Edición AESLA

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PONENTES PLENARIOS
Charles Forceville (UVA)
Francisco Ruiz de Mendoza (Universidad de La Rioja)
Jorge Díaz-Cintas (University College London)
Magali Paquot (UCL - University of Louvain)
Joaquín Garrido (Universidad Complutense de Madrid)
3
Comité organizador
Chairs: Silvia Molina & Ana Roldán
Inma Álvarez de Mon
Irina Argüelles
Georgina Cuadrado
Marinela García
María José Gómez
Javier Herrero
Lina Molina
Mercedes Olivié
Joana Pierce
María del Mar Robisco
Salvador Rodríguez
Joaquín Santiago
Paloma Úbeda
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Comité científico
Guadalupe Aguado de Cea (Universidad Politécnica de Madrid)
Laura Alba Juez (UNED)
Isabel Alonso Belmonte (Universidad Autónoma de Madrid)
Irina Argüelles (Universidad Politécnica de Madrid)
Jane Arnold ( Universidad de Sevilla)
Enrique Bernárdez (Universidad Complutense de Madrid)
Ana Bocanegra ( Universidad de Cádiz)
Pascual Cantos Gómez (Universidad de Murcia)
Raquel Criado Sánchez (Universidad de Murcia)
Juan Antonio Cutillas (Universidad de Murcia)
Jorge Díaz-Cintas (University College London)
Angela Downing (Universidad Complutense de Madrid)
Pilar Durán Escribano (Universidad Politécnica de Madrid)
Pamela Faber (Universidad de Granada)
Teresa Fanego Lema (Universidad de Santiago)
Charles Forceville (UVA)
Mª Luisa García Lecumberri (Universidad del País Vasco)
Francisco Garrudo Carabias (Universidad de Sevilla)
Juan Manuel Hernández-Campoy (Universidad de Murcia)
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Honesto Herrera (Universidad Complutense de Madrid)
Iraide Ibarretxe Antuñano (Universidad de Zaragoza)
Juana Marín Arrese ( Universidad Complutense de Madrid)
Jeannette Littlemore (Universidad de Birmingham)
Julia Lavid López (Universidad Complutense de Madrid)
Ana Llinares (Universidad Autónoma de Madrid)
Rosa Manchón (Universidad de Murcia)
Jesús Moya (Universidad de Castilla-La Mancha)
Francisco Javier Martín Arista (Universidad de la Rioja)
Montserrat Martínez Vázquez (Universidad Pablo de Olavide)
Eva Mestre Mestre (Universitat Politècnica de València)
Isabel Negro Alousque (Universidad Complutense de Madrid)
Ana María Rojo López (Universidad de Murcia)
Magali Paquot (UCL - University of Louvain)
Carmen Pérez-Llantada (Universidad de Zaragoza)
Francisco Ruiz de Mendoza (Universidad de la Rioja)
Hanna Skorczynska (Universitat Politècnica de València)
Yolanda Ruiz de Zarobe (Universidad del Pais Vasco)
Javier Valenzuela (Universidad de Murcia)
Carmen Valero Garcés (Universidad de Alcalá)
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Mesas Redondas
Análisis del discurso
Multimodal forms of Persuasion
M Dolores Porto Requejo
Manuela Romano Mozo
Silvia Molina Plaza
Ana Laura Rodríguez Redondo
Laura Hidalgo Downing
Blanca Kraljevic
María Ángeles Martínez Martínez
Isabel Alonso Belmonte
Enseñanza de Lenguas y Diseño curricular
TechEnglish: Strategies for the internationalization and curricular design at the UPM
Carmen Sancho Guinda
Jose Manuel Vassallo Magro
Fernando San José Martínez
Morris Villarroel Robinson
El diseño multimodal para el desarrollo de la competencia lingüística en los Materiales
Digitales Interactivos para la enseñanza-aprendizaje del inglés
Neus Figueras Casanovas
Carmen Ramos Méndez
Emma Bosch Andreu
Silvia Burset Burillo
Vicenta González Argüello
Begoña Montmany Molina
Psicología del Lenguaje
La percepción multimodal en bebés con y sin riesgo de autismo: Un meta-análisis
Itziar Lozano Sánchez
Ruth Campos García
Mercedes Belinchón Carmona
Red Hen: a distributed lab for the research of multimodal communication
Javier Valenzuela et al.
Sociolingüística
Multilingualism and internationalisation in higher education: discourse-analytical perspectives
Josep Maria Cots Caimons
Lídia Gallego
Helena Torres
Sònia Mas
Xavier Martin-Rubio
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La presencia del inglés en la publicidad televisiva en España: 2013-2014
Carmen Luján García
Goretti García Morales
Mª Isabel González Cruz
Mª Jesús Rodríguez Medina
La Educación Superior Como Espacio Multilingüe Y Multicultural
Emma Dafouz Milne
Pascual Pérez Paredes
David Lasagabaster
Victor Pavón
Carmen Pérez Vidal
Fernando Rubio Alcalá
Ute Smit (discussant)
Inmaculada Fortanet
Julia Hüttner (discussant)
Traducción
Traducción y Accesibilidad
María Olalla Luque
Clara Inés López Rodríguez
María Isabel Tercedor Sánchez
Silvia Soler Gallego
Antonio Javier Chica Núñez
Ana Rodríguez Domínguez
Ana Rodríguez Domínguez
Antonio Javier Chica Núñez
J. David González-Iglesias González
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ÍNDICE/ INDEX
CONFERENCIAS INVITADAS/ PLENARY SPEAKERS
ADQUISICIÓN Y APRENDIZAJE …………………………………………………..9
ANÁLISIS DEL DISCURSO ………………………………………………………103
ENSEÑANZA DE LENGUAS Y DISEÑO CURRICULAR……………………...177
LENGUA PARA FINES ESPECÍFICOS…………………………………………253
LEXICOLOGÍA Y LEXICOGRAFÍA………………………………………………293
LINGÜÍSTICA DE CORPUS, COMPUTACIONAL E INGENIERÍA LINGÜÍSTICA
……………………………………………………………………………………….310
PRAGMÁTICA…………………………………………………………………… 346
PSICOLOGÍA DEL LENGUAJE, LENGUAJE INFANTIL Y PSICOLINGÜÍSTICA
……………………………………………………………………………………….385
SOCIOLINGÜÍSTICA…………………………………………………………… 398
TRADUCCIÓN E INTERPRETACIÓN………………………………………… 450
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Adquisición y Aprendizaje
Título: Bilingual children being introduced to a foreign language at very young
ages:
Autores:
Alexandrescu,
Cristina (Universidad
de
Barcelona
[email protected]); Miralpeix Pujol, Imma (Universitat de Barcelona [email protected])
Curricula have become very common. However, we do not still know much about the
effects this early introduction may have on different aspects. On the one hand, it has
been shown that an early start in instructional settings with just a few hours of
exposure to the FL may not actually lead to better proficiency in the target language in
the long run (e.g. Muñoz, 2006). On the other hand, there is a lack of research on
whether the introduction of a FL with considerable exposure at a young age may have
an impact on the still developing first language(s). This has mostly been explored in
relation to the effects of the L2 on the L1, as in Cook (2003) or more specifically for
lexical learning in Gibson et al. (2012), who showed that children immersed in an L2
from very young ages can have difficulties with their L1 vocabularies. However,
research with multilingual young learners has not addressed this issue.
The present longitudinal study analyses the vocabulary acquisition of Catalan/Spanish
bilingual learners of English as an L3, and whether the early exposure to the L3 does
have an impact on the lexical development in the L1 and L2. Data was collected for
the three languages at two different testing times (T1=age 3 and T2=age 4) from a
group of 60 bilinguals attending an English immersion school (G1) and a group of 15
bilinguals attending classes in a regular curriculum school, with two hours of curricular
English per week (G2).
The English version of The MacArthur Bates Communicative Development
Inventories -MBCDI- (Fenson et al., 2007) was administered to the participants in both
groups. MBCDI Words and Gestures was used to measure general lexical proficiency
and MBCDI Words and Sentences to measure complexity. The test had been
previously used to assess language development in monolingual and bilingual
children, but not to assess L3 proficiency in multilingual children. ThePeabody Picture
Vocabulary Test (Dunn et al., 2010) helped to examine children’s vocabulary in
Spanish and Catalan.
The statistical analyses performed showed that both groups made significant progress
in nearly all measures for all three languages after a year and significant differences
were found in favor of G1 in the MBCDI scores, confirming the advantage of the
English immersion group. Differences in the L1/L2 vocabulary measures for both
groups did not reach significance, although G2 obtained higher scores at both testing
times. Findings from these toddlers in the three languages will be discussed and
interpreted in the light of available research on early bilingualism and L3 acquisition.
10
Some considerations on the testing tools for cross-language comparison will also be
prsented.
References
Cook, V. (2003). Effects of the second language on the first. Clevedon: Multilingual Matters.
Dunn, Ll. M.; Dunn, L. M. & Arribas, D. (2010, 3rd edition). Test Peabody de Vocabulario en
Imágenes. Barcelona: TEA Ediciones.
Fenson, L., Marchman, V.A., Thal, J. D., Dale, P. S., Reznick, J.S. & Bates, E.
(2007). MacArthur-Bates Communicative Development Inventories: User’s Guide and
Technical Manual (2nd. Edition). Baltimore: Brookes Publishing.
Gibson, T. A., Oller, D. K., Jarmulowicz, L. & Ethington, C. (2012). The receptive-expressive
gap in the vocabulary of young second language learners: Robustness and possible
mechanisms.Bilingualism: Language and Cognition, 15(1), 102-116.
Muñoz, C. (Ed). (2006). Age and Rate of Foreign Language Learning. Clevedon: Multilingual
Matters.
Título: El uso de las herramientas multimodales en la construcción de la
identidad bilingüe en las plataformas Mahara, My Documenta y Wix
Autores:
Alfonso
Lozano,
Raúl (Universidad
de
Barcelona
[email protected]); Toquero Ramos, Vanesa (Universitat de Barcelona [email protected])
La presente investigación pretende comparar el uso de las diferentes herramientas
multimodales que hacen los alumnos de primer curso del grado de Educación
Primaria de la Universidad de Barcelona en la descripción de su identidad bilingüe en
los portafolios Mahara, My Documenta y Wix. Esta descripción la articulan a través de
un discurso audiovisual que constituye uno de los apartados del portafolio titulado “mi
relación con la lengua castellana”, en el que explican en qué ámbitos utilizan el
castellano y el catalán y cuál es su grado de competencia en ambas lenguas en los
diferentes contextos de uso.
El trabajo se inscribe en el marco del proyecto de innovación docente DIDAL, que
trabaja con un corpus integrado por más de 500 portafolios digitales en tres lenguas:
castellano, inglés y catalán, de los grados de Educación Primaria e Infantil. De los
500 portafolios, para el presente trabajo se han seleccionado muestras audiovisuales
de más de 50 portafolios escritos en castellano y catalán de los alumnos de las
asignaturas de Lengua castellana para la enseñanza yLlengua catalana per
l´ensenyament (grado de Educación Primaria). El proyecto tiene entre sus objetivos
incentivar la práctica reflexiva entre los futuros maestros con la implantación del
portafolio digital. Esto implica tutorizar y asesorar a los alumnos en el proceso del
desarrollo de sus competencias, entre ellas, la competencia reflexiva.
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El análisis del corpus nos permitirá analizar, en primer lugar, cómo utilizan los
alumnos estas herramientas multimodales y cuáles son las principales diferencias en
el uso de estas tres plataformas. Por otro lado, nos ayudará a identificar las prácticas
reflexivas de los estudiantes sobre su identidad lingüística y obtener conclusiones
respecto al desarrollo de su capacidad de reflexión.
El objetivo principal de este trabajo es comparar desde una perspectiva cuantitativa
cuál de las anteriores plataformas es la más recurrente en cuanto a videos se refiere,
tanto en número como en extensión; observar qué aspectos concretos de la
competencia comunicativa inciden a la hora de describir su competencia
comunicativa en ambas lenguas; y, finalmente, explorar qué otros elementos aportan
los estudiantes como evidencias en la construcción de su autorretrato como
hablantes competentes.
En suma, esta investigación pretende comprobar, por un lado, las diferencias que
existen entre las plataformas Mahara, My Documenta y Wiks en cuanto a la
utilización de los diferentes elementos audiovisuales o herramientas multimodales
que llevan a cabo nuestros estudiantes en la construcción de su identidad bilingüe.
Referencias
APARICI, R. y GARCÍA, A. (2008). La lectura de imágenes en la era digital. Madrid: Ediciones
de la Torre.
BEZEMER J. and JEWITT C. (2010). Multimodal Analysis: Key Issues. In: Litosseliti L, editor.
Research Methods in Linguistics. London: Continuum.
GARCÍA , M.ª Á. & PALOMEQUE, C. (2012): “El blog multimodal: la potencialidad
comunicativa y de representación de la imagen en interacción con sonidos y texto” en Tonos
Digital.
Revista
Electrónica
de
Estudios
Filológicos.
Volumen
22. http://www.um.es/tonosdigital/znum22/index.htm. Consulta el 16 de enero de 2013
JEWITT, C (2008). The Visual in Learning and Creativity. London: Creative Partnerships.
Disponible en: www.creative-partnerships.com/data/files/the-visual-in-learning-and-creativity168.pdf
KRESS, G. & VAN LEEUWEN, T. (2001). Multimodal discourse. The modes and media of
contemporary Communication. Londres: Edward Arnold.
KRESS, G. (2010). Multimodality.
communication. Oxon: Routledge.
A
social
semiotic
approach
to
contemporary
LORENZO, F., TRUJILLO, F. y VEZ, J.M. (2011). Educación bilingüe. Integración de
contenidos y segundas lenguas. Madrid, Editorial Síntesis.
O´HOLLORAN, K. (2011): “Multimodal Discourse Analysis” in K. Hyland y B. Paltridge
(eds) The continuum Companion to Discourse Analysis . London and New York: Continuum.
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PUJOLÀ, J. T. y MONTMANY, B. (2011): “La interacción imagen-palabra como constituyente
multimodal de las entradas de blog”. En Estrategias de alfabetización mediática: Reflexiones
sobre comunicación y educación. Gabinete Comunicación y Educación y UAB. ISBN: 978-84938802-0-0.
Título: Acquiring boundary-crossing events in the second language: The effect
of cross-linguistic influence
Autores: Alonso Alonso, Rosa (Universidad de Vigo - [email protected])
The aim of this paper is to analyse cross-linguistic influence (CLI) in the interpretation
of boundary-crossing events in SLA in order to determine whether L2 speakers will be
able to select the target-like option for the expression of motion events in the L2 or
whether their choice for the expression of motion events will reflect CLI leading
learners to use a lexicalisation pattern of their native language (L1). With this purpose
in mind, two developmental stages have been analysed: B1 and B2. Three groups of
subjects have participated in the study, thirty Spanish learners of L2 English (B1),
twelve Spanish learners of L2 English (B2) and sixteen English L1 speakers.
Learners' knowledge of English was measured by means of the Oxford Placement
test. Information on their language usage was obtained using the language
background questionnaire by Gullberg and Indefrey (2003). The stimulus consisted of
an interpretation task where the subjects saw 12 pictures of boundary-crossing events
and were faced with two possible interpretations. The subjects were told to see the 12
pictures which depicted a man moving in a certain direction, in a specific manner, to a
specific place. They were given two sentences dscribing each of the pictures. One of
the sentences corresponded to the L2 use of boundary-crossing events and the other
to the use of L1 boundary-crossing events and they were asked to choose the option
they considered correct. The pictures included three types of boundary-crossing
events: motion into, out of and over a bounded space.In order to test the distribution
of the L2 motion scenes, we performed chi-square tests for independence.The resultts
indicate that the L1 English speakers in this study only considered one possible option
which corresponds to the lexicalisation pattern of S-languages. In contrast, Spanish
learners provided three possible categories, including both the English L1
lexicalisation pattern and the Spanish L1 pattern. Furthermore, the same lexicalisation
pattern as in L1 Spanish is used more frequently when motion out of a bounded space
in the horizontal access is involved while it does not seem to occur when motion over
a bounded space occurs. CLI is alsso favoured when motion into a bounded space
occurs in the horizontal axis, yet when motion into a bounded space occurs in the
vertical axis, the English L2 lexicalisation pattern prevails.
References
Gullberg, M. and Indefrey, P.(2003) Language background questionnaire.The Dynamics of
Multilingual Processing. Nijmegen. Max Planc Institute for Psycholinguistics.
http://www.mpi.nl/research/projects/Multilingualism/questionnaire.pdf
Título: Constraints on Have-cliticisation and Accessibility of Universal
Grammar in Foreign Language Learning
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Autores: Alsarayreh, Atef (Mutah University - [email protected])
The study aimed to investigate the acquisition of the constraints on have-cliticisation
by Jordanian learners of English as a foreign language within the Universal Grammar
(UG) paradigm. Radford (1997, 2009) argues that while sentences such as (1) below
are licit, sentences such as (2) are illicit because have is adjacent to its host in the
former but not in the latter. He assumes that sentences like (2) contain a null T
constituent that intervenes between have and its host thus blocking have-cliticisation.
He further assumes that this Null T constituent follows from the general assumption
(i.e. UG Condition, namely, the TP Projection Principle) "that all clauses contain a TP,
and that T is overt in clauses containing a finite auxiliary or infinitive to, but is null
elsewhere" (Radford, 2009, p. 96).
(1) We've bought a car.
(2) *We've our car washed every week.
The study mainly sought to see whether Jordanian learners of English as a foreign
language are aware of the adjacency constraint on have-cliticisation and thus know
the TP Projection Principle. A grammaticality judgment test was used for data
elicitation. The test was distributed to (162) adult native speakers of Jordanian Arabic
learning English as a foreign language and (31) adult native speakers of English. The
native speakers were included as a control group and to fill the gap in our knowledge
of the phenomenon in native speakers.
The results of the study showed that both native speakers and foreign language
learners significantly differentiated between the licit and illicit have-cliticisation cases
that were included in the test. These results are presented in table 1 below.
Table 1: Acceptance rate of have-cliticisation for foreign language learners (n = 162)
and native speakers (n = 31)
Acceptance rate (%)
Licit have-cliticisation
Illicit have-cliticisation
Foreign language learners
72.4
37.8
Native speakers
91.3
12.9
The results suggest that foreign language learners have access to UG. Havecliticisation is underdetermined by input and cannot transfer into English from Arabic
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as Arabic does not observe auxiliary contraction at all. In addition, students did not
have any instruction on have-cliticisation before the time of the study.
Título: The Linguistic Outcomes of English Medium Instruction (EMI) in Higher
Education: A preliminary study
Autores:
Ament,
[email protected])
Jennifer (Universitat
Pompeu
Fabra
-
Globalisation and international mobility in the 21st century has led to the
internationalisation of the English language. It is now considered a global lingua
franca (House, 2013). Universities across Europe now offer entire degree
programmes taught through the English language, at both undergraduate and
graduate levels (Wachter & Maiworm, 2007). These English medium instruction
programmes (EMI) are based on the Content and Language Integrated Learning
Model (CLIL), whose adaptation to higher education is referred to as Integrated
Content and Language (ICL) (see Escobar, 2004; Dalton-Puffer, 2011; Perez-Vidal,
2009; Smit & Dafouz 2013). The linguistic benefits of CLIL are well documented, and
passive language skills are shown to improve (Ruiz de Zarobe, 2011). Research
regarding linguistic gains through ICL does not abound. We can refer to one study
arguing perceived gains in language abilities from students in a reading task (Tazl,
2011), and to a handful looking into qualitative features, namely both students and
lecturers’ experiences, finding quality of lectures the same weather delivered in
English or in the students’ first language (Airey, 2012). To our knowledge, there is no
study to date approaching the analysis of linguistic gains accrued as a result of EMI.
This preliminary study addresses the question of how much linguistic improvement
can be expected after one year of EMI. To that goal, in the present study two groups
of undergraduate students enrolled in different types of (EMI), i.e. immersion and
semi-immersion, were followed over a 1 year period, with a pre-test post-test design.
Results were analysed statistically and significant gains were found only in the semi
immersion group in the grammatical domain, although there was a trend for
improvement as well as higher scores for full immersion students. It might be
interpreted that in order for linguistic gains to be seen in adults there needs to be
some focus on form, and language guidance (Muñoz 2007; Pérez-Vidal 2007). Thus,
a real, ‘de facto’ integrated content and language (ICL) approach may prove more
effective than a solely content-based EMI model for university level content courses if
linguistic gains are the desired outcomes of the programme.
References
Airey, J. (2012) “I don’t teach English” The Linguistic Attitudes of Physics Lecturers in
Sweden. AILA Review. 25, 64-79.
Dalton-Puffer, C. (2011) Content and Language Integrated Learning: From Practice to
Principles? Annual Review of Applied Linguistics. 31, 182-204.
Escobar Urmeneta, C. (2004) Content and language integrated learning: Do they learn
content? Do they learn language?. In Linguistic Perspectives from the Classroom: Language
Teaching in a Multicultural Europe. Anderson, J., Oro Cabanas, J.M. & Varela Zapata, J. (eds)
Universidade de Santiago de Compostela.
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House, J. (2013) Developing pragmatic competence in English as a lingua franca: Using
discourse markers to express (inter)subjectivity and connectivity. Journal of Pragmatics 59, 5767.
Pérez-Vidal, C. (2009). The integration of content and language in the classroom: A European
approach to education (The second time around). In E. Dafouz Milne & M. Guerrini
(Eds.), CLIL Across Educational Levels: Experiences from Primary, Secondary and Tertiary
Contexts (pp.03-13). Madrid: SantillanaEducación.
Ruiz de Zarobe, Y. (2011) Which Language Competencies Benefit from CLIL? An Insight into
Applied Linguistics Research. ). In Content and Foreign Language Integrated Learning. Ruiz
de Zarobe, Y. & Gallardo del Puerto (eds). Bern. Peter Lang Academic Publishers.
Tazl, D. (2011). English-Medium Masters’ Programmes at an Austrian University of Applied
Sciences: Attitudes, Experiences and Challenges. Journal of English for Academic
Purposes. 10, 252-270.
Wachter, B. & Maiworm, F. (2008). English-Taught Programmes in European Higher
Education: The Picture in 2007.Bonn: Lemmens.
Título: Does spending time abroad affect the degree of CLI in the acquisition
of Greek as a second language by Spanish/Catalan L1 learners?
Autores:
Andriá,
María (Universitad
de
Barcelona
[email protected]); Serrano, Raquel ([email protected])
-
Crosslinguistic Influence (CLI) has always been a central area of research in the field
of Second Language Acquisition (SLA) and has attracted significant attention from
scholars (Jarvis & Pavlenko, 2008), especially in reference to first language (L1)
influence when acquiring a second language (L2), although nowadays the scope of
CLI is much wider (Cenoz, Hufeisen, & Jessner, 2001). There are several factors that
have been related to the amount of CLI learners show, such as their proficiency level,
the typology of the languages involved, as well as learners’ perceived similarity (or
psychotypology), etc. Nevertheless, there is a lack of research that examines whether
spending time in the target language country affects the degree of L1 transfer that
learners manifest in their L2. In line with previous findings that have shown significant
improvements in learners’ L2 in the study abroad (SA) context (Llanes & Muñoz,
2014; Serrano, Tragant, & Llanes, 2012), we might speculate that spending time
abroad should help learners acquire more target-like structures and rely less on their
L1, in cases where the L1 and the L2 behave differently. The aim of the study is to
test empirically whether that is the case.
The current research examines whether adult Spanish/Catalan L1 learners of Greek
show less CLI after spending time in Greece in relation to a set of verbs that express
experiential states (e.g., to be hungry, to be sleepy, etc.), which in Spanish/Catalan
are expressed by means of a periphrasis and in Greek by means of a single verb. The
participants of the current study (N=114) performed three tasks: a grammaticality
judgment test, an oral narrative and a written narrative, which assessed learners’
knowledge of the target verbs, both receptive and productive. Additionally, the
participants filled out a questionnaire in which they provided some information about
16
previous stays in Greece, and the characteristics of the stays: number of stays,
purpose, amount of time there, perceived L2 improvement after the stay, etc. Both
quantitative and qualitative analyses were carried out.
The results of the correlations that were performed between these SA factors and the
scores in the three tasks show that spending time abroad led to fewer cases of CLI in
relation to the target forms. This finding suggests that the SA context might be
beneficial for learners to acquire more target-like expressions and show less reliance
on their L1; nevertheless, the results of this particular study show that the effect might
be more obvious in receptive rather than productive knowledge.
References
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New
York, NY: Routledge.
Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.) (2001). Cross-linguistic influence in third
language acquisition. Clevedon, UK: Multilingual Matters.
Llanes, À.,& Muñoz, C. (2013). Age effects in a study abroad context: Children and adults
studying abroad and at home.Language Learning, 63, 63-90.
Serrano, R. ,Tragant, E., & Llanes, À. (2012). A longitudinal analysis of the effects of one year
abroad.Canadian Modern Language Review, 68, 138-163.
Título: La construcción de la coherencia discursiva a través de la resolución
de los pronombres a lo largo del desarrollo
Autores: Bel Gaya, Aurora (Universitat Pompeu Fabra - [email protected]);
Perera Parramon, Joan (Universidad de Barcelona - [email protected])
Controlar la elección apropiada de las expresiones referenciales en un discurso es
una tarea que comporta cierto tiempo; así se ha visto en la investigación sobre el
desarrollo del lenguaje infantil y en edades escolares (Hickmann 2004, Shin y Cairns
2012, Hendricks, Koster y Hoeks 2013). Los vínculos entre las entidades del discurso
son claves en la coherencia discursiva; para establecerlos, los hablantes deben
combinar las formas morfosintácticas con información pragmática, lo que no está
exento de dificultad. En lenguas en las que, como el español, no es obligatorio
explicitar siempre el sujeto de una oración y tienen pronombres nulos y explícitos, se
ha visto que los nulos muestran una preferencia por mantener el tópico –y, por lo
tanto seleccionan, por lo común, antecedentes en posición de sujeto–, mientras que
los explícitos tienden a cambiar el tópico –en otros términos, suelen referirse a
antecedentes que no ocupan una posición de sujeto (Carminati 2002 para el italiano;
Alonso-Ovalle et al 2002 para el español; Bel, Perera & Salas 2011 para el catalán).
17
En este trabajo nos proponemos explorar el uso de las expresiones referenciales por
parte de niños y adolescentes hablantes de español como L1 (10, 13 y 16 años) con
el objeto de descubrir si se rige por los mismos factores que el de los adultos y si la
modalidad, oral o escrita, lo modela de algún modo. Trabajamos con 40 participantes
(10 para cada grupo de edad, incluido el grupo control adulto). Se les pidió que
completaran una narración oral y otra escrita conforme al protocolo reseñado
enBerman (2008). Los textos, transcritos según las convenciones CHAT del sistema
CHILDES (MacWhinney, 2000), se dividieron en cláusulas y se codificaron todas las
posiciones de sujeto de tercera persona (un total de 980) según su categoría
(Sintagma Nominal, Pronombre explícito y Pronombre nulo) y su función discursiva
(Introducción, Mantenimiento y Reintroducción).
Los resultados evidencian un efecto del desarrollo: la interacción entre categoría y
función discursiva es significativa entre los adultos, pero no entre los más jóvenes; la
modalidad, sin embargo, apenas se revela significativa. Los pronombres explícitos se
utilizan bastante poco (menos del 10%) pero cuando se usan muestran unas
preferencias variables según la edad: mientras que los adultos eligen los pronombres
explícitos para cambio de tópico, los niños los utilizan para expresar mantenimiento y
reintroducción. Este comportamiento, en el caso de los más pequeños, confiere cierto
grado de redundancia a las cadenas referenciales de sus discursos, sobre todo en la
modalidad escrita. En el caso de los pronombres nulos, si bien los más jóvenes
parecen usarlos como portadores de funciones pragmáticas similares a las de los
adultos, el grado de dominio no alcanza al adulto, sobre todo en lo que se refiere al
control de la ambigüedad. Parece, pues, que a los 13 años el uso de los pronombres
para construir textos coherentes no es todavía totalmente maduro y difiere, en
algunos aspectos, del adulto.
Título: La diversidad léxica en la producción escrita de estudiantes suecos de
ELE
Autores: Berton, Marco (Universidad de Estocolmo - [email protected])
Los estudios sobre diversidad léxica con participantes suecos tienen, en su gran
mayoría, el inglés L2 como lengua objeto. Respecto a los participantes, suelen ser
estudiantes con un nivel de competencia alto. Los estudios sobre diversidad léxica
que se han llevado a cabo en el marco de la adquisición de segundas lenguas y
analizan la L2 de estudiantes universitarios (ej. Linnarud, 1975; Laufer, 1991; Laufer y
Nation, 1995; Šišková, 2012), con la excepción de algunos estudios que analizan la
L2 de adolescentes (ej. Linnarud, 1986; Jarvis, 2002) y el desarrollo simultáneo de
dos lenguas nativas en el caso de niños bilingües en jardín de infancia (ej. Vermeer,
2000). El presente estudio se centra en el español lengua extranjera (ELE), que no
constituye la primera lengua extranjera estudiada, y estudiantes de niveles bajo e
intermedio. El aparato teórico en el que se enmarca este estudio es la complejidad
léxica, más específicamente la complejidad léxica sistémica (Bulté y Housen, 2012:
28). En concreto, las muestras de lengua analizadas son narrativas escritas por 45
estudiantes suecos de bachillerato, elicitadas a través de una serie de viñetas.
El estudio se guía por las siguientes preguntas de investigación:
18
1) ¿Cuál es la diversidad léxica de la producción escrita de aprendices adolescentes
suecos de ELE en diferentes niveles de competencia en esta lengua?
2) ¿Qué medida es más eficaz para determinar la diversidad léxica de estos
aprendices?
De acuerdo con las dos preguntas de investigación, este trabajo tiene como objetivo
principal arrojar luz sobre la relación entre diversidad léxica y competencia global en
español. Para averiguar la competencia global se empleó un test estandardizado de
selección múltiple. En segundo lugar, para contestar a la segunda pregunta de
investigación, se comparan varias medidas de diversidad léxica en busca de una
medida apta para discriminar de una manera fiable entre diferentes niveles de
competencia en la lengua meta. Las cinco medidas utilizadas son el TTR, el Índice de
Guiraud, el TTR Corregido, el índice de Herdan y el de Uber. Del análisis de los datos
resulta evidente que el nivel de competencia en la lengua meta ejerce un efecto sobre
la diversidad léxica. Los resultados concuerdan en indicar una relación positiva entre
una mayor diversidad léxica y un mayor nivel de competencia en español. La única
discrepancia, proporcionada por el TTR, se atribuye a la extensión diferente de los
textos. Añadimos que, en nuestro caso, dicha problemática es exacerbada por el
hecho de que los textos son bastante cortos. Las medidas más efectivas resultan ser
el Índice de Guiraud y el TTR Corregido. Las limitaciones de este estudio tienen que
ver con el nivel de competencia de los participantes, puesto que no todas las medidas
han resultado ser aptas para discriminar la diversidad léxica entre niveles de
competencia diferentes.
Referencias
Bulté, B. y Housen, A. (2012) Defining and operationalising L2 complexity. En A. Housen, F.
Kuiken y I. Vedder (eds.),Dimensions of L2 Performance and Proficiency: Complexity,
Accuracy and Fluency in SLA (pp. 21-46). Amsterdam: John Benjamins.
Jarvis, S. (2002) Short texts, best-fitting
diversity. Language Testing, 19, 57-84.
curves,
and
new
measures
of
lexical
Laufer, B. (1991) The development of L2 lexis in the expression of advanced language
learner. Modern Language Journal, 75, 440-448.
Laufer, B. y Nation, P. (1995) Vocabulary size and use: Lexical richness in L2 written
production. Applied Linguistics16(3). 307 – 322.
Linnarud, M. (1975) Lexis in Free Production: An Analysis of the Lexical Texture of Swedish
Students’ Written Work. Swedish-English Contrastive Studies, Report No. 6. Lund: Department
of English, University of Lund.
Linnarud, M. (1986) Lexis in Composition: A Performance Analysis od Swedish Learners’
Written English. Malmö: CWK Gleerup.
Šišková, Z. (2012) Lexical Richness in EFL Students’ Narratives. En Language Studies
Working Papers, 4, 26-36.
19
Vermeer, A. (2000) Coming to grips with lexical richness in spontaneous speech
data. Language Testing, 17, 65–83.
Título: Patrones de uso de la cópula húngara en la adquisición trilingüe
español-catalán-húngaro
Autores: Biró, Andrea ([email protected]); Bel Gaya, Aurora (Universitat
Pompeu Fabra - [email protected])
En español y en catalán existen dos verbos copulativos; el verbo ‘ser’ expresa
predicados deindividual-level (IL) y el verbo ‘estar’ de stage-level (SL) (Carlson 1977).
En húngaro no se lexicaliza esta diferencia semántica y hay sólo un verbo copulativo:
‘van’; además la cópula se puede omitir en los siguientes contextos: (1)
obligatoriamente con 3ª persona (sg. y pl.) del presente y (2) opcionalmente con los
predicados SL con adverbio de lugar en primera posición. En español y catalán la
realización de la cópula es siempre obligatoria.
Distintos trabajos han estudiado la adquisición de la cópula en monolingües
españoles (Sera 1992, Holteuer 2009, Bel 2013) y catalanes (Bel 2013) y en bilingües
(Silva-Corvalán & Montarari 2008, Liceras et al 2011, en español-inglés). Aunque
existen trabajos sobre la adquisición del húngaro por monolingües (MacWhinney
1976, 1997, Dasinger 1997) y por trilingües (Navracsics 1999, húngaro-inglés-persa),
no hay ninguno centrado en la cópula. En inglés infantil, Becker (2000) observó más
omisión de la cópula con predicados SL que con IL. En español y catalán, Bel (2013)
anotó muchos menos casos de omisión de cópula que en inglés.
Teniendo en cuenta estos resultados y que en húngaro (1) no se lexicaliza la
diferencia entre predicados IL y SL y (2) se omite la cópula bajo algunas condiciones,
el estudio de la cópula en la adquisición trilingüe resulta muy interesante. Nos
proponemos responder a la pregunta de si existe influencia translingüística del
catalán y el castellano en la cópula infantil en húngaro, en el sentido de que la
obligatoriedad en las dos primeras lenguas se extienda al húngaro infantil. Tomamos
como punto de partida la propuesta de Hulk y Müller (2000), según la cual la lengua
con menos restricciones influye en la lengua con más restricciones.
Presentamos un estudio de caso de datos espontáneos longitudinales (1;7–3;7) de
una niña trilingüe. Se grabaron en vídeo 108 sesiones, de 30 minutos cada una, y
posteriormente se transcribieron y codificaron según el sistema CHILDES.
Seleccionamos los enunciados en húngaro (más de 1.000) y aislamos todos los
verbos copulativos, separando los predicados IL de los SL, y dentro de estos últimos
los de realización obligatoria y los de realización optativa.
Los resultados indican que la niña muestra una tasa de realización mucho más alta
que el húngaro adulto en contexto opcional: en adultos (a partir del input de la madre)
la realización del verbo copulativo en contexto opcional es del 50%; en niños
húngaros monolingües (lo calculamos a partir de los datos de 4 niños húngaros de
CHILDES) se sitúa entre 60% y 67%; en cambio la niña trilingüe realiza la cópula en
20
el 89,6%. Por otro lado, la niña tiende a omitir la cópula en los contextos de omisión
obligatoria. Podemos concluir que la realización obligatoria de la cópula en español y
catalán parece influir en la cópula en húngaro, haciendo que esta se realice con más
frecuencia en contextos opcionales que en el húngaro adulto, lo que es compatible
con la hipótesis de Hulk y Müller.
(1)
Ejemplos de omisión de la cópula
a.
Omisión obligatoria (3ª Sg. / 3ª Pl. Presente)
SAR: ez [% esz] gyertya. (2;9.8)
esta
vela
‘Esta es una vela.’
SAR: *kicsi
van. (2;8.20)
pequeño es
*’Es pequeño.
b.
Omisión opcional (Adverbio de lugar en 1ª posición con la cópula en 3ª Sg.
Presente)
SAR: itt
Flup. (2:9.8)
aquí Flup
‘Aquí está Flup.’
(2)
Ejemplos de realización de la cópula
a.
Realización obligatoria
SAR: nehéz vagyok. (2;9.23)
pesado soy
‘Peso mucho.’
b.
Realización opcional (Adverbio de lugar en 1ª posición con la cópula en 3ª Sg.
Presente)
21
SAR: itt
van a pingvin [% pingvín]. (2;9.23)
aquí está el pingüino
‘Aquí está el pingüino.’
Referencias
Becker, M. 2000. The development of the copula in child English: The lightness of be, PhD
thesis, UCLA.
Bel, A. 2013. Omisión y selección de la cópula en el desarrollo del lenguaje. RSEL Revista
Española de Lingüística 43/2, 63-90.
