Vicent Garcia, poeta europeu

Si hi ha un període postmedieval similar al nostre d’avui en la història literària catalana en el qual els nostres escriptors -trencant radicalment amb una tradició ja obsoleta (com era la del cinc-cents en la seva major part)- es posen a l’alçada dels corrents literaris europeus, aquest és el període barroc (cf. Rossich 1984 ). El text que em proposo analitzar i comparar il·lustra perfectament aquesta circumstància

Who are Cerverí's worst enemies?

Those who heard the piece sung at the royal court of Aragon, where it was composed, were more than likely familiar with its author, the troubadour Cerverí de Girona, one of the most significant poets of the time. If later readers knew the poem from a compilation similar to the only chansonnier that has preserved it until present times, they would have had access to at least one hundred and three other pieces by the same troubadour, which give useful clues to understand this self-referential piece

Notes sobre la tradició textual del Llibre dels àngels de Francesc Eiximenis

L’edició completa de les obres de Francesc Eiximenis és una empresa filològica que presenta dificultats objectives, no només perquè les obres tenen un pes material més que considerable, sinó també per la gran quantitat de testimonis manuscrits i impresos que cal col·lacionar. Amb l’objectiu d’ajudar a superar aquestes dificultats, ja fa alguns anys que l’Institut de Llengua i Cultura Catalanes de la Universitat de Girona ha emprès la publicació de les Obres de Francesc Eiximenis, i avui afortunadament podem afirmar que les obres d’Eiximenis, especialment les inèdites, ja tenen equips de treball que s’ocupen de la preparació de les edicions corresponents. Paral·lelament, i en la mateixa línia de treball, s’ha iniciat una nova descripció integral dels testimonis manuscrits i impresos de Francesc Eiximenis, els primers resultats de la qual es podran consultar en línia ben aviat. En el marc que acabo de descriure fa temps que un equip treballa en l’edició crítica del Llibre dels àngels (en endavant LA), escrit a València el 1392

Borges: fervor de Dante

Ya son más de una docena los estudios dedicados a la asimilación de Dante en la obra de Borges, pero la dispersión bibliográfica y la carencia de una edición crítica de los textos borgesianos pueden suponer un obstáculo serio para quien pretenda estudiar este aspecto de forma sistemática. Por ello, en este artículo se ofrece una síntesis de los problemas que entraña la presencia de Dante en Borges (cronología de su presencia, tendencias de la crítica y significado de Dante en la poética del escritor argentino). También se ofrece un corpus, ordenado y completo, de las menciones de Dante en las narraciones, ensayos y poemas del bonaerense, que incluye los ensayos que este dedicó a la Comedia, los recuerdos autobiográficos que le conciernen, las menciones generales y precisas, y los comentaristas de Dante que citó a lo largo de sus textos

Aprender a investigar para argumentar sobre lengua: los registros lingüísticos orales en la ESO

Este artículo presenta una secuencia didáctica basada en el enfoque del proceso de enseñanza-aprendizaje de la lengua mediante la investigación y la interacción. El objetivo es proponer una manera de trabajar los contenidos lingüísticos en secundaria a través de un proceso que implique, por un lado, la creación de situaciones de reflexión compartida entre los alumnos y, por otro, un cambio de perspectiva en las tareas que habitualmente realizan los alumnos en el aula. Se trata de que los estudiantes pasen de desempeñar un papel básicamente receptivo (de las preguntas y las reflexiones del docente) a tener un papel claramente productivo, ya que para hacer una investigación se tienen que formular hipótesis, analizar resultados y extraer conclusiones. En concreto, a través de la secuencia didáctica que se propone se desarrollan las habilidades lingüísticas del alumnado mediante tres ejes: el concepto de registro lingüístico en relación con el contexto educativo, la reflexión a través de la argumentación y la investigación.

