An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 3                                   Number 72                    July  6th   2002



Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being SHARED





Lousy weather, isn´t it? Dark and rainy and very…cold.

Marina and I always fantasize that when we retire we are going to move to a tropical country where it will be summer all year round and where we can use our swimming pool twelve months a year. You see we do not ask for much, just an ordinary swimming pool (no ocean or sea or river or lake: just a tiny swimming pool!)

Anyway, that is only part of our fantasy. Reality is : it is winter and super cold.

I guess this is going to be one my pyjama weekends. This very convenient garment will only be removed for one hour to go to mass tomorrow and than back into it until Monday morning. Isn´t life just great?




Omar and Marina







1.-    Between “Hello” and “See you later”.

2.-    Tercer Encuentro de Lenguas en Salta.

3.-    The Performers at Universidad de Morón.

4.-    Will fix your accent in two sessions (?)

5.-    More about Accents.

6.-    The Lord of the Rings.

7.-    Primera Jornada de Traducción e Interpretación.

8.-    Jubilee.

9.-    Bags of Ideas for the EFL Teacher. 

10-    Congreso Internacional sobre la Argumentación.

11-    Hey, You!

12-    Stop Press: Q-Squad on 9th of July.






It is a real pleasure for us to start this issue of SHARE with a summary of the M.A. dissertation that our dear SHARER Jill Roberts wrote in 1996. Jill is a generous and conscientious colleague and would be very pleased to receive your comments or further enquires at .


Between “Hello” and “See you later”

Development of Strategies for Interpersonal Communication in English by Japanese EFL students. 

By Jill Ann Robbins,

M.A.Mentor: Anna Uhl Chamot, Ph.D

Georgetown University, Washington, D.C. April 3, 1996



This study investigated the relationship between the use of language learning strategies (LLS) and the development of pragmatic competence in English over an eight-month period by Japanese university student nonnative speakers of English (NNS). The NNS were matched to native English-speaking learners of Japanese (NSE) as language exchange partners for the duration of the study. Initial conversations in English between the NNS and NSE were videotaped at the beginning and end of the study. LLS were reported and observed in retrospective verbal reports based on playback of the videotaped initial conversations. Pragmatic performance measures used discourse analysis of question types and self-disclosure, and subjects' reported success as measured by continuation of their language exchange relationship. Pragmatic evaluation measures used native speaker evaluations, oral proficiency ratings, and self-evaluations. A statistically significant positive correlation was found between the NNS level of self-disclosure in the initial conversation and continuation of the relationship. NNS made more self-disclosures than NSE and asked fewer questions for information.

Results on use of LLS showed that Japanese NNS were, contrary to expectations, able to report extensively that they use LLS actively to plan, monitor, evaluate, and solve problems in their conversations. Negative statistical correlations were found between LLS use and oral proficiency as measured by an oral proficiency rating and by a native speaker evaluation, that is, NNS used some LLS less frequently as they progressed in their ability to speak English. However, other LLS were identified as being used by learners more as they developed their proficiency. A distinction made between Reported LLS and Observed LLS was useful in interpreting the results of the study and in measuring the value of the introspective research method.

Perhaps the most interesting finding was that the subjects did not fit into the stereotype of Japanese learning and communication styles: they were active learners with the ability to use alternative means of expressing their message and were willing toreveal their personal attitudes and emotions.


For Japanese students who study abroad, communication problems can lead to a wide range of consequences, from the difficulty that exchange students have expressing their problems to their host families, to the tragic case of the Japanese student (Kamo 1993) who was shot when he arrived at the wrong address for a party. For Japanese adults, the differences between English and Japanese conversational expectations and communication styles may lead to serious misunderstandings and conflict. In trade negotiations, promises are assumed where they were not intended, and bitter feelings arise with each breakdown of negotiations. In business dealings, mistrust may originate with simple misunderstandings. When, for instance, the differences between Japanese and American strategies for topic management conflict, the result can be the reinforcement of cultural stereotypes: " Americans are blunt and insensitive'; Japanese are illogical and evasive'" (Yamada 1992:92). A fuller understanding of each others' style of communication is needed to promote harmony between Japanese and Americans.