Hulk, A. y Müller, N. 2000. Bilingual first language acquisition at the interface between syntax
and pragmatics. Bilingualism: Language and Cognition, 3(3), 227-244.
MacWhinney, B. 1976. Hungarian research on the acquisition of morphology and
syntax. Journal of Child Language 3, 397-410.
Navracsics, J. 1999. The Acquisition of Hungarian by Trilingual Children. UnpublishedPhD
thesis. Pécs, Universidad Janus Pannonius.
Sera, M. 1992. «To be or to be», Journal of memory and language 31, pp. 408-427.
Silva-Corvalán, C. y Montanari, S. 2008. The acquisition of ser, estar and be by a SpanishEnglish bilingual child: The early stages. Bilingualism:language and cognition 11, 3, 341-360.
Título: ConverStand: a new software for enhancing task and domain specific
metacognitive skills for a better knowledge acquisition in Higher Education
Autores: Bort Mir, Lorena (Universidad Jaume I, Castellón - [email protected])
Since successful knowledge acquisition requires the use of metacognitive skills, I
have designed a software that brings unconscious metacognition to a conscious
process which facilitates the development of these metacognitive skills. This explicit
utilization of metacognitive strategies will make students able to develop “more
sophisticated and academically oriented” skills (Veenman et al.,2006, p.8).
Metacognition was first explained as the knowledge about and regulation of one’s
cognitive activities in learning processes (Flavell, 1979; Brown, 1978). Although there
is not a consensus among scholars about a proper definition, its importance has been
stressed by Öz, H. (2014, chap 7. p. 139) “metacognition is an increasingly important
cognitive factor in applied linguistics as well as educational, cognitive, and
developmental psychology”.
22
It is in this background that the Converstand software is born as an
idea. Converstand (conversation + understand) is a software that enhances the
development and settlement of students’ metacognitive strategies. It puts together
verbalized metacognitive knowledge and self-instructions, this is, cognitive activities
which imply metacognition (seeVeenman et al., 2006).
The software will function as a written conversation between student and a wise
character (an avatar). It will use a very familiar interface for students (like a
WhatsappTM conversation). This conversation takes place twice. First, before the start
of a new lesson in order to assess the students’s previous knowledge and objectives
to acquire, and second, after the end of that lesson in order to asses the real acquired
knowledge. This process will occur outside the classroom.
The Converstand software may be a right way to assess students’ metacognition. We
know from the literature that there are many methods to assess metacognitition, such
as questionnaires, interviews, thinking-aloud protocols, stimulated recall, and on-line
computer-logfile registration. The ConverStand software will mix all these methods in
a funny and familiar way for students.
The backend of the software functions mainly with keywords labelled according to the
different cognitive domains (this is, subjects, and within the subjects, lessons). These
keywords will be extracted from the analysis of different corpora. The keywords allow
the wise character guide the conversation. According to the student's responses, the
program will detect the keywords and continue the conversation in one way or
another.
At the end of each conversation (this is, at the end of each lesson), students will be
able to keep the conversation in a pdf format and send it to the teacher. Thus,
teachers will be able to assess the student’s knowledge about the lesson, and
evaluate their teaching practice as well, (for instance, if a lot of students have
problems in the same questions, it may be because something wasn’t taught clearly
enough).
All in all, the ConverStand software will help us not only to examine whether the
development of metacognitive skills helps students improve or not in formal
educational settings, but also to analyze whether metacognitive skills extend student’s
intelligence or not.
References
Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and
Learning. ERIC Digest.
Afflerbach, P. (2000). Verbal reports and protocol analysis. In M. L. Kamil, P. B. Mosenthal, P.
D. Pearson, & R. Barr (Eds.), Handbook of reading research. Volume III (pp. 163–179).
Mahwah, NJ: Erlbaum
Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning:
Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14.
23
Baker, L. (1994). Fostering metacognitive development. In H. W. Reese (Ed.), Advances in
child development and behavior. Vol. 25 (pp. 201–239). San Diego: Academic Press.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of
metacognition. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 1 (pp. 77–165).
Hillsdale: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906–
911.
Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102–116.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated leaning components
of classroom academic performance. Journal of Educational Psychology, 82, 33– 40.
Pressley, M. (2000). Development of grounded theories of complex cognitive processing:
Exhaustive within- and between study analyses of thinking-aloud data. In G. Schraw, & J. C.
Impara (Eds.), Issues in the measurement of metacognition (pp. 262–296). Lincoln, NE: Buros
Institute of Mental Measurements.
Öz, H. (2015). The relationship between metacognitive awareness and academic achievement
among pre-service English teachers. In J. Huang & A. C. Fernandes (Eds.), Non-native
language teaching and learning: Putting the puzzle together (pp. 139-167). New York, NY:
Untested Ideas Research Center
Reder, L. M. (1996). Implicit Memory and Metacognition. Mahwah: Erlbaum.
Schnotz, W. (1992). Metacognition and self regulation in text processing: Some comments. In
M. Carretero, M. L. Pope, R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction.
European research in an international context, Vol. 3 (pp. 365–375). Elsmford, NY: Pergamon
Press.
Thomas, G. (2003). Conceptualisation, development and validation of an instrument for
investigating the metacognitive orientations of science classroom learning environments: The
Metacognitive Orientation Learning Environment Scale–Science (MOLES–S). Learning
Environment Research, 6, 175–197.
Van Hout-Wolters, B. (2000). Assessing active self-directed learning. In R. Simons, J. van der
Linden, & T. Duffy (Eds.), New learning (pp. 83–101). Dordrecht: Kluwer.
Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: Does it affect
regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322–330.
Veenman, M. V. J., Elshout, J. J., & Busato, V. V. (1994). Metacognitive mediation in learning
with computer-based simulations. Computers in Human Behavior, 10, 93–106.
Veenman, M. V. J. (1998). Kennis en vaardigheden; Soorten kennis een vaardigheden die
relevant zijn voor reken-wiskunde taken. [Knowledge and skills that are relevant to math
tasks]. In A.Andeweg, J. E. H. van Luit, M. V. J. Veenman, & P. C. M. Vendel, (Eds.), Hulp bij
leerproblemen; Rekenen-wiskunde (pp. G0050.1–13). Alphen a/d Rijn: Kluwer.
24
Veenman, M. V. J., Prins, F. J., & Elshout, J. J. (2002). Initial learning in a complex computer
simulated environment: The role of metacognitive skills and intellectual ability. Computers in
Human Behavior, 18, 327–342.
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual
and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89–
109.
Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive
skills: Age and task differences. Learning and Individual Differences, 15, 159–176.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning:
relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational
Psychology, 82, 51–59.
Título: The ought L2 self of teaching degree students in Spain: qualitative
insights
Autores: Brady, Imelda Katherine (Universidad Católica de Murcia [email protected])
Under the tenets of the recent novel contribution to the field of L2 motivation - the
future oriented ideal – ought L2 self paradigm of the L2 Motivational Self System
(Dörnyei, 2005; Dórnyei, 2009b; Dörnyei and Ushioda, 2009), this study details the
analysis and results of an interview based, qualitative investigation in the L2 ideal –
ought self struggle presented by two Spanish students of teacher training degrees.
The study contrasts the ideal teaching selves of two students with the ought selves
they have developed when suddenly faced with the requisite of certification in English
in order to enter the teaching profession and examines their efforts to comply with this
new linguistic proviso. In addition to the L2 MSS theory, the students’ stories are
examined from the post-structuralist view of Lave and Wenger’s (1991) Situated
Learning Theory and its construct of legitimate peripheral participation. We analyse
their stance as legitimate peripheral candidates for entry to this profession, which has
witnessed a rapid switch in the past few years from a ‘teaching community’ to a
bilingual teaching community). The study lends further insight into the ought self
construct, which, as conceptualised by Dörnyei (2005) has proven difficult to
determine in some European L2 learning contexts (e.g. Csizér and Kormos, 2009;
Dörnyei & You, 2014). The findings show that an ought L2 self exists, nonetheless
does not necessarily transcend through significant others in a L2 learners’
environment as the source of this external obligation can also be detected as a more
pervasive societal influence through media, advertising and word of mouth. The study
also shows that in exploring L2 motivation using the L2 MSS paradigm, it is useful to
consider potential conflict between developing ideal and ought selves in different
domains (professional and L2).
References
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning
behaviour: A comparative analysis of structural models for Hungarian secondary and university
learners of English. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters,
98-119.
25
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second
language acquisition.Mahwah, Earlbaum.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Bristol:
Multilingual Matters.
You, C. J., & Dörnyei, Z. (2014). Language Learning Motivation in China: Results of a LargeScale Stratified Survey. Applied Linguistics. doi: 10.1093/applin/amu046
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge UK: Cambridge University Press.
Título: Para30la: un serious game multilingüe para aprender palabras
Autores: Canals Gozálvez, Carles (Universitat de les Illes Balears [email protected])
En la sociedad de la información, en la que cada vez tienen más importancia las
herramientas digitales, los videojuegos pueden ayudar en el proceso de adquisición
de lenguas gracias a su componente lúdico-pedagógico. Destacamos un tipo de
videojuego denominado serious game (juego serio), el cual está diseñado con fines
didácticos.
En este trabajo presentamos un nuevo software (www.parabola.cat) que promueve el
acceso al léxico y el aprendizaje de vocabulario. Basándonos en las neurociencias,
incorporamos los principios de aprendizaje y memoria, la administración contingente
de recompensas y el aprendizaje a través del juego. Este software también ayuda a
aprender palabras en varios idiomas, ya que muestra las palabras ‘cognadas' y los
'falsos amigos' en catalán, español e inglés.
Para30la exige la generación de palabras (de 3 a 7 letras), acertar una definición o
traducir una determinada palabra a otro idioma. Se incluyen limitaciones temporales y
efectos de sonido para hacer el programa más atractivo. Dependiendo de la
actuación de los participantes, se puede obtener tiempo adicional y/o puntos. El
programa proporciona tiempos medios de respuesta, número medio de letras por
palabra, número de palabras por partida, puntos por partida y la clasificación de
puntuación total se pueden consultar en cualquier momento, una característica que
podría alentar a los participantes a involucrarse más en el juego.
Creemos que este nuevo software es útil para el desarrollo de las capacidades
dedicadas para acceder al léxico y aumentarlo a cualquier edad.
Título: Corpus-based study of Spanish Collocation Learning
Autores: Chen, Jih Hsing (National Cheng Kung University, Taiwan [email protected]); LU, Hui-Chuan (National Cheng Kung University,
26
Taiwan - [email protected]);Cheng, An Chung (University of Toledo [email protected])
This study aims to investigate the learning of Spanish collocation by investigating the
Taiwanese L3 learners’ acquisition of Spanish collocations through the “Spanish
Collocation Tool” (“SCT” in English and “Herramienta de Colocaciones
Españolas”/“HCE” in Spanish) and the “Taiwanese Learner Corpus of Spanish”
(“TLCS” in English and “Corpus de Aprendices Taiwaneses de Español”/“CATE” in
Spanish).
Previous studies (Chambers, 2005; Farghal & Obiedat, 1995; Huang, 2001; Liu, et
al., 2003) have indicated that collocation usage plays an important role in foreign
language learning and it is considerably difficult for learners to acquire in the lexical
learning process. Among various types of collocations, the verb-noun construction is
the combination that appears more problematic for learners (Laufer, 2011;
Nesselhauf, 2003; Wanner, 2004; Wanner et al, 2006). Therefore, our work was
dedicated to analyzing the most essential type, verb-noun construction, in learning
Spanish collocations.
The analyzed data was extracted from the “Taiwanese Learner Corpus of Spanish”,
which has been constructed since 2005 and compiled 2,425 written texts and 86 oral
recordings of Taiwanese learners of Spanish as a third language at various
proficiency levels, whose mother tongue was Chinese, first foreign language was
English and second foreign language, Spanish. This learner corpus was POS-tagged
and correction-annotated for the study and it can be searched partially on line
(http://corpora.flld.ncku.edu.tw). In the data analysis, we compared the collocation
usage in the written and oral forms of learners’ productions at various proficiency
levels. Furthermore, we contrasted learners’ collocation usages with those of Hispanic
native speakers. The tool used to analyze collected data was a self-developed
“Spanish Collocation Tool,” which could compare and contrast distinct word lists to
obtain similarities and differences between two related corpora. This tool, different
from other tools, facilitates efficiently the extraction of collocation lists by simply
importing data, because it contains a built-in Spanish POS-tagging system and
functions such as searching a specific part of speech without setting any specific
keyword.
The findings of the research demonstrate usage tendency, which provides a window
to explore possible reasons related to the transfer of learners’ mother tongue or their
first foreign language in the process of learning L3 Spanish collocation. Finally, as
with the pedagogical implication of the study, different collocation lists could be given
to learners according to their proficiency levels. In order to produce native-like output
in Spanish, learners should follow the collocation lists and pay attention to linguistic
constraints or extend their usages. We will suggest teaching and learning strategies
correspondent to wordlists of Spanish collocation such as “must learn” and “must
avoid” lists for different levels of learners to take advantage of the learner corpus,
TLCS.
Título: The multimodality of corrective feedback in tandem interactions
27
Autores: Debras, Camille (Université Paris Ouest Nanterre La Défense [email protected]); Horgues, Celine ( Univesité Sorbonne-Nouvelle Paris 3
- [email protected]); Scheuer Samson, Sylwia ( University of Paris
3 - Sorbonne Nouvelle - [email protected])
Language tandem interactions provide a unique collaborative learning environment, as each
participant takes turns being the native and the non-native side of the dialogue. In
contrast with the typical L2 learning setting, the hierarchical structure between the
participants is fluid: the expert-novice relationship evolves as the conversation
switches from one language to the other (Brammerts & Calvert 2003). The aim of
tandem exchanges is two-fold: having a friendly conversation with the tandem partner
but also supplying linguistic and cultural information contributing to the partner’s L2
development by providing feedback. Relatively little is known about corrective
feedback (CF) occurring in these non-institutional peer-to-peer native/non-native
interactions. Since tandem participants are not professional language teachers, we
hypothesize that they will make extensive use of spontaneous ad hoc corrective
strategies shaped by their relation of solidarity and reciprocity, as well as on the
multimodal resources that they share despite their different mother tongues and L1
cultures, namely prosody and gestures. In order to investigate this hypothesis, we
explored the English-French Tandem corpus we collected as part of the SITAF project
(Spécificités des Interactions verbales dans le cadre de Tandems linguistiques
Anglais-Français) launched at the University of Sorbonne Nouvelle-Paris 3 in October
2012 (Horgues and Scheuer, 2013). We gathered linguistic data – both video and
audio recorded to allow for multimodal analysis – from face-to-face conversational
exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting
of a native speaker of English and a native speaker of French. The dialogues and
reading passages were recorded on two occasions separated by a 3-month interval.
Our study aims at identifying patterns and profiles in tandem corrective feedback. We
rely on a qualitative yet systematic analysis of selected interaction sequences
annotated in the ELAN software. We analyze CF on three levels: (1) CF focus
(pronunciation, vocabulary, grammar and syntax), (2) CF type (recast, clarification
request, explicit correction, following Lyster & Ranta 1997 and Sheen & Ellis 2011)
and (3) multimodal resources used (prosody, hyperarticulation, hand gestures, facial
action and trunk orientation).
Our preliminary results show that specific multimodal patterns emerge when CF is
solicited, provided and received by the tandem participants. Gesture functions
(Kendon 2004) can be associated with CF focus (representational gestures are
frequently used to clarify vocabulary) or with CF type (explicit corrections are propped
up with concrete gestural representations of grammatical concepts and structures, as
per Mittelberg & Waugh 2009 and Cienki & Müller 2008). When participants request
CF, it is often through prosody and gesture rather than discourse: an utterance is put
up for native CF with a rising intonation combined with raised eyebrows and gaze on
the co-participant, possibly with pragmatic hand gestures (for instance an oscillation
marking uncertainty). As for CF uptake, non-native participants regularly display their
appropriation of CF through verbal and visual alignment (Du Bois 2007).
On the whole, tandem participants largely rely on shared iconic resources to construct
meaning in interaction and bridge the L1/L2 gap.
28
References
Brammerts, H. & Calvert, M. (2003). Learning by communicating in tandem. In Lewis, Tim &
Walker, Lesley (eds.),Autonomous language Learning in Tandem. Sheffield: Academy
Electronic Publications.
Cienki, A. & Müller, C. (eds). (2008). Metaphor and Gesture. Amsterdam and Philadelphia:
John Benjamins.
Du Bois, J. W. (2007). The Stance Triangle. In Englebretson, Robert, (ed.), Stancetaking in
Discourse: Subjectivity, Evaluation, Interaction. Amsterdam and Philadelphia: John Benjamins,
139-182.
Horgues, C. & Scheuer, S. (2013). “Why some things are better done in tandem”. Proceedings
of the Third International Conference on English Pronunciation: Issues and Practices (EPIP 3).
University of Murcia, 41-44.
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University
Press.
Lyster, R., & Ranta, L. (1997). “Corrective feedback and learner uptake”, Studies in Second
Language Acquisition, 19(1), 37-66.
Mittelberg, I. & Waugh, L. R. (2009). Metonymy first, Metaphor second: A cognitive-semiotic
approach to multimodal figures of thought in co-speech gesture. In Forceville, Charles and
Urios-Aparisi, Eduardo, (eds.), Multimodal Metaphor. Berlin and New York: Mouton de Gruyter,
329-356.
The Tandem Server (Bochum): http://www.slf.ruhr-uni-bochum.de/
Sheen, Y. & Ellis, R. (2011). “Corrective feedback in language teaching” In E. Hinkel (ed.), The
Handbook of Research in Second Language Teaching and Learning, Vol. 2. New York:
Routledge, 593-610.
Título: Adquisición de la competencia lingüística escrita en ruso como lengua
extranjera
Autores: Denissenko Denissenko, Anna (Universidad Pompeu Fabra [email protected]);
Pérez,
Carmen
([email protected]);
Evnitskaya, Natalia ([email protected])
En las últimas décadas la investigación sobre adquisición de segundas lenguas (ASL)
ha centrado su atención en el estudio del desarrollo de las habilidades escritas,
especialmente en relación con la adquisición del inglés, lengua internacional por
excelencia (Manchón, 2001; Polio, 2001). El resto de idiomas han recibido un interés
desigual (Manchón, 2012). Así por ejemplo, constan escasas investigaciones sobre el
desarrollo de la competencia escrita en ruso como lengua extranjera (LE), el tema
que aquí nos ocupa (aunque véase: Henry 1996; Quero Gervilla 2005; Pavlenko,
29
2003; Polinsky 2001). En consecuencia, el estudio que se presenta pretende aportar
datos empíricos sobre la adquisición de dicha lengua.
El presente estudio examina el desarrollo de la competencia lingüística escrita en
aprendices bilingües (catalán/castellano) adultos de ruso como lengua extranjera. Se
trata de un análisis longitudinal del progreso en las habilidades de composición
escrita de 4 grupos de sujetos (n=80) de los 4 niveles consecutivos respectivos del
programa oficial de ruso de una Escuela Oficial de Idiomas de la ciudad de
Barcelona. Medimos el progreso de cada uno de los grupos por separado en tres
tiempos (abril/año1-octubre- abril/año2). Examinamos el área de la corrección que se
suele acompañar de un análisis de la complejidad y la fluidez (Wolfe-Quintero, 1998;
Housen et al. 2009). Más concretamente nos centramos en la flexión nominal de
ruso. Además se realiza una valoración global del progreso cualitativamente
mediante una escala de valores destinada a la evaluación de textos escritos de Friedl
& Auer (2007).
El instrumento central de recogida de datos, administrado en los tres tiempos
consiste en una tarea de narrativa a realizar en 40 minutos, a partir de 6 imágenes en
forma de viñetas. Asimismo se administran 3 cuestionarios (de perfil lingüístico,
motivación y tratamiento de escritura). Los análisis se contrastan con la producción
escrita de un grupo base de participantes adultos con L1 ruso (n=25), que realizan la
misma tarea en un solo tiempo.
Los resultados preliminares muestran en primer lugar que los textos de los niveles
iniciales incluyen un número elevado de errores que podrían tener origen en la
confusión entre palabras que tienen una pronunciación o escritura similar entre el
ruso y español. En segundo lugar, se observan numerosos errores ortográficos
posiblemente fruto de la distancia entre la percepción auditiva-oral de la palabra y su
grafía. En tercer lugar, se observa una falta de unidades léxicas típicas del discurso
escrito, como palabras de transición, conjunciones, etc. Por otro lado, el análisis
cualitativo muestra que hay un ascenso significativo en el progreso del segundo nivel,
en las dimensiones de la escritura relativos a cómo se completa la tarea y la
organización del discurso. El hecho está en consonancia con las conclusiones
ampliamente difundidas en la investigación en ASL, que constatan mayor desarrollo
en la L2 para los estudiantes de nivel inferior que para los estudiantes de nivel
superior (DeKeyser, 2014; Beattie, Valls-Ferrer & Pérez-Vidal, 2014; Valls-Ferrer &
Mora, 2014).
Título: Adquisición de los tiempos del pasado por hablantes de español L2
Autores: Diaubalick, Tim (Universidad de las Islas Baleares/ Bergische
Universität Wuppertal- [email protected]);Guijarro Fuentes,
Pedro (Universidad de las Islas Baleares, Palma de Mallorca [email protected])
En esta presentación informaremos de los resultados de un estudio en el que se
investiga la adquisición de la morfología y semántica de los tiempos del pasado del
español por parte de hablantes adultos con distintas características. Recientemente,
la comprensión de la naturaleza de la inaccesibilidad persistente de ciertas formas en
la adquisición de una segunda lengua (L2) sigue planteando la cuestión de si tales
30
dificultades selectivas son atribuibles a las diferencias paramétricas entre la primera
(L1) y la segunda lengua (L2) (Hawkins y Hattori 2006). Concretamente, se ha
planteado que solo los rasgos no interpretables ausentes en la L1 presentan un reto
invadeable para los aprendices de una L2 (Hipótesis de la Interpretabilidad). Para
comprobar esta hipótesis, pero con otras poblaciones, nuestro estudio intenta replicar
estudios anteriores (por ej. Slabakova & Montrul 2003), recurriendo a participantes
que aprenden español en una situación de inmersión lingüística y con distintas L1s.
Según el marco teórico generativista adoptado (Zagona 2004), las lenguas romances
y germánicas difieren en la forma de codificar el Aspecto (Comrie 1976, Smith
1991/1997). Las lenguas romances, como el español, emplean la distinción [±
perfectivo], que se manifiesta en la morfología de los tiempos del pasado (1).
Asimismo, también difieren las propiedades semánticas asociadas: el indefinido
implica una acción acabada mientras que el imperfecto no especifica la terminación.
Además, con algunos verbos (ej., saber, conocer) la selección de la forma tiene
consecuencias de coacción: estos verbos son estativos en el imperfecto, pero
eventivos en el indefinido. El contraste también afecta la interpretación del sujeto
impersonal (de Miguel 1992) (2). Por el contrario, las lenguas germánicas, entre ellas
inglés y alemán, no poseen tal contraste, siendo el pasado simple (3) neutro en lo
que se refiere a la distinción entre una acción acabada o inacabada.
Un grupo de 80 hablantes ingleses y alemanes de español como L2 participó junto
con un grupo de hablantes franceses (n=20) más un grupo de control adulto (n=50).
Los aprendices contestaron un test de nivel (50 items) y un cuestionario etnolingüístico general. Aparte, diseñamos una prueba de juicios gramaticales (Crain y
Thornton 1998) con 50 items más un texto de compleción (25 items). Medimos cuatro
condiciones: coacciones, contraste entre acciones habituales o puntuales,
interpretación del sujeto específica o genérica, y usos modales del imperfecto.
Según los resultados de las pruebas estadísticas, los participantes,
independientemente de su L1, no confunden las formas verbales, y dominan los usos
estándares. Se evidencian, empero, diferencias significativas entre aprendices y
nativos en los contextos más sutiles, lo que sugiere que los rasgos semánticos
asociados con SAsp son afectados más fácilmente que las propiedades
morfofonológicas (Lardiere 1998a/1998b, 2007). Los resultados de este trabajo se
extienden más allá de la línea de investigación al considerar tanto el input como la L1
en la adquisición de segundas lenguas, señalando las posibles diferencias de
competencia entre nativos y no-nativos considerando teorías recientes, incluyendo la
Hipótesis de la Interpretabilidad (Tsimpli & Dimitrakopoulou 2007) y la Hipótesis del
reensamblaje (Lardiere 2009).
Ejemplos
(1) Juan leyóind. el libro / Juan leíaimperf. el libro
(2)
a. Se bebía (imperf.) mucho en este bar. (genérico y/o específico)
b. Se bebió (ind.) mucho en este bar. (específico)
(3)
John read the book / Hans las das Buch.
31
Referencias
Comrie, B. (1976). Aspect. An Introduction to the study of verbal aspect and related
problems. Cambridge: Cambridge University Press.
Crain, S., & Thornton, R. (1998). Investigations in universal grammar. Cambridge, MA: MIT
Press.
De Miguel, E. (1992). El aspecto en la sintaxis del español:
impersonalidad. Madrid: Ediciones de la Universidad Autónoma de Madrid.
perfectividad
e
Hawkins, R. & H. Hattori (2006). Interpretation of English multiple wh-questions by Japanese
speakers: a missing uninterpretable feature account.Second Language Research, 22(3), 269301.
Lardiere, D. (1998a). Case and Tense in the fossilized steady state. Second Language
Research 14, 1-26.
Lardiere, D. (1998b). Dissociating syntax from morphology in a divergent endstate
grammar. Second Language Research14, 359-375.
Lardiere, D. (2007). Ultimate attainment in second language acquisition: a case study.
Mahwah, NJ: Lawrence Erlbaum Associates.
Lardiere, D. (2009). Some thoughts on the contrastive analysis of features in second language
acquisition. Second Language Research, 25(2), 173-227.
Slabakova, R. & S. Montrul (2003). Genericity and Aspect in L2 Acquisition. Language
Acquisition 11 (3), 165-196.
Smith, C. (1991/1997). The Parameter of Aspect. Dordrecht: Kluwer.
Tsimpli, I. M., & M. Dimitrakopoulou (2007). The interpretability hypothesis: Evidence from whinterrogatives in second language acquisition. Second Language Research, 23(2), 215-242.
Zagona, K., (2004). Tense construals in complement clauses: verbs of communication and the
double access reading. In: Guéron, J. & J. Lecarme (ed.), The Syntax of Time. Cambridge, MA
/ London: MIT Press, 259-298.
Título: Implicit and explicit conditions in the acquisition of L2/L3 Spanish clitic
se by English and Dutch speakers
Autores: Escobar Alvarez, M Angeles (Universidad Nacional de Educación a
Distancia - [email protected])
32
In this paper we want to compare results from the acquisition of Spanish L2/L3 based on a
Grammaticality Judgment Test (GJ) ran by two groups of adult learners whose L1 is
very different: English and Dutch. In the GJ tests used in this experiment, the learners
in both groups were asked to render their grammaticality judgments with respect to
the use of clitic “se” in a number of syntactic configurations (reflexives, consumption
verbs, (anti)-causatives). There were only two possible answers per each item:
grammatical or ungrammatical. By doing so, we wanted to look at both implicit and
explicit linguistic knowledge that participants draw on their performance in our GJ
tests (cf. Ellis, 2005; Gutiérrez, 2013).
There was a time constraint for the whole test. In particular the learners in both groups
only had 7 minutes to finish the test. This means that they only had an average of
6.18 seconds per item. We believe that this experimental GJ test provided
information on implicit knowledge since they were not given all the time they wanted
and time pressure “constrains the learners to accessing their implicit knowledge
because the possibility of accessing their explicit knowledge is highly reduced due to
the speed of nature of the test (Gutiérrez, 2013:427)”. Nevertheless, following
Gutiérrez (2013), time pressure cannot be considered a guarantee that explicit
knowledge cannot be retrieved. Therefore we also conducted research using
Gutierrez's methodology by measuring grammatical and ungrammatical items apart in
both groups. According to Gutierrez's findings the learners' performance with
grammatical items reflects implicit knowledge whereas the performance with
ungrammatical items reflects explicit knowledge. Likewise we measured the
performance with grammatical versus ungrammatical items in both groups of learners
to check the implicit vs. explicit knowledge dichotomy against the results of our study.
The main hypothesis we want to test is the following: If teaching materials do not
provide the relevant information about the Spanish clitic “se”, adults will start from
their L1 grammar and will make a lot of Transfer errors, unless UG (implicit learning)
plays a role. According to our experimental findings, L1-Transfer Errors were obtained
only at the early stages whereas non L1-Transfer Errors were found at all levels.
References
Ellis, R (2005) Measuring implicit and explicit knowledge of a second language: A
psychometric study. Studies in Second Language Acquisition , 27, pp 141–172.
Gutierrez, X. (2013) The construct validity of grammaticality judgment test as measures of
implicit and explicit knowledge, in Studies in Second Language, pp 423-449.
Título: Lexical availability of 4th eso eoi and efl students in response to
‘animals’ and ‘give up’
Autores: Fernández Orío,
[email protected])
Susana (Universidad
de
La
Rioja
-
33
Lexical availability tasks are an efficient instrument in assessing the available lexicons
of learners (Jiménez-Catalán 2013). However, most of the EFL lexical availability
studies conducted so far have focused on the use of traditional prompts which are
usually concrete nouns (Agustin LLach and Fernández Fontecha 2013, Fernández
Fontecha 2010, Jiménez Catalán and Ojeda Alba 2009a,b; Jiménez Catalán et al.
2013). Moreover, as far as we know, there are not lexical availability studies that have
analysed lexical availability in two different types of teaching programmes during the
last year of Spanish compulsory education. For these reasons, this study aims at
finding if there are differences in the number and type of responses retrieved by
4th ESO students attending two different teaching programmes (the Official Language
School programme (EOI) and the regular EFL programme) in response to ‘Animals’
and ‘Give up’. Paredes García (2014) has recently pointed out to the need to innovate
the traditional prompts. This need emerges from the fact that the traditional prompts
formulated as concrete nouns seem to elicit just concrete nouns (Dimitrijevi? 1969).
Therefore, introducing new prompts formulated as verbs or adjectives can provide
researchers with different types of responses in lexical availability tasks. Our
preliminary results show first, that EOI students over perform their counterparts in the
two prompts analysed; and second, the responses retrieved by both groups of
students in response to ‘Give up’ were more varied than the type of responses
retrieved in response to ‘Animals’. Whereas students elicited concrete nouns in
response to ‘Animals’, they retrieved other semantic categories and word types in
response to ‘Give up’. Therefore, it seems that the type of prompt given influences the
type of response retrieved.
Although further research is still needed, this study can contribute to lexical availability
studies by opening a new line of research focused first, on the study of the differences
between EOI and EFL students; and second, on the use of new prompts formulated
as verbs, adjectives or adverbs.
References
Agustín LLach, Mª.P. and A. Fernández Fontecha. 2013. “Lexical variation in learners’s
responses to cue words: the effect of gender”. Lexical Availability in English and Spanish as a
Second Language. Ed. R.M. Jiménez Catalán. Dordrecht: Springer. 69-81.
Dimitrijevi?, N. 1969. Lexical Availability. A new Aspect of the Lexical Availability of Secondary
School Children. Heidelberg: Julius Groos Verlag.
Fernández Fontecha, A. 2010. “Gender and motivation in EFL vocabulary production”. Gender
perspectives on vocabulary in foreign languages. Ed. R.M. Jiménez Catalán.
Houndmills/Basingstoke/Hampshire: Palgrave Macmillan. 93-116.
Jiménez Catalán, R.Mª. 2013. Lexical Availability in English and Spanish as a Second
Language. Dordrecht: Springer.
Jiménez Catalán, R.Mª. and J. Ojeda Alba.2009a. “Disponibilidad léxica en inglés como
lengua extranjera en dos tipos de instrucción”. Lenguaje y Textos 30:166-176.
Jiménez Catalán, R.Mª. and J. Ojeda Alba. 2009b. “Girls’ and boys’ lexical availability in
EFL”. ITL International Journal of Applied Linguistics 158: 57-76.
Jiménez Catalán, R.Mº, Agustín LLach, Mª.P., Fernández Fontecha, A. and A. Canga Alonso.
2013. “The effect of age on EFL learners’s lexical availability: word responses to cue words
34
‘Town’ and ‘Countryside’” Lexical Availability in English and Spanish as a Second Language.
Ed. R.M, Jiménez Catalán. Dordrecht : Springer. 37-51.
Paredes García, F. 2014. “A vueltas con la selección de 'centros de interés' en los estudios de
disponibilidad léxica: para una propuesta renovadora a propósito de la disponibilidad léxica en
ELE”. Revista Nebrija de Lingüística Aplicada, 16: 54-59.
Título: L1 influence in CLIL vs. EFL schoolchildren: A study of codeswitching
and transfer lapses
Autores: Gallardo, Francisco ([email protected])
One of the positive effects of Content and Language Integrated Learning (CLIL) can
be a decrease in the use of the L1 as a compensatory strategy when learners engage
in oral communication in the L2. CLIL learners achieve higher levels of L2 proficiency
at an earlier age/grade than English as a Foreign Language (EFL) learners (Celaya,
2006a) and present a lower number of L1 lexical items than EFL learners in L2
production (Agustin Llach, 2009; Celaya, 2008, Celaya & Ruiz de Zarobe, 2010;
Martínez Adrián & Gutierrez-Mangado, 2013). L2 proficiency seems to be inversely
proportional to lexical transfer (Möhle, 1989; Muñoz, 2007; Poulisse 1990; Poulisse &
Bongaerts, 1994; Ringbom, 1987; Woodall, 2002) whereas the relationship between
age and lexical transfer in schoolchildren samples is directly proportional provided L2
exposure is controlled, (Cenoz, 2001, 2003). Besides, various types of L1 influence
may be affected differently by L2 proficiency. A higher use of borrowings is claimed to
be linked to lower levels of L2 proficiency (lower age/grade, shorter exposure)
whereas foreignising, which implies a higher knowledge of L2 morpho-phonological
rules, would be characteristic of higher proficiency levels (Celaya, 2006b; Celaya &
Torras, 2001; Navés, Celaya & Torras, 2004). However, research in the CLIL primary
school classroom does not fully show this pattern and mainly examines written data
(Agustín Lach, 2014; Celaya, 2008, Celaya & Ruiz de Zarobe, 2010). As for the very
little CLIL research on L1 use in oral speech, it either looks at individual speech data
from secondary school learners (Martínez Adrián & Gutiérrez, 2013) or analyses
primary schoolchildrens’ L1 use as a whole, without discriminating among different
transfer categories (García Mayo & Lázaro Ibarrola, 2013)
Hence, our study comes to fill the gap in literature by gathering data from primary
school learners performing a peer interaction task. We entertain the following
research questions –Are there any CLIL-EFL differences regarding L1 influence? Are
these differences similar for all types of L1 influence (codeswitching, borrowings,
foreignising and calques)?
Two groups of CLIL learners (n=42) in grades 4 and 6 were compared to two other
groups of age-matched EFL learners (n=46) as regards their production of
codeswitching and transfer lapses in a dyadic story-telling task where both members
of the pair were matched in age and L2 proficiency.
Grade 4 CLIL learners produced fewer instances of codeswitching and transfer lapses
than their EFL counterparts, these differences not being statistically significant.
However, statistical significance was reached when the Grade 6 samples were
compared. Codeswitching, borrowings and foreignising were far more frequent in EFL
35
than in CLIL, whereas CLIL learners produced more calques than EFL students.
These findings confirm that overall CLIL programmes in primary education seem to
minimize the influence of the L1 in oral speech. As for the differential effect of L2
proficiency on various transfer manifestations, the idea that foreignising is
characteristic of higher proficiency (=CLIL) learners is not confirmed, which adds
further inconsistency to previous CLIL research on this matter (Agustin Llach, 2014;
Celaya, 2008; Celaya & Ruiz de Zarobe, 2010).
References
Agustín Llach, M. Pilar (2014) L1 use in children EFL learners in traditional versus CLIL
instruction. Paper presented at International Conference on Child Foreign Language
Acquisition. Vitoria-Gasteiz, Spain: Universidad del País Vasco.
Celaya, M. Luz (2006a) La producción de estructuras sintácticas en Inglés lengua extranjera
th
en contexto AICLE y regular: estudio descriptivo. Paper presented at 24 International
Conference of AESLA Conference. Madrid: UNED.
Celaya, M.Luz (2006b) Lexical transfer and L2 proficiency: A longitudinal analysis of EFL
written production”. In A A. Alcaraz-Sintes, C. Soto-Palomo and M.C. Zunido-Garrido (eds.).
Proceedings of the 29th AEDEAN Conference. Jaén: Universidad de Jaén. CD format.
Celaya, M. Luz (2008) “I study natus in English: lexical transfer in CLIL and regular learners.
En R. Manroy and Sánchez, A. (eds.) 25 Años de Lingüística Aplicada en España: Hitos y
Retos (pp. 43-49). Murcia: Editum (Ediciones de la Universidad de Murcia).