Memoria de la elaboración de subtítulos para "Babel", primer capítulo de la serie documental Fry's Planet Word

This work tries to identify some of the skills an audio visual translator must develop, from a practical point of view, in order to pursue a career in this field, putting the stress on mastering subtitling-specific software. This report describes trial and error process during the making of the subtitles for a documentary and identifies some of the difficulties we might encounter while working on an assignment of this kind if we work with free licensing software. Moreover, it tries to contribute with some answers to these issues.

Traducción técnica del capítulo III del libro Advanced Data Warehouse design: from conventional to spatial and temporal applications

The proposal to work on this final project came after several discussions held with Dr. Elzbieta Malinowski Gadja, who in 2008 published the book entitled Advanced Data Warehouse Design: From Conventional to Spatial and Temporal Applications (Data-Centric Systems and Applications). The project was carried out under the technical supervision of Dr. Malinowski and the direct beneficiary was the University of Costa Rica (UCR) where Dr. Malinowski is a professor at the Department of Computer Science and Informatics. The purpose of this project was twofold: First, to translate chapter III of said book with the intention of generating educational material for the use of the UCR and, second, to venture in the field of technical translation related to data warehouse. For the first component, the goal was to generate a final product that would eventually serve as an educational tool for the post-graduate courses of the UCR. For the second component, this project allowed me to acquire new skills and put into practice techniques that have helped me not only to perfom better in my current job as an Assistant Translator of the Inter-American BAnk (IDB), but also to use them in similar projects. The process was lenggthy and required torough research and constant communication with the author. The investigation focused on the search of terms and definitions to prepare the glossary, which was the basis to start the translation project. The translation process itself was carried out by phases, so that comments and corrections by the author could be taken into account in subsequent stages. Later, based on the glossary and the translated text, illustrations had been created in the Visio software were translated. In addition to the technical revision by the author, professor Carme Mangiron was in charge of revising the non-technical text. The result was a high-quality document that is currently used as reference and study material by the Department of Computer Science and Informatics of Costa Rica.

Marta Pessarrodona, traductora

Marta Pessarrodona és una de les traductores més representatives del segle XX en llengua catalana i castellana, juntament amb altres noms femenins que han cultivat l’art de la traducció com Maria Antònia Salvà, Carme Montoriol, Maria Teresa Vernet, Carme Serrallonga, Maria Aurèlia Capmany, Montserrat Abelló, Roser Berdagué, Maria Àngels Anglada, HelenaValentí, Maria Antònia Oliver, Maria Mercè-Marçal, entre d’altres. Tanmateix, per a la majoria, la tasca de torsimanys correspon a una activitat secundària per aquestes autores, en tant que prioritzen la seva faceta com a escriptores i l'ofici de la traducció sovint respon a una voluntat econòmica. De la mateixa manera, Marta Pessarrodona també ha destacat en altres camps de la literatura, concretament en la poesia, però també en l’assaig i la narració curta. Malgrat això, en tota la seva obra té intrínseca la traducció tant pel recurs d’usar paraules d’altres idiomes com també per la temàtica de les seves obres. La seva passió per les diferents llengües i cultures la porten a voler donar-les a conèixer a la nostra llengua i cultura, i per aquest motiu, té una prolífica activitat traductora, que ha restat sempre en la penombra, eclipsada per la seva activitat com a autora, principalment poeta, però també assagista, dramaturga, prologuista i articulista. L’activitat traductològica de Pessarrodona l’ha acompanyat al llarg de la seva carrera com a autora i ha publicat un llarg llistat d’obres, majoritàriament d’autores de parla anglesa, en llengua catalana i castellana. Tanmateix, tot i l’aportació tan important que ha realitzat a la nostra cultura a través de la traducció, la faceta de Marta Pessarrodona com a traductora no ha estat gaire estudiada enfront a la seva activitat com a escriptora, que gaudeix de més rellevància. És per aquest motiu que volem donar reconeixement a aquesta activitat en la qual Pessarrodona hi ha dedicat tant temps i esforç i que ens ha apropat obres cabdals de la literatura universal. Així doncs, l’objectiu principal d’aquest treball és donar a conèixer la faceta traductora de Marta Pessarrodona amb la finalitat de recuperar les veus traductològiques de la nostra història literària. Cal entendre aquesta traductora en relació amb el conjunt de la tradició literària alhora que en el context d’una geneologia femenina de la literatura que ha començat a esbossar-se d’un temps ençà.

