The aim of this paper is to present how the worldwide COVID-19 pandemic has changed our language and the way we communicate. The article focuses on the recent Spanish neologisms that have appeared during the pandemic year 2020 and attempts to analyze their word-formation process. The theoretical framework of this study is based on the classification of neologisms proposed by M.T. Cabré Castellví (2006). Firstly, the paper highlights semantic innovations, that is, neologisms which are formed through broadening, narrowing or change of the meaning of the base form. Secondly, different types of word formation mechanisms, such as affixations, compounding, conversion or shortening are discussed. The paper also gives new insights into the most creative ways that vocabulary related to coronavirus (COVID-19) has expanded (lexical borrowing, wordplay). The data were collected from articles, books, dictionaries, social media and various websites.
<p>El objetivo del presente trabajo es presentar los principales problemas y dificultades en la enseñanza de la fraseología somática del español a los estudiantes universitarios polacos. En la primera parte, de carácter más bien teórico, nos centraremos en la importancia de la fraseología en el aula de ELE, esto es, presentaremos los motivos por los cuales resulta imposible prescindir de este tipo de unidades en clase. A continuación, explicaremos el concepto de fraseodidáctica, una disciplina relativamente nueva, que ya se ha convertido en un campo de estudio independiente, así como presentaremos brevemente los objetivos principales que pretenderemos conseguir con el proyecto de investigación más amplio (“Fraseología somática en ejercicios. Lengua española. Lengua francesa. Lengua italiana”) que llevamos a cabo en la Universidad de Silesia. En la segunda parte de nuestro trabajo, de carácter aplicado, primero nos centraremos en los problemas de índole formal o estructural, después pasaremos por las dificultades semánticas y, finalmente, enfocaremos nuestra atención en la faceta pragmática de las unidades fraseológicas (en adelante, UF), esto es, en sus funciones discursivas. Dicho de otro modo, ofreceremos consideraciones metodológicas concretas con interesantes implicaciones didácticas, que, según nuestra experiencia profesional, mejor responden a las necesidades de los estudiantes que pretenden desarrollar su competencia fraseológica. </p>
The aim of this article is to analyze the role of phraseological units (PhUs) in discourse and to investigate their co(n)textual dependency. The paper presents a typology of the lexical and phraseological units, labelled as co(n)textual supports and developed by Olza y Losada (2011): expressions that paraphrase the initial phraseological meaning; expressions that highlight a specific component of this meaning; lexical and phraseological units that are synonymous with the 'central' phraseological expression they co-occur with; and lexical and phraseological units that are antonymous with the 'central' expression. These units orient and specify the use and interpretation of PhUs. The analysis also focuses on the so-called markers of phraseological units that function as (quasi) PhUs that serve to introduce phraseology within discourse in a (more or less) explicit way and have pragmaticdiscursive value (cfr. Olza 2013). The last part of the article examines some PhUs whose implicatures can be affected by contextual circumstances and characterized by greater dependence on the general context of the statement despite showing some degree of conventionalization.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.