Celaya, M. Luz & Ruiz de Zarobe, Yolanda (2010) First Language and Age in CLIL and NonCLIL Contexts. International CLIL Research Journal, 1(3), 60-66.
Celaya, M. Luz & Torras, M.R. (2001) L1 influence and EFL vocabulary. Do children rely more
on L1 than adult learners? Proceedings of the XXV AEDEAN Conference. Granada:
Universidad de Granada. CD format.
Cenoz, Jasone (2001). The effect of linguistic distance, L2 status and age on crosslinguistic
influence in third language acquisition. In J. Cenoz, B. Hufeisen & U. Jessner (eds.) Crosslinguistic influence in third language acquisition: Psycholinguistic perspectives (pp.8-20).
Clevedon: Multilingual Matters.
Cenoz, Jasone (2003) Cross-linguistic influence in third language acquisition: Implications for
the organization of the multilingual mental lexicon’. Bulletin VALS-ASLA (Vereinigung für
angewandte Linguistik in der Schweiz), 78, 1-11.
García Mayo, M. Pilar & Lázaro Ibarrola, Amparo (2013) Do children negotiate for meaning in
task-based interaction? Evidence from CLIL and EFL settings. Paper presented at the TBLT
conference. Banff, Alberta (Canada).
Martínez Adrián, María & Gutierrez-Mangado, Junkal (2013) L1 use, lexical richness, accuracy
th
and complexity in CLIL and NON-CLIL learners. Paper presented at the 37 International
Conference of AEDEAN. Oviedo: Universidad de Oviedo.
rd
Mcwhinney, Brian (2000) The CHILDES Project: Tools for Analyzing Talk. 3 Edition. Mahwah,
NJ: Lawerence Earlbaum Associates.
36
Möhle, Dorothea (1989) Multilingual interaction in foreign language production”. In H. W.
Dechert and M. Raupach (Eds).Interlingual Processes (pp. 179-194) Tübingen: Gunter Narr.
Muñoz, Carmen (2007) Cross-linguistic influence and language switches in L4 oral
production’. VIAL, Vigo International Journal of Applied Linguistics, 4, 73-94.
Navés, Teresa, Celaya, M. Luz. & Torras, M.R.. 2004. Language dominance and language
awareness in bilingual school learners of EFL. Paper presented at the International
Conference of the Association of Language Awareness. Universitat de Lleida.
Poulisse, Nanda 1990: The Use of Compensatory Strategies by Dutch Learners of English.
Dordrecht: Foris.
Poulisse, Nanda & Bongaerts, Theo (1994) First language use in second language
production. Applied Linguistics, 15(1), 36-57.
Ringbom, Hakan (1987) The role of the first language in foreign language learning. Clevedon:
Multilingual Matters.
Woodall, Billy R. (2002) Language-switching: using the first language while writing in a second
language. Journal of Second Language Writing, 11(1), 7-28.
Título: The impact of task repetition on EFL child interaction
Autores: García Mayo, María del Pilar (Universidad del País Vasco
(UPV/EHU) - [email protected]); Imaz Agirre, Ainara
(Universidad del País Vasco - [email protected])
Within the interactionist framework (Long, 1996) there has been abundant research
on meaning negotiation strategies when used by adult ESL and EFL learners (García
Mayo, 2002; García Mayo & Pica, 2000; Mackey, 2012) and some research with child
ESL learners (Oliver, 2002, 2009). The overall finding of these studies is that
interaction facilitates the second/foreign language learning process (García Mayo &
Alcón Soler, 2013; Mackey & Goo, 2007). However, hardly any research has been
done on child EFL interaction, which is surprising given that child language learning
programs are on the increase worldwide and foreign languages are introduced in
school settings earlier in life (Nikolov & Mihaljevic Djigunovic, 2011).
The goal of this study is to contribute to fill this gap by analyzing the interaction of 60
dyads of 3rd and 4th year Primary Spanish EFL children (8-9, 9-10 years old,
respectively) while they perform communicative tasks and assess whether task
repetition, which has been shown to have positive effects on adult L2 learning (Kim &
Tracy Ventura, 2013), has an impact on child meaning negotiation strategies. The
children, with a beginner proficiency level established by standardized tests,
completed different tasks in pairs at two testing times: at Time 1 all participants
completed a spot-the different task. At Time 2 21 dyads repeated exactly the same
task, 16 dyads completed a similar task with a different content (procedural
repetition group) and the last 23 dyads completed a guessing game. The videorecorded oral production (17 h) was transcribed and codified for meaning negotiation
37
strategies (clarification requests, confirmation and comprehension checks, self- and
other-repetition) and L1 use. Results indicate that, overall, there were no statistically
significant differences between production at Time 1 and at Time 2 regarding meaning
negotiation strategies: neither task repetition nor procedural task repetition increased
the frequency of the children’s meaning negotiation strategies, which were actually
used to a lesser extent at Time 2. Interestingly, 3rd year Primary children in the
procedural group used the L1 significantly less. In fact, L1 use and some languagerelated episodes helped the children move the task along. These findings complement
second language acquisition interaction studies in other settings and contribute to
child interaction research in EFL contexts. A call will be made for more teacherresearcher collaboration so that meaningful communicative tasks can be implemented
in foreign language classrooms and children may become familiar with helpful
meaning negotiation strategies.
References
García Mayo, M.P. 2002.The effectiveness of two focus-on-form tasks in advanced EFL
pedagogy. International Journal of Applied Linguistics 12(2): 156-175.
García Mayo, M.P., & Pica, T. 2002. L2 learner interaction in a foreign language setting: Are
learning needs addressed? International Review of Applied
Linguistics 38(1): 35-58.
García Mayo, M. P., & Alcón Soler, E. 2013. Negotiated input and output. Interaction. In J.
Herschensohn and M. Young-Scholten (Eds.), The Handbook of Second
Language
Acquisition (pp. 209-229). Cambridge: Cambridge University Press.
Kim, YJ, & Tracy-Ventura, N. 2013. The role of task repetition in L2 performance
development: What needs to be repeated during task-based interaction? System 41: 829840.
Long, M. H. 1996. The role of the linguistic environment in second language
acquisition. In
W. Ritchie & T. Bathia (Eds.), Handbook of second language
acquisition (pp. 413-468).
San Diego: Academic Press.
Mackey, A. 2012. Input, interaction and corrective feedback in L2 classrooms.
Oxford University Press.
Oxford:
Mackey, A. & Goo, J. 2007. Interaction research in SLA: A meta-analysis and
research
synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A
collection of empirical studies (pp. 407-452). Oxford: Oxford University Press.
Nikolov, M. & Mihaljevi? Djigunovi?, J. 2011. All shades of every color: An
overview of
early teaching and learning of foreign languages. Annual Review of
Applied Linguistics,
31, 95-119.
Oliver, R. 2002. The patterns of negotiation for meaning in child interaction. The
Language Journal, 86, 97-111.
Modern
Oliver, R. 2009. How young is too young? Investigating negotiation of meaning and feedback
in children aged five to seven years. In A. Mackey & Ch. Polio (Eds) Multiple perspectives on
interaction (pp. 135-156). New York: Routledge.
38
Título: Lexical language-related episodes in pair and small group work
Autores: García Mayo, María del Pilar (Universidad del País Vasco
(UPV/EHU) - [email protected]); Zeitler, Nora (Universidad del
País Vasco (UPV/EHU) - [email protected])
Learner-learner interaction holds a number of benefits for second/foreign language
learning that have been widely investigated during the past three decades, mainly
within an interactionist framework (García Mayo & Alcón Soler, 2013; Long, 1996;
Pica, 2013). Recent studies have been conducted within the framework of
Sociocultural Theory (Vygotsky, 1978), which emphasizes that learner co-construction
of knowledge occurs during collaborative dialogue, a construct that has been
operationalized as language-related episodes (LREs) (Gánem-Gutierrez, 2013;
Storch, 1999, 2005; Storch & Wigglesworth, 2007; Swain, 2006; Swain & Lapkin,
1998). Recently, researchers have been interested in examining whether the number
of participants collaborating in task completion (pair vs. small group) has an impact on
the occurrence of LREs. Thus, Fernández Dobao (2012) reported that English
learners of Spanish as a foreign language (SFL) obtained more accurate production in
a collaborative writing task when working in groups of four instead of in pairs. More
recently, this researcher has focused on vocabulary learning and reported that small
group (n=4) interaction led to more learning opportunities than pair work.
The present study, inspired by Fernández Dobao (2014), aims to contribute to this line
of research with data from an English as a foreign language (EFL) setting.
Specifically, the study investigates whether number of participants influences the
frequency and outcome of lexical LREs and whether it has an impact on L2
vocabulary learning. Thirty Spanish EFL learners took part in the study. They were
first year undergraduates (mean age: 19) at a major university, distributed on the
basis of their results in a standardized English proficiency test. They worked in four
groups (4 members in each) and seven pairs in the same collaborative writing task.
Research was carried out in the course of five weeks as a pre- and post- vocabulary
task and an individual writing task were administered to assess vocabulary learning
and retention. All recorded oral interaction was transcribed (4 h, 10’) and coded for
lexical LREs (nature and outcome). The quantitative analysis of the data showed that
there was no statistically significant difference between the performance of pairs and
groups, although the latter produced slightly more lexical LREs than pairs and were
able to solve most of them correctly. Both pairs and groups seemed to benefit equally
in terms of learning new knowledge and retention. However, from a qualitative point of
view, the findings suggest that small group work leads to slightly better results than
pair work. Our findings also showed that silent observers in groups benefited from the
collaborative activity as well. Although further research is needed on the topic, the
findings of the present study support the use of collaborative tasks performed in small
groups and point to the benefits of interaction in foreign language settings.
References
Brown, H.D. 2001. Teaching by principles: An interactive approach to language
pedagogy. White Plains, NY: Addison Wesley Longman.
39
Fernández Dobao, A. 2012. Collaborative writing tasks in the L2 classroom: Comparing group,
pair and individual work.Journal of Second Language Writing, 21 , 40- 58.
Fernández Dobao, A. 2014. Vocabulary learning in collaborative tasks: A comparison of pair
and small group work.Language Teaching Research, 18, 497-520.
García Mayo, M. P. & Alcón Soler, E. 2013. Negotiated input and output. Interaction. In J.
Herschensohn & M. Young-Scholten (eds.), The handbook of second language
acquisition (pp. 209-229). Cambridge: Cambridge University Press.
Gánem-Gutiérrez, A. 2013. Sociocultural Theory and second language development:
Theoretical foundations and insights from research. In M. P. García Mayo, J. Gutierrez
Mangado & M. Martínez Adrián (eds), Contemporary Approaches to Second Language
Acquisition (pp. 129-152). Amsterdam: John Benjamins.
Long, M. H. 1996. The role of the linguistic environment in second language
acquisition .
En W. C. Ritchie, & T. Bhatia (eds.), Handbook of second language
acquisition (págs.
413-468). New York : Academic Press.
Pica, T. 2013. From input, output and comprehension to negotiation, evidence, and attention.
An overview of theory and research on learner interaction in SLA. In M. P. García Mayo, J.
Gutierrez Mangado & M. Martínez Adrián (eds),Contemporary Approaches to Second
Language Acquisition (pp. 49-70). Amsterdam: John Benjamins.
Storch, N. 1999. Are two heads better than one? Pair work and grammatical
accuracy. System, 27 , 363-374.
Storch, N. 2005. Collaborative writing: Product, process and students' reflections. Journal of
Second Language Writing 14 , 153-173.
Storch, N., & Wigglesworth, G. 2007. Writing tasks: Comparing individual and collaborative
writing. In M. P. García Mayo (ed.), Investigating tasks in formal
language learning (pp.
157-177). London: Multilingual Matters
Título: Alfabetización familiar y alfabetización digital: algunos datos para el
debate
Autores: García Parejo, Isabel (Universidad Complutense de Madrid [email protected])
Como han señalado diferentes investigadores (Purcell-Gates, 2003; Goldenber 2003,
Taylor 1985, entre otros), el papel de la familia en los procesos de alfabetización
inicial es fundamental, ya que la familia no solo aporta el apoyo social y emocional en
el desarrollo de cada individuo, sino que ofrece contextos en los que se incluyen las
diferentes prácticas letradas que contribuyen a la formación de la identidad letrada.
Estas experiencias suponen un conjunto de conocimientos previos con los que cada
niño llega a la escuela, relativos al lenguaje escrito, visual, digital, así como al manejo
de soportes e instrumentos que permiten el acceso a los usos y formas de la
comunicación escrita multimodal; conocimientos que pueden suponer grandes
diferencias entre los individuos de una misma edad (cf. Purcell-Gates 1996; Marsh,
40
2005; Heath, 1983; García Parejo 2005). Si bien muchos estudios se han realizado a
partir de los años 80 sobre esta denominada alfabetización familiar (cf. Taylor 1985),
interesada por las prácticas, actitudes y habilidades que consideraban importantes
las familias en el desarrollo de la lengua escrita, pocos son los estudios realizados
dentro del ámbito español, y menos aún si añadimos la variable ‘alfabetización
digital’. Este trabajo, de carácter exploratorio (cf. Iglesias Lamarca 2014), se centra
en dos aspectos de la alfabetización familiar: (i) las representaciones que tienen las
familias acerca del aprendizaje inicial de la lengua escrita y del uso de la misma, en
general, y (ii) las prácticas letradas que se generan en el interior de cada familia
alrededor de ese aprendizaje. El objetivo es valorar la incidencia que la presencia de
determinados recursos, sobre todo digitales, así como otras variables contextuales e
individuales pueden tener sobre las actividades que realizan con sus hijos y sobre
ciertas maneras de actuar con ellos. Los datos proceden de un cuestionario de 44
preguntas suministrado a 109 familias de la ciudad de Madrid, de diferente condición
social, procedencia geográfica y formación académica, cuyos hijos están
escolarizados en tercer año de educación infantil y primer ciclo de educación
primaria, en 5 colegios. Analizamos sus respuestas mediante procedimientos
estadísticos para comprobar la significatividad de las frecuencias encontradas y
analizamos los datos con fines descriptivos e interpretativos a partir de las siguientes
variables: (i) variables del sujeto: parentesco, hijo, país de origen, formación; (ii)
contexto sociocultural: tiempo y residencia en España, situación laboral, situación
familiar; (iii) contexto socioeducativo 1, el colegio; (iv) contexto socioeducativo 2, el
entorno familiar (recursos, espacios, ayudas); y (v) Variables múltiples dependientes:
representaciones de la familia sobre la lengua escrita, actitudes de la familia sobre la
alfabetización, prácticas letradas de la familia. Los datos finales se discuten en
relación con datos obtenidos por otros investigadores, como Salazar y Vega (2013);
Bazán, Sánchez y Castañeda (2007). Entre los resultados encontrados cabe destacar
que las familias con mayor formación académica acumulan más libros y más tipos de
soportes digitales, y que en todas las familias existe el acceso a móviles e internet,
como ya señalaron otros autores. Sin embargo, podemos añadir que otros materiales
tales como libros de consulta o prensa diaria no están presentes en la mayoría de los
hogares, sobre todo si son de procedencia no española, lo que puede incidir en el
debate sobre el hecho de que el acceso a la alfabetización no depende tanto de la
cantidad sino de la calidad del uso de estas nuevas formas de comunicación. Por otra
parte, los datos reflejan que existe una idea compartida de que se necesita un lugar
aislado donde lectura y escritura se realicen de manera individual y donde los niños
se enfrenten solos a las nuevas tecnologías.
Referencias
Bazán Ramírez, A., Sánchez Hernández, B.A. y Castañeda Figueiras, S. (2007). Relación
estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y
desempeño en lengua escrita. Revista Mexicana de Investigación Educativa, 12(33), 701-729.
Heath, S.B. (1983). Ways with words. New York: CambridgeUniversity Press.
García Parejo, I. (2005). (Bi)alfabetismo: ¿Qué significa tener competencia lectoescritora en
una segunda lengua.Glosas Didácticas, 15, 39-58.
Goldenburg, C. (2003). Making schools work for low-income familias in the 21st Century. En
S.B. Neuman y D.K. Dickinson. Handbook of Early Literacy Research, pp.211-231. New York:
The Guildford Press.
41
Iglesias Lamarca, R. (2014). Representaciones de la familia a propósito del aprendizaje inicial
de la lengua escrita. Trabajo de Fin de Máster en Educación Social. Universidad
Complutense de Madrid.
Marsh, J. (2005). Global, Local/Public, Private: Young children’s engagement in digital literacy
practices in the home. Instances of Practice. En Pahl, K y J. Rowsell (eds.). Travel notes from
the New Literacy Studies, pp. 19-38. Clevedon: Multilingual Matters.
Purcell-Gates, V (1996). Stories, coupons, and the TV Guide: Relationships between home
literacy experiences and the emergent literacy knowledge. Reading Research Quaterly, 31,
pp.210-219.
Purcell-Gates, V. (2003). La alfabetización familiar: coordinación entre los aprendizajes de la
escuela y del hogar. En Teberosky A. y M. Soler Gallart (ed.). Contextos de alfabetización
inicial, pp.31-45. Barcelona: Horsori
Salazar Reyes, L. y Vega Pérez, L.O. (2013). Relaciones diferenciales entre experiencias de
alfabetización y habilidades de alfabetización emergente. Educación y Educadores, 16 (2),
311-325.
Taylor, D. (1985). Family literacy: Children learning to read and write. Exeter, NH: Heinemann.
Título: ‘I’m afraid I can’t agree with you’. Interrupting and disagreeing in
English as a foreign language.
Autores: Gómez, Raquel ([email protected]);
(Universidad de Barcelona - [email protected])
Barón
Parés,
Júlia
The study on the effects of pragmatic instruction has been one of the main concerns
in the field of interlanguage pragmatics (ILP). Infact, most of these studies have
claimed that pragmatic instruction has positive effects on the development of the
42
target language (TL) pragmatics. One the one hand, many studies in ILP have
examined how speech acts can be taught in the language class, especially in settings
in which the foreign language (FL) pragmatics is not usually included in the classroom
syllabus. While requests, suggestions, apologies and refusals have been widely
researched in pragmatics (Martínez-Flor & Fukuya, 2005; Alcón, 2008), disagreeing
and interrupting have been two of the less researched speech acts. On the other
hand, the role of formulaic language has also been an issue to consider when
acquiring the TL pragmatics, showing its positive effects on language development
(Bardovi-Harlig, 2006; Bardovi-Harlig & Vellenga, 2012). The aim of this study is thus
to analyze how instruction on formulaic language enhances pragmatic development
when learning how to disagree and interrupt in English as a foreign language (EFL).
The participants of the present study are 21 EFL learners (from old teenagers to
adults) whose proficiency was a B2 level. The participants were divided into two
groups: one group with 15 participants who were instructed explicitly in the use of
formulaic language when disagreeing and interrupting; the other group, consisted of 6
participants who were not instructed in the FL pragmatics and which were used as a
control group. However, both groups were taking the same amount of English hours a
week and the syllabus was the same. The instructed group was explicitly taught ways
of disagreeing and interrupting (which considered appropriateness of forms,
intonation, social distance, among other aspects). Pragmatic instruction was
organized in 7 sessions of about 30 minutes during their weekly lessons. Both the
instructed and the control group carried out a pre and a post test, in pairs or small
groups, which consisted of an open role-play which promoted discussion.
The results suggest that those students who were instructed in the FL pragmatics
developed positively their pragmatic competence, especially when disagreeing. In
such speech act, participants used a wider variety of expressions and increased the
number of formulaic language in the post-test. In terms of intonation, expressions
were more similar to the TL pragmatics than those used in the pre-test. Regarding the
speech act of interrupting, the instructed and the control group did not show significant
differences: both groups overused utterances such as ‘Yes, but’ probably due to first
language influence. Furthermore, the findings suggest that pragmatic instruction
raised students’ pragmatic awareness as well as interactional patterns usage,
leadingto more natural interaction in terms of turn-taking. Therefore, there is evidence
of pragmatic development after the instruction period.
References
Alcón, Eva, 2008. Investigating pragmatic language learning in foreign language
classrooms.IRAL - International Review of Applied Linguistics in Language Teaching 46 (3),
173–195.
Bardovi-Harlig, Kathleen, 2006. On the role of formulas in the acquisition of L2 pragmatics. In:
Bardovi-Harlig, K., Félix-Brasdefer, C., Omar, A. (Eds.), Pragmatics and language learning,
Vol. 11. National Foreign Language Resource Center, University of Hawai’i at Manoa,
Honolulu, pp. 1-28.
Bardovi-Harlig, Kathleen, Vellenga, Heidi E, 2012. The effect of instruction on conventional
expressions in L2 pragmatics. System 40, 77-89.
Martínez-Flor, Alicia, Fukuya, Yoshinori J., 2005. The effects of instruction on learners’
production of appropriate and accurate suggestions. System 33, 463-480.
43
Título: The development of l1 use by school children in clil and non-clil
contexts
Autores: Gutierrez Mangado, M.Juncal ( [email protected])
Research on language acquisition has devoted a great deal of attention to
investigating the use of the L1 in the acquisition of an L2. More recently the use of the
L1 has also been investigated in CLIL classrooms in comparison to NON-CLIL
contexts (Lázaro Ibarrola & García Mayo, 2012; Serra, 2007), where CLIL learners
seem to rely less on their L1 than NON-CLIL learners (Agustin Llach, 2009; Celaya,
2008, Celaya & Ruiz de Zarobe, 2010; García Mayo & Lázaro Ibarrola, 2013;
Martínez Adrián & Gutiérrez-Mangado, 2013).
Learners acquiring an L2 tend to use their L1 for different purposes. On the one hand,
they may resort to L1 use for interactional purposes where they make appeals for
assistance, request clarifications or produce metacomments in their L1 (Cenoz, 2003;
Gost & Celaya, 2005; Muñoz, 2007; Poulisse & Bongaerts, 1994; Viladot & Celaya,
2006). On the other hand, learners often codeswitch and produce transfer lapses
involving their L1 when using their L2 (Celaya, 2006; Celaya & Torras, 2001; Navés,
Celaya & Torras, 2004; Martínez Adrián & Gutiérrez, 2013; García Mayo & Lázaro
Ibarrola, 2013). Several studies have compared these different uses of the L1 CLIL
and NON-CLIL contexts. However, most of these studies concentrate on teenage or
adult learners and the majority of them compare L1 use in same age, same level CLIL
vs NON-CLIL learners.
The novelty of the present study lies in the analysis of the development of the use of
the L1 (Spanish) over two academic years in order to find out whether L1 use
decreases from year 4 of primary education to year 6 in both CLIL and NON-CLIL
learners. Each of the two groups of CLIL and NON-CLIL learners were recorded at
two points in time, one at age 9 (CLIL N=20; NON-CLIL N= 20) and the second at age
11 (CLIL N=22; NON-CLIL N=24). The data analyzed the oral narratives produced in
pairs by the CLIL and NON-CLIL learners in each group.
The statistical analyses carried out revealed that in the CLIL group, the children
examined decreased the use of their L1 from the 4th to 6th grade when they appealed
for assistance, asked clarification requests and when they used Spanish in
metacomments. At the same time, the results also showed that the CLIL group
increased the number of borrowings and calques used in their narrations. With
respect to the NON-CLIL group, the results indicated that L1 use did not decrease
from grade 4 to grade 6. Moreover, there was a significant increase with respect to the
use of borrowings as well as calques, exactly as in the CLIL group. These results
seem to indicate that CLIL does have a positive effect on the use of the L1 since CLIL
learners experiment a decrease in the use of their L1 for interactional purposes.
However, this positive effect does not seem to extend to the use of borrowings and
calques which show an increase in both the CLIL and the NON-CLIL groups over the
two years analyzed.
44
References
Agustín Llach, M. Pilar (2014) L1 use in children EFL learners in traditional versus CLIL
instruction. Paper presented at International Conference on Child Foreign Language
Acquisition. Vitoria-Gasteiz, Spain: Universidad del País Vasco.
Celaya, M.Luz (2006) Lexical transfer and L2 proficiency: A longitudinal analysis of EFL written
production”. In A A. Alcaraz-Sintes, C. Soto-Palomo and M.C. Zunido-Garrido (eds.).
Proceedings of the 29th AEDEAN Conference. Jaén: Universidad de Jaén. CD format.
Celaya, M. Luz (2008) “I study natus in English: lexical transfer in CLIL and regular learners.
En R. Manroy and Sánchez, A. (eds.) 25 Años de Lingüística Aplicada en España: Hitos y
Retos (pp. 43-49). Murcia: Editum (Ediciones de la Universidad de Murcia).
Celaya, M. Luz & Ruiz de Zarobe, Yolanda (2010) First Language and Age in CLIL and NonCLIL Contexts. International CLIL Research Journal, 1(3), 60-66.
Celaya, M. Luz & Torras, M.R. (2001) L1 influence and EFL vocabulary. Do children rely more
on L1 than adult learners? Proceedings of the XXV AEDEAN Conference. Granada:
Universidad de Granada. CD format.
Cenoz, Jasone (2003) Cross-linguistic influence in third language acquisition: Implications for
the organization of the multilingual mental lexicon’. Bulletin VALS-ASLA (Vereinigung für
angewandte Linguistik in der Schweiz), 78, 1-11.
García Mayo, M. Pilar & Lázaro Ibarrola, Amparo (2013) Do children negotiate for meaning in
task-based interaction? Evidence from CLIL and EFL settings. Paper presented at the TBLT
conference. Banff, Alberta (Canada).
Gost, C. & Celaya, M. L. (2005). Age and the use of the L1 in EFL oral production. In M. L.
Carrió Pastor (Ed.),Perspectivas Interdisciplinares de la Lingüística Aplicada (pp. 129-136).
Valencia: Universitat Politècnica de València.
Lázaro Ibarrola, A. & García Mayo, M.P. (2012). ‘L1 Use and Morphosyntactic Development in
the Oral Production of EFL Learners in a CLIL Context’. International Review of Applied
Linguistics, 50, 135-160.
Martínez Adrián, María & Gutiérrez Mangado, Junkal (2013) L1 use, lexical richness, accuracy
th
and complexity in CLIL and NON-CLIL learners. Paper presented at the 37 International
Conference of AEDEAN. Oviedo: Universidad de Oviedo.
Muñoz, Carmen (2007) Cross-linguistic influence and language switches in L4 oral
production’. VIAL, Vigo International Journal of Applied Linguistics, 4, 73-94.
Navés, Teresa, Celaya, M. Luz. & Torras, M.R.. 2004. Language dominance and language
awareness in bilingual school learners of EFL. Paper presented at the International
Conference of the Association of Language Awareness. Universitat de Lleida.
Poulisse, Nanda & Bongaerts, Theo (1994) First language use in second language
production. Applied Linguistics, 15(1), 36-57.
45
Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. The International
Journal of Bilingual Education and Bilingualism, 10(5), 582-602.
Viladot, J. & M. L. Celaya. (2007). ‘How do you say preparar?’: L1 use in EFL oral production
and task-related differences. In M. Losada Friend et al. (Eds.), Proceedings of the 30th
International AEDEAN Conference. Huelva: U de Huelva.
Título: Extracurricular activities of Spanish as a foreign language students:
How do they practice their Spanish out of class?
Autores: Gutiérrez Martínez,
[email protected])
Alba
(Universidad
del
País
Vasco
-
Although much research has been carried out in language learning strategies in
recent years (Rubin, 1975; Naiman et al. 1978; O’Malley and Chamot, 1990; Oxford,
1990, 2011; Macaro, 2001), there have not been many studies that focus on the so
called “out-of-class learning strategies” or extracurricular activities, defined as studentinitiated activities carried out outside the classroom (Pickard, 1996).
The present study aims to investigate the nature and frequency of extracurricular
activities of Spanish as a foreign language students. Participants were enrolled in a
four-week intensive summer course during July and August 2014 at Universidad
Internacional Menéndez Pelayo (UIMP) in Santander, Cantabria, a community in the
north of Spain. Data was collected through a questionnaire adapted from Bettoni and
Marchi (2004) and Marchi (2008) developed to assess the frequency of extracurricular
activities and their relationship with individual variables including age, sex, nationality,
proficiency level in the foreign language and occupation.
Results show that 36% of students carry out activities outside the classroom regularly
(at least once a week). The four most cited activities are of an oral productive nature,
which contradicts previous studies (Pickard, 1996; Bettoni y Marchi, 2004) and shows
the importance of the oral competence for our students nowadays. Moreover,
statistical differences are found between extracurricular activities and level of Spanish,
nationality and age . However, there are no statistical differences related to sex. The
study concludes by highlighting the wide range of individual choices and motivation
towards the practice of the foreign language and stresses the importance this kind of
research has for teaching practices in which the focus of learning are the students
themselves.
References
Bettoni, C., y Marchi, G. (2004). Actividades extracurriculares en el aprendizaje de una lengua
extranjera. Núcleo, 34-51.
Naiman, N., Fröhlich, M., Stern, H., & Todesco, A. (1978).The good language learner.
Research in education series, No. 7. Toronto: Ontario Institute for Studies in Education.
Marchi, G. (2008). Actividades extracurriculares: ¿qué hacen los estudiantes universitarios
para practicar una lengua extranjera (LE) fuera del aula? Entre Lenguas, 13, 71-83.
46
Macaro, E. (2001) Learning Strategies in second and foreign language classrooms. London:
Continuum. Pp. 282.
O’Malley, J. M., & Chamot, A. (1990).Learning strategies in second language acquisition.
Cambridge, UK: Cambridge University Press
Oxford, R. L. (1990).Language learning strategies: What every teacher should know. Boston:
Heinle & Heinle.
Oxford, R. L. (2011).Teaching and researching language learning strategies. Harlow, UK:
Pearson Education
Pickard, N. (1996). Out-of-class
150-159.
language learning strategies. ELT
Journal, 50 (2),
Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly,
9 (1), 41-51.
Título: Repetition in task-based interaction among young EFL learners in a
CLIL context: Does it make a difference?
Autores: Hidalgo Gordo, María Ángeles (Universidad del País Vasco [email protected]);
Lázaro, Amparo ([email protected])
Interactive tasks have been claimed to be an effective tool for the classroom by
studies within interactionist perspectives (Mackey, 2012) as well as by those from the
field of task-based language teaching (Van den Branden, Bygate and Norris, 2009).
Among the variables that contribute to this effectiveness, the present study
concentrates on task repetition and, more specifically, on procedural repetition, the
repetition of the same task type with different content. Procedural repetition has great
interest for the classroom, where tasks are often repeated more than once with
greater or lesser modifications. To date, this variable has only received a modest
amount of attention and researchers have mainly focused on its effects on the overall
performance (usually measured in terms of complexity, fluency and accuracy) of
learners working individually (Kim and Tracey-Ventura, 2013) while only few studies
have combined task repetition with the use of collaborative tasks in order to analyse
its effects on learners’ amount of negotiation (Mackey, Kanganas and Oliver, 2007).
The objective of the present study is to measure the effects of procedural repetition on
the oral production of a group of 20 11-year-olds learning English in a Content and
Language Integrated (CLIL) school in Spain while carrying out an interactive task in
pairs. The learners had to resolve the same task type (a picture placement task) with
different content three times over a period of three weeks. Their oral interactions were
analyzed to search for any effects of repetition on the following aspects: amount and
type of interaction strategies, accuracy, complexity, fluency and L1 use.
The results obtained show some effects of task repetition in the case of interactional
features and accuracy: The amount of interaction strategies produced by the
47
participants as well as the number of errors per clause significantly decrease in the
third repetition. On the contrary, complexity and fluency remain clearly stable
throughout the three tasks. As for the results regarding L1 use, they present a
complex scenario. Although the learners resorted to Spanish only scarcely at all
times, the number of L1 terms increased significantly in the second repetition only to
drop again in the third one. Also, the L1 terms used by our learners often referred to
simple words that the learners could have easily paraphrased. All this suggests that
amount of L1 use, which has been commonly linked to task difficulty, motivation or
students’ level of proficiency, also seems to be used randomly on some occasions. In
light of these results some pedagogical implications of the use of procedural repetition
of interactive tasks in the language classroom will be discussed.
References
Kim,Y. and Tracy-Ventura, N. (2013). The role of task repetition in L2 performance
development: What needs to be repeated during task-based interaction? System.41, 829-840.
Mackey, A. (2012). Input, interaction and corrective feedback in L2 learning. Oxford University
Press.
Mackey, A., Kanganas, A.P. and Oliver, R. (2007). Task familiarity and interactional feedback
in child ESL classrooms.TESOL Quart erly. 41, 285-312.
Van den Branden, K., Bygate, M., Norris, J. (Eds.) (2009). Task-Based Language Teaching: A
reader. Amsterdam: John Benjamins Publishers.
Título: Time in (language) learning in classroom contexts
Autores: Jakonen,
[email protected])
Teppo
(University
of
Jyvaskyla,
Finland
-
The notion of change over time is a key part of the conceptualisation and investigation
of learning in SLA studies across a range of different analytical frameworks. One
increasingly popular framework for investigating language learning in social interaction
is the use of a (multimodal) conversation analysis (CA) as research methodology. This
CA-SLA focuses on the ways in which naturally-occurring interaction represents both
a context for learning to take place and an evidence base in which learning can be
seen. Previous CA-SLA studies have tended to approach learning as either a
longitudinal change in an individual’s participation in interaction (e.g. Hellermann,
2007) or as social activities where learners themselves somehow treat learning as a
relevant concern to them (see Lee, 2010; Sahlström, 2011).
This presentation contributes to CA-SLA, and more generally the field of SLA, by
examining the notions of time, change and similarity in situations where students
complete tasks in the classroom. Focusing on students’ interactional management of
knowledge (see e.g. Jakonen & Morton, 2013; Sert, 2013), I conduct a multimodal
sequential analysis of selected video data from content and language integrated
(CLIL) teaching to show some ways in which students orient to time in their learning
48
process. I argue that this can either happen through a prospective or a retrospective
orientation, so that students either pursue a change in their knowledge status through
interaction, or invoke past events and previously learnt knowledge in order to make
new social action meaningful and understandable. These two temporal orientations by
students are compared and contrasted with some typical ways of dealing with time in
examination of learning in SLA studies.
Obtained in a secondary level CLIL classroom in Finland, the complete database
which this presentation draws on includes 15 video recorded lessons of history taught
in English to Finnish-speaking students.
References
Hellermann, J. 2007. The development of practices for action in classroom dyadic interaction:
focus on task openings.Modern Language Journal, 91 (1), 83–96.
Jakonen, T. & Morton, T. 2013. Epistemic search sequences in peer interaction in a contentbased language classroom.Applied Linguistics, 1–23.
Lee, Y.-A. 2010. Learning in the contingency of talk-in-interaction. Text & Talk, 30 (4), 403–
422.
Sahlström, F. 2011. Learning as social action. In J. K. Hall, J. Hellermann & S. Pekarek
Doehler (Eds.), L2 Interactional Competence and Development (pp. 45–65). Bristol:
Multilingual Matters.
Sert, O. 2013. 'Epistemic status check' as an interactional phenomenon in instructed learning
settings. Journal of Pragmatics, 45 (1), 13–28.
Título: Estudios del léxico disponible en español y en inglés: análisis del
instrumento de recogida de datos
Autores: Jiménez Catalán,
[email protected])
Rosa
Mª
(Universidad
de
La
Rioja
-
El léxico disponible se define como las palabras que los hablantes tienen almacenadas en el
lexicón mental y que solo se activan en el curso de la comunicación. Los estudios de
disponibilidad cuentan con una larga tradición en español como L1 a través del
proyecto panhispánico (López Morales, 1973). Este proyecto ha sido el impulsor de
numerosos estudios realizados en comunidades de habla monolingües y bilingües en
distintas comunidades hispanohablantes desde la década de los ochenta. El objetivo
común es la recogida, análisis y publicación del léxico disponible de las distintas
comunidades de habla del español (Bartol, 2006). Desde finales de los noventa los
estudios sobre el el léxico disponible irrumpen con fuerza en español como L2
(Carcedo 1998, 1999, 2000; Samper Hernández 2002; Hernández Muñoz 2010) y en
inglés como L2 (Germany & Cartes 2000; Jiménez Catalán & Ojeda Alba, 2009, 2010;
Ferreira & Echeverría 2010, Jiménez Catalán, 2014). Los estudios del léxico
49
disponible en español y en inglés como lenguas extranjeras provienen de distintas
tradiciones y pueden diferir en su enfoque pero son coincidentes en dos cuestiones
fundamentales: la prueba que utilizan en la recogida de datos y la motivación de las
investigaciones. Respecto a la primera cuestión, en todos ellos se utiliza una prueba
de asociación consistente en estímulos o centros de interés. Respecto a la segunda,
todos ellos parten del gran potencial de la disponibilidad léxica para el estudio de
aspectos de aprendizaje del léxico por parte de adultos, niños y adolescentes así
como para la enseñanza y evaluación de lenguas extranjeras en contextos de aula.