Encuentro entre traducción jurídica y terminología. Revisión bibliogràfica y propuesta didáctica

El presente trabajo contiene algunas aportaciones de diferentes autores del siglo XX a la terminología, en general, y a la terminología jurídica, en particular, y su tratamiento durante el proceso de traducción. Nuestro punto de partida es el tópico compartido por la mayoría de los autores de que la terminología jurídica es un problema en la traducción. Para abordar esta problemática y, en una primera parte, presentamos la importancia de la terminología jurídica desde la perspectiva del Derecho. En segundo lugar, recogemos los tópicos extraídos de la revisión bibliográfica organizados en una clasificación de los diversos problemas traductológicos que supone la terminología jurídica y en una descripción de la intervención de la terminología en las diversas fases del proceso de traducción. De este modo, abordamos el examen de las fases del proceso de traducción con diferentes propuestas para el análisis terminológico desde la comprensión del texto original hasta la reexpresión en la lengua meta. En último lugar, proponemos una unidad didáctica que pretende poner en práctica lo desarrollado en la parte teórica del trabajo.

Anàlisi d'un spot televisiu segons el model proposat per Frederic Chaume : Estudi d'un cas: Beauty is nothing without brains

L’estudi de les situacions comunicatives sempre m’ha atret de manera significativa. El món de la publicitat, també. L’assignatura de Semiòtica audiovisual ha estat el vincle que ha inspirat el tema d’aquest treball. L’idea inicial era la d’analitzar des d’una perspectiva semiòtica un document audiovisual, concretament, Beauty is nothing without brains, un espot televisiu de Mercedes-Benz emès als Estats Units l’any 2007. Es pretenia identificar i analitzar cadascun dels elements que configuren la comunicació audiovisual i presentar possibles versions traductològiques del mateix. La dificultat de crear un esquema d’anàlisi que em permetés estructurar-ne l’estudi va conduir-me a Frederic Chaume. És llavors quan aconsegueixo concretar el tema del treball: es pretén analitzar aquest document audiovisual seguint el model proposat per Chaume, responent a un hipotètic encàrrec de traducció el qual demana la seva adaptació al mercat català.

Consideraciones educativas de la perspectiva ecológica de Urie Bronferbrenner

El objetivo de este artículo es presentar las bases teóricas y algunas aplicaciones contemporáneas de la teoría de Urie Bronfenbrenner. En primer lugar, se describe su biografía. Posteriormente, se explica su teoría ecología, su modelo “Proceso-Persona-Contexto-Tiempo” (PPCT) y su reciente aproximación bioecológica. A continuación, exponemos algunas consideraciones educativas de su teoría. Más específicamente, destacamos seis temas basados en algunas ideas de Bronfenbrenner: 1) la relación entre política social y ciencia, 2) la creación de contextos de desarrollo primarios y secundarios, 3) la implicación afectiva, 4) el currículo centrado en el cuidado o la atención de las personas, 5) la intervención comunitaria, y 6) el establecimiento de continuidades entre microsistemas (noción de “mesosistema”). Finalmente, revisamos algunas aportaciones contemporáneas en psicología y ciencias de la educación basadas en la perspectiva de Bronfenbrenner

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

La Topografía médica de Vic de Antonio Millet: 1798

En primer lloc, aquest llibre conté una traducció i transcripció de la Topografia Mèdica de Vic, d'Antoni Millet, de 1798. Aquesta transcripció es completa amb una investigació analítica i detallada del context cultural en què sorgiren les primeres topografies mèdiques al nostre país.El present document suposa el redescobriment d'una figura rellevant de la medicina catalana, Antoni Millet, de qui també es recull una segona obra entorn a una epidèmia que afectà la ciutat de Ripoll l'any 1790.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.