Previous research has shown that Japanese students who go to the US to work or study generally feel they have inadequate training in conversational English (Hartung 1983, Robbins 1991). Teachers of English in Japan also find that conversational exchanges appearing in Japanese English textbooks often have no sociolinguistic validity (Okushi 1990), and pragmatic competence is seldom addressed in English classes (Takahashi & Beebe 1987). To make matters worse, important aspects of pragmatics, such as politeness, are totally ignored in the textbooks used for English in Japan (LoCastro 1994). Instead, so-called 'conversation' classes focus on pronunciation, listening accuracy, and memorization of stock phrases. Besides acquiring the simple ability to decode and encode oral language, the Japanese student must have a better understanding of the pragmatics of the English-speaking environment. Since so many problems arise from the mismatch that occurs between Japanese and American styles of discourse, an improved awareness of these linguistic styles could help to promote international understanding (Kitao 1989). In order to become the international citizens their country needs, Japanese students have to find ways of improving their communication skills in English. This study did not address the issues of conversational style or politeness, rather it focused on one crucial aspect of pragmatic competence, the management of initial conversations.

The set of research questions that directed this study grew out of my experiences as a teacher in Japan and as a graduate student in the U.S. As a teacher, I was frustrated with the difficulty of teaching students who feared face-to-face contact with a native speaker of English, and became aware of the need for strategies that would help Japanese students to overcome their hesitancy. As a graduate student, I was fascinated with the research on language learning strategies because of the promise it held for better coordinating the roles of the language learner and the language teacher. I was also intrigued by the field of pragmatics and the window it provided into the social nature of language. Knowing that I would return to Japan to teach when finished with graduate study, I realized I could combine these elements of frustration and fascination into work that might benefit the average learner of English in Japan. I had worked with high school students while I was in Japan previously, but felt that study of college students might provide more information on learners who had some opportunity to engage in face-to-face interaction in English, and who had more time to concentrate on studying spoken English than did high school students (who needed to concentrate on taking college entrance exams). Therefore, the following research questions were posed:

  1. What learning strategies do Japanese college students most commonly use at two separate points in the development of their ability to carry out interpersonal oral communication?
  2. What differences does discourse analysis reveal between the pragmatic abilities of individual Japanese college students to build interpersonal relationships through initial conversations in English?
  3. What patterns of learning strategies use correlate with pragmatic competence as revealed by discourse analysis, native speaker evaluation, oral proficiency rating, and/or self-evaluation?

The intent of this study was to provide a possible model for learners who want to utilize effective strategies for speaking English and to contribute information that may guide teachers in their instruction of oral communication skills.

Definitions of Language Learning Strategies:


Table 1. Comprehension and Production Strategies and Definitions used for Coding Verbal


Metacognitive Strategies

Strategy Name:



Developing an awareness of what needs to be done to accomplish a task, developing an appropriate action plan and/or contingency plans to overcome difficulties that may interfere with successful completion of the task.

Monitoring Flow of Conversation

Maintaining awareness of the progress of interaction in terms of pace, turn-taking, and/or exchange of information.

Comprehension monitoring

Checking, verifying, or correcting one's understanding at the local level.


Checking the outcomes of one's linguistic performance against an internal measure of completeness and accuracy.

Monitoring Production

Maintaining awareness of one's production as it is received by the hearer, in terms of hearer's comprehension


Making a guess about the upcoming content of the interaction


Cognitive Strategies

Strategy Name:



Using available information to: guess the meanings or usage of unfamiliar language items, predict outcomes, or complete missing information.

Linguistic Inferencing

Using known words in an utterance to guess the meaning of unknown words

Extra linguistic Inferencing

Using background sounds and relationships between speakers to guess the meaning of unknown words

Between Parts Inferencing

Using information beyond the local sentential level to guess at meaning


Using prior knowledge from outside the conversational context and relating it to knowledge gained from the conversation in order to predict outcomes or fill in missing information

Between Parts Elaboration

Using information beyond the local sentential level to relate new knowledge to prior knowledge.

Personal Elaboration

Referring to one's personal prior experience in relation to new knowledge.

World Elaboration

Using knowledge gained from experience in the world to assimilate new knowledge.


Using mental or actual pictures or visual to represent information (viewed as a form of elaboration)


Selecting alternative approaches (verbal or kinesthetic), revised plans, or different words or phrases to accomplish a language task. (separated in the analysis into substitution by paraphrasing and by gesture)


Social-affective strategies

Strategy Name:



Using mental redirection of thinking to assure oneself that a learning activity will be successful or to reduce anxiety about a task.