El presente estudio forma parte de un proyecto de investigación en el que estudiamos
el léxico de aprendices de inglés como lengua extranjera al final de la etapa educativa
de secundaria post-obligatoria y su relación con variables cognitivas y psicosociales
(Ministerio de Economía y Competitividad FFI2013-47707-P). El presente estudio se
plantea como una revisión de los estudios de léxico disponible en español y en inglés
como L1 de estudiantes de bachillerato. La finalidad es elaborar un marco de
referencia que nos pueda permitir realizar futuras comparaciones del léxico disponible
en español y en inglés como L1 e inglés L2 en 2º de bachillerato. Para poder llevar a
cabo nuestro objetivo, se ha recopilado un corpus inicial de veinte estudios a los que
aplicamos la metodología de análisis de contenido. Mediante dicho análisis nos
proponemos identificar, sistematizar y contrastar los estudios existentes en base a los
siguientes parámetros: tipo de estudio, población, muestra, enfoque, y pruebas de
recogida de datos. En la presente comunicación se presentarán los resultados
relacionados con la prueba de recogida de datos utilizada en dichos estudios para
identificar el léxico disponible de estudiantes de 2º de bachillerato en institutos y
colegios de España y en otros países de habla hispana así como en países
anglosajones. En concreto, abordaremos los aspectos convergentes y divergentes
respecto al número y tipo de palabras estímulo incluidas en las pruebas, formato
utilizado, control de la administración de la prueba y protocolos de edición y
puntuación.
Referencias
Bartol, J.A. (2006).La disponibilidad léxica. Revista Española de Lingüística. 36: 379-384.
Carcedo, A. (1998) Desarrollo de la competencia léxica en el español LE. Pragmalingüística 56: 75-94.
Carcedo, A. (2000) Disponibilidad léxica en español como lengua extranjera: el caso Filandés
estudio del nivel preuniversitario y cotejo con tres fases de adquisición. Turku: Universidad de
Turku.
Ferreira, R.A. & Echeverría, M. (2010) Redes semánticas en el léxico disponible de inglés L1
e inglés LE. Onomazein21: 133-153.
Germany, P. & Cartes, N. (2000) Léxico disponible en inglés como segunda lengua en
instrucción personalizada.Estudios Pedagógicos 26: 39-50.
Hernández Muñoz, N. (2010) Social aspects of oral and lexical written production in
Spanish.SKY Journal of Linguistics23:101-123.
Jiménez Catalán, R & Ojeda Alba, J. (2009a) Disponibilidad léxica en ingles como lengua
extranjera en dos tipos de instrucción. Lenguaje y Textos 30:166-176.
50
Jiménez Catalán, R & Ojeda Alba, J (2009b) Girls’ and boys’ lexical availability in EFL.
ITL International Journal of Applied Linguistics 158: 57-76.
Jiménez Catalán, R. (2014) Frequency Profiles of EFL Learners’ Lexical Availability. En
Jiménez Catalán (Ed) Lexical Availability in English and Spanish as a Second Language.
Dordrecht: Springer. (83-100).
López Morales, H. (1973) Disponibilidad léxica de los escolares de San Juan. SM.
Samper Hernández, M. (2002) Disponibilidad léxica en alumnos de español como lengua
extranjera. Málaga: ASELE.
Título: Definiteness and Specificity of Determiners in L2 English
Autores: Karpava Karpava, Sviatlana (University of Central Lancashire,
Cyprus - [email protected])
Definiteness is a presuppositional expression, while indefiniteness is a quantificational
expression, as for the latter there is no prior presupposition or mentioning (Heim,
1991). Definite article the presupposes that the referent has been established by prior
knowledge or discourse and this knowledge is shared by both a listener and a
speaker (Ionin, 2003, 2006).
L1 Cypriot Greek (CG) has articles, which means that L2 learners of English with CG
background would either transfer semantics of Greek article into English or fluctuate
between definiteness and specificity semantic universals provided by UG (Ionin et al.,
2003, 2004; Ionin et al., 2008).
100 CG undergraduate students (ages 17-23, L2 proficiency: beginners, intermediate
and advanced) participated in the study. The linguistic (socio-economic) background
questionnaires were used. Their written corpus (100 essays) was analysed in terms of
determiner production. They were also offered an elicitation task based on Ionin et al.
(2003, 2004), which was focused on elicitation of definite determiner the in [+def;
+spec] and [+def; ?spec] environments and indefinite determiner a in [?def; +spec]
and [?def; ?spec] environments. The participants were offered to choose from three
options each time (the, a or Ø), there were 10 items for each condition. The task also
investigated whether L2 learners of English transfer from L1 and they were asked to
choose the appropriate variant (the, a or Ø) in such semantic and syntactic
environments, where CG and English differ in terms of article use (Holton et al., 2004;
Buschfeld, 2013). There were also distractor items focused on the use of various
tenses.
The results of the study showed that the only problematic condition for CG students
was [?def; +spec] with target indefinite determiner as they fluctuated in their written
production between target (42.55%) and non-target (57.45%) settings. They mainly
substituted indefinite article a by the (52.12%) or used null determiner (5.31%). As far
as other conditions concerned, for [+def; +spec] condition they had 76.38%
target the and 23.62% non-target (12.55% indefinite article or 11.07% omission); for
[+def; ?spec] condition they used target the (73.40%) and 26.60% non-target (20.21%
51
indefinite article and 6.39% omission); and for [?def; ?spec] condition they had
target a (78.29%) and 21.71% non-target (12.34% definite article and 9.37% null
article).
It was found that L2 learners of English transfer from L1 CG, but the rate of transfer is
low: they used definite determiners with proper names and places (24.69%), before
time expressions (17.66%), with nouns that are additionally modified by a
demonstrative and possessive (12.77%), quantifiers all and the whole (36.18%), with
most of (54.47%). They tend to omit indefinite articles in predicate DPs after verbs to
be and to become (21.28%), with expression like(21.71%), in direct object position
with the verb have (32.77%). Pearson correlation analysis has showed that
proficiency level seems to be an important factor for determiner production as at the
beginner level fluctuation for [?def; +spec] condition overrides L1 transfer and L2
learners of English overused the with specific indefinites.
Título: La interferencia de la lm en el discurso de docentes lusohablantes de
ele: estudio de caso en Brasil
Autores: Lafuente Gimenez, Sabrina (Universidad Federal de Sergipe [email protected])
Sobre las características de las lenguas próximas, algunos estudios empíricos
recientes (Durão e Andrade, 2010) estiman que el español y el portugués comparten
aproximadamente un 85% del léxico en varios campos semánticos. Otros autores
como Almeida Filho (1995), afirman que entre las lenguas románicas el portugués y
el español son las que tienen más afinidad. En consecuencia, en razón de la similitud
(morfológica, sintáctica, semántica y fonético fonológica), no existen alumnos luso
hablantes considerados como “principiantes” en español, visto que normalmente ya
tienen adquirida la capacidad de comprender parte del idioma, tanto en el registro
hablado como en el escrito. Por otro lado y paradójicamente, una de las mayores
dificultades de dichos estudiantes es superar las similitudes existentes en los dos
idiomas, que terminan por facilitar las interferencias de la lengua materna en la
extranjera.
No siempre es fácil, aún en niveles muy altos de conocimiento de la lengua
extranjera, desprenderse de algunos aspectos propios de la lengua materna. En el
caso de los docentes de español hay que añadir la preocupación por la influencia que
las interferencias puedan ejercer en el aprendizaje del alumno. Por esa razón, este
estudio pretende averiguar si en el discurso oral de los profesores brasileños de
español como lengua extranjera, se presentan signos de interferencia de la lengua
materna. La colecta de datos se hará con base en la grabación de clases y
entrevistas en audio y cuestionario escrito. Se delimitarán los análisis en el marco de
las subcompetencias gramatical y léxico-semántica y se usará el método de análisis
de errores apoyado en la lingüística contrastiva y la lingüística de corpus. Su carácter
es cuantitativo y cualitativo, buscando, por un lado estudiar la frecuencia de los
errores y, por otro, describir y detallar los diferentes tipos con base en la gramática
funcional.
52
Título: El efecto de los programas AICLE en la motivación: un estudio
longitudinal
Autores: Lasagabaster, David ([email protected]); Doiz Bienzobas,
Aintzane ([email protected])
En consonancia con la tendencia general que se observa en el continente europeo
(Breidbach y Viebrock, 2013), los programas AICLE (Aprendizaje Integrado de
Contenidos y Lengua Extranjera) han proliferado de manera exponencial durante los
últimos años en todas las comunidades autónomas españolas. Entre las razones que
han impulsado esta proliferación se encuentra el que la investigación confirme en
general que el alumnado de los programas AICLE mejora significativamente su
aprendizaje de la lengua extranjera sin que se produzca merma alguna en la
adquisición de los contenidos (Coyle, Hood y Marsh, 2010; Lasagabaster y Ruiz de
Zarobe, 2010). Además, debido al espíritu innovador asociado a AICLE, a este
enfoque se le atribuyen otros supuestos beneficios tales como los relacionados con
su positiva influencia en los factores afectivos (Breidbach y Viebrock, 2013; Coyle,
Hood y Marsh, 2010; Hüttner, Dalton-Puffer y Smit,2013). Sin embargo, la rápida
implementación de estos programas no ha permitido que la investigación haya
avanzado al mismo ritmo, por lo que una de las principales carencias radica en la
falta de estudios longitudinales (Dalton-Puffer y Smit, 2013).
El presente estudio pretende ahondar en esta cuestión al analizar de modo
longitudinal el impacto de los programas AICLE en diversos factores afectivos,
especialmente en la motivación del alumnado. Para ello se llevó a cabo una
investigación en la que 304 estudiantes de educación secundaria tanto de programas
AICLE como de programas no-AICLE fueron sometidos a un seguimiento durante tres
cursos académicos por medio de un cuestionario anteriormente validado y testado.
Los análisis estadísticos realizados mostraron que, contrariamente a lo sugerido por
la literatura existente hasta el momento, los estudiantes no-AICLE no sufrieron una
caída en su motivación, mientras que el efecto a largo plazo de AICLE no fue tan
positivo como cabría esperar, a pesar de que la motivación hacia el aprendizaje de
los contenidos sí que se mantuvo. Las conclusiones de esta presentación abundarán
en las razones que ayudarían a explicar estos resultados.
Referencias
Breidbach, S. y B. Viebrock. 2013. Content and Language Integrated Learning (CLIL) in
Europe: Research Perspectives on Policy and Practice. Frankfurt am Main: Peter Lang.
Coyle, D., P. Hood y D. Marsh, 2010. Content and Language Integrated Learning. Cambridge:
Cambridge University Press.
Dalton-Puffer, C. y U. Smit. 2013. ‘Thinking allowed. Content and language integrated
learning: a research agenda.’Language Teaching 46/4: 545-449.
Hüttner, J., C. Dalton-Puffer y U. Smit.2013. ‘The power of beliefs: Lay theories and their
influence on the implementation of CLIL programmes.’ International Journal of Bilingualism
and Bilingual Education 16/3: 267-284.
Lasagabaster, D. y Y. Ruiz de Zarobe. (eds.) 2010. CLIL in Spain: Implementation, Results
and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishers.
53
Título: L2 development through tasks: role of different types of input
Autores:
Levkina,
[email protected])
Mayya
(Universidad
de
Barcelona
-
During the last decade scholars have paid a closer attention to L2 production and
development through tasks (Robinson, 2001, 2005, 2007; Gilabert, 2005; Robinson,
2010; Baralt, Gilabert & Robinson, 2014). Several theories were forwarded regarding
how to sequence tasks in a structured and logical way in syllabus design (Robinson,
2010; Skehan, 2009). However, task sequencing theories affected only the treatment
part of the whole process of learning, whereas no specific focus was put on input
which normally precedes L2 treatment and is likely to play an important role in
subsequent intake of information through treatment based on tasks.
The objective of the present study is to investigate how different types of input may
affect L2 development based on the same sequence of tasks. Traditionally, instruction
can be divided into explicit and implicit. Additionally, structured versus unstructured
input can be added to the category of explicit input. Therefore three types of input are
included in the design of the present research: explicit structured input, explicit
unstructured input and implicit input.
The participants of the present study are 30 undergraduate students of English
studies with the very similar proficiency level of English (B1) as measured by Oxford
placement test. They are organized into three different groups according to the type of
input they receive. The instruction unit is related to newspaper writing (structure and
content) and linguistic and grammatical features necessary to build up a newspaper
article. Although they receive different kinds of input, the treatment session contains
exactly the same materials in the same order (i.e. a series of writing tasks organized
from cognitively less demanding to cognitively more demanding). Pre-test and posttest contains two writing tasks: one is content-focused (newspaper article writing) and
the other one is form-focused (lexical and grammatical features covered in input
session). The tests are codified and analyzed both quantitatively and qualitatively. The
results are discussed in the light of various hypotheses related to Task Sequencing,
Task Cognitive Complexity, Input and Attention.
Título: Factors determining overt/null subject distribution at the syntaxdiscourse in L2 Spanish in the CEDEL2 corpus
Autores:
Lozano,
Cristóbal
[email protected])
(Universidad
de
Granada
-
While second language (L2) researchers have traditionally relied on
(quasi)experimental data, they have recently started to use learner corpus data (Myles
2005, 2007). Within the framework of interlanguage annotation (ILA) (Díaz-Negrillo &
Lozano 2013) and learner corpus research (LCR) (e.g., Granger 2009 inter alia), this
presentation shows how corpus data can reveal unexpected L2 behaviour that has
gone unnoticed in experimental studies on anaphora resolution.
54
The bulk of experimental research on L1 English–L2 Spanish reveals a robust pattern
(Al-Kasey & Pérez-Leroux 1999, Liceras 1988, Lozano 2002): learners acquire early
the fact that overt and null referential pronominal subjects can alternate syntactically,
(1). But such (apparently free) alternation is constrained discursively in native
Spanish: null pronouns encode topic continuity (Ø in 2), while overt pronouns encode
topic-shift when a change of referent is required (él in 3). Importantly, recent
experimental L2 studies indicate that learners show persistent deficits at the syntaxdiscourse interface (Margaza & Bel 2006, Pérez-Leroux & Glass 1999, Rothman
2009): they often produce (i) an overt pronoun in topic-continuity contexts, which
causes redundancy (él in 2), and (ii) a null pronoun in topic-shift contexts, which
causes ambiguity (Ø in 3), as also reported for L2 Italian (Sorace & Filiaci 2006). L2
Spanish corpus-based studies also point in the same direction (Lozano 2009b,
Montrul & Rodríguez-Louro 2006).
(1) Él/Ø es millonario.
(2) Pedro tiene mucho dinero y, por eso, #él/Ø dice que #él/Ø es millonario.
(3) María y Pedro viven felices, pero él/#Ø es pobre.
Building on previous experimental research, a fine-grained ILA scheme (Figure 1)
was designed to take into account the multiple factors intervening in anaphora
resolution in an L1 English – L2 Spanish learner corpus (Corpus Escrito del Español
L2, CEDEL2: Lozano 2009a, Lozano & Mendikoetxea 2013) at upper-advanced
proficiency level, as well as an equivalent Spanish native subcorpus. UAM Corpus
Tool (O’Donnell 2009) was used to tag and analyse the CEDEL2 corpus, whose data
reveal several important findings that have gone unnoticed in previous experimental
research. In particular, despite their high level of proficiency:
1.
Learners not only use a redundant overt pronoun to mark topic-continuity, but
they also produce full NPs (Figure 2).
2.
Learners can mark topic-shift via an overt pronoun, as would be predicted for
native Spanish, (él in 3), though they drastically prefer using a full NP (Fig. 3).
3.
Additionally, learners also show a tendency to produce informationally richer
phrases than pragmatically required (full NP > overt pronoun in topic-shift contexts;
overt pronouns and full NP in topic-continuity contexts), which runs against economy
principles (Fig. 4). These deficits have to do with the number of potential antecedents
of the anaphor, coupled with the gender distinction of such antecedents.
Corpus data thus reveal that learners prefer being redundant and uneconomical to
ambiguous, a finding not previously reported in experimental studies. It will be finally
argued that naturalistic learner corpus data can (and should) be used as a follow-up to
experimental data to explore new patterns of L2 production (cf. Gilquin 2007).
55
Figure 1: ILA tagset
https://dl.dropboxusercontent.com/u/15787785/Figures%20AESLA%202015.pdf
Figure 2: Syntax of topic-continuity
https://dl.dropboxusercontent.com/u/15787785/Figures%20AESLA%202015.pdf
Figure 3: Syntax of topic-shift
https://dl.dropboxusercontent.com/u/15787785/Figures%20AESLA%202015.pdf
Figure 4: Pragmatics of anaphora resolution
https://dl.dropboxusercontent.com/u/15787785/Figures%20AESLA%202015.pdf
References
Al-Kasey, T., & Pérez-Leroux, A. (1998). Second language acquisition of Spanish null
subjects. In S. Flynn, G. Matohardjono, & W. O'Neil (Eds.), The Generative Study of Second
Language Acquisition (pp. 161-185). Hillsdale, N.J.: Lawrence Erlbaum.
Díaz-Negrillo, A. & Lozano, C. (2013). Using learner corpus tools in SLA research: the
morpheme order studies revisited“, Paper presented at Corpus Linguistics 2013, Universityof
Lancaster (UK).
Gilquin, G. (2007). To err is not all. What corpus and elicitation can reveal about the use of
collocations by learners. Zeitschrift für Anglistik und Amerikanistik, 55(3), 273-291.
Granger, S. (2009). The contribution of learner corpora to second language acquisition and
foreign language teaching. In K. Aijmer (Ed.), Corpora and Language Teaching (pp. 13–32).
Amsterdam: John Benjamins.
Liceras, J. M. (1989). On some properties of the "pro-drop" parameter: looking for missing
subjects in non-native Spanish. In S. M. Gass & J. Schachter (Eds.), Linguistic Perspectives
on Second Language Acquisition (pp. 109-133). Cambridge: CUP.
Lozano, C. (2002). Knowledge of expletive and pronominal subjects by learners of
Spanish. ITL Review of Applied Linguistics, 135/6, 37-60.
Lozano, C. (2009a). CEDEL2: Corpus Escrito del Español L2. In: Bretones Callejas, Carmen
M. et al. (eds) Applied Linguistics Now: Understanding Language and Mind. Almería:
Universidad
de
Almería,
pp.
197-212.
Also
see
CEDEL2
at:
http://wdb.ugr.es/~cristoballozano/?page_id=64
Lozano, C. (2009b). Selective deficits at the syntax-discourse interface: Evidence from the
CEDEL2 corpus. In: Snape, N., Leung, Y.I., & Sharwood-Smith, M. (eds). Representational
Deficits in SLA. Amsterdam: John Benjamins, pp. 127-166.
56
Lozano, C., & Mendikoetxea, A. (2013). Learner corpora and SLA: the design and collection of
CEDEL2. In A. Díaz-Negrillo, N. Ballier & P. Thompson (Eds.), Automatic Treatment and
Analysis of Learner Corpus Data. Amsterdam: John Benjamins, pp. 65-100.
Margaza, P., & Bel, A. (2006). Null subjects at the syntax-pragmatics interface: Evidence from
Spanish interlanguage of Greek speakers. In G. O'Brien, C. Shea, & Archibald
(Eds.), Proceedings of the 8th Generative Approaches to Second Language Acquisition
Conference (GASLA 2006) (pp. 88-97). Somerville, MA: Cascadilla Press.
Myles, F. (2005). Interlanguage corpora and second language acquisition research. Second
Language Research, 21(4), 373-391.
Myles, F. (2007). Using electronic corpora in SLA research. In D. Ayoun (Ed.), Handbook of
French Applied Linguistics (pp. 377-400). Amsterdam: John Benjamins.
Montrul, S., & Rodríguez-Louro, C. (2006). Beyond the syntax of the Null Subject Parameter: A
look at the discourse-pragmatic distribution of null and overt subjects by L2 learners of
Spanish. In V. Torrens & L. Escobar (Eds.), The Acquisition of Syntax in Romance
Languages (pp. 401–418). Amsterdam: John Benjamins.
O'Donnell, M. (2009). The UAM CorpusTool: Software for corpus annotation and exploration.
In C. M. Bretones & et al (Eds.), Applied Linguistics Now: Understanding Language and
Mind (pp. 1433-1447). Almería: Universidad de Almería.
Pérez-Leroux, A. T., & Glass, W. R. (1999). Null anaphora in Spanish second language
acquisition: probabilistic versus generative approaches. Second Language Research, 15(2),
220-249.
Rothman, J. (2009). Pragmatic deficits with syntactic consequences?: L2 pronominal subjects
and the syntax-pragmatics interface. Journal of Pragmatics, 41, 951-973.
Sorace, A., & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second
Language Research, 22(3), 339-368.
Título: La adquisición del valor genérico del artículo español por los
aprendientes chinos
Autores:
Lu,
Xiuchuan (Universidad
[email protected])
Autónoma
de
Madrid
-
La adquisición del valor genérico del artículo español sería un tema interesante,
puesto que existen no solo similitudes, sino también diferencias entre el chino y el
español desde perspectivas sintácticas y semánticas.
Según I. Solís García, Los factores que intervienen en la interpretación genérica en
español son: los factores internos y los externos. Los factores internos son:
"-El artículo y su combinación con el lexema del sustantivo y con el morfema de
número.
57
-Incompatibilidad con los demostrativos y los posesivos.
-Imposibilidad de interpretación genérica en los sintagmas especificantes y con
alteración del adjetivo"
los externos son:
"-Influencia del tiempo verbal y de los predicados especificantes.
-Incompatibilidad del artículo indeterminado con predicados de referencia genérica
acumulativa.
-Compatibilidad con los cuantificadores de tiempo: siempre, todos los días, a
menudo...".
La situación en chino es: 1. la genericidad puede expresarse a través de los nombres
escuetos; 2. los nombres cuasi-escuetos con la estructura de "modificador
(descriptivo/calificativo) + N" también tienen la interpretación genérica; 3. la
estructura yi + Cl + N con el numeral yi (uno) tiene valor genérico que funcionan de
forma muy parecida al artículo indeterminado en español, pero con muchas
restricciones; 4. la estructura Demostrativo + zhong (tipo)/lei(especie) + N puede
expresar la genericidad. Liu D. Q. (2002) propone "la Hipótesis de la Universalidad de
la Genericidad de los Grupos Nominales Escuetos", en que el autor señala que la
interpretación genérica tiene su forma típica y principal de los grupos nominales
escuetos, por lo que se supone que la genericidad es un rasgo universal compartido
por todos los nombres escuetos en chino. Se puede presentar en la siguiente
fórmula:
SD (definido, indefinido, cuantificador, cuantificador universal) = D (definido, indefinido,
cuantificador, cuantificador universal) + SN (genérico)
Considerando lo anterior, diseñaremos el presente experimento para investigar la situación de
la adquisición del valor genérico por los aprendientes chinos. Nuestras hipótesis son: 1. La
transferencia de la lengua materna influyen la adquisición del rasgo genérico del artículo
español por los aprendientes chinos; 2. La mayor dificultad se sitúa en las complicaciones de
la interfaz sintáctico – semántica.
Tenemos 55 participantes de nivel diferente que asisten a dos tareas: una prueba de 20
oraciones de huecos y una de traducciones de chino a español. Los datos recolectados nos
muestra que los estudiantes chinos cometen muchos errores en el uso genérico del artículo
indefinido y usan excesivamente el artículo cero para expresar la genericidad. Utilizando la
metodología de Análisis de Varianza, descubrimos que el factor que influye más su selección
es la posición sintáctica del artículo.
Para solucionar este problema, proponemos "la Hipótesis de la Genericidad Latente de los
SSNN Escuetos". Supongamos que los nombres escuetos en español también cuenta con el
rasgo de la genericidad, pero latente. Para convertirlo en un rasgo explícito, se necesitan
operadores o determinantes. Pero el nombre escueto con operadores solo expresa una
"genericidad débil" que no puede aparecer en la posición de argumento externo. Solo el con
determinantes con el rasgo de "genericidad fuerte" puede ocupar la posición del sujeto.
58
Título: “¿Progreso en mis textos escritos?”: Análisis de la fluidez y
complejidad en producciones escritas mediante software informático
Autores: Lucha Cuadros, Rosa María (Universitat Pompeu Fabra [email protected]); Díaz Rodríguez, Lourdes (Universitat Pompeu
Fabra / CLiC_UB - [email protected])
Con el objetivo de comprobar mediante software informático si hay progreso en las
producciones escritas de relato realizadas en dos momentos del proceso de
enseñanza-aprendizaje (inicio y fin de curso) por estudiantes de ELE de nivel B1
(según el MCER) y, al mismo tiempo, comprobar hasta qué punto una producción
escrita de un No Nativo (NoNat) nivel B1 se acerca a la de un Nativo (Nat), se ha
procedido a realizar un estudio en el que los estudiantes (Nat y NoNat) tenían que
relatar su primer día de clase. A partir del software informático de acceso
libre AntConc y Paramtextse cuantificaron el total de palabras clasificadas según su
categoría morfológica, así como el total de types y tokens de cada producción para
comprobar la fluidez y complejidad del texto (Whitacker, Llinares, McCabe, 2011;
Machón, Murphy, Roca, 2007; Larsen-Freeman, 2006). A continuación se utilizó el
software estadístico de acceso libre G-Stat 2.0 para comprobar si las diferencias
observadas eran estadísticamente significativas. Los datos revelaron que había
diferencia estadísticamente significativa entre las producciones del grupo de NoNat
en los dos momentos de recogida de datos respecto al total de palabras según la
categoría morfológica. Entre el grupo de NoNat y Nat, se identificaron aquellas
categorías en las que los NoNat habían evolucionado más y se compararon con los
resultados de los Nat. Aunque los totales de palabras según la categoría morfológica
eran muy próximos (ej.: NoNat -total verbos 540/ Nat -total verbos 550) los resultados
revelaron diferencia estadísticamente significativa, es decir, que se debe rechazar la
hipótesis nula de igualdad entre las muestras.
Título: The impact of a 5-week study abroad experience on listening
comprehension
Autores: Llanes Baró, Àngels (Universitat de Lleida - [email protected]);
Prieto Botana, Goretti (Franklin and Marshall College - [email protected])
The need to function in multilingual environments and the fact that the study abroad
(SA) is believed to be one of the most efficient contexts (Collentine, 2009) to learn a
second or foreign language (L2), have boosted the popularity of SA programs. This
rise is reflected in the numerous studies that in recent years have tried to document
the effects of SA of different types on different L2 areas such as oral fluency,
vocabulary or writing among others. Despite the numerous recent endeavors, there
are areas that have not received much attention, such as listening skills (Llanes,
2011). In light of that fact, the present study sought to investigate whether listening
comprehension improves as a result of an SA and, if so, whether improvement is
related to the type of test administered.
A group of 12 college students enrolled in a 5-week SA experience in Costa Rica
were administered a listening test at the beginning and at the end of their program.
The test comprised three parts: the first two consisted of dialogs and featured
59
multiple-choice questions with three response options; the last part featured a single
topic and speaker and a fill-in-the-gap exercise. Each part lasted 3 minutes and was
played twice. In terms of topic, while the first the first part included six very short
exchanges of various themes, the second one comprised an interview to a famous
painter, and the third a lecture about business.
The results from non-parametric tests show that despite the brief duration of the
program, participants’ overall listening comprehension improved significantly.
Individual analysis revealed that significant gains emerged from parts 2 and 3, where
topic was constant across the task, suggesting that context plays a crucial role in input
comprehension.
Título: La adquisición de las funciones del adverbio todavía y el desarrollo de
esquemas concesivos en la interlengua de aprendices de E/LE
anglohablantes
Autores: Matute Martínez, Cristina (Saint Louis University (Madrid Campus) [email protected])
El adverbio todavía presenta en la lengua española diversas funciones: una
aspectual de fase, cuando expresa la persistencia de una situación (Juan todavía
tiene hambre), otra como adverbio de foco sobre expresiones cuantificadas (Estudió
todavía dos horas más), otra escalar (Arendonk todavía está en Bélgica, RAE 2009:
2334) y una última función concesiva (Tiene dinero y todavía me pide a mí 50 euros).
Según la RAE (2009:2335), el punto común de estas acepciones puede residir en la
persistencia de una situación que se mantiene contraviniendo las expectativas de
cambio, en un plano pragmático (Garrido 1991, 1992); p. ej. en He estudiado mucho y
todavía me siento insegurapodemos obtener dos lecturas diferentes: la de adverbio
aspectual de fase y la concesiva.
En este estudio trataremos de investigar en qué medida los hablantes no nativos de
español con lengua materna inglesa adquieren estas diferentes funciones
de todavía en español como L2 sin instrucción explícita, ya que la enseñanza de este
adverbio suele limitarse a su uso aspectual (el resto se adquiriría en contexto, en el
input). La hipótesis de partida es que sí pueden adquirir sus diferentes funciones sin
instrucción explícita, considerando la transferencia de su lengua materna de los
patrones del inglés, donde el adverbio still desarrolla funciones similares, p. ej.
en We're still waiting for a reply (función aspectual de fase), y en I haven't been very
well recently. Still, it could be worse (función adversativa que puede reinterpretarse
como concesiva). En esta lengua también se pueden obtener dos lecturas en una
misma oración de manera similar al español, p. ej. en My friend is sixteen, and she
still can't swim(ejemplos de Eastwood 1999: 274, 366).
El corpus de datos, con 50 ocurrencias de todavía, se obtuvo de redacciones
extensas (más de 500 palabras) realizadas por 17 aprendices de E/LE con un nivel
superior (C1-C2) en contexto de inmersión en España. Su análisis revela que el uso
predominante en la interlengua es el temporal, en el 72% de casos (36/50), seguido
del uso concesivo (el 20% de casos, 10/50) y el escalar (8% de casos, 4/50). No
obstante, se aprecia que el uso concesivo es, en la mayor parte de casos, incorrecto.
Por un lado, encontramos la transferencia negativa de esquemas concesivos del
60
inglés (p. ej. con "aunque" en Aunque no exhibe el realismo mágico, todavía logra
demostrar muchas de las características, cfr. inglés Although it rained a lot, they still
enjoyed themselves, o como adverbio marcador en Algunos aprenden mejor cuando
oyen... Todavía, otros aprenden mejor por un estilo cinestésico). Otra estrategia de
desarrollo de la interlengua consiste en reforzar el uso concesivo con conectores
adversativos como pero (p. ej. no es necessariamente denunciando la alfabetización
como algo malvado, pero todavía es una crítica social), y también se registran usos
idiosincrásicos que denotan dificultades en el desarrollo de los esquemas concesivos
avanzados en español (p. ej. en y dicen algo como she walk. Todavía describe el
verbo y la intención, pero no es correcto gramaticalmente).
Referencias
Eastwood, John (1999): Oxford Practice Grammar. Oxford: OUP.
Garrido Medina, Joaquín (1991): "Gestión semántica de la información pragmática de los
adverbios de cambio todavía yya". Foro Hispánico 2, 11-27.
Garrido Medina, Joaquín (1992): "Expectations in Spanish and German adverbs of
change". Folia Linguistica 26:3/4, 357-402.
Real Academia Española (2009): Nueva gramática de la lengua española. Madrid:
Espasa.
Título: Exploring pragmatic learning trajectories in the classroom: a focus on
discourse markers
Autores: Martín-Laguna, Sofía (Universitat Jaume I, Castellón
[email protected]); Alcón, Eva (Universitat Jaume I, Castellón - [email protected])
-
Traditionally, classroom pragmatics research has been conducted in ESL and EFL
contexts. More recently, the demands of a challenging world have given rise to the
emergence of new language learning contexts. Taking this into account, Taguchi
(2011) has suggested the need for more ecologically oriented studies that take into
account the context of learning. One such context is the multilingual classroom. The
few studies on pragmatics in the multilingual classroom to date (e.g. Alcón 2012,
Safont and Alcón 2012, Safont 2005, Portolés 2015) are interventional or crosssectional in design, and have analysed the comprehension and production of speech
acts. An aspect that remains to be investigated is how pragmatics changes over time.
In this regard, the body of research exploring pragmatic learning trajectories is also
rather limited, and has addressed other language learning contexts rather than the
multilingual classroom (Alcón 2014, forthcoming, Taguchi 2011, 2012). In order to
shed light on these research gaps, the present paper follows a longitudinal design in
order to analyse learners’ pragmatic learning trajectories and patterns of change in a
multilingual classroom setting. Three hundred and thirteen secondary school learners
of English as a Foreign Language (EFL) and twelve teachers participated in the study.
On three ocasions over one academic year, the learners were asked to complete a
pragmatic-focused task during their regular English classes. Moving away from the
primary focus on speech acts in ILP research, pragmatic competence was
operationalised as the number of textual and interpersonal discourse markers (Hyland
61
2005) per number of words in each essay. In order to gain further insights on how
learners’ pragmatic competence changes in a multilingual classroom context and
other interrelated factors, the quantitative analysis was complemented with
information gleaned from learners’ guided diaries and teachers’ interviews.
Quantitative analyses reveal that, over time, there is a tendency for significant gains in
the production of textual discourse markers. In contrast, interpersonal discourse
markers follow an irregular pattern, and the gains in their use in the third
measurement are not statistically significant when compared to the first. These results
are discussed in relation to how different factors may influence pragmatic learning in
the multilingual classroom.
References
Alcón, E. (2012). Teachability and bilingualism effects on third language learners’ pragmatic
knowledge. Intercultural Pragmatics, 9(4), 511–541. doi:10.1515/ip-2012-0028
Alcón, E. (2014). Pragmatic learning and study abroad: Effects of instruction and length of
stay. System, 48, 1-13.
Alcón, E. (forthcoming). Teaching pragmatics: from the EFL classroom to the real world.
Hyland, K. (2005). Metadiscourse. Oxford: Continuum.
Portolés, L. (2015). Multilingualism and very young learners: an analysis of pragmatic
awareness and language attitudes. Boston: Mouton de Gruyter (Trends in Applied Linguistics,
TAL: Vol. 20).
Safont, M. P. (2005). Third Language Learners: Pragmatic Production and Awareness.
Clevedon: Multilingual Matters.
Safont, M. P., & Alcón, E. (2012). Teachability of request act peripheral modificaton devices in
third language learning contexts. In M. Economidou-Kogetsidis & H. Woodfield
(Eds.), Interlanguage Request Modification (pp. 275–313). Amsterdam: John Benjamins.
Taguchi, N. (2011). Pragmatic development as a dynamic, complex process: General patterns
and case histories. The Modern Language Journal, 95(4), 605–627.
Taguchi, N. (2012). Context, individual differences, and pragmatic competence. New
York/Bristol: Multilingual Matters.
Título: The role of instruction on efl learners’ use of complaining-apologising
semantic formulas
Autores: Martínez Flor, Alicia (Universitat Jaume I, Castellón
[email protected]);
Usó Juan, Esther (Universitat Jaume I (Castellón) - [email protected])
-
62
The field of interlanguage pragmatics has seen an expanding area of research in the
last decades devoted to examining the role of instruction to develop learners’
pragmatic ability in a given target language (see the volumes by Rose and Kasper,
2001; Martínez-Flor, Usó-Juan and Fernández-Guerra, 2003; Tatsuki, 2005; Alcón
and Martínez-Flor, 2005, 2008; Alcón, 2008; Ishihara and Cohen, 2010; Martínez-Flor
and Usó-Juan, 2010a; Tatsuki and Houck, 2010; Houck and Tatsuki, 2011). Results
from this research have highlighted the benefits of integrating the teaching of
pragmatic aspects in formal learning contexts. More specifically, instruction seems to
be absolutely necessary in foreign language (FL) settings, where, in contrast to
second language (SL) contexts, learners have fewer opportunities to be exposed to
naturally occurring input, scant chances for communicative practice, as well as limited
feedback regarding their pragmatic performance (Martínez-Flor and Usó-Juan,
2010b). In an attempt to expand this line of research, and address Kasper and
Roever’s (2005) suggestions regarding the need to investigate the teachability of
different pragmatic aspects, this empirical study aims at examining the role of
instruction on learners’ use of the semantic formulas employed when complaining and
apologising in a FL context.
The choice of the speech acts of complaining and apologising has been done on the
fact that the performance of them in a FL may be a difficult task for learners. This fact
is due to their lack of familiarity with the norms and conventions of the target language
which, in consequence, may result in an impolite and rude behaviour. Therefore,
learners may require a certain level of pragmatic competence to perform these
speech acts in an appropriate way in order to avoid possible communication
breakdowns (Usó-Juan and Martínez-Flor, 2014). The participants included a group of
Spanish university learners who took part in an instructional period. The treatment
consisted of a combination of awareness and production activities that was
implemented during two two-hour sessions. Such variety of activities were designed i)
to raise learners’ awareness of the pragmalinguistic and sociopragmatic issues
involved in the selection of the appropriate formulas to complain and apologise in
different situations, as well as ii) engage them in meaningful and communicative
practice situations. Additionally, explicit metapragmatic explanations and discussions
about the different formulas to be chosen were also included during the period of
instruction. Results obtained by means of analysing FL learners’ responses in the test
distributed before and after the instruction indicated that, after the instructional period,
learners used not only a greater number of complaining and apologising formulas, but
also a wider variety of them. These finding are discussed and directions for future
research suggested.
