This is a study of the Byzantine novel or Milesian tale in Spain during the 17th century. It contains a brief comment about the origin of this literary mode and the significance of the two adjectives Byzantine and Milesian. Two novels of the Hellenistic originators of this form are discussed. Four Spanish Byzantine novels are considered in chronological order, with summaries and analyses, with particular attention to their similarity to or modification of the prototypes. It is concluded that this particular aspect of 17th century Spanish fiction is a deliberate imitation of the Hellenistic models, modified by the Spanish authors by the addition of original and contemporary ideas. No longer a popular genre, the Byzantine novel made a significant contribution to the development of the modern Spanish novel.

Nada é considerada a primeira referência de romance do realismo existencialista do pósguerra civil espanhol. Em 1944, mesmo ano de seu lançamento, obteve o reconhecimento por parte da crítica especializada, com a primeira edição do Prêmio Nadal de Literatura. Hoje, é objeto de estudo dos que se ocupam com sua crítica e parte obrigatória de qualquer antologia ou história da literatura espanhola do século XX. O objetivo desta dissertação é fazer uma tradução da obra Nada, de Carmen Laforet. Relataremos os impasses que foram enfrentados nesta versão, seja na manutenção do estilo, seja na escolha do léxico, na fluidez do texto, nas estruturas gramaticais e semânticas do romance. A proposta é a de seguir o caminho sinuoso e complexo da tradução, mantendo o sentido e o tom do texto de partida. A pesquisa realizada junto aos teóricos sobre tradução fez-nos perceber a impossibilidade de postular uma única teoria que consiga resolver todas as facetas do processo tradutório. Uma vez que não há regras para todos os casos, sobram-nos como consolo os empíricos conselhos sobre literalidade e fidelidade, destinados a quem se aventura no universo da tradução. / \'Nada\' is considered to be the first framework for the existentialist realism of the Spanish postcivil war. In 1944, same year of its launch, it won recognition by the literary critic when it received the first edition of the Nadal prize of literature. Today it is object of study of the ones who occupy with its critique, and compulsory part of any anthology or 20th century Spanish literature history. The aim of this dissertation is to make a translation of the work Nada by Carmen Laforet. We will relate the impasse faced in this version, either in keeping the style, in the lexical choice, in the fluency of the text,or in the grammatical and semantical structures of the novel.The proposal is to follow the sinous and complex path of translation, maintaining the sense and the tone of the original. The research elaborated on translation by the theorists made us perceive the impossibility of postulating a single theory that is able to resolve all the facets of the translating process. Since there are no rules for all cases, we are left, as consolation, with the empirical advice on what is literal and faithful, aimed at whom takes risks in the universe of translation.

The Seville Cancionero is a manuscript collection of songs from late fiftennth-century Spain and is preserved today in the Biblioteca Colombina of Seville with the number 7-1-28. This dissertation describes the document and provides commentary and transcriptions of the Seville Cancionero.

Es natural que la lengua materna de un bilingüe cambie. Sin embargo, si un individuo vive en un contexto donde se habla su segunda lengua como lengua mayoritaria, si usa constantemente su segunda lengua y si el uso de su lengua materna ha disminuido, es muy probable que se vea afectado por la atrición de las habilidades lingüísticas. Esta investigación se concentra en el estudio de la atrición léxica del español como lengua materna. Los participantes son mexicanos adultos con educación universitaria entre los 25 y los 35 años de edad, los participantes del grupo experimental (n=10) inmigraron a los Estados Unidos después de los 17 años de edad, y han vivido en este país entre 5 y 16 años. Los participantes del grupo de control (n=10) residen en México y nunca han vivido en un país de habla inglesa. Tres medidas se obtuvieron y analizaron estadísticamente para determinar si el grupo experimental está siendo afectado por la atrición de la lengua: en las medidas de diversidad y la sofisticación léxica los resultados de la investigación revelaron una diferencia estadísticamente significativa entre ambos grupos. Estos resultados resultan similares a los de Keijzer (2017), Schmid y Dusseldrop (2011); y Yilmaz y Schmid (2012). No hubo diferencia en la prueba de fluidez verbal. Los resultados no revelaron significancia de la edad, el tiempo de arribo y el sexo en la media de los resultados, y de la misma manera no se encontró una correlación de los resultados de las pruebas léxicas con el uso del idioma, debido quizá al tamaño de la muestra.

<p>As a woman who claimed to experienced supernatural phenomena, such as spiritual visions and raptures, Teresa of Ávila had to face accusations of deception while confronting her own doubts of being self-deceived. Both religious authorities and visionary women in sixteenth-century Spain used the idea of deception to either dictate or challenge the dominant religious discourse. Ultimately, Teresa succeed at convincing ecclesial powers of the legitimacy of her experiences, a mandatory step for her canonization. Other visionaries were not as successful, and I analyze whether Teresa’s rhetorical strategies played a role in ensuring her effective defense of the authenticity of her visions.</p> This analysis of Teresa of Ávila as a visionary woman who felt the need to confront the problem of deception questions the usefulness of the traditional interpretation of visionary women as either deceivers or deceived. I argue that deception has traditionally functioned as a tool of sociopolitical marginalization, and that rulers of public discourse have ignored or dismissed the voices of visionary women. This work indicates the urgency of including their stories in the larger discussion on the credibility of women’s accounts of their own life experiences.