Taking Emotional Temperature

Becoming aware of, and getting in touch with one's emotions while engaged in interaction, in order to avert negative emotions and make the most of positive emotions.


Soliciting further input or clarification when comprehension has broken down in interaction with an interlocutor.

Direct appeals

Overt requests for clarification when comprehension has broken down in interaction with an interlocutor.

Global Reprise

Listener asks for outright repetition, rephrasing, or simplification of an utterance

Specific Reprise

Listener asks a question referring to a specific word, term, or fragment that was not understood in the previous utterance.

Hypothesis testing

Listener asks specific questions about facts in the preceding utterance to verify that s/he has understood and/or to clarify what s/he is expected to do

Indirect appeals

Non-verbal requests for clarification or signals for continued narration.


Indicating a need for clarification by means of kinesics and/or paralinguistics.


Listener uses kinesics and paralinguistics to indicate to the interlocutor to go on, that s/he understands.


Listener sends uptaking signals or noncommittal responses in order to avoid seeking clarification and to avoid acknowledging to the interlocutor that s/he has not understood.


Simplifying the message from the form that was intended to one that the speaker is linguistically able to perform.

Source: O'Malley & Chamot (1990), Oxford (1990), Ellis (1986) and Rost & Ross (1991) as modified by Vandergrift (1992)


Quotes from the conclusion section:


Definition of terms:

NNS = Nonnative Speaker; i.e., the Japanese learner of English
NSE = Native Speaker of English
LLS = Language Learning Strategy
Indented text: Direct quote from a research subject, Most Japanese subjects spoke in Japanese; the English translation follows the Japanese.


The highest-frequency Cognitive LLS was Substitution by Paraphrasing, which was used at least once by all but one NNS. Substitution is a simple but effective strategy for the times when one forgets or does not know the exact word for a concept. Frequent use of this strategy is a sign that the learner has the means to overcome the frustration of not knowing the precise word. It also shows that the speaker places a higher value on continuing the conversation than on being precise. This may seem to be an obvious desire, but again, it is not safe to assume that such willingness to abandon precision is typical of Japanese students. Japanese often seem to value being correct more than being able to continue the interaction by using an imperfect structure. Frequent comments about grammatical correctness made in the NNS' verbal reports reveal their preoccupation with form. NNS 9 (quoted above and in Appendix C) reported in the second round that she had come to focus more on the message because of her experience with her American conversation partner. NNS 1 demonstrated the use of Substitution in describing the air of Bangkok:


 NNS 1-2 said in a conversation:

Uh-huh, so. There was great, but Bangkok, it was big city (gestures with hands moving outwards) like Osaka or Tokyo I felt (breathes in sharply) uh, the dust, air dust (gestures with hands) A researcher asked in a follow-up interview: Kore wa ima nani o yuoo to omotta no? What did you want to say here?

 NNS 1-2: Ano, koogai de kuuki ga osen sareteru tte iitakattan desu kedo, pollution deshitaka ne, tte yuu tango ga dete konakute, tonikaku kuuki ga yogoreteru tte koto ga iitaku te "air dust" toka itte . . . I wanted to say the air was polluted, but I didn't think of the word "pollution," so I just wanted to say the air was dirty, so I said "air dust."


NNS 1 also demonstrates the use of gestures to augment her verbal message. Her gestures indicated that Bangkok was a big city and that there was much dirt in the air. Substitution is a strategy that learners can easily be taught to use (lessons in paraphrasing are included in Kehe and Kehe 1994) and one which has the potential for both reducing some of the frustration that learners face and giving them a feeling of accomplishment that they have expressed their message in an alternative form

Linguistic Inferencing, which was the second most frequently reported Cognitive LLS, is evidence of the active nature of the learners' comprehension of English; when faced with uncertainty they used whatever portion of an utterance they could grasp to build towards meaning. Inferencing is the brain's alchemy: the speaker's meaning is reconstructed from a mere fragment of the original message. A learner must take the risk that her inference might be mistaken, but the frequency of Inferencing suggests that for many learners the benefit must outweigh the risk. This strategy, like Substitution, has the potential for reducing learners' feelings of inadequacy because it allows them to fill in the gaps' of their comprehension. Yet, one subject who was aware of using this strategy evaluated it negatively:


 NNS 5-2: Boku no warui kuse kamoshirenai n desu kedo, nanka . . . eega toka mite temo nanka ichibu dake kikitoretarisuru tango aru ja naidesu ka I think it's my bad habit, well, for example when I watch a movie, I can catch some part of the sentence, and I answer based only on that part I understand . . ."Poon" tte shitteru kotoba o I just catch some words I know.