References
Alcón, E. (ed.). 2008. Learning how to Request in an Instructed Language Learning
Context. Bern: Peter Lang.
Alcón, E. and Martínez-Flor, A. (eds.). 2005. “Pragmatics in Instructed Language Learning”.
[Special Issue].System33 (3): 381-536.
Alcón, E. and Martínez-Flor, A. (eds.). 2008. Investigating Pragmatics in Foreign Language
Learning, Teaching and Testing. Clevedon: Multilingual Matters.
Houck, N. R. and Tatsuki, D. H.
Conversation. Alexandria,Virginia: TESOL.
(eds.)
(2011) Pragmatics:
Teaching
Natural
63
Ishihara, N. and Cohen, A. D. 2010. Teaching and Learning Pragmatics. Where Language and
Culture meet. Harlow: Longman.
Kasper, G. and Roever, C. 2005. Pragmatics in second language learning. In Hinkel, E.
(ed.), Handbook of Research in Second Language Teaching and Learning, 317-334.
Mahwah: Lawrence Erlbaum Associates.
Martínez-Flor, A and Usó-Juan, E. 2010a. Speech Act Performance: Theoretical, Empirical
and Methodological Issues. Amsterdam: John Benjamins.
Martínez-Flor, A and Usó-Juan, E. 2010b. “Pragmatics and speech act performance”. In
Martínez-Flor, A. and Usó-Juan, E. (eds.), Speech Act Performance: Theoretical, Empirical
and Methodological Issues, 3-20.Amsterdam: John Benjamins.
Martínez-Flor, A, Usó-Juan, E. and Fernández-Guerra, A. (eds.). 2003. Pragmatic
Competence and Foreign Language Teaching. Castelló: Servei de Publicacions de la
Universitat Jaume I.
Rose,
K.
R.
and
Kasper,
G.
(eds.).
Teaching. Cambridge:CambridgeUniversity Press.
2001. Pragmatics
in
Language
Tatsuki, D. (ed.). 2005. Pragmatics in Language Learning, Theory and Practice. Tokyo, JALT:
The JapanAssociation for Language Teaching, Pragmatics Special Interest Group.
Tatsuki, D. H. and N. R.
Acts. Alexandria, Virginia: TESOL.
Houck
(eds.)
2010. Pragmatics:
Teaching
Speech
Usó-Juan, E. and Martínez-Flor, A. 2014. Reorienting the assessment of the conventional
expressions of complaining and apologising: From single-response to interactive
DCTs. Iranian Journal of Language Testing, 4 (1): 113-136.
Título: L1 use in interactional strategies by primary school learners in two
learning contexts: CLIL vs. NON-CLIL
Autores: Martínez, María ([email protected])
Several studies have investigated the use of the first language (L1) in interactional
strategies in English as a foreign language (EFL) learners (Cenoz, 2003; Gost &
Celaya, 2005; Muñoz, 2007; Poulisse & Bongaerts, 1994; Viladot & Celaya, 2006).
More recent studies have examined Content and Language Integrated Learning
(CLIL) learners in terms of L1 use for those pragmatic purposes when narrating a
story (Lázaro Ibarrola & García Mayo, 2012; Serra, 2007) and have compared them to
NON-CLIL learners in this respect (see García Mayo & Lázaro Ibarrola, 2013;
Martínez Adrián & Gutiérrez Mangado, 2013). However, this last line of research is
still in its infancy and more studies are needed comparing CLIL and NON-CLIL
learners in terms of different functions and patterns of L1 use across the three
educational levels.
64
This paper will try to address this limitation by comparing CLIL and NON-CLIL primary
school children who learn English as foreign language. Bearing in mind that more
focus on communication is promoted in CLIL classrooms and that general proficiency
is usually enhanced in these settings (i.e. Lasagabaster, 2008; Martínez Adrián &
Gutiérrez Mangado, in press; Navés & Victori, 2010; Ruiz de Zarobe, 2008) in this
paper we seek to explore whether (i) a lower rate of L1 use in interactional strategies
(appeals, clarification requests and metacomments) is found in CLIL learners when
compared to NON-CLIL learners, and (ii) whether there are also qualitative
differences in the types of strategies used.
To accomplish those aims, we compare two groups of CLIL learners to two groups of
NON-CLIL learners matching in age (9 and 11 years old) and grade (4th and 6th year
of primary) when narrating a story in pairs. The oral production of 44 age- and
proficiency-matched dyads (21 CLIL, 23 NON-CLIL) is analysed in terms of use of the
L1 in appeals, clarification requests and metacomments.
The results indicate that NON-CLIL learners produce more instances of L1 use in
interactional strategies and that greater differences emerge as grade increases. NONCLIL learners seem to notice a higher number of gaps in their interlanguage and
therefore seem to use more problem-solving abilities. This is consistent with previous
research in CLIL contexts (Serra 2007; Lázaro Ibarrola and García Mayo 2012) as
well as investigations that have compared CLIL and NON-CLIL contexts (Martínez
Adrián & Gutiérrez Mangado, 2013; in press). A qualitative inspection of the results
has also revealed that there are differences between groups in their preference for
either the L1 or the target language in the case of appeals and clarification requests.
However, metacomments are always produced in the L1 in both groups. These results
seem to indicate that CLIL learners are not in the monolingual mode of English
(Grosjean, 1998). They also appear to support the classroom observation data
reported in Gené Gil, Juan Garau and Salazar Noguera (2012) as well as Pastrana
Izquierdo (2010), according to which CLIL learners tend to use their L1 for
metacognitive purposes.
References
Cenoz, J. (2003). Cross-linguistic Influence in Third language acquisition: Implications for the
Organization of the Multilingual Mental Lexicon. Bulletin VALS-ASLA (Vereinigung für
angewandte Linguistik in der Schweiz), 78, 1-11.
García Mayo, M. P. & Lázaro Ibarrola, A. (2013) Do children negotiate for meaning in taskbased interaction? Evidence from CLIL and EFL settings. Paper presented at the TBLT
conference. Banff, Alberta (Canada).
Gené, M., Juan Garau, M., & Salazar Noguera, J. (2012). A case study exploring oral
language choice between the target language and the l1s in mainstream CLIL and EFL
secondary education. Revista de Lingüística y Lenguas Aplicadas, 7, 133-145.
Gost, C. & Celaya, M. L. (2005). Age and the use of the L1 in EFL oral production. In M. L.
Carrió Pastor (Ed.),Perspectivas Interdisciplinares de la Lingüística Aplicada (pp. 129-136).
Valencia: Universitat Politècnica de València.
Grosjean, F. (1998). Studying Bilinguals: Methodological and Conceptual Issues. Bilingualism:
Language and Cognition,1, 131-49.
65
Lasagabaster, D. (2008). Foreign language competence in content and language integrated
courses. The Open Applied Linguistics Journal, 1, 30-41.
Lázaro Ibarrola, A. & García Mayo, M.P. (2012). ‘L1 Use and Morphosyntactic Development in
the Oral Production of EFL Learners in a CLIL Context’. International Review of Applied
Linguistics, 50, 135-160.
Martínez Adrián, M. & Gutiérrez Mangado, M. J. (2013, November). L1 use, lexical richness,
accuracy and complexity in CLIL and NON-CLIL learners. Paper presented at the
th
37 AEDEAN conference. Oviedo (Spain).
Martínez Adrián, M. & Gutiérrez Mangado, M. J. In press. Is CLIL beneficial in terms of general
proficiency and specific areas of grammar?. Journal of Immersion and Content-based
Language Education.
Muñoz, C. (2007). Cross-linguistic Influence and Language Switches in L4 Oral
Production. VIAL, Vigo International Journal of Applied Linguistics, 4, 73-94.
Navés, T. & Victori, M. (2010). CLIL in Catalonia: An overview of research studies. In D.
Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher
training (pp. 30-54). Newcastle upon Tyne: Cambridge Scholars Publishing.
Pastrana Izquierdo, A. (2010). Language functions in CLIL classrooms: Students’ oral
production in different classroom activities. Views, Vienna English Working Papers (Current
research on CLIL 3), 19(3), 72-82.
Poulisse, N. & Bongaerts, T. (1994).
production. Applied Linguistics, 15(1), 36-57.
First
language
use
in
second
language
Ruiz de Zarobe, Y. (2008). CLIL and foreign language learning: A longitudinal study in the
Basque Country. International CLIL Research Journal, 1(1), 60-73.
Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. The International
Journal of Bilingual Education and Bilingualism, 10(5), 582-602.
Viladot, J. & Celaya, M. L. (2007). ‘How do you say preparar?’: L1 use in EFL oral production
and task-related differences. In M. Losada Friend et al. (Eds.), Proceedings of the 30th
International AEDEAN Conference. Huelva: U de Huelva.
Título: An Empirical Study into Anxiety in People Who Stammer in Foreign
Language Learning
Autores:
Miller,
Ronan (Universidad
[email protected])
Politécnica
de
Valencia
-
The effects of globalisation have lead to foreign language learning becoming an ever
more important part of the educational process all around the world. Not only does the
ability to communicate in another language provide access to many employment
opportunities, it also allows for greater interpersonal interaction, granting speakers
66
access to linguistic and cultural insights that would otherwise be unattainable.
However, foreign language learning has been reported to provoke a specific form of
anxiety, affecting students who are otherwise capable and confident (Horwitz et al.
1986). The impact of anxiety upon learning has been researched in the field of
psychology for many decades; research has confirmed that anxiety commonly causes
interference in cognitive functioning, which in turn may impede task-based activities
and the effectiveness of learning (Pavlov & Anrep (1927), Ferster and Skinner, (1957),
Seligman, (1975), Bandura, (1977), Abramson et al. (1978), Wigfield and Meece
(1988) or Eysneck et al. (2007), among others).
One group of people who may be adversely affected by foreign language classroom
anxiety is people who stammer (PWS). Developmental stammering (also referred to
as stuttering), is a condition that principally affects the fluency of speech, and is
characterised by repetitions, prolongations or “blocks” (Guitar, 2006). Besides
affecting speech, stammering can have a serious psychological impact, to the extent
that many PWS exhibit symptoms of social anxiety disorders and often develop
avoidance behaviours, such behaviours can impact severely on the quality of life of
PWS (Craig et al. 2009). Stammering affects around 5% of children (Månsson, 2000)
many of whom recover, leaving around 1% of any population to continue to stammer
into adolescence and adulthood (Bloodstein, 1995). Successful treatment of PWS is
often centered in cognitive-based therapy which involves PWS challenging fears
regarding speech and communication through the use of acquired management
techniques. Anxiety in speaking situations is systematically tackled with the help and
advice of specialists. Changes achieved during such therapy sessions are often
maintained for significant periods of time after therapy is completed (Bielby et al.
2012).
The current study has failed to locate any previous work related to levels of anxiety in
PWS in foreign language learning. The absence of research on the topic belies the
fact that PWS may experience foreign language learning distinctly to people who do
not stammer, as such, research is justified due to the lack of previous study in the
area and also due to the desire to understand how PWS experience foreign language
learning. A better understanding of this experience could lead to improvements in
teaching methodologies and ultimately a more effective and satisfying learning
experience. Thus, the aim of the current study is to describe levels of anxiety in PWS
in foreign language learning and to establish if a connection exists between reported
levels of anxiety and the variables of age and years spent studying a foreign
language, as well as describing the perceived effectiveness of learning in PWS.
Results indicate that PWS report more physical symptoms of anxiety than a
comparison group and that PWS do not report feeling more disfluent than other
learners.
References
Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned Helplessness in
Humans: Critique and Reformulation. Journal of Abnormal Psychology , 87 (1), 49-74.
Bandura, A. (1977). Self-efficacy: Toward
Change. Psychological Review , 84 (2), 191-215.
a
Unifying
Theory
of
Behavioral
Beilby, J. M., Byrnes, M. L., & Yaruss, J. S. (2012). Acceptance and Commitment Therapy for
Adults who Stutter: Psychosocial Adjusment and Speech Fluency. Journal of Fluency
Disorders , Article in press.
67
Bloodstein, O. (1995). A Handbook on Stuttering. San Diego CA: Singular Publishing Group.
Craig, A., Blumgart, E., & Tran, Y. (2009). The Impact of Stuttering on the Quality of Life in
Adults who Stutter. Journal of Fluency Disorders (34), 61-71.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and Cognitive
Performance: Attentional Control Theory. Emotion , 336-353.
Guitar, B. (2006). Stuttering: An Integrated Approach to Its Nature and Treatment. Philadephia,
PA: Lippincott Williams & Williams.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The
Modern Language Journal , 21 (3), 125-132.
Månsson, H. (2000) Childhood Stuttering, Incidence and Development. Journal of Fluency
Disorders (25), 47-57.
Pavlov, I. P., & Anrep, G. V. (1927). Conditioned Reflexes. London: Courier Dover
Publications.
Wigfield, A., & Meece, J. L. (1988). Math Anxiety in Elementary and Secondary School
Students. Journal of Educational Psychology , 210-216.
Título: Multiplicities in learning content through an L2: expanding the
plurilingual communicative repertoire
Autores: Morton, Thomas ( [email protected])
Much of the research on second language acquisition and learning in content-based
instruction contexts such as immersion or content and language integrated learning
(CLIL) has used a ‘discrete system’ approach to language and communication. In this
approach, the different language ‘codes’ are separated from each other (e.g. Spanish
and English), and, often, from the other modes used in communication, such as
image, movement, gaze and gesture. However, recent work in applied linguistics and
language education takes a much broader approach to communication, with a focus
on how the self notices, stores and displays a wide range of communicative features
encountered in different learning contexts (Nicholas and Starks 2014). According to
Nicholas and Starks’ framework, the individual self builds up a ‘communicative
repertoire’ which includes the four dimensions of mode, mediation, varieties and
purposes, with each dimension consisting of a number of elements (e.g. sound and
image in mode). In order to communicate, the self uses ‘multiplicities’, which refers to
how different features across the dimensions and their elements are noticed,
combined, used and stored. In terms of additional language acquisition, the
framework of multiplicities provides a more holistic view, seeing the process as one in
which individuals expand plurilingual communicative repertoires by noticing,
combining, using and storing features from the different varieties encountered.
Educational contexts such as CLIL have the potential to provide affordances for the
building of such plurilingual communicative repertoires, but more needs to be known
about the factors associated with enhancing and possibly hindering such
68
opportunities. In this paper, I apply the framework of multiplicities to communication in
a secondary classroom where learners study technology in English as a foreign
language. Multimodal conversation analysis is used to show how participants draw on
features from different modes (sound and image through speech and written
messages), mediation (the use of the body and other technologies), macro and microgeopolitical varieties (English, Spanish and subject and classroom-specific) and
purposes (participating in classroom activities and engaging with macro and microtexts in the technology curriculum) to communicate, and, at times, struggle to
communicate, in this context. It is argued that a framework based on the construct of
multiplicities can be much more productive for understanding how the self’s plurilngual
communicative repertoire may develop in contexts like immersion or CLIL, than
second language acquisition approaches based on more ‘discrete’ views of language
and communication. The paper concludes with some implications for pedagogic
practice and teacher development in CLIL and immersion contexts.
Reference
Nicholas, H. & D. Starks (2014). Language education and applied linguistics: Bridging the two
fields. London: Routledge.
Título: Linguistic repertoires and accumulated narratives supporting L2
language development
Autores:
Mourão
[email protected])
Mourão,
Sandie
(independent
scholar
-
The premise for this paper is that picturebooks are multimodal objects (Kress & van
Leeuwen, 2000) combining picture and word and when used in the classroom can
provide multiple affordances, through these two modes, for socially mediated meaning
making and thus language development.
In classrooms where English is learned as another language, picturebooks are
considered appropriate, authentic resources for language learning. They contain rich
forms of the target language and, in particular when the verbal text is repetitive and
cumulative in structure, promote imitation and repetition as well as support first steps
in becoming literate in both the mother tongue (L1) and the target language (L2).
However, there is little overt recognition of the use of the illustrations in picturebooks
to support the development of the L2 other than developing a functional literacy.
Recent discussion around using picturebooks for language learning highlights the role
of selecting titles with complex picture-word dynamics to challenge learners to use
both the pictures and the words in a transactional sense (Rosenblatt, 1995), valuing
the learner’s individual experiences in the creation of significances (Bland, 2007;
Mourão, 2013)
In this paper I share findings from an empirical study investigating how pre-school
children used their first (L1) and second languages (L2) to interact with English
picturebooks. The study aimed at understanding how the L2 developed when the
illustrations in picturebooks were valued as affordances for learning. Data from the
study was analyzed using categories from a grounded theory of literary understanding
69
(Sipe, 2000). Results show how children responded according to three literary
impulses and how each response enabled children to creatively use their linguistic
repertoires. Results revealed the importance of repeated exposure to a picturebook in
order to allow deeper interpretations of the visual-verbal narrative. In this paper I
highlight the creation of an accumulated narrative response (Mourão, 2012), which
scaffolded children's retelling of the picturebook using both the L1 and the L2. I
conclude that the theory of literary understanding provides insight into why children
respond as they do to multimodal texts during shared read alouds and, together with
resource to their linguistic repertoires, supports children's personal significances and
multiple interpretations, which results in L2 language development.
References
Bland, J. (2007). “Picturebooks as a gateway to literacy and the habit of reading for young
learners”. CATs, The IATEFL Young learner Publication, 2007, nº1, pp. 10-12.
Kress, G. & van Leeuwen, T. (1996). Reading images: the grammar of visual design. London:
Routledge.
Mourão, S. (2013). Response to 'The Lost Thing': Notes from a secondary classroom.
CLELEjournal Vol 1(1) 2013 pp. 81-106. Retrieved from: http://clelejournal.org/article5/
Mourão, S. (2012). English picturebook illustrations and language development in early years
education. Unpublished PhD thesis, University of Aveiro, Aveiro, Portugal.
Rosenblatt, L.M. (1995). Literature as Exploration. New York: Modern Language Association of
America.
Sipe, Laurence. (2000) The Construction of Literary Understanding by First and Second
Graders in Oral Response to Picture Storybook Read-Alouds, in Reading Research Quarterly,
35(2), pp. 252 - 275.
Título: Transfer and language typology: Pronominal subjects in the production
of L2 English speakers
Autores: Mujcinovic, Sonja (Universidad de Valladolid - [email protected])
This study deals with the use of sentential subjects with a focus on pronouns and
compares the L2 English written production of L1 Danish and L1 Bosnian speakers.
Previous studies on language typology and L2 acquisition have argued that
typologically different languages, when in contact, influence each other resulting in
transfer (e.g. Odlin 1989, Meisel 2001, Pladevall Ballester 2012), especially if the
grammatical feature under analysis has a different morphological and pragmatic
representation. In order to discuss the importance of language typology and its
relation to transfer and language dominance, the present study analyzes English in
comparison to (i) a language that is typologically similar (i.e. Danish) and (ii) a
language that is typologically different (i.e. Bosnian).
70
The study focuses on sentential subjects and their nature instantiation as overt or null
subjects. In the case of null subjects, previous studies (Jaeggli & Safir 1991, Hymes
1993, Tsimpli & Roussou 1991, White 2006, Murphy 2003) have shown that (i) nullsubjects are a very salient grammatical property of morphologically rich languages
and (ii) this salient property is subject to transfer, especially when dealing with
typologically different languages (e.g. English and Bosnian since English requires
their subjects to be overt while Bosnian allows null subjects). In the case of
typologically similar languages (e.g. English and Danish, both requiring overt
subjects), no negative transfer is expected and, in particular, the no production of illicit
null subjects.
To carry out this analysis two groups of participants were selected: 15 L1 Danish
participants and 15 L1 Bosnian participants. They were asked to narrate a story in
English based on a set of 5 pictures adapted from The Edmonton Narrative Norms
Instrument (ENNI) (Schneide, Dubé & Hayward 2005). All the participants had learned
English as their L2 in an institutional setting during period of four years. Subjects
produced were classified using 3 different criteria: form (full DPs (determiner phase),
pronouns or null subjects); grammaticality (correct or incorrect); and appropriateness
in terms of referentiality (DPs for referent introduction, disambiguation or emphasis
and pronouns for referent maintenance).
The results show a significant difference between these two groups of L2 English
learners. The English subjects produced by the L1 Danish speakers are both
grammatically correct and pragmatically adequate; whereas the L1 Bosnian speakers
produce both grammatically incorrect subjects (i.e. null instead of overt) and
pragmatically inadequate subjects (i.e. DPs instead of pronouns). These results point
to language typology as a primary source for transfer.
Título: The acquisition of request modifiers and 'What Lies Beneath'
Autores: Nashaat Sobhy, Nashwa (Universidad San Jorge-Zaragoza [email protected])
Ample research devoted to interlanguage pragmatics has contrasted learners’
realization of requests to native performance (e.g. Blum-Kula et al, 1989; Cenoz and
Valencia, 1996; Hill 1997; Woodfield, 2008; Woodfield and Economidou-Kogetsidis
2010). Parting from the fact that interactions in English between speakers of different
nationalities has created communities of English as a lingua franca (ELF hereafter)
speakers from which the native figure is probably absent (Seidlhofer, 2005), it is
becoming increasingly urgent to reconsider relying on the native-model as the default
one.
Four proposed models for ELF were summed up by Ur (2010), and which have been
subjected to criticism for either ideological or practical reasons (c.f. Jenkins, 2006:
173; Canagarajah, 2007: 210). What scholars agree on though is the need to find a
point of reconciliation between ideology and practice and continue to inject ideas of
approaches that would bring us closer to having a model that includes ELF speakers.
71
Based on the former introduction, this presentation concerns itself with learners’
acquisition of request modifying devices (external, internal and strategies) in regards
to form and usage, presented through a repertoire of requests that was gathered from
different educational levels in CLIL (Content and Language Integrated Learning) and
non-CLIL groups (Nashaat Sobhy, 2014). Findings from the analysis of these
requests, based on a typology which reflects (ill)rapport, will be presented in light of
currently used language teaching outlines and teachers’ practices. The aim of the
presentation is twofold: first, to discuss the reasons which lead learners in higher
educational levels to produce more aggravated requests than their peers in lower
educational levels. Second, it aims to highlight the importance of adopting the view
that teaching strategic competence rather than conventional formulas maybe the key
to conciliating ideology and practice when working towards a model for ELF, and for
which exposing learners to non-routine situations is imperative (Nashaat Sobhy &
Llinares, 2013).
References
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and
apologies. Norwood, NJ: Ablex.
Canagarajah, S (2007). An Interview with Suresh Canagarajah. In Rubdy, E. & Saraceni, M.
(Eds.). English in the world. London: Continuum.
Cenoz, J., & Valencia, J. F. (1996).Cross-cultural communication and interlanguage
pragmatics: American vs. European requests. Pragmatics and language learning, 7, 41–54.
Hill, T. (1997). The development of pragmatic competence in an EFL context. (Order No.
9813574, Temple University).ProQuest Dissertations and Theses, 205 p. Retrieved from
http://search.proquest.com /docview/304392872? accountid=8423. (304392872).
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua
franca. TESOL Quarterly,40 (1),157-181.
Nashaat Sobhy, N. (2014). Assessing the Interlanguage Pragmatics of CLIL and Non-CLIL
Students. Unpublished Thesis. Universidad Autónoma de Madrid.
Nashaat-Sobhy, N., & Llinares, A. (2013) CLIL students’ pragmatic performance in naturalistic
and elicitation tasks. Paper presented at AESLA conference (Tenerife).
Seidlhofer, B. (2005). Key concepts in ELT. English as a lingua franca. ELT Journal, 59(4),
339-341.
Woodfield, H. (2008). Interlanguage requests in English: A contrastive study. In M. Püetz & J.
Neff Van Aertselaer (Eds.), Studies on Language Acquisition, Developing Contrastive
Pragmatics: Interlanguage and Cross-Cultural Perspectives (pp.231–264). Berlin: Mouton De
Gruyter.
Woodfield, H., & Economidou-Kogetsidis, M. (2010). I just need more time: a study of native
and non-native students’ requests to faculty for late submission. Multilingua, 29(1), 77-118.
Ur, P. (2010). English as a Lingua Franca: a teacher’s perspective. Cadernos de Letras
(UFRJ), 27.
Retrieved
from
72
http://www.letras.ufrj.br/anglo_germanicas/cadernos/numeros/122010/textos/cl301220100pen
ny.pdf
Título: Los efectos de un modelo de instrucción en estrategias sobre la
competencia en comprensión auditiva
Autores: Nogueroles López, Marta (Alcalingua-Universidad de Alcalá [email protected])
Esta comunicación está dirigida a presentar un estudio que investiga los efectos del modelo
de instrucción en estrategias propuesto sobre la competencia en comprensión
auditiva de treinta y ocho estudiantes hongkoneses de español. Dichos participantes
fueron divididos en dos grupos: el grupo experimental, instruido en estrategias de
comprensión auditiva, y el grupo de control que, presentando las mismas
particularidades, intereses y necesidades, no gozó de tal entrenamiento.
De este modo, en el grupo experimental, se diseñó e implementó una instrucción
centrada en el desarrollo e integración de estrategias de comprensión auditiva en un
curso regular de español como lengua extranjera. Por otra parte, en el grupo de
control, la comprensión auditiva se trabajó de manera tradicional mediante la
reproducción de pistas de audio y la compleción de actividades de comprensión. En
ambos grupos, la competencia en comprensión auditiva se midió a través de tres
pruebas de aprovechamiento: una al principio de la instrucción (inicial), otra a la mitad
(intermedia) y otra al final (final) de la misma.
Los resultados obtenidos a partir de la aplicación de las pruebas de muestras
relacionadas y del análisis ANOVA ponen de manifiesto que la instrucción en
estrategias repercute positivamente en la competencia en comprensión auditiva de
los estudiantes.
Título: Phonological short-term memory as a predictor of amount of l1 transfer
in the production of English /i:-I/
Autores: Ortega Duran, Mireia (Universitat de Barcelona - [email protected]);
Cerviño Povedano, Eva (Universitat de Barcelona - [email protected])
Catalan/Spanish EFL learners’ perception and production of English vowel contrasts
has been extensively shown to be a difficult process (Cebrian 2007; Morrison 2009).
Specifically, vowel production seems to be affected by L1 vowel categories. According
to Flege’s 1995 Equivalence Classification Hypothesis, L2 sounds are frequently
assimilated to L1 phones in such a way that L1 sounds are transferred into the L2.
Many factors, such as language proficiency and input, have been identified as playing
a significant role in the successful acquisition of the English vowel system. However,
the role played by cognitive language abilities in the acquisition of an L2 phonology
has been under-researched. Some studies show that Phonological Short-Term
Memory (PSTM) is an important factor in the perception of L2 vowel contrasts
73
(Cerviño-Povedano and Mora 2011). However, less research has focused on the
relationship between PSTM and vowel production.
The present study examined the production of 19 Catalan/Spanish EFLs taking a
degree in English Studies at the University of Barcelona to investigate the amount of
L1 transfer into L2 vowel production. The learners’ L2 proficiency was controlled for
using the X/Y-lex vocabulary test (Meara 2005; Miralpeix and Meara 2006). To
analyse /i:-I/ production, two versions of Flege et al. 1995’s Delayed Sentence
Repetition Task (DRS) were used, one in English with the minimal pair beat-bit, and
one in Catalan with the word dit. PSTM was tested with a Serial Non-Word
Recognition task (SNWR) in an L0 (Danish). It has been demonstrated that Danish
SNWR neutralizes possible language-dominance differences with Catalan/Spanish
bilingual populations (Cerviño-Povedano 2013). As expected, the results of the
Danish SNWR task revealed no significant differences between the scores
of High and low Catalan use groups assessed in a language background
questionnaire. EFL learners’ spectral difference production between /i:-I/ was
calculated, and significant correlations were found between spectral distances in /i:-I/
and Danish SNWR scores. Participants were divided into High and Low-PSTM groups
through a median split. The results showed that the High-PSTM group produced
greater spectral distance in the production of /i:-I/ than the Low-PSTM group. The
results of this study show that PSTM is a predictor of L1 vowel transfer into L2 vowel
production.
References
Cebrian, J. (2007) Old sounds in new contrasts: L2 production of the English tense-lax vowel
th
distinction. Proceedings of the 16 International Congress of the Phonetics Sciences,
Saarbrucken, Germany.
Cerviño-Povedano, E (2013). Phonological short-tem memory and L2 vowel category
development. Cardoso, W., Trofimovich, P. and Chung, R. (eds) New
Sounds 2013:
Proceedings of the 7th International Syposium on the Acquisition of Second Language
Speech. 41.
Cerviño-Povedano, E., Mora, J. C. (2011). Investigating Catalan learners of English overreliance on duration: vowel cue weighting and phonological short-term memory. DziubalskaKo?aczyk, K., Wrembel, M. and Kul, M. (eds.)Achievements and perspectives in the
acquisition of second language speech: New Sounds 2010. Volume 1. Peter Lang. 53-64.
Flege, J., (1995). Second language speech learning: Theory, findings and problems. In
Winifred Strange. Speech perception and linguistic experience: Theoretical and
methodological issues. Baltimore: York Press. pp. 233–277.
Flege, J.E. (1995). Factors affecting strength of perceived foreign accent in a second
language. Journal of the Acoustic Society of America. 9 (5).
Meara, P.M. (2005). X_Lex: the Swansea Vocabulary Levels Test. v2.05. Swansea: Lognostic.
Meara, P.M, Miralpeix, I. (2006). Y_Lex: the Swansea Advanced Vocabulary Levels Test.
v2.05. Swansea: Lognostics.
Morrison, G.S. (2009). L1-Spanish speakers’ acquisition of the English/i:/-/I/ contrast II:
Perception of vowel inherent spectral change. Language & Speech, 52, 437–462.
74
Título: La evaluación de comprensión auditiva en pruebas en línea mediante
el uso de video
Autores:
Pardo
Ballester,
[email protected])
Cristina ( Iowa
State
University
-
En los últimos años, la habilidad de escuchar y comprender una segunda lengua ha adquirido
gran importancia en el área de adquisición de lenguas. Gracias a la sofisticada tecnología
vuelve el interés por la relación entre canales auditivos y visuales no solo para enseñar dicha
habilidad sino también para evaluarla. Los resultados de recientes investigaciones sobre el
uso de canales visuales para evaluar la comprensión auditiva no han tenido resultados
convincentes. Algunos participantes tuvieron mejores resultados en pruebas que incluyeron
input visual (Ginther, 2002; Wagner, 2007) mientras que otros no encontraron ninguna
diferencia en los resultados de los participantes cuando las pruebas usaron dos formatos
(Coniam,2000) o ni siquiera encontraron un efecto o un efecto perjudicial cuando el video fue
el formato que se usó en las pruebas (Ockey, 2007; Suvorov, 2008). Esta variedad de
resultados indica la necesidad de investigar el papel de video y audio en la comprensión
auditiva. En este estudio examino los efectos de tres tipos de formatos diferentes que se
usaron en pruebas de comprensión auditiva: (a) video con ayuda visual, (b) sin ayuda visual
(solo se usó audio), y (c) se añadió redundancia al audio para facilitar la comprensión. 246
estudiantes de español intermedio de una universidad estadounidense forman parte de este
estudio. Los participantes de dicho estudio participaron en cuatro pruebas de comprensión
auditiva incluyendo una versión elaborada del texto de comprensión auditiva. Se mostrarán
los resultados de las pruebas con los tres formatos y con la incorporación de redundancia en
el audio, al igual que se mostrará las preferencias de los participantes respecto a las
actividades de diferentes tipos.
Título: Using language for knowledge construction in CLIL and L1 group work
activities
Autores: Pastrana Izquierdo, Amanda (Universidad Autónoma de Madrid [email protected]); Pascual, Irene ( [email protected]);
Llinares, Ana ([email protected])
Immersion settings in Canada, content-based instruction in the US and CLIL (Content
and Language Integrated Learning) educational models in Europe have sought to
bring a more naturalistic way of learning a second or foreign language into the
classroom. However, many researchers have expressed their concern over two key
objectives that do not seem to have been satisfactorily achieved in these programs: a)
the integration of content and language (Cenoz, Genesee & Gorter, 2014) and b) the
need for more student-centred (Llinares & Morton, 2010; Dalton-Puffer, 2007;
Gassner & Maillat, 2006) or peer practice (Ballinger, 2013) activities/methodologies. In
fact, most of the existing research on CLIL classroom interaction has focused on
teacher-fronted lessons (Nikula, Dalton-Puffer and Llinares 2013).
The integration of content and language and the use of student-centred
methodologies are essential elements to guarantee the naturalistic language learning
approach that CLIL and other bilingual educational models aim to provide. For this
reason, in this study we analyse CLIL students’ use of a foreign language to create
75
knowledge when participating in social science group work activities. Also, we would
like to find out if these students’ performance is similar or different from that of
students of the same age who study the same subject in Spanish. The data used for
this study comprise, then, a corpus of group-work discussions from history classes
taught in English (CLIL) and parallel history classes taught in Spanish (L1) in two
secondary school classrooms (grade 8, students aged 13 and 14). The same activity,
following the same prompt, was used in L1 and CLIL classrooms. During this activity
we have sought to analyse and compare students’ performance in terms of language
and content produced. For this purpose, the data were analysed by means of a multilevel methodological approach including two layers: interaction and register. The main
finding reveals that CLIL students seem to work more collaboratively than L1
students. They co-construct knowledge by using language to build on and challenge
each other’s ideas, meeting the requirements of exploratory talk (Mercer 1995), in
which students are critically and constructively engaged.
References
Ballinger, S. (2013). Towards a cross-linguistic pedagogy: Bileteracy and reciprocal learning
strategies in French immersion. (2013) CLIL classroom discourse: Research from
Europe. Journal of Immersion and Content-Based Language Education 1:1 . John Benjamins
Publishing.
Cenoz, J., Genesee, F. and Gorter, D. (2014) Critical analysis of CLIL: taking stock and
looking forward. Applied Linguistics 35(3), 243-262.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam, The Netherlands: John Benjamins.
Gassner, D., and Maillat, D. (2006). Spoken competence in CLIL: A pragmatic take on recent
Swiss data. In C. Dalton-Puffer & T. Nikula (Eds.), Current Research on CLIL. VIEWZ, 15(3),
15–22.
Llinares, A., & Morton, T. (2010). Historical explanations as situated practice in content and
language integrated learning. Classroom Discourse, 1(1), 46–65.
Mercer, N. (1995). The guided construction of knowledge. Clevedon: Multilingual Matters.
Nikula, T., Dalton-Puffer, C. and Llinares , A. (2013) CLIL classroom discourse: Research from
Europe. Journal of Immersion and Content-Based Language Education 1:1 . John Benjamins
Publishing
Título: Incidental learning of collocations from reading
Autores: Pellicer Sanchez, Ana (University of Nottingham - [email protected])
Reading is not only an essential form of communication but also an important source
of vocabulary growth both in first language and second language contexts. Previous
research has shown the effectiveness of reading for the acquisition of several
76
components of vocabulary in a second language (e.g. Pellicer-Sánchez & Schmitt,
2010; Webb, 2005). However most of the studies examining the incidental acquisition
of vocabulary from reading have focused on the acquisition of single words. Despite
the importance of mastering knowledge of collocations, and other types of formulaic
language and multi-word units, for achieving high levels of proficiency and fluency in a
foreign language, research studies exploring the acquisition of collocations are
scarce. The few studies available have shown that incidental learning from reading
(e.g. Webb & Kagimoto, 2009) and intentional learning activities (e.g. Kasahara, 2011)
seem to be effective methods for learning collocations in a foreign language.
However, these previous studies have only examined the acquisition of collocations
with certain combinations of learners’ knowledge of the two components. Based on
the empirical evidence available so far, little is still know about what is the most
effective approach for the teaching and learning of collocations and about the
effectiveness of reading for the incidental acquisition of this type of multi-word units.
The aim of this study was therefore to explore whether learners could incidentally
acquire from reading knowledge of adjective-noun collocations in which the first
component was known and the second unknown. Intermediate learners of English
read a story containing target collocations and were then tested on their knowledge of
form, meaning, and collocation (at both recall and recognition levels) one week after
the reading session. The effect of frequency of exposure was also examined by
manipulating the number of occurrences of the collocations in the story (4 and 8
repetitions).
Results showed that collocations can be learnt incidentally from reading; that it is
learnt at a similar rate to other lexical components such as form and meaning of
individual words; and that the frequency manipulation in this study does not seem to
have a significant effect on the acquisition of any of the aspects examined.
References
Pellicer-Sánchez, A. & Schmitt, N. (2010). Incidental Vocabulary Acquisition from an Authentic
Novel: Do things fall apart? Reading in a Foreign Language, 22 (1), 31-55.
Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional
vocabulary learning. System, 39, 491-499.
Webb, S. (2005). Receptive and productive vocabulary learning: The effect of reading and
writing on word knowledge.Studies in Second Language Acquisition, 27(1), 33-52.