This dissertation analyzes the ways in which the Spanish Generation X writers José Ángel Mañas (b. 1971), Lucía Etxebarria (b. 1966), Gabriela Bustelo (b. 1962), and Pedro Maestre (b. 1967) represent Madrid and other late twentieth-century cityscapes in their respective novels Ciudad rayada (1998), Beatriz y los cuerpos celestes (1998), Veo veo (1996), and Matando dinosaurios con tirachinas (1996). These novels sketch an alarming social portrait of youth dissent in Spain's nascent democracy, which had relatively recently joined social, political, and economic arms with the rest of Western Europe. I read the representations of Madrid, Edinburgh, Elda, and Alcoy in these narratives as antagonistic and anthropomorphic spaces that stalk, coerce, and then attack the first-person narrators who scurry about them, rat-like. But these characters demonstrate impressive instincts that protect them from death and emotional destruction and strengthen their identities in the face of a postauthoritarian society enmeshed in the forces of global capitalism. These Generation X authors introduce their characters to a discordant physical environment, one that works against the grain of the image Spain sought to show the world in 1992 as Barcelona hosted the Summer Olympics, Seville held the Universal Exposition, and Madrid was recognized as the European Union's Capital of Culture. Spain was trying to show the world that it had resurrected itself from the ashes of dictatorship to become a modern democracy worthy of a seat at Europe's table. But Mañas, Etxebarria, Bustelo, and Maestre do not accept that line of thinking. In their renderings, Spain does not emerge as successful in international political and economic arenas but as a highly conflictive nation.

Although certain critics have mentioned Blasco Ibáñez’s women characters in their writings, they often relegate these persons to a subordinate role relevant to the development of the plot and of the philosophy of the author. Many of the earlier critics have mentioned the importance of the setting in Blasco Ibáñez’s novels, as did James O. Swain when he wrote in 1935, “Especially in his Valencian novels, Arroz y Tartana, Flor de Mayo, La barraca, and Cañas y barro, does the setting play an important role.” As recently as 1961, Sherman Eoff has pointed out how characterization is secondary to the milieu of the people in some of Blasco Ibáñez’s early writing. There are, nonetheless, notable women who play an important part in some of Blasco Ibáňez’s early novels. Eduardo Betoret-Paris has mentioned the significance of women in both Cañas y barro and Flor de Mayo. Doña Manuela in Arroz y tartana and Neleta in Cañas y barro are cited by Antonio Espina as being significant human portraits. M. Romera-Navarro has indicated the mastery with which Blasco Ibáñez created a particular kind of woman in Entre naranjos. Tía Picores in Flor de Mayo has been called a strong and dominant character. Still another woman has been singled out for the complexity of her character in Blasco Ibáñez’s La Maja Desnuda. In recognition of the fact that some women do play an important role in some of Blasco Ibáñez’s earlier novels, this investigation seeks to reveal certain aspects of a particular kind of woman – the dominative woman. In order to present some of the significance of the dominative woman, an examination of portions of the life and philosophy of Blasco Ibáñez will be made. In addition, Arroz y Tartana, Flor de Mayo, Entre naranjos, Cañas y barro and La Maja Desnuda will be studied in order to illustrate Blasco Ibáñez’s presentation of the dominative woman, her characteristics, imagery related to her, and her roles in these works as they relate to aspects of the author’s life and philosophy.

The primary purpose of the present study was to compare the quality of spontaneous language samples elicited from twelve low socioeconomic, normally developing, migrant Spanish-speaking subjects by their mothers in the home and by this investigator in the clinic. The subjects ranged in age from three years, one month to six years, nine months.

En las paginas de esta tesis se encuentra un analisis deconstructivo de las tecnicas narrativas y el contenido tematico-ideol6gico de la primera novela de la escritora chilena Isabel Allende. Mediante el mismo, se ha tratado de descubrir en La casa de los espiritus una actitud de rebeldia en contra de las formas de poder que se manifiesta en diversos niveles de la vida social, y que, segun el critico uruguayo Angel Rama, caracteriza la obra de algunos escritores hipanoamericanos contemporaneos. Diferentes tecnicas narrativas, quedan analizadas, dando mayor enfasis al uso del realismo magico, el cual crea una oposici6n en la estructura del texto, que va a continuar en su contenido. Esta oposici6n, al igual que las expuestas por el contenido tematico-ideol6gico, queda disipada luego de ser estudiada mas a fondo. Ademas, se enumeraron y analizaron las distintas visiones de instituciones sociales, como la Iglesia, la familia y el gobierno, encontradas en el texto, que logran dar al lector un resumen del contenido ideol6gico que Allende trata de exponer en su obra. Dos perspectivas de la Iglesia, por ejemplo, son expuestas. La Iglesia defensora de ideologias derechistas y la Iglesia que aboga por ideales izquierdistas. Ambas quedan convertidas en una misma; una instituci6n defensora de ideologias basadas en la oposici6n binaria inicial rico/pobre establecida por el poder econ6mico. Ante la incapacidad de la Iglesia como instituci6n para resolverse hacia una forma de vida particular, surgen otras alternativas, otras perspectivas de vida. Estas tienen el efecto de mantener a las masas en un punta media donde sse disminuye la fuerza de cualquier oposici6n verdadera al poder econ6mico. De igual manera, quedan deconstruidas otras instituciones sociales en la novela. En el estudio se constata c6mo, tanto las oposiciones entre tecnicas narrativas, como las oposiciones entre ideologias quedan destruidas en esta obra. Con la destrucci6n de oposiciones binarias, la autora denuncia las injusticias de un sistema social, dominado por el poder econ6mico norteamericano que ha golpeado su patria cruelmente.