This negative evaluation shows the need to educate learners about both the value and the widespread use of Inferencing, even as an aid in understanding one's native language. NNS 5 revealed above that this is a strategy that he might use even in Japanese, for example, when watching movies, his comprehension is based on a few words he can understand.






Our dear SHARER Laura Renart sends us an announcement of this forthcoming academic event in the city of Salta:



Universidad Nacional de Salta - Facultad de Humanidades

Departamento de Lenguas Modernas - Centro de Lenguas y Culturas Indígenas

III Encuentro de Lenguas Aborígenes y Extranjeras

Salta, 5 y 6 de septiembre de 2002




La realización de los dos encuentros anteriores (1999 y 2001) permitió el acercamiento de docentes y maestros de lenguas (aborígenes, extranjeras y materna), maestros bilingües y miembros de las diferentes comunidades aborígenes de nuestra provincia quienes pudieron expresarse y dar a conocer su situación. Hoy, estamos convencidos de la necesidad de continuar con este tipo de encuentros académico-científicos que permitirá profundizar el análisis de la problemática lingüística en sus aspectos educativos, culturales y sociales.




-Que la Universidad se constituya en un espacio abierto a mayores opciones culturales y lingüísticas.

-Debatir los alcances y limitaciones de la enseñanza de las lenguas aborígenes y extranjeras en nuestro país.

-Analizar los problemas que se presentan en la preservación de las lenguas aborígenes y extranjeras minorizadas

-Favorecer el intercambio de experiencias e investigaciones en el campo de la enseñanza de las lenguas.

-Impulsar el debate y la reflexión permanente entre los docentes de lenguas.

-Promover acciones destinadas a reconocer y valorar  las diferencias culturales, sociales y lingüísticas representadas por los grupos aborígenes existentes en el país.

-Contribuir a la formulación de una política lingüística


Ejes Temáticos


-Política lingüística nacional y regional.

-Educación bilingüe.

-Contacto intercultural bilingüe.

-Problemática de la formación docente en relación con la educación bilingüe.

-Experiencias de docentes  y maestros bilingües.

-Lenguas en contacto.

-Enseñanza y aprendizaje de las lenguas.

-Los procesos de lectura y escritura en la enseñanza y aprendizaje de las lenguas extranjeras y aborígenes.

-Didáctica de la lengua desde la perspectiva de las lenguas aborígenes y extranjeras.

-La enseñanza del español como segunda lengua.


Destinatarios:  Docentes de todos los niveles educativos, de escuelas bilingües con población aborigen, lingüistas e investigadores en ciencias sociales, antropólogos, sociólogos, ONG, autoridades educativas...


Fecha de realización:  5 y 6 de septiembre de 2002.


Comisión Organizadora: Alicia Tissera, Juana Rodas, Marta Lo Celso, Héctor Rodriguez, Fulvia Gabriela Lisi, Ana María Fernández Lávaque, Julia Zigarán, Flor de María Rionda, Laura Marziano, Claudia Subelza, Rossana  Ledesma, Juan García Jiménez. Sede Regional Tartagal: Marta Torino, Marta Morelli de Ontiveros, Martha Barboza de Tesei, Graciela Zamar y Teresita Mercado.


Metodología de Trabajo: Las actividades  de este Encuentro se desarrollarán en comisiones de trabajo, con presentación de ponencias, informes, experiencias en formación y perfeccionamiento docente, avances y conclusiones de investigaciones.

El tiempo para cada ponencia será de 15 minutos, seguidos de 5 minutos de preguntas.


Presentación de Resúmenes:  300 palabras (máximo), nombre autor/es, la Institución y mail. Enviar antes del 31/07/2002 a: .

En otro archivo adjunto deberá enviarse la ficha de inscripción. El trabajo final deberá presentarse en el momento de la acreditación en hoja A4 - Arial, 12 (no deberá superar las 8 páginas, bibliografía incluida). No serán leídos los trabajos cuyo/s autor/es no esté/n presente/s en el momento del Encuentro.