Webb, S. & Kagimoto, E. (2009).The effects of vocabulary learning on collocation and
meaning. TESOL Quarterly, 43(1), 55- 77.
Título: La transferenica léxica en la interlengua escrita de estudiantes
brasileños de ELE
Autores: Pérez Cabrera Mafra Barreto, Ana Beatriz Pérez Cabrera Mafra
Barreto (Universidad Nebrija - [email protected])
77
Este estudio longitudinal examina patrones de transferencia léxica en la producción
escrita de dos aprendices brasileños adultos de ELE del Instituto Federal de
Educação, Ciência y Tecnologia, RN/Brasil. Dos cuestiones amplias orientan esta
investigación. La primera, cómo se manifiesta la transferencia léxica con generalidad
y cuáles son los tipos producidos. La segunda, cómo se manifiesta la transferencia
léxica en el continuum de las interlenguas escritas y si los subcorpus presentan
puntos de intersección al tener los aprendientes una misma L1, y una preparación
académica similar. El corpus de aprendientes contiene setenta textos escritos con un
total de 18.287 palabras, distribuidos en dos subcorpus, elaborados como parte del
currículo durante cinco niveles de aprendizaje, entre los años 2007 y 2009. Para
identificar, clasificar y explicar los errores, fueron usadas las teorías de lingüística
contrastiva, particularmente comparaciones entre portugués-español de fenómenos
léxicos identificados como problemáticos en los análisis de errores y de interlengua.
Además, para definir el alcance del influjo léxico del portugués fue utilizado el modelo
de conocimiento de las palabras en cuanto a forma, significado y uso de Nation
(2001). Los análisis de los datos indican que estos tres aspectos del conocimiento del
vocabulario se ven afectados, guardando gran similitud los perfiles generales de
errores de transferencia léxica del corpus y de los subcorpus. Por otra parte, los ocho
tipos de transferencia léxica encontrados exhiben en su mayoría perfiles de
frecuencia de errores muy elevados en los primeros niveles de aprendizaje.
Asimismo, el aumento o disminución de las frecuencias de errores exhibidas por
algunos tipos de transferencia léxica en el continuum de la interlengua muestra el
efecto facilitador de la similitud entre lenguas tipológicamente relacionadas y, en
cierto modo, que el uso de las similitudes interlingüísticas forma parte de cómo las
personas aprenden lenguas.
Referencias
Corder, S. P. (1983). A role for the mother tongue. En S. Gass y L. Selinker, (Eds.). Language
Transfer in Language Learning (85-97). Rowley, MA: Newbury House.
Ellis, R. ([1994] 2008). The Study of Second Language Acquisition. Oxford: Oxford University
Press.
Granger, S. (2008). Learner corpora in foreign language education. En N. V. Deusen-Scholl y
N. H. Hornberger (Eds.).Encyclopedia of Language and Education 2nd edition. Second and
Foreign Language Education (4: 337-351). Springer Science and Business Media.
Kellerman, E. (1983). Now you see it, now you do not. En S. Gass y L. Selinker
(Eds.) Language Transfer in Language Learning (112-134). Rowley, MA: Newbury House
Jarvis, S., y A. Pavlenko, (2010). Cross-linguistic Influence in Language and Cognition. New
York and London: Routledge.
Nation, P. (2001). Learning Vocabulary in another Language. Cambridge: Cambridge
University Press.
Noordman-Vonk, W. (1979). Retrieval from Semantic Memory. Berlin: Springer.
Odlin,
T.
(1989). Language
Transfer.
Cross-linguistic
Learning. Cambridge: Cambridge University Press.
Influence
in
Language
78
Odlin, T. (2003). Cross-linguistic influence. EnC. Doughty y M. Long (Eds.). Handbook of
Second Language Acquisition(487-535). Oxford: Blackwell.
Ringbom H. (2007). Cross-linguisticSimilarity in Foreign Language Learning.
England: Multilingual Matters.
Clevedon,
Schachter, J. (1983). A new account of language transfer. En S. Gass y L. Selinker
(Eds.). Language Transfer in Language Learning (98-111). Rowley, MA: Newbury House.
Título: A case study comparing oral communication in online and face-to-face
interaction
Autores:
Pinyana
Garriga,
Àngels
(Universitat
de
[email protected]);
Khan,
Sarah
(Universitat
de
[email protected])
Vic
Vic
-
Considering the increasing need that students have to juggle study, work, and family
life, and the ever expanding use of electronic communication, many universities are
offering their students more flexible learning opportunities through the introduction of
online components. Traditional face-to-face classes are often replaced or
complemented by complete or blended online courses, or just spiked with online
activities and discussions. Consequently, second and foreign language teachers and
researchers are concerned not only with how to proceed with the implementation of
such courses and tasks, but also with how to effectively use this technology in the L2
learning environment. A considerable amount of literature has empirically
demonstrated that Computer Mediated Communication (CMC) provides similar
learning opportunities as those which take place face-to –face (Levy & Stockwell,
2006). In this line, Darhower (2002), for instance, claims that both online and FTF
contexts provide an analogous learner–centred environment, and other studies
conclude that similar opportunities for negotiation of meaning (Pellettieri, 2000;
Toyoda & Harrison, 2002), feedback (Iwasaki & Oliver, 2003) or reformulation of
output (Lee, 2004) take place in both contexts. Hence, if CMC is similar to FTF
communication, oral computer mediated communication (OCMC) is also considered
to develop L2 learners’ speaking skills online, as both contexts seem to reproduce
similar patterns. Research on OCMC reports, for example, that technology is bound
to increase students’ participation and promote extensive oral production in the target
language (e.g., Beauvois, 1992), as well as enhance L2 motivation, collaboration, and
learner autonomy (Sun, 2009). Few studies, however, are aimed at describing the
similar/different features, in terms of complexity, accuracy and fluency (CAF), that
students’ oral production may present when they carry out an online or a FTF task
aimed at promoting interaction.
This communication will compare task-based oral communication in online and FTF
interaction among intermediate-level learners of EFL by means of a case study, which
is part of a broader study encompassing French and German as L3. The present case
study examines, on the one hand, complexity, accuracy and fluency (CAF) and, on
the other, interactional strategies between learners in online and FTF contexts .Two
pairs of both online and FTF learners were asked to complete a role-play featuring a
decision-making task commonly used in EFL classes. Prior to starting the task, both
online and FTF groups were given a list of usual phrases that could be used during
79
the interaction but no further help from the teacher was provided. The online group
used Blackboard Collaborate, an online collaboration platform, to carry out the task,
whereas the FTF group completed the class in their usual classroom setting. Tasks
were transcribed and coded for more than twenty different measures which were
compared across the two different contexts. The pattern of interaction between these
contexts will be described and implications for preparing learners to move from FTF to
online oral interaction will be discussed.
References
Beauvois, M. (1992). Computer-assisted classroom discussion in the foreign language
classroom: Conversation in slow motion. Foreign Language Annals, 25, 455-63.
Darhower, M. (2002). Interactional features of synchronous computer-mediated
communication in the intermediate L2 class: A sociocultural case study. CALICO Journal,
19, 249-77..
Iwasaki, J, & Oliver, R. (2003).Chat-Line Interaction and Negative Feedback. Australian
Review of Applied Linguistics, 17, 60-73.
Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native
speakers of Spanish in the US.Language Learning & Technology, 8, 83-100.
Levy, M. & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted
language learning. Mahwah, NJ: Routledge.
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of
grammatical competence in the virtual foreign language classroom. In M. Warschauer & R.
Kern, (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86).
Cambridge: Cambridge University Press.
Sun, Y. (2009). Voice blog: An exploratory study of language learning. Language Learning &
Technology 13,(2), 88-103.
Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between
learners and native speakers of Japanese. Language Learning & Technology, 6, 82-99.
Título: A longitudinal analysis of primary school students’ Foreign Language
motivation in CLIL and non-CLIL settings
Autores: Pladevall Ballester, Elisabet (Universitat Autònoma de [email protected])
Exposing young learners to a foreign language makes them develop positive attitudes
towards languages and language learning, may reduce foreign language anxiety,
enhances the development of metacognitive skills and learning strategies and gives
them more time for learning (Johnstone 2009; Nikolov 2009). Alongside English as a
80
Foreign Language (EFL) lessons, CLIL is often introduced in primary school settings
as a potentially effective meaning-oriented practice that promotes motivation, learning
and interest in the foreign language. Yet, student Foreign Language (FL) motivation
can also be reduced in CLIL settings as a result of the loss of self-esteem when
dealing with cognitively challenging knowledge in a foreign language (Cenoz,
Genesee and Gorter, 2014), particularly in the case of weak students. Research
conducted in secondary education suggests that CLIL learners are more motivated to
learn a foreign language than EFL students (Murtagh, 2007; Lasagabaster, 2011;
Doiz, Lasagabaster and Sierra, 2014a, 2014b) but research on primary students’
motivation in CLIL settings remains more inconclusive. While some studies point
towards CLIL having a boosting effect on motivation (Seikkula-Leino, 2007), other
studies do not report such an effect. Fernández Fontecha and Canga Alonso (2014)
carried out a study on 8-9 year-old primary students’ general motivation levels in CLIL
and non-CLIL settings and significant differences were found in favour of the non-CLIL
group.
This study aims to contribute new data to the study of FL motivation and CLIL among
primary school students by exploring motivation longitudinally in EFL and EFL+CLIL
settings for two academic years. More specifically, the study analyses the differences
in FL motivation between EFL and EFL+CLIL groups, between science CLIL students
and arts and crafts CLIL students, and between proficiency level groups in the two
instructional settings. Our sample includes 287 students doing 5th and 6th grade, half
of whom were exposed to EFL only and the rest to EFL and additional CLIL sessions
in science or arts and crafts which were first implemented at the start of the study. A
4-point scale questionnaire with smiley and sad faces including 14 questions on the
students’ perceptions of the English language, the learning process and the
usefulness of learning English was administered 4 times during the two academic
years. CLIL students generally displayed higher results all throughout the study.
However, whereas no significant differences were found in the perceptions of the
English language, significantly higher scores were displayed in favour of the CLIL
learners in perceptions of the learning process, particularly among the arts and crafts
group and high-achievers. As for the students’ perceptions of the usefulness of
English, significant differences were found in favour of the CLIL group during the
second year of the study, particularly in the arts and crafts group and among mid
achievers. All in all, the general tendency is for CLIL learners to increase their levels
of motivation during the first year of CLIL implementation and remain stable or slightly
decrease during the second year. An insight into the teaching practices employed and
the students’ opinions will account for the results.
References
Cenoz, J., Genesee, F. and Gorter, D. (2014). Critical Analysis of CLIL: Taking stock and
looking forward. Applied Linguistics, 35 (3): 243-262.
Doiz, A., Lasagabaster, D. and Sierra, J.M. (2014). CLIL and motivation: The effect of
individual and contextual variables. Language Learning Journal, 42 (2): 209-224.
Doiz, A., Lasagabaster, D. and Sierra, J.M. (2014). Giving voice to the students. What
(de)motivates them in CLIL classes?. In Lasagabaster, D., Doiz, A. And Sierra, J.M.
(eds.) Motivation and Foreign Language Learning. From theory to practice (pp. 117-138).
Amsterdam/Philadelphia: John Benjamins.
81
Fernández Fontecha, A. and Canga Alonso, A. (2014). A preliminary study on motivation and
gender in CLIL and non-CLIL types of instruction. International Journal of English Studies, 14
(1): 21-36.
Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In
J. Enever, J. Moon and U. Raman (eds.), Young learner English language policy and
implementation: international perspectives (pp. 31-42). Reading, UK: Garnet Education
Publishing.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL
settings. Innovation in Language Learning and Teaching, 5, 3–18.
Murtagh, L. (2007). Out-of-school use of Irish, motivation to learn the language and proficiency
in immersion and subject-only post-Primary programmes. International Journal of Bilingualism
and Bilingual Education, 10(4), 428–453.
Nikolov, M. (2009). The age factor in context. In M. Nikolov (ed.), The age factor and early
language learning (pp. 1-38). Berlin: Mouton de Gruyter.
Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language
and Education, 21(4), 328–341.
Título: A meta-analysis of reliability coefficients in second language research
Autores:
Plonsky,
Luke
(Northern
Arizona
University
[email protected]);
Derrick, Deirdre ( Northern Arizona University - [email protected])
-
Concerns have been raised in recent years over the lack of reliability estimates found
in reports of second language (L2) research (e.g., Cohen & Macaro, 2010; Plonsky &
Gass, 2011). The actual reliability of instruments, of course, presents a potentially
greater threat to internal validity. Furthermore, L2 researchers are left to interpret the
performance of their instruments, if they do so, in relation to generic benchmarks. In
response to these issues, and as a means to guide the interpretation of L2 research
instruments, this paper meta-analyzes reliability estimates (internal consistency,
interrater, intrarater) as reported in the field. We also explore heterogeneity in
observed estimates as a function of different coefficients and of study and instrument
features suggested to moderate them (e.g., Brown, 2014). More concretely, we
recorded 2,244 reliability coefficients found in 532 published studies along with
features corresponding to the designs (e.g., sample size, proficiency) and instruments
(number of items, test formats) employed. We also coded for the type of reliability
index reported (e.g., alpha, KR20). The three types of reliability varied, with the lowest
estimates found for internal consistency: median = .82, interquartile range (IQR) = .15.
Interrater and intrarater estimates were substantially higher at .92 (IQR = .13) and .95
(IQR = .06), respectively. These overall estimates were also found to vary according
to several study and instrument features such as learner proficiency (low = .79,
intermediate = .84, advanced = .89) and target skill (e.g., writing = .88 vs. listening =
.77). With respect to different coefficients, those calculated by dividing instruments
into two parts (e.g., split-half) were consistently larger than those that take each item
into account (e.g., Cronbach’s alpha). In addition to raising L2 researchers’ awareness
82
of the need to report reliability and other psychometric features (see Norris & Ortega,
2012), we use our results to inform and encourage interpretations of reliability relative
to the larger field as well as to the substantive and methodological features particular
to individual studies and subdomains.
Título: Teaching anything or not teaching it: The effects of instruction in the
L2/L3 development of English NPIs
Autores: Puig Mayenco, Eloi ([email protected])
This study aims to look at the teaching effects in the non-native development of the
distribution of the Negative Polarity Item anything. The data reported in this study
come from a cross-sectional study conducted on Catalan/Spanish bilingual and
Spanish monolingual learners of English. As reported in Puig-Mayenco Marsden (in
prep) and in the lines of the Typological Primacy Model (Rothman, 2011) the
behaviour of Catalan/Spanish bilingual and Spanish monolingual learners of English is
different with respect to the judgement of anything in two different contexts
(conditionals and ‘anything + negation’) due to different transfer patterns.
In English, anything is allowed in conditional sentences, such as (1), but not licensed
when c-commanding negation (2) (Giannakidou, 2011):
(1) If you say anything, I will kill you.
(2) *Anything is not worth it.
Spanish transfer for the L1-Spanish-L2-English participants facilitates judgements of
the ‘anything+negation’ structure (2) but provides problems for the conditionals (1).
On the other hand, Catalan transfer in the L1-Catalan-L2-Spanish-L3 English group
provides facilitative transfer for conditionals (1), but non-facilitative transfer for the
‘anything+negation’ structure (2).
In the study, two experimental groups and an English control group were tested (see
table 1 for number of participants). The main experimental task was an Acceptability
Judgement Task in which they were tested on several different syntactic conditions –
2 of them are reported in this study. A RM ANOVA was run on the data in order to find
significant differences among the groups. Table 1 contains the descriptive statistics of
the experiment.
The L1-Spanish-L2 English group achieved high rates of accuracy ( 83%) at
advanced levels when accepting anythingin the conditional structure, overcoming nonfacilitative transfer; as opposed to the L1-Catalan-L2-Spanish-L3-English group
whose mean of accuracy for the ‘anything+negation’ structure was low (61.36%),
thus, showing that overcoming non-facilitative transfer is somehow more difficult for
this group. In order to account for this difference, a review of eight ESL textbooks was
done and an open questionnaire with 4 ESL teachers conducted. The difference in
rate of accuracy might have been caused by a difference in the teaching of anything in
83
these two contexts. Input and teaching effects seem to be a plausible explanation for
the difference in development for these two groups.
This study highlights that the teaching effect and the input itself had a very important
role in restructuring the grammar of these L2/L3 learners of English. These findings
might serve the purpose of informing the teaching community. Passing on findings in
SLA research to the teaching community is extremely important and can be really
helpful, a bridge which we sometimes forget about.
Conditional *any + neg
Cat/Sp beg (n=23)
64.47
35.53
Cat/Sp adv (n=27)
87.50
61.36
Spanish beg (n=21)
35.52
71.43
Spanish adv (n=25)
83.00
94.00
English control (n=31) 99.19
96.59
Table 1 Rates (%) of accuracy of anything in conditionals and 'anything+neg' by
Catalan/Spanish bilingual and Spanish monolingual learners of English
References
Giannakidou, A. 2011. Positive polarity items and negative polarity items: variation, licensing,
and compositionality. In Maienborn, C., K. von Heusinger & P. Portner. (eds.) Semantics: An
International Handbook of Natural Language Meaning (Second Edition). Berlin: Mouton de
Gruyter. 1660-1713.
Puig-Mayenco, E. & Marsden, H. In prep. L2/L3 acquisition of anything by Catalan/Spanish
bilingual and Spanish monolingual learners of English.
Rothman, J. 2011. L3 syntactic transfer selectivity and typological determinacy: The
typological primacy model. Second Language Research, 27: 107–127.
84
Título: Language attitudes beyond the classroom. Parent’s attitudes towards
early multilingualism in a bilingual speech community.
Autores: Safont Jordà, Maria Pilar (Universitat Jaume I - [email protected])
The spread of English in bilingual speech communities has promoted the interest for
multilingualism and, thus, the raise of educational policies aiming at this issue.
Attitudes and beliefs towards languages and language learning have been examined
in a number of bilingual contexts (Lasagabaster and Huguet 2007) with a specific
focus on language learners and would-be teachers (Dewaele and Wei, 2014;
O’Rourke, 2011). Little is known about the opinions and feelings towards
multilingualism of those people who are not directly linked to the language classroom,
that is, those who are neither teachers nor learners. Yet, research alerts us on the
powerful role of parents in the early linguistic development of their children (Bartram,
2006; Matthews, 2014). We have focused on parents’ views given their influence in
their children’s acquisition processes and we have considered a specific
sociolinguistic setting, namely that of the Valencian Community in Spain. Here, three
languages with different sociolinguistic status co-exist. These are: Catalan which is a
minority language, Spanish which is a majority language, and English which may be
considered as a foreign language.
In this context, a new educational law related to the promotion of multilingualism in
schools has recently been approved. As argued by Wilton and Stegu (2011),
policymakers influence the way in which a language is represented in a speech
community. Decisions to include a minority language in the national curriculum may
have a direct impact on the vitality and status of the language. Yet, we believe that
decisions not to include that language may also have a direct impact on the languagerelated beliefs of society. On that account, we deal with parents’ attitudes and specific
challenges towards the promotion of their children’s multilingualism. In so doing, we
analyse their beliefs, and we focus on those actions that parents take in order to foster
their children’s multilingual development. Data for the present study were collected
from a questionnaire and from observation of parent-child verbal interaction involving
100 parents whose children attend infant and primary schools in the Valencian
Community. The questionnaire is an adapted version of the survey employed in
Lasagabaster and Huguet’s (2007) volume. In the analysis of verbal interaction in
dyadic conversations, we focus on our participants’ language choice. We also point to
families’ struggle in coping with their kids’ multilingual development. Too often parents
decide to prioritize the English language learning over the community’s minority
language, that of Catalan. Such a phenomenon may be a drawback for the
multilingual sustainability of the whole community. We do agree with Wilton and Stegu
(2011:1) on the priority and urgent need that policymakers are well informed by
applied linguists on multilingualism and multilingual education.
References
Bartram, B. (2006). An examination of perceptions of parental influence on attitudes to language
learning. Educational Research, 48: 211-221
Dewaele, J.M. and Wei, L. (2014) Attitudes towards code-switching among adult mono- and
multilingual language users.Journal of Multilingual and Multicultural Development, 35: 235-251
85
Lasagabaster, D. and Huguet, A. (2007) Multilingualism in European Bilingual Contexts.
Clevedon: Multilingual Matters.
Matthews, D. (2014) Pragmatic Development in First LanguageAcquisition. Amsterdam: John
Benjamins.
O’Rourke, B. (2011) Galician and Irish in the European Context. Basingstoke:Palgrave
Macmillan.
Wilton, A. and Stegu, M. (2011). Bringing the folk into applied linguistics.(Special Issue) AILA Review,
24:1-115.
Título: Motivational strategy use in EFL-A-Level classrooms.
Autores: Sánchez Muñoz, Ana Rosa (Universidad Católica de Murcia [email protected])
This study analyses the perceptions of first-year A-Level students from a secondary
high school in Murcia (Spain) regarding the use of motivational strategies by their EFL
teacher. It also compares and contrasts the students’ views with the data collected
from direct observation of the motivational strategies used by the teacher. Motivational
perceptions were measured by means of a 6-point Likert-scale questionnaire in which
students rated the use of 20 different motivational strategies. These strategies were
also analysed through direct observation by a motivational expert. Questionnaire
results were obtained through a descriptive statistical study using SPSS version 20.0
and indicate that students generally perceive strategies when put into practice by the
educator. Moreover, findings reveal that the students’ perceptions of motivational
strategies used by their teacher closely approximate the qualitative analysis carried
out by the motivational expert.
Título: Relaciones entre inteligibilidad, comprensibilidad y acento extranjero
en el discurso oral de hablantes de español como L2
Autores: Santamaría Busto, Enrique ( New York University in Madrid [email protected])
La evaluación en el marco de enseñanza de segundas lenguas, y concretamente la
evaluación de la pronunciación, se ha convertido en los últimos años en el objeto de
un creciente número de estudios que intentan profundizar en las variables y
constructos que operan en el proceso de producción y percepción oral de una L2. A
la
luz
de
estas
investigaciones,
términos
como inteligibilidad, comprensibilidad y acento
extranjero han
resurgido
como
elementos de análisis que permiten ofrecer una visión más precisa de la
pronunciación de una L2, a la vez que replantean los objetivos de enseñanza y de la
propia evaluación.
86
Las investigaciones realizadas hasta la fecha permiten comprobar también algunas
discrepancias, como la falta de consenso sobre la definición de estos constructos, o
la diversidad de metodologías empleadas para medirlos, lo que dificulta la tarea de
comparar los resultados. Es posible entonces encontrar en la bibliografía diferencias
conceptuales entre estudios que aparentemente remiten al mismo constructo (por
ejemplo inteligibilidad) cuando en la práctica están midiendo dimensiones diferentes
(normalmente comprensibilidad). Esta inconsistencia puede observarse también en el
diseño de descriptores y escalas en los que confluyen la inteligibilidad, la
comprensibilidad y el acento extranjero, sin tener en cuenta que son dimensiones
parcialmente independientes, y que por tanto no guardan siempre entre ellos una
relación directa en la evaluación de la pronunciación.
Con el fin de analizar el papel y relación que guardan entre sí estas dimensiones
para el español, del que existe muy poca bibliografía, en la presente comunicación se
expondrán las características de cada una de ellas, y se mostrarán los resultados de
un experimento en el que 44 evaluadores nativos (15 expertos y 29 no expertos)
evaluaron ocho muestras orales de español como L2 desde la perspectiva que ofrece
cada uno de estos tres constructos. Esto nos permitirá descubrir las relaciones que,
para esta clase de estímulos y condiciones, guardan entre sí estas dimensiones, así
como las relaciones que se establecen en los juicios entre ambos tipos de
evaluadores, expertos y no expertos.
Referencias
Derwing, T. M. y Munro, M. J. 2009: «Putting accent in its place: rethinking obstacles to
communication», Language Teaching, 42(04), pp. 476–490.
Isaacs, T. 2008: «Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency
in Graduate Students»,The Canadian Modern Language Review, 4, pp. 555–580.
Munro, M. J. y Derwing, T. M. 1995a: «Foreign accent, comprehensibility, and intelligibility in
the speech of second language learners», Language learning, 45(1), pp. 73–97.
Trofimovich,
P.
y
Isaacs,
T.
2012:
«Disentangling
accent
comprehensibility», Bilingualism: Language and Cognition, 15(04), pp. 905–916.
from
Título: the impact of intensive exposure in L2 phonological development:
Short-term Study Abroad
Autores: Sanz, Cristina (Georgetown University - [email protected])
Despite intuitive and theoretically motivated claims that study abroad (SA) is an optimal
environment for language development, including pronunciation gains, research on its
effectiveness has produced contradictory results. Furthermore, there is little known about
short-term study abroad programs, where matriculation numbers are increasing faster than
ever before. We analyzed pre- and post-SA oral production data from 18 advanced learners of
Spanish, focusing on stop consonants (/p, t, k, b, d, g/). Development was defined in terms of
voice onset time for /p, t, k/ and a 5-point lenition measure for /b, d, g/. Learners produced
significantly shorter VOT values after the SA program and lenition values that more closely
87
approximated values of a bilingual Spanish-English speaker. We conclude that the intensive,
six-week SA experience yielded substantial gains in L2 pronunciation for these advanced
learners of Spanish. Results are discussed in light of advances in both research methodology
as well as study abroad program design.
Título: Technology & Research on Multilingual Development
Autores: Sanz, Cristina (Georgetown University - [email protected])
Over the years, SLA research has seen a proliferation of technology-supported
designs as hardware and software become more available and interdisciplinary
collaboration increases. This development has led to an expansion of our view of the
processes involved in second language learning through the use, for instance, of nonbehavioral (e.g., neuroimaging) data or performance tracking devices. However,
despite this growing interest in technology, Hulstijn ‘s survey on the topic was
published over a decade ago (2000). The survey did not elicit scholars’ views on
technology in SLA research, as it was focused exclusively on actual use.
In order to update and complete our knowledge of the methodological practices that
dominate current L2 research in terms of both the range of techniques used and the
scope of issues covered, we conducted a survey of 260 active scholars (26.9 %
response rate). Doctoral students and professors were equally represented in the
sample, which comprised a total of 95 different programs belonging to 86 institutions
around the world. The survey included both behavioral and attitudinal questions that
probed for respondents’ (a) use of software and equipment for L2 research and (b)
opinion on how technology is used for research purposes.
Quantitative and content analyses will reveal (a) how reliance on different tools has
changed and will continue to evolve over time, (b) the nature of the most popular tools
and techniques currently in use in specific areas, (c) perceptions on advantages and
obstacles in the use of technology, (d) what changes scholars would like to see in the
future, and (e) how all of these aspects differ for doctoral students and faculty.
Suggestions will be offered to address respondents’ opinions and maximize the use of
technology in both practically and theoretically informed ways.
Título: The acquisition of formulaic expressions in different learning contexts:
Study Abroad vs. Intensive instruction “at home”
Autores: Serrano, Raquel ( [email protected])
The purpose of the present study is to analyze how learning context and age affect
the acquisition of formulaic expressions in English a second language (L2). Previous
research on the effect of learning context has suggested that spending time in the
target language country is beneficial for L2 learning, especially in terms of oral fluency
(Segalowitz & Freed, 2004). One of the reasons for such an advantage is the fact that
study abroad (SA) learners have more opportunities to use the L2 than learners
receiving L2 instruction in their home country. One aspect that can be expected to
88
improve after extensive practice in meaningful situations (which is typical of the SA
context) is the learning of formulaic expressions that are used in every day
interactions, such as “how are you?”, "here you are!”, “give me a minute!”, etc. Studies
on the effect of learning context have paid little attention to the acquisition of formulaic
sequences, and this is the gap the present study aims to fill. Regarding the age factor,
previous research has suggested that younger learners may take more advantage of
the SA context than older learners (Llanes & Muñoz, 2013), and one of the objectives
of this study is to investigate whether that is also the case for formulaic sequences.
The current study compares the performance of a group of learners of English whose
age ranged between 9 and 17, some of whom did a summer course in England
(n=40) while the others followed an intensive summer course “at home” in Barcelona
(n=65). The learners in the two contexts took two tests of formulaic expressions at the
beginning and at the end of their respective program (there were 18 days between
pre- and posttest). In one task, the learners had to complete some bubbles in a comic
strip where two children were interacting. In the second task, the participants had to
judge whether the 20 sentences that they read were correct or not. The results of the
statistical analyses suggest that the two groups of learners significantly improved their
performance in the posttest in terms of formulaic expressions, and there were also
some interactions between testing time and age and learning context, especially in the
production test. The results will be interpreted considering the peculiarities of the
contexts and age groups under analysis.
References
Llanes, À. and C. Muñoz. (2013). Age effects in a study abroad context: Children and adults
studying aboad and at home. Language Learning, 63, 63-90.
Segalowitz, N. & Freed, F. B. (2004). Context, contact, and cognition in oral fluency
acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second
Language Acquisition, 26, 173-199.
Título: Developing academic language proficiency in the CLIL classroom - a
usage-based perspective
Autores: Somers, Thomas (Universidad Autónoma de Madrid / Vrije
Universiteit Brussel - [email protected])
This paper will present an study of the interrelation of teacher modelling – understood
as a teaching strategy in which the teacher models the target language – and
students' subject-specific language proficiency in Content and Language Integrated
Learning (CLIL) classrooms. Attention will be paid to the way in which teaching
through an additional language may boost foreign language learning in general, and
more specifically, on how subject-specific terminology, procedures and discourse are
made comprehensible and are acquired through interaction in CLIL classrooms.
The design brings together two hitherto unrelated theoretical and methodological
frameworks, Usage-Based Linguistics (UBL) and Systemic Functional Linguistics
(SFL), in order to reflect on the nature of CLIL classroom interactional patterns. The
89
UBL framework grounds language acquisition in usage events determined by context,
function, genre, and register. The acquisition of academic language is envisioned as
an experiential and item-based process from concrete chunks of language to abstract
‘constructions’ which in turn allow for novel instantiations, i.e. the creative construction
of discourse. SFL thereby provides a background for the semantic, pragmatic and
discourse functions of constructions. These functional characteristics are bound to the
register in which they are found.
The study makes use of longitudinal data consisting of recordings of classroom
interaction gathered from social sciences CLIL secondary classrooms in the
Community of Madrid. These recordings span full didactic units allowing for a more
finegrained analysis of the interactional development of subject and topic-specific
language over time. The analysis of interactional patterns will focus on how teacher's
oral discourse in the target language in CLIL classrooms links students’ everyday
discourse to scientific discourse; models subject-specific discourse for students;
scaffolds students’ use and learning of subject-specific discourse; and promotes its
effective production by and among students.
This paper, then, will discuss the implications for teachers to model those
constructions that are constitutive of academic, subject-specific discourse, and the
importance for language learners to assimilate proper use of these constructions in
order to be effective and successful in the academic discourse.
Título: Multimodalidad y aprendizaje informal en una comunidad de scanlation
Autores: Valero Porras, María José (Universitat Pompeu Fabra [email protected]); Cassany, Daniel (Universitat Pompeu Fabra [email protected])
Documentamos cómo actúa una comunidad hispánica de scanlation (escaneado,
traducción y distribución de mangasrealizada por y para fans en Internet) como
entorno de aprendizaje informal. Describimos y analizamos los conocimientos
lingüísticos que aprende una informante afiliada a dicha comunidad cuando participa
en prácticas de lectura, traducción (del inglés al español), composición tipográfica y
corrección de mangas.
Nos apoyamos en la perspectiva socio-semiótica de la multimodalidad (Kress, 2010;
Van Leeuwen, 2005) que postula que tanto los recursos semióticos que convergen en
la comunicación, como la forma en que estos se producen, relacionan e interpretan,
son específicos de cada contexto sociocultural (Huang y Archer, 2012).
Complementamos esta perspectiva con la teoría del aprendizaje situado, que
entiende el aprendizaje como un proceso participativo y determinado por los
recursos, personas y entornos donde tiene lugar (Brown y Adler, 2008; Lave y
Wenger, 1991).
Empleamos técnicas de la etnografía (Hammersely y Atkinson, 2007; Hine, 2000) y
del análisis del discurso (Androutsopoulos, 2008; Gee, 2011) para analizar y
triangular un corpus de datos mixto que consta de: 1) tres entrevistas
semiestructuradas realizadas por Skype (180 minutos); 2) un chat de Facebook (4005
90
palabras) y varios correos electrónicos (1757 palabras) entre investigadora e
informante; 2) trece grabaciones de pantalla efectuadas con Camtasia por la
informante mientras realiza actividades estudiadas (176 minutos); 3) cinco capítulos
de mangastraducidos al español por la informante (150 páginas escaneadas), y 4)
sus
cinco
capítulos
correspondientes
procedentes
de
comunidades
de scanlation anglófonas que sirvieron como textos de origen (150 páginas
escaneadas).
Los resultados muestran que la informante: 1) construye el significado de los textos
de forma activa a partir de recursos semióticos verbales, gráficos y tipográficos, y 2)
alcanza una conciencia notable del carácter específico y socioculturalmente situado
del uso de estos recursos. Respecto a 1, la informante integra dinámicamente sus
conocimientos sobre distintas lenguas con los de tipografía y diseño (contorno de
globos, disposición del texto y dibujo de los personajes) para: a) compensar sus
limitaciones en inglés; b) localizar la información relevante del texto; c) identificar la
fuerza ilocutiva de determinadas intervenciones o, d) distinguir la modalidad
(humorística, dramática, etc.). Respecto a 2, la informante discrimina claramente los
recursos semióticos propios de cómics occidentales y orientales, en aspectos como la
dirección de lectura, el sistema onomatopéyico, la forma de los globos o la
representación de los personajes. Además, es capaz de distinguir los subgéneros del
manga según sus temas, motivos, convenciones gráficas, presencia de ciertos
elementos lingüísticos y audiencia a la que van dirigidos.
Este estudio forma parte de la tesis doctoral de Valero Porras, dirigida por Cassany,
que documenta, describe, analiza e interpreta secuencias de aprendizaje informal y
autónomo de lenguas extranjeras a través de las prácticas letradas digitales
vernáculas en torno a textos que, como el manga, combinan recursos procedentes de
lenguas, modos semióticos y culturas variados.
Referencias
Androutsopoulos, J. (2008). Potentials and Limitations of Discourse-Centred Online
Ethnography. Language@Internet, 5, 1–20.
Brown, J., y Adler, R. (2008). Minds on Fire: Open Education, the Long Tail, and Learning
2.0. Educause Review, (Enero-Febrero), 17–32.
Gee, J.P. (2011). How to do Discourse Analysis: a toolkit. Nueva York: Routledge.
a
Hammersley, M., y Atkinson, P. (2007). Ethnography: Principles in practice (3 ed.). Nueva
York: Routledge.
Hine, C. (2000). Virtual ethnography. Londres: SAGE Publications.
Huang, C., y Archer, A. (2012). Uncovering the multimodal literacy practices in reading manga
and the implications for pedagogy. In New Media Literacies and Participatory Popular Culture
across Borders (pp. 44–60). Nueva York: Routledge.
Kress, G. (2010). Multimodality. A
communication. Nueva York: Routledge.
social
semiotic
approach
to
contemporary
91
Lave, J., y Wenger, E. (1991). Situated Learning: Legititmate Peripheral Participation.
Cambridge: Cambridge University Press.
Van Leeuwen, T. (2005). Introducing Social Semiotics. Nueva York: Routledge.
Título: Exploring Language-Learning Potential of L2 Writing through the OralWritten Contrasts
Autores: Vasylets, Olena (University of Barcelona - [email protected]);
Gilabert Guerrero, Roger (Universidad de Barcelona - [email protected]);
Manchón, Rosa ([email protected])
The majority of modern societies are characterized by highly integrated linguistic
literacy and heavy reliance on multimodal communication. As a direct consequence,
language users have to possess knowledge of the two principal linguistic modalities –
speech and writing, in order to be fully functional in a literate language community
(Ravid & Tolchinsky, 2002). In the realm of SLA in particular, the dominion of writing
undisputedly expands an L2 learner´s linguistic repertoire and adds to his/her ability to
communicate in an L2. In addition to these important functions, some theorists also
posit that the idiosyncrasies of writing, such as the inherent problem-solving nature of
composing, as well as a greater control over time and output of production, are likely
to trigger or create favorable conditions for the psycholinguistic processes conductive
to L2 knowledge consolidation and development (Cumming, 1990; Manchón, 2011;
Manchón & Roca de Larios, 2007; Swain & Lapkin, 1995). Exploration of the
language-learning potential (LLP) of L2 writing is a new vibrant SLA-oriented line of
inquiry, that still has many unanswered questions in its research agenda (Manchón,
2014).
Our study aims to contribute to the understanding of the potential of writing as a
language learning tool, and we do so by comparing the results of the linguistic
analysis of the oral versus written production of EFL learners on the same task.
