a given communicative ...situation, one is more convenient than the other. Writing serves, as a rule, more specialized functions (purposes) than speech does, which makes it the marked member of the pair. (2) Writing is (a) governed by a norm of its own (social aspect), and (b) no longer a second-order semiotic system for experienced readers (cognitive aspect). Quite recently, Adam (2009) has criticized Vachek’s approach as being old-fashioned and empirically inadequate, and has suggested replacing it with a theory based “on the substance only”. The purpose of the present paper is to recall Vachek’s theory and to demonstrate that most of Adam’s arguments are irrelevant or misleading.
El propósito de este trabajo es analizar el contexto y los condicionamientos que llevaron a lingüistas e instituciones normativas a postular la necesidad de otorgarle a la norma lingüística hispana ...un carácter pluricéntrico. Este hecho supuso un vertiginoso giro en el interés de España por la América hispanófona, lo cual se vislumbra en un tipo de discurso más acorde con los requisitos de la aldea global, en el que determinadas metáforas en torno al papel de la lengua española como mediadora del encuentro entre civilizaciones han cristalizado como lugares comunes. Así las cosas, conviene advertir que la adopción de una renovada política lingüística oficial, que pretende alejarse de posturas paternalistas y eurocéntricas y recurre sistemáticamente a la exaltación del español como garante de unidad y concordia panhispánica, no oculta que implícita y encubiertamente, en la mayoría de los materiales didácticos, parece no haberse producido todavía una reorientación en materia de autoridad idiomática. El problema de base es justamente la falta de reflexión teórica sobre conceptos que se emplean profusamente y se vacían semánticamente en los debates en torno a la promoción y diftisión internacional del español. The aim of this paper is to analyse the context and the conditioning factors that led linguists and normative institutions to give a pluricentric character to the Spanish linguistic norm. This meant a radical turn in Spain's interest towards the Hispanophone America that can be observed in the adoption of a renovated discourse, more adequate to the requirements of the global village. As a result, some metaphors referring to the role of the Spanish language as the mediator in the meeting of civilizations have been generalized as discursive topics. However, the official language policy that conveys an explicit rejection of a Euro-centric and paternalistic stance and a presentation of Spanish as the guarantor of pan-Hispanic unity and concord does not hinder that implicitly and covertly it has not entailed a language authority's reorientation in the majority of teaching materials. Once again, the main problem in engaging with this task is the lack of theoretical consideration of widely used concepts which are semantically emptied in the debates about the international promotion and spread of the Spanish language.
The norm is a centrally important aspect in the field of Second Language Acquisition (SLA), in both foreign/second language teaching and in learner language research. A language can only be described ...on the basis of some kind of reference point which arises as the target state of language for the learners to arrive at, so that it determines the selection and the processing of the data provided in the classroom, and likewise, it is regarded as the reference point the learners ouptut is compared with. The aim of this research is to determine from a theoretical and an applied perspective the aspects which must be considered when choosing a variety of language which should serve to categorize data sistematically, based on a given learner Spanish corpora.
La norma desempeña un papel fundamental en el ámbito de la adquisición de las segundas lenguas (ASL), tanto en el proceso de aprendizaje-enseñanza que se desarrolla en el aula como en la investigación sobre la lengua de los aprendientes. Una lengua solo puede ser descrita a partir de un referente que se erige como el estado de lengua meta para el aprendiente, por lo que determina la selección y el tratamiento de las muestras de lengua aportadas en el aula, y, asimismo, se constituye como modelo con el que se contrasta el output lingüístico del alumno. En este trabajo pretendemos determinar tanto desde una perspectiva teórica como aplicada los aspectos que deben ser considerados a la hora de seleccionar un modelo lingüístico apto para realizar una categorización de los datos sistemática a partir de un corpus de aprendientes de español dado.
Este trabalho, fruto de pesquisa de cunho etnográfico e colaborativo na área da Lingüística Aplicada, descreve algumas representações sobre o "erro" no processo de aprendizagem da escrita numa classe ...de alfabetização de jovens e adultos em uma escola da rede municipal de Vitória da Conquista, Bahia. Tais representações, como se percebeu na análise, simbolizam, para os atores sociais envolvidos (alfabetizadora e alfabetizandos), a (re) produção de uma imagem de "escrita correta", sob a qual se forma uma rede de sentidos em torno de uma "língua escrita correta" nos eventos de letramento escolar.This paper is based on an ethnographic and collaborative research conducted in the area of Applied Linguistics. It describes some representations of "error" in the writing learning process of the young and adult literacy students at a school in Vitória da Conquista, Bahia. Data results show that the representations for both the teacher and the young and adult learners are reproductions of a "correct writing" image produced in the literacy events of the classroom.
This paper describes the criteria for the systematic periodization of Croatian grammar books. These criteria are exclusively linguistic and take into account the phonological and morphological ...structure described in these grammar books; where the grammar books contain a dictionary, the lexical organization has been taken into consideration as well. Based on these criteria, all Croatian grammar books may be systematized into four periods: I. 1604 – 1836 (old Croatian grammars), II. 1836 – 1899 (Croatian grammars from the Illyrian Movement to the end of the 19th century, with two parallel subgroups: grammars by the Zagreb School and Croatian Vukovians), III. 1899 – 1986 (with three successive subgroups: Croatian grammars from the beginning of the 20th century to 1940, Croatian grammars from 1940 to 1945, Croatian grammars from 1945 to the 1970s), IV. contemporary Croatian grammars. All these grammars clearly reveal the continuity of the Croatian literary language. This language is recognizable and comprehensible in all grammars, primarily owing to its Shtokavian stylization – and not to any kind of “organic basis”.
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