Jueves 05/09:       

08.30          Acreditaciones

10.00          Acto de  Inauguración

10.30          Presentación de Libro

11.00           Plenario

12.00          Brindis

13.00          Receso

14.30          Trabajo en Comisiones (Debate)

19.30          Plenario


Viernes 06/09        

08.30          Trabajo en Comisiones (Debate)

12.00          Plenario

13.00          Receso

14.30          Trabajo en Comisiones (Debate)

19.00          Conclusiones


Aranceles: El arancel debe ser abonado por cada Expositor/a (uno o varios autores)


Expositores:       $ 40.00         Estudiantes expositores:     $ 10.00

Asistentes:         $ 20.00         Estudiantes asistentes:       $   5.00

Miembros de las Comunidades aborígenes y maestros bilingües están exceptuados del pago del arancel.






Our dear SHARER Pablo Labandeira writes to us:


Hi there!


This is Pablo, your representative for the western area, back on the air after quite some time to bring you the latest news.

The Performers will be putting on shows of their three plays at Universidad de Morón on Friday August 30th. The schedule is the following:






In order to book or to get further information, please contact me at (0220) 483 - 1282 or at

Hope to hear from you soon.


Happy hols for everyone,







This most interesting and revealing mail landed in our box. We could not wait to SHARE with all of you. Has anybody got the address of that actors´trainer?


----- Original Message -----

From: "dk" <davkees@PUBLIC.GUANGZHOU.GD.CN


Sent: Friday, June 28, 2002 1:22 PM

Subject: Re: Intonation and Thought Groups


 Maria Spelleri asks about intonation. While not specifically  answering that question I'd like to offer a webpage of a  discussion amongst actors who are also developing or reducing  accents. Most interesting is the article about the professional trainer. It seems that most people have problems with 10-12  sounds and he can fix each one in two sessions.
 It's quite amazing how actors can put on or take off an accent  whenever they need it for a film. They're very good. But I guess  they should be since when we buy our cinema ticket we're actually  paying them millions to entertain us in this way.
 Dave Kees
 Guangzhou, China




We received this announcement and international call for researchers in the field of Phonology. We thought the website mentioned would also be of interest to a much wider audience of “lovers of the language” and the way it is spoken.


Date:  Thu, 27 Jun 2002 18:09:40 +1200
From:  "Donn Bayard, Anthropology Department"  <>
Subject:  Evaluating English Accents WorldWide: New data and analyses

The Evaluating English Accents WorldWide (EEAWW) Project is made up of an international group  of scholars interested in analysing the evaluations and opinions of different national and ethnic groups to four of the "standard" accents of English:  Near-RP (educated Southern English English); General North American; and middle-of-the-road Australian and New Zealand accents.  We use 22 personality, voice, and status traits in the questionnaire for this project.  The data acquired by the EEAWW Project is being used in a number of different research projects and studies by participants.
Linguists interested in language attitudes and learning, along with researchers in the social psychology of language and accent loyalty, media influence, the impact of paralinguistic features, and related topics in the Gilesian tradition should find our website interesting.

Our website is located at the University of Otago, Dunedin, New Zealand, ( it has recently been revamped and enlarged to make navigation easier.  The site has full details on aims, methods, etc. and a sample questionnaire.  Summary results of our evaluations in New Zealand, Australia, the USA, England, Finland, Sweden, Germany, Singapore, Hong Kong, and Fiji are already available on the site, along with sound clips of the accents used and the text read by each of the eight male and female voices.  New additions since our last update in May of this year include:

*  data on 133 native-born Japanese students at International Christian University, Tokyo.
*  a new page on research under way at present.
*  A summary of our research on the impact of intonation patterns on listener evaluation.
*  An exploratory study contrasting significant dimensions used to group personality traits by Chinese and Japanese students on the one hand and Western students on the other.
*  Data on the perceived ease of comprehension by Japanese and Hong Kong students of the eight voices used in the study.

The EEAWW Project is still actively seeking new researchers in Africa, Latin America, and South Asia.  All researchers share access to the data obtained and may use it for any ethical research purpose.
Please contact me at the e-mail address below if you are interested.

