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This article examines one of the major roles played by repetition in the Dadaist manifestos. While the goal of a manifesto, by definition, is to convey a message, the Dadaist manifestos suggest, through the use of the repetition, that they have no intention of proposing or communicating anything. Radically self-referential, this type of repetition, as demonstrated in this article analyzing several texts by Hugo Ball, André Breton, Francis Picabia, Georges Ribemont-Dessaignes, Tristan Tzara, Louis Aragon…, reflects Dada’s nihilistic program.

Así, cuando en el alba de aquel ominoso 18 brumario de 1799, Napoleón en su discurso hiciera una invitación a desconfiar de la repetición histórica —“no se busquen en el pasado casos que puedan dilatar vuestra marcha”—, estaba al mismo tiempo afirmando su presencia y confirmando su importancia. El mismo general, en quien muchos habían visto la repetición de un nuevo César o un nuevo Cromwell, buscaba a través de estas palabras exorcizar los efectos de lo que él mismo reconocía, siguiendo a la historiadora Annie Jourdan, como “la magie du passé”, a saber, ese “misterioso encanto que parecía obligar a los protagonistas a recorrer los caminos ya escritos de la historia” (p. 7). El libro se abre, entonces, estableciendo la importancia de la idea de la repetición histórica como un gran dispositivo capaz de vehicular las acciones humanas en el tiempo.

This paper aims to approach Judith Butler's theory of gender performativity and Sigmund Freud's psychoanalysis from the notion of repetition. According to Butler, gender identities are produced and consolidated through the repetition of acts, gestures, and practices within the heterosexual and phallocentric matrix. Nevertheless, on the other hand, this repetition is neither stable nor immutable since it allows the subversion of the norms into which it is inserted. In the same way, according to the founder of psychoanalysis, the repetition of the repressed as an act in the transferential situation –inevitable in the treatment– opens the possibility of an effective change of the analysand. In this sense, the purpose is to show that the conception of repetition as a way for the emergence of the new and transformation may well be a meeting point between Butler's and Freud's thinking. O objetivo do artigo é aproximar a teoria da performatividade de gênero de Judith Butler e a psicanálise de Sigmund Freud, a partir da noção de repetição. Para a autora, as identidades de gênero são produzidas e consolidadas pela repetição de atos, gestos e práticas, no interior da matriz heterossexual e falocêntrica. Por outro lado, essa repetição não é estável e imutável, já que permite a subversão das normas nas quais se insere. Da mesma forma, de acordo com o fundador da psicanálise, é a repetição do recalcado como ato na situação transferencial, inevitável no tratamento, que abre a possibilidade de uma mudança efetiva do analisando. Nesse sentido, pretendo mostrar que a concepção da repetição como via para a emergência do novo e para a transformação pode consistir em um ponto de encontro entre os pensamentos de Butler e Freud. El objetivo de este artículo es acercar la teoría de la performatividad de género de Judith Butler y el psicoanálisis de Sigmund Freud a partir de la noción de repetición. Para la autora, las identidades de género se producen y consolidan mediante la repetición de actos, gestos y prácticas en el interior de la matriz heterosexual y falocéntrica. Por otro lado, esta repetición no es estable e inmutable, ya que permite la subversión de las normas en las que se inserta. Del mismo modo, de acuerdo con el fundador del psicoanálisis, la repetición de lo reprimido como acto en la situación transferencial, inevitable en el tratamiento, abre la posibilidad de un cambio efectivo del analizante. En este sentido, se pretende mostrar que la concepción de la repetición como vía para el surgimiento de lo nuevo y para la transformación puede consistir en un punto de encuentro entre los pensamientos de Butler y Freud.