Admitting that oral and written abilities co-exist in the same mental space and that
there is an interdependency between them (Horowitz & Samuels, 1987; Ravid &
Tolchinsky, 2002), we consider that contrasting outputs in the two modes is an
effective and ecologically valid method to investigate LLP of writing (in line with
Kormos, 2014). Based on previous research insights, we hypothesize greater
potential of the written mode to direct learners´ attention to the syntactic and lexical
aspects of L2 production, while the levels of accuracy might be lower in writing due to
the use of more complex linguistic structures and items, which might not be entirely
stabilized in the learners´ interlanguage. At test, N=39 intermediate L1
Spanish/Catalan EFL students performed orally the problem-solving Fire-chief task
(Gilabert, 2007), and N=39 subjects with the same profile did the same task in writing.
The resulting output was analyzed for the CAF measures, and a between-group
comparison of the results was performed. The analysis largely confirmed the
hypothesis we advanced. We interpret our findings in light of the psycholinguistic
models of oral and written production (Hayes, 2012; Kellogg, 1996, 1999; Kormos,
2006; Levelt, 1989), cognitive SLA approaches (Focus-on-form research, Output
hypothesis), and also relate our results to the earlier findings in the L2 writing LLP
strand (Manchón, 2011), and to the research on the variations in the language use in
92
different modalities (Biber, 1988; Chafe, 1982, 1985, 1994; Friginal et al.,
2014; Halliday, 1987; Jarvis, 2003; Olson et al.,1985; Tannen, 1982) as well as to
the research on modality effects in L2 production (Adams, 2006; Adams & Ross
Feldman, 2008; Niu, 2009). Implications for current understanding of the LLP of
writing are drawn.
Título: Factors affecting the EFL oral productive development of less frequent
vocabulary
Autores: Vidal, Karina ([email protected])
Research has shown that active recall of less frequent L2 vocabulary is difficult to
achieve but little is known about the factors that can lead to this achievement.
Studies conducted up to date have attempted to determine the types of tasks and
instruction that may foster the movement of vocabulary from receptive to productive.
Lee & Municie's (2005) research revealed that instruction during and after reading, as
well as encouragement to use the target vocabulary, resulted in the use of more
advanced target vocabulary in a post-reading composition. Webb (2005) also
investigated the effect of reading and writing tasks on active vocabulary use. Results
showed that, without time restrictions, the writing task was more effective than the
reading task. Now, how do results compare when students are exposed -in
progressively more authentic settings- to specific vocabulary they will need to master
actively in oral tasks? Do any specific skills or aptitudes determine why some students
show greater rate of productive mastery than others? To be more precise, do verbal
aptitude and L2 language proficiency have an effect on active vocabulary use? The
present study was prompted by these research questions. The subjects were 28
undergraduate students studying in the English medium as part of a Tourism contentbased course. While working on approaches to tour guiding and the architecture of
cathedrals, the students were exposed to different slides and videos showing
European cathedrals. Specific focus was placed on the vocabulary of medieval
architecture. The treatment lasted for a week. At the beginning of each session
students were required to elicit the target words presented in previous classes. They
were also asked to carry out several tasks-research on human behaviour suggests
that verbal learning is a function of initial level of ability and variables such as amount
of practice. At the end of the treatment learners were given a map of a medieval city
and a photo of a cathedral as seen from the outside and inside. They were asked to
explain the itinerary of their walking tour and describe the cathedral by looking at the
picture. Prior to this task, the learners were administered a Test of Verbal Aptitude
and were tested on their receptive and productive knowledge of the 26 target words.
Their guided tour was recorded and analysed for use of the target words. A
UNIANOVA analysis indicated that proficiency (as measured by the TOEFL exam)
had a significant effect on active vocabulary use, whereas verbal aptitude did not.
Implications for the productive mastery of vocabulary will be discussed.
References
Lee, S & Municie, J. 2006. From Receptive to Productive. TESOL QUARTERLY, 40, 2, 259320.
Webb, S. 2005. Receptive and Productive Vocabulary. Studies in Second Language
Acquisition, 27, 1, 33-52
93
Título: Productive and Receptive Vocabulary Assessment of Russian Heritage
Speakers in the School System of Catalonia
Autores: Vorobyeva, Tamara(Universidad Pompeu Fabra, Barcelona [email protected]); Bel Gaya, Aurora ( Universitat Pompeu Fabra
- [email protected])
This paper evaluates the lexical knowledge of young L1 heritage speakers (HS) of
Russian whose other dominant languages (L2) are Spanish and Catalan. Such
speakers are often referred to as ‘incomplete learners,’ ‘early bilinguals,’ ‘attriters’
(Polinsky, 2005) and their L1 skills usually rank lower on the proficiency scale than in
their L2. The fact that so little is known about heritage speakers (Benmamoun, et al.,
2013) and especially about their lexical knowledge makes this area worth
investigating.
This study focuses on productive vocabulary size, lexical richness, and receptive
vocabulary size of such HS in Russian. Benmamoun, et al. (2010) stated that HS are
typically less competent in their L1 than monolinguals. In addition, investigating
bilingual children Oller, et al. (2007), Yan & Nicoladis (2009), Bialystok, et al. (2010)
discovered a delay in receptive and productive vocabularies of bilinguals in
comparison with monolinguals. Moreover, Zareva, et al. (2005) and Golkar & Mortaza
(2007) argued for a high correlation between the learners' vocabulary knowledge and
proficiency level. From these prior findings we hypothesize that: (1) in all measures
HS will demonstrate lower results than their monolingual peers (2) monolingual
controls will outperform HS in receptive and productive vocabulary sizes (3) the high
proficiency HS group will have higher scores than the low proficiency HS group but
lower scores than monolinguals.
The participants of our study were two groups of primary school-aged children: an
experimental group of 12 Russian-Spanish/Catalan trilinguals at the age of 6;8-10;0
(mean = 9;3), of different proficiency levels in Russian, who were attending weekend
classes at ‘Raduga,’ a Russian school in Barcelona, and a control group of 12
monolinguals, attending classes in Moscow, of comparable age (6;7-10;1; mean =
9;3). All participants were required not to have any speech, cognitive, or neurological
deficits.
To evaluate productive vocabulary size and lexical richness we collected written
fictional narratives based on a picture description. Six parameters were calculated
(Types, Tokens, Type Token Ratio, TTR Content, TTR Functional, and Lexical
Density) and analyzed with the help of CLAN programs (MacWhinney, 2000). The
receptive vocabulary assessment was based on a Russian-adapted version of the
TEVI (Test de Vocabulario en Imagenes, 1996) using a picture identification task:
participants were asked to identify the picture which corresponded to the word said by
an examiner. The test consisted of 60 subsets of four pictures, each with a total of 60
words. Correct and incorrect responses were calculated and analyzed.
The results are discussed in regards to proficiency levels of HS. The inferential
statistics did not reveal a significant difference between the groups in lexical richness.
A difference was, however, revealed between the two proficiency level groups in
receptive vocabulary, but there was no difference in productive vocabulary.
94
Tentatively, it can be suggested that proficiency level affects receptive vocabulary
knowledge but not productive vocabulary knowledge. In conclusion, bearing in mind
the novelty of the topic, complementary measures should be proposed in order to
better understand differences in lexical abilities of HS, which, in turn, may be due to
an instrumental effect.
References
Benmamoun, A., Montrul, S., Polinsky, M. (2010). “Prolegomena to heritage linguistics”.
Unpublished white paper. University of Illinois at Urbana-Champaign and Harvard University.
Benmamoun, A., Montrul, S., Polinsky, M. (2013). “Heritage languages and their speakers:
Opportunities and challenges for linguistics”. Theoretical Linguistics 2013; 39(3–4), pp. 129 –
181.
Bialystok, E., Luk, G., Peets, K. F., and Yang, S. (2010). “Receptive vocabulary differences in
monolingual and bilingual children”. Bilingualism: Language and Cognition 13, pp. 525–531.
Golkar, M., Yamini, M. (2007). “Vocabulary, proficiency, and reading comprehension”. Reading
Matrix 7 (3), pp. 88-112.
MacWhinney, B. (2000). “The CHILDES Project: Tools for Analyzing Talk”. 3rd Edition.
Mahwah, NJ: Lawrence Erlbaum Associates.
Oller, D. K., Pearson, B. Z. & Cobo-Lewis, A. B. (2007). “Profile effects in early bilingual
language and literacy”. Applied Psycholinguistics, 28 (2), pp. 191-230.
Polinsky, M. (2005). “Word class distinctions under incomplete grammar”. In D. Ravid and H.
Bat-Zeev Shyldkrot (eds.), Perspectives on Language and Language Development. Dordrecht:
Kluwer, pp. 419–36.
Yan, S., Nicoladis, E. (2009). “Finding ‘le mot juste’: Differences between bilingual and
monolingual children’s lexical access in comprehension and production”. Bilingualism:
Language and Cognition, 12, pp. 323–335.
Zareva, A., Schwanenflugel, P., Nikolova, Y. (2005). “Relationship between lexical
competence and language proficiency: Variable Sensitivity”. Studies in Second Language
Acquisition, 27, pp. 567-595.
Título: Scaffolding Early EFL - L1 Use in Oral Narratives by CLIL and nonCLIL Young Learners
Autores: Vraciu, Alexandra ( Universitat Autònoma de Barcelona [email protected]); Pladevall Ballester, Elisabet (Universitat
Autònoma de Barcelona - [email protected])
The present study explores L1 use patterns in the oral production of young learners of
English as a Foreign Language (EFL) over a period of two academic years in
comparison to learners with an equal amount of L2 exposure in a CLIL context. More
95
specifically, we look into how learners resort to their L1 to cope with the linguistic and
cognitive demands of a picture-based narrative task in English L2 and whether
instruction type gives rise to specific patterns of L1 use. Studies based on
sociocultural approaches to language learning have acknowledged the use of the L1
as a tool which facilitates task achievement and L2 communication, particularly in
collaborative tasks and with low-proficiency learners (Antón and DiCamilla 1998;
Swain and Lapkin 2000; Storch and Wigglesworth 2003; Alegría de la Colina and
García Mayo 2009). CLIL instruction has been reported to have beneficial effects on
L2 oral fluency (Järvinen, 2005; Dalton-Puffer 2011; Ruiz de Zarobe 2011, among
others) and to lead to L2 morphosyntactic development and a significant decrease in
the use of L1 (Lázaro and García Mayo 2012). Given that CLIL classes differ from
EFL classes in that they are meaning-oriented, CLIL learners seem to consider the
target language as an instrument of communication while EFL learners see it more as
a school subject. This might lead to distinct perceptions of the role of L1 in scaffolding
L2 oral production. L1 use might also help learners to understand and carry out noncollaborative L2 oral tasks and retrieve L2 linguistic forms. This is of particular
relevance in the case of young learners of foreign languages, who learn the L2 in a
context of minimal exposure (Nikolov and Djigunovi? 2011) and need the L1 to
outgrow their cognitive and linguistic capacities.
Our longitudinal study explores the linguistic and cognitive support that the use of the
L1 provides to 19 young learners receiving EFL and CLIL instruction and 22 young
learners receiving EFL-only instruction in 3 Catalan primary schools and how it
develops over time in a non-collaborative narrative task. L1 use is measured by
means of a quantitative and qualitative analysis of L1 content and function words and
structures at intra-sentential level and how they relate to the use of L1 communicative
props with a metacognitive, metatalk, task-related and private speech function at
discourse level. Results show an increase in the total number of L2 words and a
decrease of L1 linguistic and cognitive scaffolding over time irrespective of instruction
type but EFL learners appear to plateau sooner than CLIL learners in terms of L2
fluency. Moderate positive correlations between L1 words and L1 communicative
props confirm the double cognitive and linguistic scaffolding role of the L1, even
though values are only marginally significant in the case of CLIL learners. The data
also seem to indicate that both the non-collaborative nature of the task and the type of
instruction are relevant in the selection of L1 communicative props and the L1
patterns of use in young learner L2 output.
References
Alegría de la Colina, A., and García Mayo, M.P. (2009). Oral interaction in task-based EFL
learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics 47:
325-345.
Antón, M. and DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in
the L2 classroom. The Modern Language Journal 83 (2): 233-247.
Dalton-Puffer, C. (2011). Content–and-Language Integrated Learning: From Practice to
Principles? Annual Review of Applied Linguistic, 31, 182-204.
Järvinen, H. M. (2005). Language learning in Content-based instruction. In A. Housen and
M.Pierrard (Eds.),Investigations in instructed second language acquisition. (pp. 433-456).
Berlin: Mouton de Gruyter.
96
Lázaro, A. and García Mayo, M.P. (2012). L1 use and morphosyntactic development in the
oral production of EGL learners in a CLIL context. International Review of Applied
Linguistics, 50, 135-160.
Nikolov, M. and Djigunovi?, J. M. (2011). All shades of every colour: An overview of early
teaching and learning of foreign languages. Annual Review of Applied Linguistics 31 (1): 95119.
Ruiz de Zarobe, Y. (2011). Which language competences benefit from CLIL? An insight into
applied linguistics research. In Ruiz de Zarobe, Y., Sierra, J.M., Gallardo del Puerto, F.
(Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in
European Contexts. (pp. 129- 153). Bern: Peter Lang.
Storch, N. and Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2
setting? TESOL Quarterly 37 (4): 760-770.
Swain, M. and Lapkin, S. (2000). Task-based second language learning: The uses of the first
language. Language Teaching Research 4 (3): 251-274.
Título: Development in writing on history in a Content and Language
Integrated Learning (CLIL) context: an analysis of grammatical metaphor
Autores: Whittaker, Rachel ([email protected])
This paper presents a longitudinal study of written production by sixteen students
learning history through English in a Madrid state school, based on a sub-set of data
from the UAM-CLIL corpus (Llinares, Morton & Whittaker, 2012). The now 10-yearlong project aimed to discover the language use and needs of students studying a
content subject through a foreign language, by recording class sessions and collecting
unaided in-class written work on the same topic. The spoken and written corpus built
over the four years of obligatory secondary education has been analyzed for different
features of student- and teacher-language using the Systemic Functional model, with
the purpose of informing support for subject teachers, especially necessary in
European CLIL contexts in which non-native teachers have taken the step of using a
foreign language as vehicle in their classrooms.
Previous studies of the written texts in the project have shown the influence of
genre/task on features of the students' production, as well as differences between
higher and lower rated texts and between earlier and later years. An especially
interesting area, as documented by many SF studies is that of the nominal group in
academic texts (eg. Halliday, 1989; 1996; Christie 2012 etc....), and especially its role
in history texts (Christie and Deriwianka 2008, Coffin 2006, Rose and Martin 2012...).
Our project has found significant differences between earlier and later texts in the
structure of the nominal group, and the students' ability to use this resource in
creating ideational, interpersonal and textual meanings. In this study we take a
different perspective on the nominal group, that of the incorporation of grammatical
metaphor to build the meanings of subject history. This has been found to be an
important feature of both history textbooks and higher level student texts. In history,
concrete happenings and events are packaged into abstract entities, so that
information can flow as arguments are developed. In writing about school history, over
97
the years students incorporate more nominalization and generalization/ abstraction
through more complex nominal groups (Coffin 2006). Thus, the CLIL historydata was
analysed for use of grammatical metaphor and expression of abstraction through the
nominal group.
The subset of the corpus 64 texts (16 students over 4 years ) with a total of 12,500
words was coded using an adaption of the scheme for grammatical metaphor from
Ryshina-Pankova and Byrnes (2013) in O’Donnell’s UAM CorpusTool. Just under
1,500 instances of grammatical metaphor were identified. Grouping the texts by cycle
(first/second year compared to third/fourth year), we found a significantly higher
number of nominalizations and abstractions in the second cycle of secondary school,
despite the demands of the writing prompts. We also found a significant increase in
the use of abstract nouns to encode evaluative meanings from within the system
ofappraisal (Martin & White, 2005) and of expressions of temporal and spatial
location. We reflect on the findings in relation to the development of advanced literacy
(Ortega & Byrnes 2008) and an integrated focus on meaning-making.
References
Christie, F. 2012. Language Education throughout the School Years: A functional perspective.
Chichester: Wiley-Blackwell
Christie, F. & B. Derewianka. 2008. School Discourse: Learning to Write across the Years of
Schooling. London: Continuum.
Coffin, Caroline. 2006. Historical Discourse: The Language of Time, Cause and Evaluation.
London: Continuum.
Halliday, M. A. K. 1989. Spoken and Written Language. Oxford: OUP.
Halliday, M.A.K. 1996. Literacy and linguistics: A functional perspective. In R. Hasan, & G.
Williams (eds) Literacy in Society. London: Longman, 339–371.
Llinares, Ana, Morton, Tom & Whittaker, Rachel. 2012. The Roles of Language in CLIL.
Cambridge: CUP.
Ortega, Lourdes & Byrnes, Heidi, eds. 2008. The Longitudinal Study of Advanced L2
Capacities. New York: Routledge.
Rose, D. & J.R. Martin, 2012. Learning to Write, Reading to Learn. London: Equinox.
Ryshkina-Pankova, M. & H. Byrnes. 2013. Writing as learning to know: Tracing knowledge
construction in L2 German compositions. J. Second Language Writing, 22. 197-197.
Título: Adquisición de la competencia oral en Secundaria en distintos
contextos sociolingüísticos. Las diferencias en el uso de los recursos verbales
y no verbales
98
Autores:
Zabala
Alberdi,
[email protected])
Josune (Soziolinguistika
Klusterra
-
El tema de investigación que se presenta en esta comunicación se centra en el
análisis de los procesos de enseñanza-aprendizaje de la lengua oral (euskara, L1 o
L2) en Educación Secundaria, y en el estudio socio discursivo de las producciones
orales antes y después de las distintas intervenciones realizadas con los dispositivos
didácticos creados para la investigación: los elementos no verbales, paraverbales y
lingüístico-textuales.
El origen de la investigación se sitúa en las reflexiones realizadas por los expertos
acerca de la necesidad de mejorar la calidad de la producción oral del alumnado
(Idiazabal & Larringan, 2005; Consejo Asesor del Euskera, 2004; Zubimendi, 1997), y
la necesidad de conocer las claves para la mejora de la enseñanza-aprendizaje del
objeto de enseñanza (euskara, L1 o L2) y la acción docente.
La investigación e intervención se ha llevado a cabo durante cuatro cursos
académicos (2009-2014) en los tres centros educativos presentes en la localidad de
Tolosa (Guipúzcoa – CAV), concretamente en las 44 aulas que conforman los cuatro
cursos de Educación Secundaria Obligatoria con un total de 1.100 alumnos
aproximadamente.
Durante el primer curso académico se ha llevado a cabo un diagnóstico de la realidad
sociolingüística de los centros participantes en el proyecto, mediante el cual se ha
determinado que la diversidad de situaciones lingüísticas de las escuelas y del
alumnado puede condicionar significativamente la progresión del aprendizaje de la
lengua oral en euskera como L1 o L2 (Zabala & Ayerza, 2011).
Durante el segundo y tercer curso, la investigación se ha centrado en la elaboración y
evaluación del material didáctico y el análisis socio discursivo de las producciones
orales del alumnado (Zabala, 2012, 2013a): los elementos no verbales, paraverbales
y lingüístico-textuales de las producciones de los alumnos. Todo ello, partiendo de la
perspectiva socio discursiva y comunicativa de la lengua (Bronckart 1996, 1985) y en
base a las aportaciones didácticas de la escuela de Ginebra y seguidores (Dolz &
Gagnon, 2010; Palou & Bosh 2005; Nuñez, 2002, 2000; Dolz & Schneuwly, 1998,
1997; Schneuwly & Bain 1998; de Pietro & Zandh, 1997; Bain, 1994).
En el cuarto y último curso se ha seguido analizando las producciones orales del
mismo alumnado, obteniendo de esta manera una base de datos del corpus
almacenado en los últimos tres años. Se ha podido así examinar el nivel de
progresión la comunicación oral (euskara, L1 o L2) de los alumnos (Zabala, en
prensa).
Las conclusiones generales de la última fase de la investigación nos ayudan a
comprender, entre otras cosas, el progreso de la adquisición de la oralidad de los
jóvenes: los alumnos mejoran, principalmente, en la representación y adecuación del
contexto y en los elementos no verbales (proxémicos y cinésicos); la mejora suele ser
mediana en la estructuración del tema (macro-estructura y micro-estructura), en el
anclaje de los contenidos y en los elementos paraverbales (voz y vocalización). Por
99
último, no se observan mejoras significativas en los recursos lingüísticos-textuales y
gramaticales, y tampoco, en estrategias de generalización.
La comunicación que se presenta profundizará en dichas conclusiones, al tiempo que
detallará propiamente el proceso de investigación y las reflexiones finales.
Referencias
BAIN, D. (1994). “Problemas psicopedagógicos de la lengua oral: las lecciones de una
experiencia”, en Lenguaje y Educación, 23: 91-115.
BRONCKART, J.P. (1996). Activité langagière, textes et discours. Pour un interactionisme
socio-discursif. Laussane: Delachaux et Niestlé.
BRONCKART, J.P. (1985). “La enseñanza de lenguas frente a sus contradicciones”, en, J.P.
Bronckart (Ed.): Las ciencias del lenguaje: ¿un desafío para la enseñanza? París: UNESCO.
(p.p. 9-17).
CONSEJO ASESOR DEL EUSKERA (2004). Razones y objetivos de una definición
necesaria. Gobierno Vasco; Departamento de Cultura. Vitoria-Gasteiz.
DOLZ, J. & GAGNON, R. (2010 [2008]). “El género textual, una herramienta didáctica para
desarrollar el lenguaje oral y escrito”, en Lenguaje, 38 (2): 497-527.
DOLZ, J.; SCHNEUWLY, B. (1998). Pour un enseignement de l’oral. Initiation aux genres
formels à l'école. París: ESF.
DOLZ, J.; SCHNEUWLY, B. (1997). “Géneros y progresión en expresión oral y escrita.
Elementos de reflexión a partir de una experiencia realizada en la Suiza francófona”,
en Textos de didáctica de la lengua y literatura 11: 77-98.
DE PRIETO, J.F.; ZANDH, G. (1997). “Ensenyar les tècniques de l’exposició oral”, en Articles
12: 53-63.
IDIAZABAL, L. & LARRINGAN, L.M. (2005). “Euskararen kalitatea aztertzeko marko teorikoa
eta metodologia”, enIkastaria 14: 9-29.
NUÑEZ, M.P. (2002). “Un modelo didáctico para el desarrollo de la competencia discursiva
oral”,
en Lenguaje
y
textos,
19,
161-198.
Disponible
en http://ruc.udc.es/dspace/bitstream/2183/8187/1/LYT_19_2002_art_11.pdf [última consulta:
2013/11/20]
NUÑEZ, M.P. (2000). “Un aspecto básico para la didáctica de la lengua oral: el papel del
lenguaje en la comunicación didáctica”, en Lenguaje y Textos 16, 155-172. Disponible
enhttp://ruc.udc.es/dspace/bitstream/2183/8130/1/LYT_16_2000_art_12.pdf [última consulta:
2013/11/20]
PALOU, J.; BOSCH, C. (2005). La llengua oral a l’escola, 10 experiències didáctiques.
Barcelona: Graó.
100
SCHNEUWLY, B.; BAIN, D. (1998). “Mecanismos de regulación de las actividades textuales:
estrategias de intervención en las secuencias didácticas”, en Textos de didáctica de la lengua
y literatura 16: 25-46.
ZABALA, J.; AYERZA, M. (2011). “Tolosa: gazteen ahozkotasunaren laborategi (I)”,
en Euskera: Euskaltzaindiaren lan eta agiriak, 55 – nº 2: 671-693.
ZABALA, J. (2012). “Ahozko konpetentziak derrigorrezko bigarren hezkuntzan: Sekuentzia
Didaktikoak Tolosako laborategian”, en Ikastaria, 18: 179-193.
ZABALA, J. (2013, a). “Dispositivo didáctico e intervención docente para mejorar la producción
oral del alumno/a. Intervención en un contexto de inmersión lingüística en euskara”,
en Oralidad y educación: 521-558. Monema editorial. Granada.
ZABALA, J. (en prensa). “Enseñanza-aprendizaje de la lengua oral en Secundaria. Una
búsqueda de las claves didácticas en tres contextos sociolingüísticos educativos”, en II
Congreso Internacional Nebrija en Lingüística Aplicada a la Enseñanza de Lenguas: En
camino hacia el plurilingüismo. Madrid: Universidad Nebrija (España). 2014/06/26-28
ZUBIMENDI, J.R. (1997). “Euskararen kalitatea: zuzentasuna eta egokitasuna”. Disponible
enhttp://www.euskaltzaindia.net/dok/euskera/49587.pdf [última consulta: 2013/11/20]
Título: Lexical Diversity and Lexical Frequency Profiles in EFL learners
studying abroad
Autores:
Zaytseva,
Victoria
(Universidad
Pompeu
Fabra
[email protected]); Pérez, Carmen ([email protected]);
Miralpeix Pujol, Imma (Universitat de Barcelona - [email protected])
Research on second language acquisition (SLA) during the last few decades has paid
increasing attention to the different contexts in which languages are acquired: Formal
Instruction (FI) at home, whether conventional classrooms or domestic immersion,
and student sojourns abroad, commonly known as Study Abroad (SA) (e.g. PérezVidal, 2014; Dewey, 2004; Freed, 1995). Despite a wide body of research focusing on
learners’ performance in these contexts, the results have been mixed, with benefits
mostly found in oral fluency after the SA (DeKeyser, 2007; Segalowitz and Freed,
2004; Valls-Ferrer, 2011). Few studies, to our knowledge, have assessed the
development of productive vocabulary after a SA period (Collentine 2004; DeKeyser
1991; Meara 1994; Milton & Meara 1995) and even fewer combined both oral and
written linguistic modalities (Pérez-Vidal et al. 2012).
The present study attempts to bridge such gaps by investigating Lexical Diversity and
Lexical Frequency Profiles (LFP) of oral and written output after residence abroad. A
longitudinal corpus is gathered from 30 bilingual (Spanish-Catalan) undergraduates
studying English in two contexts of acquisition: after a 6-month FI period in the home
university, and following a 3-month SA period in English-speaking countries. The
elicitation tasks consist of a semi-guided interview on the subject University Life and a
composition on the following topic: Someone who moves to a foreign country should
always adopt the customs and way of life of his/her new country. Students’ productive
vocabulary development is assessed by using lexical diversity measures (Guiraud’s
101
Index, D) and frequency-based measures (the first 1,000 most frequent words (K1),
the second 1,000 most frequent words (K2), Academic Words, Off-List Words)
together with the Greco-Latin or Anglo-Saxon Cognate Indices. The LFP and the
Cognate Indices are computed by using Cobb’s Web Vocabprofile, an adaptation of
Heatley, Nation and Coxhead's (2002).
Our preliminary analyses show a positive impact of SA period on vocabulary,
specifically in the written task. Although vocabulary richness also improves in the oral
production, which is particularly visible when calculated by D, the greatest
improvement in the lexical diversity is found when the task is planned. The LFP and
the Greco-Latin or Anglo-Saxon Cognate Indices are indicative of a more complex
relationship between the two linguistic modalities.
References
Cobb,T. Web Vocabprofile [accessed 25 November 2014 from http://www.lextutor.ca/vp/ ], an
adaptation of Heatley, Nation & Coxhead's (2002) Range.
Collentine, J. (2004). The effects of learning context on morphosyntactic and lexical
development. Studies in Second Language Acquisition 26(2): 227-248.
DeKeyser, R. (2007). Study Abroad as foreign language practice. In DeKeyser, R.
(ed.) Practice in Second Language: Perspectives from Applied Linguistics and Cognitive
Psychology. Cambridge: CambridgeUniversity Press.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In Foreign
Language Acquisition: Research and the Classroom, B. Freed (ed.), 104–119. LexingtonMA:
D. C. Heath.
Dewey, D. (2004). A comparison of reading development by learners of Japanese in intensive
domestic immersion and study abroad contexts. Studies in Second Language Acquisition
26(2): 303-327.
Freed, B. (Ed). (1995). Second Language Acquisition in a Study Abroad Context. Amsterdam:
John Benjamins.
Heatley, A., Nation, I. S. P. and Coxhead, A. (2002). RANGE and FREQUENCY programs.
Available athttp://www.victoria.ac.nz/lals/staff/paul-nation.aspx .
Meara, P. (1994). The year abroad and its effects. Language Learning Journal 10: 32–38.
Milton, J. and Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign
language. ITL Review of Applied Linguistics 107–108: 17–34.
Pérez-Vidal, C. (Ed.). (2014). Language Acquisition in Study Abroad and Formal Instruction
Contexts.Amsterdam/Philadelphia: John Benjamins.
Pérez-Vidal, C., Juan-Garau, M., Mora, J. C. and Valls-Ferrer, M. (2012). “Oral and written
development in formal instruction and study abroad: differential effects of learning context”. In
Muñoz, C. (Ed.), Intensive Exposure Experiences in Second Language Learning. Bristol:
Multilingual Matters. 213-233.
102
Segalowitz, N. and B. F. Freed. (2004). “Context, Contact and Cognition in Oral Fluency
Acquisition: learning Spanish in at home and study abroad contexts”. Studies in Second
Language Acquisition 26(2): 173-199.
Valls-Ferrer, M. (2011). The development of oral fluency during a Study Abroad period:
suprasegmental phenomena.PhD dissertation. Barcelona: Universitat Pompeu Fabra.
103
Análisis del discurso
Título: Representación del inmigrante en el lenguaje de la administración en
español: Estudio de corpus.
Autores:
Aguado
Jiménez,
Pilar (Universidad
de
Murcia
[email protected]);Sánchez Hernández, Purificación (Universidad de Murcia [email protected]); Pérez Paredes, Pascual (Universidad de Murcia [email protected])
El presente trabajo analiza la representación cultural e ideológica de la figura del
inmigrante en el lenguaje de la administración en España para los cual se ha
estudiado la impronta cultural que aparece en los textos normativos e informativos del
corpus LADEX de lengua española. El análisis realizado se ha llevado a cabo dentro
del proyecto LADEX (Lenguaje de la Administración Pública en el ámbito de la
extranjería: estudio multilingüe e implicaciones culturales), que intenta llenar el vacío
existente entre los estudios filológicos que combinan la caracterización del lenguaje
legal y las implicaciones sociales y culturales de la inmigración, desde una óptica
multilingüística (inglés, italiano, francés y español). Para satisfacer dicha demanda
social y lingüística, en este proyecto se han analizado los aspectos sociolingüísticos y
las implicaciones culturales derivadas de los usos del léxico y la fraseología en los
textos legales y administrativos en el campo de la inmigración. El enfoque de este
proyecto se ha centrado en las tipologías discursivas con frecuencias de uso más
altas así como en las estrategias retóricas que las caracterizan. Para la realización de
este estudio, se ha procedido a la compilación, etiquetado y anotación de un corpus
multilingüe compilado a partir de una colección de documentos representativos
utilizados en inmigración (ciudadanos europeos y procedentes de otros países),
emitidos por las diferentes administraciones públicas e instituciones de España,
Reino Unido, Francia e Italia, desde 2007 a 2011. Los textos que comprenden cada
corpus en cada lengua se han agrupado en 5 bloques: (1) textos normativos, (2)
actos administrativos dirigidos al ciudadano, (3) textos informativos, (4) textos
emitidos por la administración y destinados la administración, y (5) actos realizados
por el ciudadano y destinados a la administración. Previo al análisis contrastivo entre
las cuatro lenguas estudiadas, se ha procedido al análisis particular de los textos de
cada lengua, para de este modo poder considerar aquellos aspectos terminológicos,
fraseológicos y discursivos que nos han ayudado a perfilar la identidad cultural de
administrados e inmigrantes, y ver la huella cultural/ideológica que ofrecen dichos
textos para poder ser comparados posteriormente.
Siguiendo la metodología de investigación propuesta por Baker, Gabrielatos y
McEnery (2013a, 2013b), se ha realizado un análisis de los contextos de uso de tres
nodos en los dos corpus citados anteriormente, a saber, los lemas “inmigrante”,
“ciudadano” y “extranjero”. Nuestros resultados apuntan a una representación que, en
los textos normativos, fluctúa entre aspectos más generales y menos variados
(“inmigrante”) hasta aspectos mucho más concretos y variados (“ciudadano” y
“extranjero”). La figura del inmigrante queda caracterizada al tiempo que se establece
104
el uso de corpora como una herramienta útil e interesante para valorar parámetros
como la huella cultural.
Referencias
Baker, P., Gabrielatos, C., & McEnery, T., (2013a) Discourse Analysis and Media Attitudes:
The representation of Islam in the British Press. Cambridge: Cambridge University Press.
Baker, P., McEnery, T., & Gabrielatos, C. (2013b) Sketching Muslims: A Corpus Driven
Analysis of Representations around the Word ‘Muslim’ in the British Press 1998–2009. Applied
Linguistics, 34/3, pp. 255-278.
Título: The comparative study of the use of hedges and boosters in Spanish
and Arabic linguistics research articles.
Autores: Andrusenko, Anastasiia (Universitat
Valencia - [email protected])
Politècnica
de
València,
Metadiscourse is an essential part of academic writing, since it gives the author an
ability to express his/her viewpoint more clearly and to engage with the readers.
Hedges and boosters, as subcategories of interactional metadiscourse are important
for writers to reflect their stance towards both proposition and the readers. The
present study joins the call of researching and defining metadiscourse features in
Spanish and Arabic languages and culture groups by comparing the use of hedges
and boosters in linguistics research articles published within these languages. Based
on a corpus of 90 articles collected from 6 journals of linguistics, this study seeks to
detect the similarities and differences in the use of hedges and boosters in native
Spanish and native Arabic linguistics research articles. Hyland’s (Hyland, 2005)
taxonomy of metadiscourse markers as a model of analysis to language groups has
been applied. For this purpose a list of metadiscourse categories in Spanish and
Arabic has been developed. The selected texts are analyzed by means of Wordsmith
Tools (5.0 and 6.0) (Scott, 2008, 2012) and then carefully checked manually in the
context for metadiscourse categories. The quantitative analyses showed that the
overall use of hedges and boosters in Spanish research articles is higher than in the
Arabic ones. While the Spanish authors used in their writings significantly more
hedges than boosters, on the contrary their Arab colleagues used more boosters than
hedges. This study has showed important cross-cultural, cross-linguistic, and genrerelated differences in the use of hedges and boosters. The results are especially
helpful for Spanish and Arabic as a second language teaching situations. When and if
differences are found to exist across texts and cultures, they can then be explained to
students
Título: Mecanismos de divulgación en un corpus multimodal de noticias de
contenido económico
105
Autores: Antúnez Piedra, Ainhoa (Universitat de Barcelona [email protected]); Mateo Ruiz, Miguel (Universitat de Barcelona [email protected])
Las noticias económicas, desde las dos últimas décadas del siglo XX, ocupan cada
vez más espacio en los medios de comunicación y han cobrado un papel relevante
en el debate social. Los ciudadanos están interesados en conocer cómo los
movimientos en los mercados o las decisiones de los gobiernos, por poner dos
ejemplos, repercuten en sus vidas. Sin embargo, con frecuencia, la información a la
que acceden en la prensa generalista -información financiera, fiscal, de negocios y
macroeconómica- se presenta en forma de conocimiento especializado. En este
estudio, tenemos en cuenta que en la información de contenido económico, los
distintos procedimientos de divulgación de conocimiento que nos ofrece el lenguaje
(de un lado, procedimientos de definición y reformulación y, de otro lado, de
ilustración) se suman a los distintos artefactos multimodales que ofrece la escritura
digital para facilitar al público lego (lectores no profesionales) la interpretación de las
noticias. El objetivo es identificar y describir, a partir del análisis de un corpus
representativo (20 noticias de contenido económico en prensa digital extraídas de los
diarios El País –España- yReforma –México-), qué procedimientos lingüísticos y qué
artefactos multimodales operan en las noticias de carácter económico como
mecanismos de divulgación y hasta qué punto contribuyen a esa finalidad
divulgativa.
Título: Análisis multimodal del Patrimonio Cultural Inmaterial: el caso del
Archivo del patrimonio inmaterial de Navarra (APIN)
Autores: Asiáin Ansorena, Alfredo (Universidad Pública de Navarra [email protected])
La UNESCO presentó en 2003 la Convención para la Salvaguardia del Patrimonio
Cultural Inmaterial. En 2006, España la ratificó y, posteriormente, el Ministerio de
Cultura impulsó en 2011 un Plan Nacional para la Salvaguarda del Patrimonio
Cultural Inmaterial de España. En 2014, por último, el Gobierno de España ha
aprobado la Ley de Patrimonio Cultural Inmaterial.
La UNESCO definió esta nueva concepción o dimensión del patrimonio cultural
como “los usos, representaciones, expresiones, conocimientos y técnicas, que las
comunidades, los grupos, etc. reconozcan como parte integrante de su patrimonio
cultural”. El Plan Nacional de Salvaguarda del Patrimonio Cultural Inmaterial de
España, por su parte, cree que es "toda manifestación cultural viva asociada a
significados colectivos compartidos y con raigambre en una comunidad".