Orientador: Egisvanda Isys de Almeida Sandes / Banca: Elena Fernandez de Molina Ortes / Banca: Isabel Gretel María Eres Fernández / Banca: Kelly Cristiane Henschel Pobbe de Carvalho / Banca: Nildiceia Aparecida Rocha / Resumo: Este trabalho teve como objeto de estudo o ensino de pronúncia do espanhol como língua estrangeira (ELE). A discussão parte da observação de que o ensino de pronúncia nem sempre foi considerado relevante no ensino de línguas estrangeiras e de que durante muito tempo, os materiais didáticos abordaram a pronúncia por meio de exercícios e atividades descontextualizadas e de forma isolada em relação a outros aspectos da língua, como o léxico e a gramática. Para que ocorra uma comunicação fluída e inteligível, recomenda-se que o ensino da pronúncia se configure dentro de certa sistematicidade, mediante a definição de objetivos, conteúdos, atividades, exercícios e estratégias de correção específicas para cada nível, além de um trabalho que considere a relevância dos elementos suprassegmentais como ritmo, acento e entonação, para o estabelecimento de sentidos nos intercâmbios comunicativos. Nesse sentido, propõem-se as seguintes indagações: Como o ensino da pronúncia é abordado pelos diferentes métodos e abordagens de ensino de línguas estrangeiras? Quais conhecimentos são necessários para seu ensino e aprendizagem/aquisição, considerando o contexto da formação docente? Para tanto, o objetivo geral da pesquisa foi compreender como o ensino da pronúncia é retratado teoricamente pelos diferentes métodos e abordagens de ensino de línguas estrangeiras e pelos professores que o lecionam no ensino médio nas aulas de ELE. Assim sendo, especificamente, tem-se que: i) realizar uma revisão te... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work had as object of study the teaching of pronunciation of Spanish as a foreign language (SFL). The discussion is based on the observation that pronunciation teaching was not always consider relevant in foreign language teaching and that for a long time, the teaching materials addresses pronunciation through exercises and activities that were out of context and isolated from others aspects of the languages, such as lexicon and grammar. For a fluent and intelligible communication to take place, it is recommended that the teaching of pronunciation be configured with a certain system, by defining objectives, contents, activities, exercises and correction strategies specific to each level, in addition to a work that considers the relevance of suprasegmentally elements such as rhythm, accent and intonation, for the establishment of the sense in communicative exchanges. In this sense, the following questions are proposed: How is the teaching of pronunciation addressed by the different methods and approaches of the foreign language teachings? Which knowledge are needed for the teaching and learning /acquisition, taking in consideration the context of the teacher education? To this end, the general objectives of the research was to understand how pronunciation teaching is described theoretically by the different methods and approaches of the foreign language teachings and by the teachers who teach it in high school in the SFL classes. Thus, specifically, must to: i) carry out ... (Complete abstract click electronic access below) / Resumen: Este trabajo tuvo como objetivo de estudio la enseñanza de la pronunciación del español como lengua extranjera (ELE). La discusión parte de la observación de que la enseñanza de la pronunciación no siempre fue considerada relevante en la enseñanza de lenguas extranjeras y de que, durante mucho tiempo, los materiales didácticos abordaron la pronunciación por medio de ejercicios y actividades descontextualizadas y de forma aislada con relación a otros aspectos de la lengua, como el léxico y la gramática. Para que ocurra una comunicación fluida e inteligible, se recomienda que la enseñanza de la pronunciación se configure dentro de cierta sistematización, mediante la definición de objetivos, contenidos, actividades, ejercicios y estrategias de corrección específicas para cada nivel, además de un trabajo que considere la relevancia de los elementos suprasegmentales como ritmo, acento y entonación, para el estabelecimiento de sentidos en los intercambios comunicativos. De esta manera, se proponen las siguientes indagaciones: ¿Cómo la enseñanza de la pronunciación es abordada por los diferentes métodos y abordajes de enseñanza de lenguas extranjeras? ¿Cuáles conocimientos son necesarios para su enseñanza y aprendizaje/adquisición, considerando el contexto de la formación docente? Por tanto, el objetivo general de la investigación fue comprender como la enseñanza de la pronunciación es retratada teóricamente por los diferentes métodos y abordajes de enseñanza de lenguas extranjeras,... (Resumen completo clicar acceso eletrônico abajo) / Doutor