Donn Bayard, EEAWW Coordinator
Associate Professor
Anthropology Department - University of Otago 

Dunedin, New Zealand 
Phone +64 -3-479-8738
Fax +64 -3-479-9095



6.-     THE LORD OF THE RINGS        


Our very dear friend and SHARER Claudia Bourda  sends us this invitation to a workshop she is currently conducting:


J.R.R. Tolkien: his life and production

The Lord of the Rings

Literary analysis


Workshop (Two three-hour sessions) conducted by Claudia V. Bourda

Teacher of English - INSP J.V. González, Literary, Technical and Scientific Translator - IES en Lenguas Vivas J.R. Fernández, Public Translator - UADE

Former Lecturer in Language I and II - UBA: School of Translation.

Assistant Teacher: Methods III - INSP Técnico: UTN and Legal Translation III & IV – UADE.



July: Saturday, July 20 & 27 - 10:00 - 13:00

Or Saturday, July 20 & 27 - 14:00 - 17:00



Saturday, August 3 & 10 - 10:00 - 13:00

Or Saturday, August 3 & 10 - 14:00 - 17:00


For further information or messages contact: (011) 4 793 - 7596

Email:  OR






Our dear SHARER María Cristina Pinto, President of Asociación Argentina de Traductores e Intérpretes sends us this invitation: .


La Asociación Argentina de Traductores e Intérpretes invita a ustedes a la



"Una profesión milenaria en el nuevo milenio"

el sábado 20 de julio de 9.30 a 18.00


*10.15/13.00  Memorias de Traducción: presentación de TRADOS

*14.30/15.15  Traducción Literaria: Dra. Márgara Averbach

*15.15/16.00  Interpretación: Trad. Marina Mazzocchi

*16.30/17.15  Traducción en Internet: Trads. A. Rogante y G. Scandura

* 17.15/18.00 Traducción Técnico-Científica: Trad. Alejandra Jorge


Preinscripción hasta el lunes 15/7: Enviar formulario de inscripción completo a 

*Alumnos (con acreditación) y Socios de la AATI (con 2ª. cuota paga): $ 20                   

*Otros:  $40



¡Los esperamos!


Trad. María Cristina Pinto - AATI. Presidenta.  -




8.-         JUBILEE


This year Britain is celebrating a jubilee, the fiftieth anniversary of the accession of Her Majesty Queen Elizabeth II. If we were to follow the original sense of the word, we ought to be announcing it with a blast on a ram's horn and be taking the whole

year off, not just four days.


"Jubilee" looks as though it comes from the Latin word that also gave us "jubilation" and its relatives. In truth they're not connected, but we have the Romans to blame for getting them mixed up. "Jubilee" is actually from the ancient Hebrew "yobel" for a ram and, by extension, a ram's horn (the word used today for the ram's horn, "shofar", is unconnected). Every fifty years a special year of emancipation and restoration was set aside, in which fields were left uncultivated and slaves were freed (for the details, see the Old Testament book of Leviticus, chapter 25). As the ram's horn announced it, the word was transferred to the year itself.


It travelled via Greek to Latin, where it became confused with "jubilare", to shout or cry out (used by early Christians in the sense of shouting for joy). By the time the word had arrived in English, the two senses of celebration and of something happening every fifty years had become so mixed up that it was used for a fiftieth anniversary or its celebration. So it is strictly correct to refer to the current event as a jubilee, with no qualification.


Until the end of the nineteenth century the word could only be used in this way: for a fiftieth anniversary. Queen Victoria changed all that. She reigned for so long that her subjects had to find a way of distinguishing between the dates of her 50 years and 60 years on the throne, in 1887 and 1897. The term "Diamond Jubilee" was invented specifically for the 1897 celebration.


The "diamond" modifier was borrowed from its existing use to describe a sixtieth wedding anniversary. This - plus "silver", "golden" and some others - had appeared in the language at about the middle of the nineteenth century, introduced via American

English from German.


Even after the 1897 celebration became known as the "Diamond Jubilee", the 1887 one was still called "The Jubilee" or "The Royal Jubilee"; only later did it become known as the "Golden Jubilee", so people could unambiguously distinguish it from the later one. And then "jubilee" started to be used with other qualifiers, such as "silver" for a 25th anniversary, so losing its link to the fiftieth year altogether and changing its sense to little more than "special anniversary". "Golden jubilee", the official name for the current royal celebrations, is therefore a retronym, derived from a term whose scope has changed so much that its original meaning has to be qualified (other examples are"manualtypewriter" and "acoustic guitar":

see>) .


