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Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics

image of Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
ISSN 0213-2028
E-ISSN 2254-6774

The Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics (RESLA/SJAL) is the biannual journal of the Spanish Association of Applied Linguistics (AESLA). International in scope, RESLA is peer reviewed and accepts for publication original high-quality scholarly contributions from anywhere around the world. Articles must be related to one of the ten research areas of the Spanish Association of Applied Linguistics: 1. Language Learning and Acquisition; 2. Language Teaching; 3. Language for Specific Purposes; 4. Psychology of Language, Child Language, and Psycholinguistics; 5. Sociolinguistics; 6. Pragmatics; 7. Discourse Analysis; 8. Corpus Linguistics, Computational Linguistics and Language Engineering; 9. Lexicology and Lexicography; 10. Translation and Interpreting Studies.

John Benjamins Publishing Company is the official publisher as of Volume 27 (2014)

Back-volumes (1985 - 2013) are available here.

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  • Complex predicates and light verb constructions in Modern Irish
    • Author: Brian Nolan
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 1, 2014, pages: 140 –167
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    • This paper characterises complex predicates and light verb constructions in Modern Irish. Light verbs are attested in many of the world’s languages (Alsina, Bresnan & Sells, 2001; Butt, 1995, 2003). Cross linguistically, there appears to be a common class of verbs involved in these constructions and generally there is agreement that light verbs contribute to the formation of complex predicates. Light verbs seem have a non-light or ‘heavy’ verb counterpart. In this paper we discuss the light verb constructions (LVC) as found in modern Irish and how they form complex predicates. We claim that the light verb (LV) encodes the event process initiation (or cause) and the matrix verb indicates the bounded component or result. In light verb constructions, the matrix verb appears in Modern Irish syntax as a verbal-noun form. The function of light verbs in these constructions is to modulate the event and sub-event semantics. We distinguish between auxiliary verbs constructions (AVC) and those constructions involving complex predicated and light verbs (Aikhenvald & Dixon, 2006; Anderson, 2006). We provide evidence based on an analysis of Irish data that shows how aspect and argument structure considerations are resolved for the complex predicate within the light verb construction via the linking system between semantics and syntax. We motivate a functional account, based on Role and Reference Grammar (Nolan, 2012; Nolan & Diedrichsen, 2013; Van Valin, 2005; Van Valin & LaPolla, 1997), that appeals to the analysis of complex predicates within a consideration of the layered structure of the clause.
  • Mapping concepts: Understanding figurative thought from a cognitive-linguistic perspective
    • Author: Francisco José Ruiz de Mendoza Ibáñez
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 1, 2014, pages: 187 –207
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    • The notion of “conceptual mapping”, as a set of correspondences between conceptual domains, was popularized in Cognitive Semantics, following seminal work by Lakoff & Johnson (1980), as a way of accounting for the basic cognitive activity underlying metaphor and metonymy. Strangely enough, Cognitive Semantics has paid little, if any, attention to other cases of so-called figurative language such as hyperbole, irony, paradox, and oxymoron. This paper contends that it is possible to account for these and other figures of thought in terms of the notion of conceptual mapping. It argues that the differences between these and other figurative uses of language are a matter of the nature of the domains involved in mappings and how they are made to correspond. Additionally, this paper examines constraints on mappings and concludes that the same factors that constrain metaphor and metonymy are operational in the case of mappings for the other figures of thought under discussion.
  • Metaphors and metonymies for the (conceptualization and expression of the) state of no emotion in English and Greek
    • Author: Angeliki Athanasiadou
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 1, 2014, pages: 1 –22
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    • The vocabulary of emotion terms has been treated both within and across cultures. Emotion terms, especially terms of universal emotion concepts, have been largely discussed. What has received little or no attention at all is the state of no emotion. The paper explores this state in English and Greek. It discusses the terms and the mechanisms (metaphors and metonymies) that feature in expressions showing no emotion. It will be argued (a) that the interplay between metaphor and metonymy is a very important operation for the conceptualization of no emotion; (b) in addition to shared experience, the culture-specific schemas govern this state in the two languages.
  • A mathematical model for academic genre awareness: Writer’s metalinguistic knowledge in English L2 writing
    • Authors: Rosa Muñoz-Luna, and Lidia Taillefer
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 2, 2014, pages: 469 –491
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    • Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with writers’ awareness of academic genre features. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS® and NVivo® provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts show greater awareness of academic genre features, being able to (un)consciously employ academic language in their written expression. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion.
  • Metonymy and the way we speak
    • Authors: Klaus-Uwe Panther, and Linda L. Thornburg
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 1, 2014, pages: 168 –186
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    • In this article we investigate correlations between semantically equivalent expressions (organized in manner scales according to the formal properties of length, prosodic prominence, and grammaticalization) and their varying potential to trigger a certain metonymic interpretation. We focus on manner scales of past ability as well as semantically and logically similar expressions relating to human character traits/dispositions and external circumstances. Using the concepts of strength of metonymic link and coercion, we show that shorter, prosodically weaker and more grammaticalized members in these manner scales more strongly trigger the potentiality for actuality metonymy than their longer, prosodically stronger, and less grammaticalized counterparts.
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