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OverviewFull Product DetailsAuthor: Luis H. GonzálezPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.226kg ISBN: 9781032101873ISBN 10: 1032101873 Pages: 82 Publication Date: 25 February 2022 Audience: College/higher education , Tertiary & Higher Education Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"List of tables Acknowledgements Chapter 1: Subject and direct object or verber and verbed? 1.1 Introduction 2.1 How verbed reveals a difference that subject hides 3.1 Sentences with three participants Chapter 2: Turning reflexivization on its head 2.1. Introduction 2.2. Reflexivization: more than meets the eye 2.3. Reflexivization turned upside down 2.4. How Estela se parece a su mamá is not an idiom; it is similar to Estela se sirvió un café 2.5. Does a reflexive pronoun replace the direct object/indirect object or the subject? 2.6. An intransitivizing pronoun replaces the verber, not the subject 2.7. Conclusions 2.8. Exercises 2.9. Answers to the exercises Chapter 3: How the intransitivizing se accounts for true reflexive se, but not the other way around 3.1. The view from above: against the need for the ten to 15 different functions of se 3.2. You can drink up your coffee but you cannot *drink up coffee 3.3. Conclusions 3.4. Exercises 3.5. Answers to the exercises Chapter 4: Other ""functions"" of se: Can telling your name in another language be an idiom? 4.1. On gone, goer, goner, fallen, dead 4.2. Can telling your name in another language be an idiom? 4.3. Can we, please, never ever again explain in a textbook for Spanish the accidental or unplanned se? 4.4. Conclusions 4.5. Exercises 4.6. Answers to the exercises Chapter 5: Bringing together coreference reflexives, decausative reflexives, impersonal passives, and inherently reflexive verbs 5.1. How verber intransitivization brings together coreference reflexives, decausative reflexives, impersonal se, and inherently reflexive verbs 5.2. The 11 types of intransitivized sentences with a reflexive pronoun in Spanish (§ 3.1) and in ten other languages 5.3 A smaller set of sentences intransitivized with an intransitivizing pronoun in 20 other languages 5.4. Conclusions Index"ReviewsAs an explanation aimed at simplifying the learner's burden, I find it difficult to imagine a different approach that leads to such an extensive empirical coverage without losing much grammatical information. [...] The structure of the monograph is reader-friendly, terminology is kept to aminimum,and each term is clarified, step by step. [...] The abundance of types of se in traditional studies has always been a problem, both from a theoretical perspective and from a didactic perspective. Any attempt at simplifying this picture is welcome, and in particular this monograph presents a simple theory that covers a broad variety ofcases. While many of the explanations could be developedin moredetail -something impossible given that the book makes a point of being short enough to allow thereader to coverit in a short time-, this book is detailed enough to benefit students and teachers preparing their classes on this topic. It is, moreover, original in being the first monograph, to my knowledge, that presents a theory of se-structures that tries to unify them within the context of teaching and learning. Antonio Fabregas, University of Tromso-The Arctic University of Norway, Borealis - An International Journal of Hispanic Linguistics, 11(3), 441-448. """As an explanation aimed at simplifying the learner's burden, I find it difficult to imagine a different approach that leads to such an extensive empirical coverage without losing much grammatical information. [...] The structure of the monograph is reader-friendly, terminology is kept to aminimum,and each term is clarified, step by step. [...] The abundance of types of se in traditional studies has always been a problem, both from a theoretical perspective and from a didactic perspective. Any attempt at simplifying this picture is welcome, and in particular this monograph presents a simple theory that covers a broad variety ofcases. While many of the explanations could be developedin moredetail –something impossible given that the book makes a point of being short enough to allow thereader to coverit in a short time–, this book is detailed enough to benefit students and teachers preparing their classes on this topic. It is, moreover, original in being the first monograph, to my knowledge, that presents a theory of se-structures that tries to unify them within the context of teaching and learning."" Antonio Fábregas, University of Tromsø-The Arctic University of Norway, Borealis – An International Journal of Hispanic Linguistics, 11(3), 441–448." Author InformationLuis H. González is Professor of Spanish and Linguistics at Wake Forest University. He completed his Ph.D. at the University of California, Davis. His main areas of research are semantic roles, case, reflexivization, clitic doubling, differential object marking, dichotomies in languages, Spanish linguistics, and second language learning. He is the co-author of Gramática para la composición (Georgetown University Press), a Spanish advanced grammar and writing textbook, now in its third edition (2016). He is also the author of Cómo entender y cómo enseñar por y para (Routledge, 2020), Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect (Routledge, 2021) and The Fundamentally Simple Logic of Language: Learning a Second Language with the Tools of the Native Speaker (Routledge, 2021). Tab Content 6Author Website:Countries AvailableAll regions |
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