Since her mother lived to be almost 102, there seems every chance that we shall be celebrating Her Majesty's Diamond Jubilee in 2012. Thanks to Queen Victoria, we already have a name for it.


Published by World Wide Words, copyright (c) Michael Quinion 2002. All rights reserved. The Words Web site is at < >.






Our very dear SHARER M. Alejandra Jaime Laplacette, Director of  English & Fun

invites all SHARERS to participate in a special forthcoming event: 



Anglia Examinations Syndicate , English & Fun and  Kensington School of English

have the great pleasure to announce the ELT Seminar :

Bags of Ideas for the EFL Teacher !!!


Guest of Honour : Peter Brown  - Chief Examiner,  Anglia Examination Syndicate


BAG 1 :  Helping your students develop their writing skills

Peter Brown


BAG 2 :  Anglia exams + Anglia Diploma in TESOL

Peter Brown


BAG 3 : Received Pronunciation or Estuary English ?

Further Changes in the Pronunciation of the Latest British Model

Christian Kunz


BAG 4 :  A Teacher for all seasons

NLP-  Simple techniques to manage your classes with ease.

Laura Szmuch and Jamie Duncan


BAG 5 : Storytelling

Celina Gismondi


Saturday, 13th July 2002  - 2.00 to 07.00 pm

Colegio Guido Spano - Sánchez de Bustamante 1366, Palermo. Buenos Aires.



Kensington School of English : 4243  - 3589 /

English & Fun: (011) 4957 - 5285  /


The event is free of charge.

Handouts : $ 3 (three pesos)






Our dear SHARERS from The Group write to us to announce the three plays they are staging to celebrate their 10th Anniversary:




Facultad de Filosofía y Letras

Universidad de Buenos Aires

Directora: Elvira Narvaja de Arnoux



Congreso Internacional : LA ARGUMENTACIÓN

Lingüística / Retórica/ Lógica / Pedagogía


Presidente de honor: Oswald Ducrot


El Instituto de Lingüística de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires, en colaboración con la Maestría en Análisis del Discurso de la Universidad de Buenos Aires, la Cátedra UNESCO de Lectura y Escritura, las cátedras de la Orientación en Lingüística de la Facultad de Filosofía y Letras, se complace en convocar al Congreso LA ARGUMENTACIÓN. Lingüística / Retórica / Lógica / Pedagogía, que se llevará a cabo del 10 al 12 de julio de 2002 en la Facultad de Derecho y Ciencias Sociales de la UBA, Av. Figueroa Alcorta 2263 - Buenos Aires




El Congreso se realizará en homenaje al profesor Oswald Ducrot, referente ineludible en los estudios sobre argumentación y polifonía lingüística, quien este año se ha retirado de la docencia que ejercía en l'École des Hautes Études en Sciences Sociales, París.

Con la participación de renombrados panelistas nacionales e internacionales, el Congreso se propone dar cuenta del estado actual de los estudios sobre la argumentación en sus múltiples manifestaciones.  Además, y dada la dimensión pedagógica del tema, se realizará un Simposio sobre enseñanza de la argumentación.  El Congreso busca así no sólo transformarse en un foro científico de debate de gran repercusión y poder de irradiación sino también constituirse en el ámbito propicio para que los docentes de todos los

niveles que deseen hacerlo puedan ponerse en contacto con los últimos

avances de las investigaciones en el área a través de conferencias plenarias de alto nivel académico.


Panelistas confirmados


Marion Carel (École des Hautes Études en Sciences Sociales)

Daniel Cassany (Universitat Pompeu Fabra)

María Luisa Donaire (Universidad de Oviedo)

Sophie Fisher (École des Hautes Études en Sciences Sociales)

Eduardo Guimarâes (Unicamp)

María Cristina Martínez (Universidad del Valle)

Estrella Montolío (Universidad de Barcelona)

Giovanni Parodi (Universidad Católica de Valparaíso)

Marianne Péronard (Universidad Católica de Valparaíso)

Christian Plantin (Université de Lyon II)

José Portolés (Universidad Autónoma de Madrid)

Marta Tordesillas (Universidad Autónoma de Madrid)

María Antonia Martín Zorraquino (Universidad de Zaragoza)


Comité de Organización

Coordinadora: María Marta García Negroni


Comité Académico


Magdalena Viramonte de Ávalos (Universidad Nacional de Córdoba)

