Esta obra pretende ser una introducción a la semántica y la pragmática para alumnos universitarios españoles de lingüística y de filología inglesa. Es un texto paralelo a English Phonetics and Phonology for Spanish Speakers, del mismo autor (UB, 2000). Sus características más importantes son:. Ofrece un curso completo de semántica y pragmática para estudiantes universitarios de lengua y literatura inglesa.. Incluye un primer capítulo que relaciona la semántica y pragmática entre sí y con las otras ramas de la lingüística.. Aporta ejemplificación de muchas variedades lingüísticas, aparte del inglés, español y catalán.. Contiene ejercicios variados al final de cada capítulo, con sugerencias para su solución al final de la obra

While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, Beeby Lonsdale demonstrates how teachers can guide their students by showing them how insights from communication theory, discourse analysis, pragmatics, and semiotics can illuminate the translation process. Using Spanish to English translation as her example, she presents the basic principles of translation through 29 teaching units, which are prefaced by objectives, tasks, and commentaries for the teacher, and through 48 task sheets, which show how to present the material to students. Published in English.

This text covers the field of translation applied to information, human relations and literature. It is illustrated with examples and quotations. The content of the book covers the following subject areas: translation topics such as examining, assessing, capitalization, emphasis, idiolect, grecolatinisms across languages, the small print, eponyms and howlers; translation theory: differences between good and bad translation, good and bad writing, literary and non-literary texts and translations, cultural and universal factors; translation as a matter of public interest in the European Union and national parliamnents, as well as in museums and art galleries; and critical discussion of recently published books and conference proceedings.

The book analyzes the complex relationship between languages in the bilingual mind with a focus on motion event typology and the acquisition of Spanish as a second language (L2). The author starts out by examining L1 patterns which are transferred to less complex L2 systems. The data discussed was elicited by German learners of Spanish. A similar transfer is observed when L1 is typologically and genetically close, as in the case of French and Italian learners of Spanish. Furthermore, the author clarifies the relevance of intra-typological differences within the same linguistic family, including important differences in the lexicalization patterns of Italian with respect to French and Spanish. The findings contribute to our understanding of the field of motion event typology and thinking-for-speaking. The book demonstrates that conceptual transfer is present in different aspects of the motion lexicalization domain. Interestingly, there are some challenging aspects both for speakers whose first language is typologically different and for those whose language is typologically close. The book offers suggestions on how these challenges in the restructuring of meaning in L2 can be addressed in language teaching. Specifically, pedagogical translation and mediation present promising pathways to the strengthening of semantic competences in the L2.