This research paper examines the effectiveness of Classical Education in the teaching-learning process of English in a private institution in Cuenca. The primary objective of this action research piece is to analyze the learning progress of the students in teacher-centered lessons in which drilling, and teacher-led discovery techniques were used. The research employs a qualitative approach given that it is the report of an action research study carried out in two cycles in the context in which the researcher is currently working. After implementing a diagnostic, a need was encountered and the previously mentioned techniques (i.e. drilling and teacher-led discovery) were implemented to see whether or not they could be useful. Data were collected by combining data collection tools such as semi-structured observation, rubrics, diagnostic tests, and summative assessment. Through the implementation of two classical education-derived techniques mentioned before, it was found that 73.68% of students successfully addressed challenges in conjugating the simple present tense affirmatively in speaking exercises, with 39.47% demonstrating proficiency in negative conjugations during freer oral practice. Este artigo examina a eficácia da Educação Clássica no processo de ensino-aprendizagem de inglês em uma instituição privada na cidade de Cuenca. O principal objetivo dessa pesquisa-ação é analisar o progresso do aprendizado dos alunos em aulas centradas no professor, nas quais foram usadas técnicas de repetição e descoberta guiada pelo professor. A pesquisa utiliza uma abordagem qualitativa, pois é o relatório de um estudo de pesquisa-ação realizado em dois ciclos no contexto em que o pesquisador está trabalhando atualmente. Após a implementação de um diagnóstico, foi encontrada uma necessidade e as técnicas mencionadas acima (ou seja, repetição e descoberta guiada pelo professor) foram implementadas para determinar se poderiam ser úteis ou não. Os dados foram coletados por meio da combinação de ferramentas de coleta de dados, como observação semiestruturada, rubricas, testes de diagnóstico e avaliação somativa. Por meio da implementação das duas técnicas derivadas da educação clássica mencionadas acima, constatou-se que 73,68% dos alunos enfrentaram com sucesso os desafios da conjugação afirmativa do tempo presente simples em exercícios de conversação, com 39,47% demonstrando proficiência em conjugações negativas durante a prática de conversação mais livre. Este artículo examina la efectividad de la Educación Clásica en el proceso de enseñanza-aprendizaje del inglés en una institución privada de la ciudad Cuenca. El objetivo principal de esta de investigación-acción es analizar el progreso de aprendizaje de los estudiantes en lecciones centradas en el profesor en las que se utilizaron técnicas de repeticion y descubrimiento guiado por el profesor. La investigación utiliza un enfoque cualitativo, dado que es el informe de un estudio de investigación-acción llevado a cabo en dos ciclos en el contexto en el que la investigadora está trabajando actualmente. Después de implementar un diagnóstico, se encontró una necesidad y se implementaron las técnicas mencionadas anteriormente ( i.e. repeticion y descubrimiento guiado por el profesor) para determinar si podrían ser útiles o no. La información se recopiló combinando herramientas de recolección de datos como observación semi-estructurada, rúbricas, pruebas diagnósticas y evaluación sumativa. A través de la implementación de las dos técnicas derivadas de la educación clásica mencionadas anteriormente, se descubrió que el 73.68% de los estudiantes abordaron con éxito los desafíos en la conjugación del tiempo presente simple de manera afirmativa en ejercicios de expresión oral, con un 39.47% demostrando competencia en las conjugaciones negativas durante la práctica oral más libre.

The necessity of measuring time and of regulating the daily routine forced the clockmakers to manufacture the first personal clocks. Since the very first moment it became a luxury object coveted by the wealthiest customers. In the 18th century luxury and precision became associated. Clocks became an essential object for the daily life. The Spanish kings, as well as the rest of the European royalty, became great owners and collectors of these objects. They invested in expensive clocks produced with gold and silver, enriched with gemstones and signed by the best European clockmakers. Most of them were supplied by traders and ambassadors from London and Paris. The accounts registered on the national treasury are the best way to became acquainted with these acquirements.

Despite extensive research on task-based learning and corrective feedback in second language acquisition, little is known about how massed task repetition (MTR), both with and without written corrective feedback (WCF), affects the development of grammatical forms among Iranian EFL learners. This study aimed to investigate the effects of MTR, both independently and when mediated by written corrective feedback, on the writing development of EFL Iranian learners at a language school. In this quantitative study, 40 male intermediate learners, aged 15 to 17, in three intact classes, classified as B1 level, were randomly assigned to three groups: one experimental group that engaged in MTR, a second experimental group that received unfocused WCF on their MTR tasks, and a control group that neither performed MTR nor received WCF. Results from the pre- and post-tests revealed that only the group receiving WCF showed significant short-term improvement across the language components of content, organization, grammar, and mechanics. Vocabulary gains, however, were not significant in any of the groups. More importantly, content and organization exhibited a strong transfer-of-practice effect in the delayed post-test, indicating long-term learning resulting from engagement with indirect WCF. Mechanics, for which direct WCF had been provided, also showed evidence of transfer, though with a smaller effect size. Findings suggest that multiple task repetition can benefit EFL learners when accompanied by WCF, particularly indirect feedback, to promote their writing skills.