Ofelia Dúo de Brottier (Universidad Nacional del Cuyo)

Víctor Castel (Univ. Nacional de Cuyo) 

Isolda  E. Carranza (Universidad Nacional de Córdoba)

Liliana Cubo de Severino (Univ. Nacional de Cuyo)

Ángela Di Tullio (Univ. Nacional del Comahue)

Luisa Granato (Universidad Nacional de La Plata)

Adolfo Elizaincín (Universidad de la República)

Ma. Victoria Gómez de Erice (Universidad Nacional de Cuyo)

María Luisa Freyre (Universidad Nacional de La Plata)

Elsa Ghío (Universidad Nacional del Litoral)

Susana Ortega de Hocevar (Universidad Nacional del Cuyo)

Patricia Vallejos de Llobet (Universidad Nacional del Sur)

María Isabel Gregorio de Mac (Universidad Nacional de Rosario)

Héctor Manni (Universidad Nacional del Litoral)

Pascual Masullo (Universidad Nacional del Comahue)

Nora Múgica (Universidad Nacional de Rosario)

Mabel Pipkin (Universidad Nacional de Entre Ríos)

Hével Nora del Río (Universidad Nacional del Sur)

Elena Rojas Mayer (Universidad Nacional de Tucumán)

Zulema Solana (Universidad Nacional de Rosario)


Áreas Temáticas

- Teoría de la Argumentación en la Lengua y Teoría de la Polifonía

- Léxico y marcadores de argumentación

- Historia de las teorías de la argumentación

- Retórica y persuasión

- La argumentación en las interacciones verbales

- Enseñanza del discurso argumentativo

- El discurso polémico

- Modalidades discursivas de la argumentación

- Dimensión argumentativa y géneros discursivos


Aranceles:  Asistentes: $50.-  Estudiantes de grado: $15.-

Informes e Inscripción


María Marta García Negroni -

Roberto Bein-                   

Alfredo M. Lescano -        

Instituto de Lingüística - 25 de Mayo 221 - 1002 Buenos Aires - Argentina - Fax: (54.11) 4343-2733 / Teléfonos (5411) 4343-1196 / 4342-5922 / 4334-7512




11.-    HEY, YOU!


Our dear SHARER Julia Roncoroni sends us a poem she wrote (Omar is very proud because Julia is a student of his)


"Hey You"


Hey you, out there in the cold

Getting lonely, getting old

Can you feel me?

Hey you, standing in the aisles

With itchy feet and fading smiles

Can you feel me?

Hey you, don´t help them to bury the light

Don't give in without a fight.



Hey you, out there on your own

Sitting naked by the phone

Would you touch me?

Hey you, with you ear against the wall

Waiting for someone to call out

Would you touch me?

Hey you, would you help me to carry the stone?

Open your heart, I'm coming home.


But it was only fantasy.

The wall was too high,

As you can see.

No matter how he tried,

He could not break free.

And the worms ate into his brain.


Hey you, standing on the road

always doing what you're told,

Can you help me?

Hey you, out there beyond the wall,

Breaking bottles in the hall,

Can you help me?

Hey you, don't tell me there's no hope at all

Together we stand, divided we fall.






Our dear SHARER Santiago Salgado from THE GROUP has a very special offer for all our SHARERS and their children:


THE GROUP, último momento!!!!!


Martes 9 de Julio (feriado) estreno en su versión completa de

"Q SQUAD - Mission: Stop Dr. Techno!"

GRATIS a las 16 hs. en el Teatro Stella Maris

Martín y Omar 399 (San Isidro) 4743-9300




Time to say goodbye again. This time with a poem by our unforgettable Pablo Neruda that our dear SHARER Ana Spinoza sent us with this message “Si los sueños no pudiesen crear nuevos horizontes, la vida sería un engaño insensato. Hoy es siempre todavía.”
We know each one of you will find the best interpretation this beautiful poem by Neruda.  

El gran mantel

Sentémonos pronto a comer
Con todos los que no han comido
Pongamos los largos manteles
La sal en los lagos del mundo
Panaderías planetarias,
Mesas con fresas en la nieve,
Y un plato como la luna
En donde todos almorcemos.

Por ahora no pido más
Que la justicia del almuerzo.

Pablo Neruda



Omar and Marina.


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