En este trabajo analizamos el caso de verbos coordinados, como Caminó y caminó, que han sido considerados en la gramática española como instancias de reduplicación léxica (Escandell Vidal, 1991; Roca y Suñer, 2000, pero cfr. Feliú, 2011). Proponemos que sería más adecuado tratarlos como un caso particular de seudocoordinación (cfr. De Vos, 2005 para el inglés) y, paralelamente, ponemos en duda una serie de predicciones de la bibliografía previa. En particular, desmentimos que las estructuras (seudo)coordinadas den siempre lugar a una lectura aspectual durativa si el verbo es atélico y a una iterativa si el verbo es télico y que, por lo tanto, sean sistemáticamente equivalentes al cuantificador mucho, como sugieren Escandell Vidal (1991) y Roca y Suñer (2000). Con esa discusión esperamos realizar una contribución genuina a la gramática descriptiva y teórica del español. This paper analyses verbs that are apparently coordinated, such as Caminó y caminó, which in Spanish grammar have been considered as instances of lexical reduplication (Escandell Vidal, 1991; Roca & Suñer, 2000; but cf. Feliú, 2011). We argue that they could rather be considered as instances of pseudo-coordination (cf. De Vos, 2005 for English) and we also call into question some of the claims found in the relevant literature. In particular, this article rejects the claim that pseudo-coordinative structures always have a durative aspectual reading with atelic verbs and an iterative reading with telic verbs. Hence, contrary to what Escandell Vidal (1991) and Roca & Suñer (2000) suggest, this study also rejects the claim that pseudo-coordinative structures are systematically equivalent to the quantifier mucho. With this discussion we expect to make a valuable contribution to the descriptive and theoretical grammar of Spanish.

Este artículo tiene un doble objetivo: ahondar en los conceptos psicoanalíticos de trauma y transcryptum, este último acuñado por Bracha Ettinger, a fin de abrir las puertas hacia una metodología de análisis de los transcrypta literarios. El artículo está estructurado en dos partes. En la primera se revisan textos freudianos y lacanianos para ofrecer una definición de trauma y puntos relacionados tales como latencia, retorno de lo reprimido, repetición y encuentro. En la segunda parte, analizaré cómo las premisas freudianas y lacanianas se reelaboran en la teoría de Ettinger y propondré que el término trauma en cierto sentido es equivalente a lo que ella llama \"memoria del olvido\", asimismo analizaré cómo éste se inserta en su entendimiento del transcryptum. A manera de conclusión enunciaré de qué forma podemos aplicar más puntualmente el concepto transcryptum al análisis de textos literarios.

Resumen: Si bien el tema del recuerdo no llama la atención de manera tan recurrente cuando se trata de la filosofía de Søren Kierkegaard, a una lectura atenta, nos damos cuenta que el filósofo menciona con sutileza, pero con frencuencia, tanto el concepto de memoria como también el recuerdo. Esto indica que el recuerdo no es solo un movimiento opuesto a la repetición, como a veces nos limitamos a pensar, sino que hay una importancia y una potencia del mismo en el desarrollo de la individualidad en la presencia de lo eterno en el tiempo. En estas páginas me propongo una incursión en el pensamiento de Søren Kierkegaard, con el objetivo de analizar y comprender la “fuerza del recuerdo” y su relación con la repetición, el arrepentimiento y la eternidad, para enfatizar su relevancia en la narrativa de la singularidad. Abstract: Although the concept of recollection does not draw attention so recurrently when it comes to the philosophy of Søren Kierkegaard, we realize that the philosopher subtly, but frequently, mentions both: the concept of memory and the recollection in its authorship. This proves that memory is not only a movement opposed to repetition, as we sometimes limit ourselves to think, but that it is important and has a particular potency in the development of individuality in the presence of the eternal in time. In these pages I propose an incursion into the thought of Søren Kierkegaard, with the aim of analyzing and understanding the “force of recollection” its relationship with repetition, repentance, and eternity, emphasizing its relevance in the narrative of singularity. Although the concept of recollection does not draw attention so recurrently when it comes to the philosophy of Søren Kierkegaard, on a closer reading, we realize that the philosopher subtly, but frequently, mentions both: the concept of memory and the recollection in its authorship. This proves that memory is not only a movement opposed to repetition, as we sometimes limit ourselves to think, but that it is important and has a particular potency in the development of individuality in the presence of the eternal in time. In these pages I propose an incursion into the thought of Søren Kierkegaard, with the aim of analyzing and understanding the “force of recollection” its relationship with repetition, repentance, and eternity, emphasizing its relevance in the narrative of singularity.

In section 10 of A Thousand Plateaus, Deleuze and Guattari point out their dynamic monism with the affirmation of becoming-woman in the beginning, middle, and key of all becoming. The question of sexual difference is thus introduced, and restored into the place of radical ontological difference, from which one becomes and exists. The following pages aim at reading the mater-realistic immanence of becoming in the light of that first conceptive and medial movement, with an interpretation that intercepts Deleuzean and Guattarian vitalism through Feminism of Difference.