Existen varios ámbitos culturales en los que el Patrimonio Cultural Inmaterial se
manifiesta con mayor pujanza. Son los siguientes: conocimientos tradicionales sobre
actividades productivas, procesos y técnicas; creencias, rituales festivos y otras
prácticas
ceremoniales;
tradición
oral
y
particularidades
lingüísticas;
representaciones, escenificaciones, juegos y deportes tradicionales; manifestaciones
musicales y sonoras; formas de alimentación; formas de sociabilidad colectiva y
organizaciones; y memoria oral.
106
Desde el punto de vista lingüístico, destacaríamos, en primer lugar, que las lenguas
son motivo de atención exclusiva en el ámbito de la "Tradición oral y particularidades
lingüísticas": onomástica, variedades lingüísticas, lenguas en contacto, literatura de
tradición oral, lenguajes no verbales y paralingüísticos, etc. Pero la oralidad, la
transmisión oral, es también, en segundo lugar, una componente transversal de otros
de esos ámbitos mencionados. En ambos casos, así como en otros ámbitos, el
análisis multimodal se convierte en una herramienta excelente para abordar la
tradición discursiva y la creatividad lingüística y valorar la vitalidad etnolingüística en
la transmisión oral a las nuevas generaciones y con las nuevas tecnologías.
En este sentido, desde el año 2005, el Departamento de Filología y Didáctica de la
Lengua de la Universidad Pública de Navarra ha impusado la creación de un centro
de documentación denominado Archivo del patrimonio inmaterial de Navarra /
Nafarroako ondare ez-materialaren Artxiboa(www.navarchivo.com) que alberga
testimonios y manifestaciones culturales procedentes de recopilaciones y trabajos de
campo en torno al Patrimonio Cultural Inmaterial (PCI) de Navarra y Baja Navarra
(Francia). Las manifestaciones del PCI filmadas y grabadas constituyen un enorme
corpus multimedia audiovisual y bilingüe (castellano y euskara).
El análisis lingüístico de ese corpus (o corpora, para ser más precisos) está siendo la
tarea actual del grupo de investigación Hizkuntzalaritzako ikerketa /Investigación en
lingüística dirigido por el Dr. Patxi Salaberri. Presentamos en esta comunicación las
primeras reflexiones sobre la aplicación del análisis multimodal y la trascripción
multimodal de textos a corpora del PCI. Reflexiones a través de ejemplos de los
distintos ámbitos en las que destacamos su idoneidad general pero también algunas
limitaciones.
Referencias
BALDRY, A. P., & THIBAULT, P. J. (2006). Multimodal Transcription and Text
Analysis. London: Equinox.
AMMON, I.U.; DITTMAR, N.; MATTHEIER, K, J. y TRUDGILL, P.. (2005). Sociolinguistics. An
International Handbook of the Science of Language and Society. Berlin y New York: Walter De
Gruyter.
FORCEVILLE, C. J. & URIOS-APARISI, E. (eds) (2009). Multimodal Metaphor. Berlin and
New York: Mouton de Gruyter.
JEWITT, C. (2009). The Routledge Handbook of Multimodal Analysis. London: Routledge.
Kabatek, J. (Ed.). (2008). Sintaxis histórica del español y cambio lingüístico: nuevas
perspectivas desde las tradiciones discursivas (Vol. 31). Iberoamericana Editorial.
KRESS, G. & VAN LEEUWEN, T. (2006). Reading Images: The Grammar of Visual Design
(2nd ed). London: Routledge.
KRESS, G. (2010). Multimodality: a social semiotic approach to communication. London; New
York: Routledge.
LIU, Y. & O’HALLORAN, K. L. (2009). ‘Intersemiotic Texture: Analyzing Cohesive Devices
between Language and Images’, Social Semiotics, 19(4): 367-387.
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LUQUE DURÁN, J. D. D. (2007). Interculturalidad y lenguaje: Identidad cultural y pluralidad
lingüística. Granada Lingvistica.
O'HALLORAN, K. L. (ed.) (2004). Multimodal Discourse Analysis: Systemic Functional
Analysis. New York & London: Continuum Open Linguistics Series.
O'HALLORAN, K. L. & SMITH, B. A. (eds) (2011). Multimodal Studies: Exploring Issues and
Domains. New York & London: Routledge.
VAN LEEUWEN, T. (2008). Discourse and Practice: New Tools for Critical Discourse Analysis.
Oxford: Oxford Univerity Press.
Título: A Corpus-Based Study on Frame Marker Use in Non-native Students’
Argumentative Essays
Autores: Atasever, Serap (Anadolu University - [email protected])
Written discourse can be challenging for non-native students as it requires them to
organize their discourse through the linguistic expressions and communicate
successfully with readers. Among these expressions, frame markers (FM), as an
essential part of written discourse, are central to explicit discourse structuring and
organization of ideas, points and counter/arguments in sequences and different
segments of discourse. Frame markers refer to the ‘references to text boundaries or
elements of schematic text structure’ (Hyland & Tse, 2004: 168) and are considered to
be the best representatives of organizational structure of discourse (Hempel &
Degand, 2006). They serve a variety of different functions including sequencing
(first/ly), announcing discourse goals (my purpose, aim), indicating topic shifts (so)and
labeling stages of a text (briefly, to summarize) (Hyland, 2005). However, in
second/foreign language courses, little attention is given to how FM are helpful in
processing written texts and thus, non-native students find it difficult to use. It is worth
dealing with this issue regarding Turkish students especially English majors selected
for this study since they are educated in writing essay and given item lists to use in
text organization and an insight into it would provide fruitful findings for the clarification
of FM use by different discourse societies. This study aims to identify FM in Turkish
students’ argumentative essays in terms of frequency and functions. Accordingly,100
Turkish students’ argumentative essays are compiled in a corpus via simple random
sampling. FM are identified with AntConc 3.2.4 concordance software and analysed
manually using Hyland’s (2005) taxonomy of functions, checked twice and verified
with the help of another rater through peer de-briefing method. For data analysis, raw
numbers and percentages of FM are calculated for frequency analysis.
The findings of the study reveal variation across four FM categories in terms of
frequency of occurrence and types of items, which were illustrated through instances
obtained from data. Overall, sequencing items abound in number and types whereas
the items of announcing goal are quite limited in number and types. Certain items (i.e.
so, then) despite high frequency of occurrence are not used on metadiscourse level.
The findings are hoped to raise awareness in appropriate frame marker use and
suggest providing L2 learners with the opportunity to explore and practice the uses of
a variety of frame markers in structuring their academic texts.
108
References
Hempel, S. & Degand, L. (2006). The use of sequencers in academic writing: A comparative
study of French and English. In International Symposium:
Discourse and Document.
Hyland, K. & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal.
Applied Linguistics 25(2): 156-177.
Hyland, K. (2005). Metadiscourse. Exploring interaction in writing. London:
Continuum.
Título: Visual and verbal metaphors: crisis and education in Portuguese
secondary schools
Autores: Avelar,
[email protected])
António
M.
S.
Avelar (Universidade
de
Lisboa
-
Drawing upon social semiotic framework (Kress, 2010; van Leeuwen, 2005), the aim
of this paper is to examine and discuss the ways and the character of the semiotic
“orchestration” (Kress, 2010) present in specific interventions in secondary
Portuguese schools.
These “specific interventions” (art exhibitions, special school newspapers, theater
appearances, etc.) involve, as a rule, groups of teachers as well as groups of
students, and correspond to the school overall project of teaching. Most part of these
moments is technologically rich and displays highly multimodal relevant events. This
study will use these “interventions” as a heuristic for developing terms that capture the
unfolding nature of multimodal orchestration processes that cross the Portuguese
society and Portuguese schools.
The study seeks to capture the attitudes of teachers and students about the meaning
potential produced in this meticulous co-construction of discourses through the
combination of the visual and verbal tracks.
Título: El chat educacional como nuevo modo de comunicación en el siglo XXI
para la enseñanza de español como lengua extranjera: análisis del uso
estratégico de inserciones parentéticas para la comprensión textual
Autores: Barbosa Paiva, Crisciene Lara (Universidad de Salamanca [email protected])
En los últimos años, el desarrollo de tecnologías variadas ha favorecido la
comunicación del ser humano más allá de las barreras físicas. Esto es un aspecto
que influye sobre las estrategias utilizadas en el uso del lenguaje (Yus, 2010). En la
actualidad, Internet nos ofrece una “alternativa nueva para las modalidades en que la
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comunicación humana puede ocurrir” (Crystal, 2005, p. 76). Esa alternativa nueva es
denominada Comunicación Mediada por Ordenador (Crystal, 2005) y abarca todos
los formatos de comunicación y los respectivos géneros que surgen en ese contexto
(Marcuschi, 2008). Entre esos géneros, podemos mencionar el chat educacional, que
permite al alumno interaccionar de forma síncrona, en distintos contextos, en
situaciones reales de uso del lenguaje y en interacciones con personas localizadas
geográficamente distantes. Rodríguez Illera y Escofet Riog (2008, p. 368) resaltan la
complejidad que es pensar en la comunicación en entornos virtuales, “complejidad
que aumenta si a ello añadimos la necesidad de repensarla desde la perspectiva
educativa”.
El objetivo de este trabajo es presentar un análisis del uso estratégico de inserciones
parentéticas en chat educacional escrito en español como lengua extranjera, a partir
de la Propuesta teórico-metodológica para el análisis de inserciones parentéticas en
textos escritos – aplicable a textos escritos – creada por Barbosa-Paiva (2013). La
referida propuesta, denominada como “Abordaje Discursivo”, presenta (además de
otros procesos): i) Unidad de Análisis; ii) Criterio de Selección, de Identificación, de
Delimitación y de Delimitación y de Reconocimiento (CRISIDER) de inserciones
parentéticas en textos escritos; y iii) Definición Conceptual de inserciones
parentéticas. Todos esos ítems (i), (ii) y (iii) han sido formulados para un análisis de
las inserciones parentéticas en textos escritos.
Las inserciones parentéticas han sido descritas y analizadas en sesiones de chat
educacional de un curso de español con fines específicos, intitulado “Español para
Turismo” (EPT), administrado totalmente a distancia, sin los recursos de audio y
video. Esas sesiones de chat educacional fueron realizadas esencialmente por
escrito, en tiempo real (síncrono), en lengua española por participantes brasileños.
En el corpus, las inserciones parentéticas presentaron un papel relevante en el
establecimiento de la significación de base informacional. Las inserciones
parentéticas estaban orientadas para la comprensión e inteligibilidad del texto, con
intención de producir un texto que sea capaz de funcionar comunicativamente dentro
del contexto y de las condiciones de producción en que fue generado el chat
educacional investigado. Las inserciones parentéticas pudieron añadir informaciones
que eran consideradas por los participantes como importantes en aquella situación
comunicativa.
Referencias
BARBOSA-PAIVA, C. L. Proposta teórico-metodológica para análise de inserções
parentéticas em chat educacional no ensino de língua española / Propuesta teóricometodológica para el análisis de inserciones parentéticas en chat educacional en la
enseñanza de lengua española. 323 f. Tese (Doutorado em Linguística e Língua Portuguesa)
da Universidade Estadual Paulista Júlio de Mesquita Filho. Tesis (Doctorado en Español:
investigación avanzada en Lengua y Literatura) de la Universidad de Salamanca. Salamanca,
Araraquara, 2013.
CRYSTAL, D. A revolução da linguagem. Tradução de Ricardo Quintana; consultoria, Yonne
Leite. Rio de Janeiro: Jorge Zahar, 2005. 151p.
MARCUSCHI, L. A. Gêneros textuais no ensino de língua. In MARCUSCHI, L. A. Produção
textual, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008. p. 146-225.
110
RODRÍGUEZ ILLERA, J. L.; ESCOFET ROIG, A. La enseñanza y el aprendizaje de
competencias comunicativas en entornos virtuales. In: COLL, César; MONEREO, Carles.
(Orgs.) Psicología de la educación virtual: aprender y enseñar con las Tecnologías de la
información y la Comunicación. Madrid: Morata, 2008. p. 368-385.
YUS, F. Ciberpragmática 2.0: Nuevos usos del lenguaje en Internet. Barcelona: Editorial
Planeta (Ariel Letras), 2010.
Título: La versatilidad lingüística en el lenguaje de un nuevo género digital
dirigido a la enseñanza de español como lengua extranjera en el siglo XXI: los
usos más allá de la gramática tradicional
Autores: Barbosa Paiva, Crisciene Lara (Universidad de Salamanca [email protected])
El objetivo de este trabajo es analizar, a partir de los postulados teóricometodológicos de la Perspectiva Textual-Interactiva (Jubran, 2006, 2007), cinco
estrategias de construcción textual-interactivas (repetición de letra, la onomatopeya,
la mayúscula, los signos de exclamación y los puntos suspensivos) del lenguaje de
Internet, más específicamente, de un nuevo género digital – el chat educacional –
escrito en español como lengua extranjera.
Los corpora de análisis consisten en sesiones de chat de dos grupos de un curso de
español con fines específicos, intitulado “Español para Turismo” (EPT), administrado
totalmente a distancia, sin los recursos de audio y video. Esas sesiones de chat
educacional fueron realizadas esencialmente por escrito, en tiempo real (síncrono),
en lengua española por participantes brasileños. El curso fue ofrecido como un curso
de extensión de 30h en la Universidade Estadual Paulista “Júlio de Mesquita Filho”
(UNESP, Araraquara, Brasil). El programa de chat utilizado fue la plataforma Moodle.
Añadimos que no realizamos alteraciones ortográficas en el texto del chat.
A partir del análisis de los corpora, este trabajo nos enseñó que existe una
“versatilidad lingüística” (Crystal, 2002), o sea, que el uso de los recursos
considerados “típicos” de la escritura, como signos de exclamación, los puntos
suspensivos, la mayúscula en el chat educacional va más allá de los usos
establecidos por la gramática normativa, o sea, que los recursos “típicos” de la
modalidad escrita asumen distintos valores de los establecidos por la gramática
tradicional. Así, este estudio demostró algunas de las convenciones de la
comunicación mediada por ordenador, específicamente del chat educacional. Crystal
(2005, p. 80) nos acuerda que “en breve, las convenciones de netspeakserán
enseñadas normalmente en las escuelas”.
Así, los retos que se ponen en la actualidad es de investigación del lenguaje
manifestado en el contexto digital, observando, por ejemplo, las estrategias de
construcción textual-interactivas inscritas en la superficie textual, como la repetición
de letras, la mayúscula, los puntos suspensivos, los signos de exclamación y la
onomatopeya. El análisis de los corpora nos mostró que esas estrategias tienen un
sentido o función más allá del uso establecido por la gramática tradicional normativa
y, por lo tanto, el lenguaje del chat es objeto de reflexión.
111
Referencias
CRYSTAL, D. El lenguaje e Internet. Traducción española de Pedro Tena. Madrid: Cambrigde
University Press, 2002. 304p.
CRYSTAL, D. A revolução da linguagem. Tradução de Ricardo Quintana; consultoria, Yonne
Leite. Rio de Janeiro: Jorge Zahar, 2005. 151p.
JUBRÁN, C. C. A. S. Introdução – A Perspectiva Textual-Interativa. In: JUBRÁN, C. C. A. S.;
KOCH, I. G. V. (Orgs.).Gramática do português culto falado no Brasil. Campinas: Editora da
Unicamp, 2006a. vol. 1. Construção do texto falado.
JUBRÁN, C. C. A. S. Uma Gramática Textual de Orientação Interacional. In: CASTILHO, A.
T. et alii (Orgs.).Descrição, História e Aquisição do Português Brasileiro. Campinas: Pontes,
2007. p. 312-327.
Título: A multimodal discourse analysis of linking metadiscoursive elements in
two opencourseware lectures (MOOCs)
Autores: Bernad Mechó, Edgar (Universitat Jaume I, Castellón de la Plana [email protected])
Discourse analysis in university lectures has become more and more relevant for
researchers in recent years (Pérez-Llantada and Ferguson, 2006; Csomay, 2007;
Deroey & Taverniers, 2011). However, the focus of these analyses is usually on
linguistic aspects exclusively and holistic approaches including other influential
elements also present in communication are limited (Crawford-Camiciottoli, 2007;
Weinberg et al., 2013; Fortanet-Gómez & Ruiz-Madrid, 2014).
This paper aims to explain, from a multimodal discourse analysis perspective, which
are the metadiscursive elements employed by lecturers in order to link the different
sessions within a course. This type of metadiscourse is essential to achieve a proper
connection between sessions; it contributes to better cohesion and creates a clearer
message for the student. One of the most innovative aspects of this study is the
genre that is going to be analyzed: the so-called MOOC (Massive Online Open
Courses). These courses have been offered and recognized in the most prestigious
universities in the world during the last decade. The aim of my research is to look into
metadiscursive instances when used in online lectures in Humanities which are part of
Yale University’s collection of MOOCs in order to describe possible recurrent patterns
and relationships between these elements and paralinguistic and kinesic elements. In
order to do that, we will carry out a Multimodal Discourse Analysis (MDA) (QuerolJulián, 2010; Querol-Julián and Fortanet, 2012; Fortanet-Gómez and Ruiz-Madrid,
2014). MDA argues that all discourse is inherently multimodal, and therefore it
involves the analysis of various semiotic systems and the relationship among them
that adds a particular communicative value to the linguistic message conveyed. We
focus our analysis on the relationship between intonation, gestures and linguistic
elements.
112
The final objective of this study is twofold, i) to use the results for revisiting the
concept of genre in the case of online lectures and ii) to use these results for EAP
training courses for non-native teachers and students, as it has been observed that
body language needs awareness raising in order to facilitate transfer from mother
tongue to another language.
References
Crawford-Camiciottoli, B. (2007). The language of business studies lectures. A corpusassisted analysis. Amsterdam & Philadelphia: John Benjamins.
Csomay, E. (2007) Variation in academic lectures: Interactivity and level of instruction. In R.S.
Reppen, M. Fitmaurice & D. Biber (eds) Using corpora to explore linguistic variation (pp. 205224). Amsterdam: John Benjamins.
Deroey, K. L. B. & M. Taverniers (2011) A corpus-based study of lecture functions. Moderna
Språk 105, n.2: 1-22.
Fortanet-Gómez I., & Ruiz-Madrid, M. N. (2014). Multimodality for comprehensive
communication in the classroom: questions in guest lectures. Ibérica, 28, 203-224.
Perez-Llantada C. (2005). Instruction and interaction in an American lecture class. The
ESPecialist, 26 (2): 205-227.
Perez-Llantada, C. & G. R. Ferguson (eds) (2006) English as a Glocalization Phenomenon:
Observations from a Linguistic Microcosm. València: Publicacions de la Universitat de
València.
Querol-Julián, M. (2010) Multimodality in discussion sessions: corpus compilation and
pedagogical use. Language Value Journal, 2 (1), 1-26
Querol-Julián, M. and Fortanet, I. (2012) Multimodal evaluation in academic discussion
sessions: Ho do presenters act and react? English for Specific Purposes, 31: 271-283.
Weinberg, A., Fukawa-Connelly, T. & Wiesner, E. (2013). Instructor gestures in proof-based
mathematics lectures. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th
annual meeting of the North American Chapter of the International Group for the Psychology of
Mathematics Education. Chicago, IL: University of Illinois at Chicago
Título: Unfolding conflicts in Facebook interactions
Autores: Bou Franch, Patricia (Universitat de València - [email protected])
The aim of this paper is to examine the unfolding of conflict in Facebook interactions.
Research into computer-mediated communication has paid considerable attention to
the emergence and management of conflict and impoliteness over the last decade,
which have been largely explained in terms of the restrictions and deficiencies
regarding contextual information which the different technologies allow (see BouFranch & Garcés-Conejos Blitvich 2014, for a review).
113
Although conflict has been examined in numerous computer-communication modes,
little is known of the role it plays and the form it takes in Facebook interactions.
Facebook has recently been defined as a friendship social networking site which “is
used to manage and maintain ties of friendship” (Eisenlauer 2014: 4), with previous
contacts (Ellison et al. 2007). However, Facebook also provides networking support to
institutions of different sorts which invite the participation of the public in the form of
digital comments, among others (e.g. Pérez-Sabater, 2011; 2012; Thurlow 2013). This
paper argues that the technological affordances of Facebook facilitate different
relational and interactional frameworks, which will affect the role, form and
management of conflict. Thus, this paper identifies two specific interactional
frameworks - a 'private' scenario among friends and a 'public' scenario among
strangers - and examines the role of conflict therein, and, more specifically, how
Facebook users manage and orient to conflict in the relational scenarios or
frameworks identified within this social networking site.
The analysis of conflict draws on a multidisciplinary analytical framework which
includes research from conversation analysis, pragmatics and (critical) discourse
analysis (Bou-Franch et al. 2012; Bou-Franch & Garcés-Conejos Blitvich 2014:
Bousfield 2007; Culpeper 2005;; Grimshaw 1990; Hutchby 2001; Mueller Dobbs &
Garcés-Conejos Blitvich 2013; Stewart & Maxwell 2010), and which deals with how
conflict begins, unfolds and is, or is not, resolved. To carry out this study, data from
private interactions among Friends and from public interactions among strangers,
were compiled and analysed. The analysis combined quantitative and qualitative
approaches. Results suggest variation in the frequency, type and development of
conflict in the two relational scenarios under scrutiny
Título: Comparing analytical approaches to media texts: Appraisal, status and
metadiscourse
Autores: Breeze, Ruth (Universidad de Navarra - [email protected])
Media texts have received considerable critical attention over the last thirty years, in
studies drawing upon an extremely wide range of analytical approaches. However, it
has not always been clear which approach is the most appropriate to apply in this
context, nor has it been established what the particular contribution of the different
approaches might be. This paper sets out to address the question of what different
methodologies contribute by applying three analytical methods to a cross-section of
media texts on a health-related topic, ranging from press releases through broadsheet
newspapers to tabloids. First, I analyse the texts using the Appraisal system
developed by Martin and White (2004), bringing out the variations that are present in
what these authors have termed term ‘evaluative key’ in journalistic discourse (2005:
164-184), and tracking the differences along the evaluative cline from press release to
popular news article. Second, I apply the method of status analysis developed by
Hunston (2000), which provides particular insights into the nature of the truth claims
made by the different media entities. Thirdly, I triangulate these data using the
metadiscourse framework (Hyland, 2005), which provides a complementary view of
the changes that are perceptible in the interactional dimension of the texts and the
epistemic claims that are made. In my conclusion, I map the changes to media
discourse along the cline from press release to popular news, and bring out the
specific contribution made by each analytical approach to our understanding of this
phenomenon.
114
References
Hunston, S. (2000) Evaluation in Text: Authorial Stance and the Construction of Discourse.
Oxford: OUP.
Hyland, K. (2005) Metadiscourse: exploring interaction in writing. London: Bloomsbury.
Martin, J. and White, P. (2005) The Language of Evaluation: Appraisal in English. London:
Palgrave Macmillan.
Título: El uso de herramientas cognitivas como estrategia publicitaria en
anuncios de automóviles
Autores: Bretones Callejas, Carmen M. (Universidad de Almería [email protected])
Partiendo de la semántica lakoffiana, el objetivo de este artículo es analizar la
significación icónica de los anuncios publicitarios de automóviles. Más
concretamente, estudiaremos el uso de los esquemas y las estructuras conceptuales
que hacen posible la abstracción del significado (Lakoff y Johnson 1999, Faucconier y
Turner 2002, Hampe 2005, Forceville 2010, Villacañas y White 2013). En cuanto a las
imágenes, en general, veremos que prevalecen las estáticas frente a las dinámicas.
Los esquemas de imagen como el de abanico y las estructuras como la metáfora EL
OBJETO DESEADO ES UN OBJETO VALIOSO (Ungerer 2000), la metonimia EL
ANUNCIO DEL COCHE POR EL COCHE o el “blend” de la metáfora EL COCHE ES
UN SER VIVO y la metonimia LA COLUMNA POR EL CUERPO dan significación al
componente icónico. Más concretamente, nuestro análisis se centra en las
herramientas cognitivas que subyacen al componente visual, es decir, a los
elementos plásticos (color, luz y espacio) y los elementos icónicos (escenario, sujetos
y objetos) (Rey 1992), analizando un corpus de anuncios de coches. Debido a la
riqueza visual de los anuncios analizados, dichas unidades fundamentales nos
conducen a la percepción de dimensiones que van más allá de estos esquemas y
estructuras, es decir, hacia una experiencia perceptiva mucho más rica.
Referencias
Fauconnier, G. y Turner, M. 2002. The Way We Think. Cambridge: CUP.
Forceville, CH. 2010. “Why and how study metaphor, metonymy and other tropes in
multimodal discourse? “In Caballero Rodríguez, R. & Mª J. Pinar Sanz Ways and Modes of
Human Communication. Castilla-La Mancha: Colección studios, 57-76.
Hampe, B. (ed). 2005. From Perception to Meaning. Berlin: Mouton de Gruyter.
Lakoff, G y Johnson, M. 1999. Philosophy in the Flesh. New York: A Perseus Book
Rey, J. 1992. La Significación Publicitaria. Sevilla: Alfar.
115
Ungerer, F. 2000. “Muted metaphors and the activation of metonymies in
advertising”. Metaphor and Metonymy at the Crossroads. A Cognitive Perspective. Ed. A.
Barcelona Sánchez. Berlín/Nueva York: Mouton de Gruyter.
Villacañas, B. y White, M. 2013. “Pictorial metonymy as creativity source in “Purificación
García” advertising campaigns”. Metaphor and the Social World 3/2: 220-239.
Título: Pictorial Metaphors of Emotion in Wonder Woman: The New 52
Autores: Brouwer Hernández, Ángela F. (Universidad Autónoma de Madrid [email protected])
One of the major contributions in Cognitive Linguistics, has been the Conceptual
Metaphor Theory (CMT). Presented by Lakoff and Johnson (1980) in their famous
monograph "Metaphors we live by" this theory opened the path to new research in the
field which analyses metaphorical manifestations in other modes of communication
(music, pictures, sound, gestures), rather than in language alone (Forceville, 2009).
The aim of this paper is twofold. First, it analyzes pictorial metaphors of emotion
in Wonder Woman: The New 52, issues 1-5 (Azzarello, B. & Chiang, C., 2011/2012),
a relaunch of the Northamerican comic about the iconic amazon warrior princess,
created by William Moulton Marston in 1941, using the categories presented in
Forceville (2005).
Thus, the categories indexical signs [realistic sign/gesture, often exaggerated] and
pictorial runes (Kennedy 1982 in Forceville 2005 and Eerden 2009) -non-realistic signgraphic representation of abstract concepts- were used for the analysis. Second this
work investigates whether or not the pictorial metaphors in Wonder Woman are
motivated by Kövecses' Folk Theory, wich claims that "people structurally
conceptualize emotions metaphorically" (Eerden 2009). In this comic, positive
emotions like HAPPINESS and LOVE are less frequent than negative emotions like
ANGER, FEAR or DISGUST. The results of the analysis show that: (i) this comic
relies more on indexical signs rather than pictorial runes to represent emotions. (ii)
Pictorial runes are mostly used to illustrate SURPRISE and FEAR along with indexical
signs. (iii) Indexical signs are present in all the representations of emotion in this
comic. As shown in Forceville 2005, some features of anger only surface in pictorial
metahors, but not in verbal metaphors. And (iv), that the emotions in this comic are
also metonimically motivated (Forceville, 2005; Eerden, 2009). In short, this study
contributes with new data to the most recent developments of metaphor theory,
namely, its analysis in real multimodal discourse.
References
Azzarello, Brian and Chiang, Cliff (2011) Wonder Woman: The New 52! Issue 1, 2, 3, 4 & 5.
November. DC Comics.
Eerden, Bart (2009) Anger in Asterix: The Metaphorical Representation of Anger in Comics
and Animated Films. In Forceville, C. and Urios-Aparici, E. (Eds.) MULTIMODAL
116
METAPHOR.
Berlin:
Mouton
de
Gruyter.
pp.243-264.
Forceville, Charles (2005) Visual Representations of the Idealized Cognitive Model of Anger in
the Asterix Album La Zizanie. Journal of Pragmatics 37 (2005) 69-88. University of
Amsterdam.
Kövecses, Zoltán (1986) Metaphors of Anger, Pride and Love. A Lexical Approach to the
Structure of Concepts. Amsterdam / Philadelphia: John Benjamins Publishing Company.
Lakoff, George and Johnson, Mark (1980) Metaphors We Live By. Chicago: University of
Chicago Press.
Título: El proyecto 1x1 a través de los medios de comunicación escrita.
Análisis de las representaciones
Autores: Cicres Bosch, Jordi (Universitat de Girona - [email protected]);
Llach Carles, Sílvia (Universitat de Girona, Girona [email protected]); de
Ribot
Mundet,
Maria
Dolors ( Universitat
de
Girona
[email protected])
El objetivo de este estudio es analizar el contenido de los artículos de prensa que
tratan sobre el proyecto EduCat 1x1 (el programa de la Generalitat de Catalunya cuyo
objetivo era dotar de un portátil por alumno en los centros que se adhirieran al
proyecto) en los principales medios de difusión escrita que se distribuyen en
Cataluña. Concretamente, se han analizado las ideas (positivas, negativas o neutras)
que se han divulgado a través de estos medios (siguiendo la metodología propuesta
en Altheide 2002 y Hargreaves et al. 2003). Además, se ha analizado
específicamente si aparecen argumentos pedagógicos que fundamenten la
implantación de este proyecto. Esta investigación forma parte de un proyecto más
amplio (IES 2.0. Prácticas letradas digitales. Materiales, actividad de aula y recursos
lingüísticos en línea1) que analiza las prácticas de lectura y escritura en este entorno.
La hipótesis de la que se parte, por una parte, es que la mayoría de las
representaciones que se divulgaron a través de los medios de comunicación fueron
negativas, centradas básicamente en los problemas de carácter técnico y, por otra
parte, que no se hizo referencia a los argumentos pedagógicos que sustentan el
proyecto.
Hemos seleccionado los 10 periódicos de mayor difusión en Cataluña durante los
años de funcionamiento del proyecto EduCat 1x1, según el Barómetro de la
Comunicación y la Cultura. Los periódicos analizados han sido los siguientes (por
orden de audiencia): La Vanguardia, El Periódico de Catalunya, 20minutos, Què, El
País, El Punt Avui, Segre, Ara, El Mundo y Regió 7.
La búsqueda de los artículos se ha realizado mediante el buscador de Google.
Concretamente, se han identificado las palabras clave que caracterizan al programa y
se han buscado limitando el sitio web según el periódico analizado. Asimismo, se han
combinado palabras clave en catalán y español. En total, se han localizado y
analizado 320 artículos.
117
El análisis de los datos se ha realizado de un modo sistemático. A partir de una
muestra representativa, se ha confeccionado un listado de categorías para las ideas
que aparecen (que se han etiquetado como positivas, negativas o neutras), el cual se
ha ampliado a medida que se analizaban nuevos artículos (Schwandt 1997).
Los resultados muestran que el número de representaciones negativas es
significativamente mayor que el de representaciones neutras, que a su vez superan
a las positivas (p<0,001). A modo de ejemplo, las representaciones negativas más
frecuentes tienen que ver con: (a) el hecho de que en el contexto actual de crisis
económica, el proyecto no se ve como una prioridad; (b) las dificultades técnicas; (c)
la precipitación y su consecuente falta de reflexión; y (d) que no representa una
innovación pedagógica real. En el apartado positivo destacan: (a) el aumento de la
motivación de los alumnos; (b) el ahorro económico que representa; (c) la apertura
de un nuevo mercado editorial; y (d) la existencia de indicios de mejora del
rendimiento académico. De las representaciones neutras, destacan (a) datos sobre la
historia del proyecto y (b) datos estadísticos, en especial sobre el número de alumnos
o centros involucrados en el proyecto. En cuanto a las argumentaciones
pedagógicas, se ha constatado que no aparecen entre las ideas que se han
localizado en la investigación.
Referencias
Altheide, D. (2002). Creating fear: news and the construction of crisis. Hawthorne, New York:
Aldine de Guyter.
Hargreaves, I., Lewis, J., y Speers, T. (2003). Towards a better map: Science, the public and
the media. Cardiff: Cardiff University.
Schwandt, T. (1997). Qualitative inquiry: A dictionary of terms. California: Sage.
https://sites.google.com/site/ies201x1/home
Título: Euphemism and face-work in the discourse of British regional politics
Autores: Crespo Fernández, Eliecer (Universidad Castilla-La Mancha [email protected])
Political actors try to appear polite and sensitive to people’s concerns while, at the
same time, win their favour or attack a political opponent. To find the right kind of
language and the right choice of words to address potential voters is key not only to
give a positive image of themselves but also of the parties they represent. To these
ends, politicians usually resort to evasive vocabulary and other euphemistic strategies
when dealing with delicate or unpleasant subjects.
The purpose of this paper is to gain an insight into the way euphemism is currently
used by regional politicians from the counties of Norfolk and Suffolk using a sample of
the regional newspaper Eastern Daily Press, edited in the city of Norwich (UK). I
depart from the assumption that the modes of verbal attenuation used by local
councillors and regional MPs are significantly different from those used by political
118
elites insofar as regional politicians are supposed to be closer to the citizens and more
concerned with their everyday worries than national politicians.
The analysis presented relies on the theoretical frameworks of critical-political
discourse analysis (Van Dijk 1993, 1997; Chilton and Schäffner 1997; Wilson 2001)
and pragmatic theory, particularly politeness and facework (Brown and Levinson
1987). The examination of the metaphors encountered in the sample is embedded in
Cognitive Metaphor Theory (Lakoff 1993), in line with discourse analysis studies
which regard metaphor both as a cognitive and as a pragmatic phenomenon (MolekKozakowska 2014).
In this study euphemism is not merely considered as a lexical phenomenon. It is also
viewed as a verbal strategy that politicians employ in the hope of softening the effect
of what they really wish to communicate for the sake of preserving their social image.
This implies to look at euphemism as an instantiation of facework (Allan and Burridge
2006) both at word level (word substitution, including figurative language) and at
sentence level (euphemistic strategies beyond word choice).
The results obtained reveal that euphemism performs a face-saving function in the
discourse of regional politics and significantly contributes to the “self-promotion” of
local and regional politicians, who employ euphemism – mostly by understatement,
litotes and underspecification – for a variety of reasons, namely sensitivity to audience
concerns, avoidance of expressions that can be perceived to marginalize socially
disadvantaged groups and mitigation – even concealment – of unsettling topics. The
analysis also demonstrates that the euphemistic modality of quasi-dysphemism
provides a “safe ground” for the politician’s offensive intention.
Título: La imagen de la mujer en los manuales de español para extranjeros:
un análisis crítico multimodal
Autores: Cruz Moya, Olga (Universidad Pablo de Olavide [email protected]);Sánchez Moya, Alfonso (Universidad Complutense de
Madrid - [email protected])
El estudio que presentamos ofrece los resultados del análisis crítico multimodal de la
representación de la mujer en un corpus de manuales de español para extranjeros
publicados en los seis últimos años.
Los manuales para el aprendizaje de lenguas extranjeras son un género textual en el
que tradicionalmente se combinan solidariamente palabras e imágenes con una
finalidad comunicativa, por lo que pueden analizarse desde un punto de vista
multimodal. Además, constituyen una fuente de autoridad que pueden transmitir
información sesgada, “suficiente para aprender, aprehender y confirmar prejuicios
comunes” (Atienza Cerezo y van Dijk, 2010: 69). La representación discursiva de
hombres y mujeres en los manuales de enseñanza de idiomas es un tema de
investigación con cierto recorrido en el ámbito del inglés como lengua extranjera
(Cerezal, 1999; Jones, Kitetu y Sunderland, 1997; Lee y Collins, 2008 y 2009;
Sánchez-Moya, 2013; Sheldon, 2004; Sunderland et al, 2002; entre otros). En el caso
del español, los trabajos publicados hasta la fecha (Barceló, 2006; De Santiago,
119
2009; Ferrer Suso, 2011; Galiano, 1991; Robles Fernández, 2005) han señalado la
aparición de estereotipos y han ofrecido recomendaciones para una enseñanza
respetuosa con los principios de la coeducación. Hasta ahora no se ha empleado la
perspectiva crítica en el análisis discursivo, por lo que la investigación realizada
puede considerarse novedosa desde el punto de vista metodológico, además de
utilizar un corpus de textos más reciente que los trabajos mencionados.
Concretamente, el análisis realizado pretende responder a las siguientes preguntas:
¿De qué modo aparece representada la mujer en los textos a través de las palabras y
acciones que se le atribuyen? Esto incluye el tipo de participación, comportamientos,
objetivos y valores.
¿Con qué rasgos físicos aparece?
¿Cómo se recontextualizan los lugares, momentos y actividades en los que se sitúa?
(Machin, 2013)
El corpus seleccionado está formado por diez manuales de español para extranjeros
de niveles A1-B1, elaborados por diferentes autores y publicados en los últimos seis
años por las editoriales más representativas. De cada colección se escogió el libro
del alumno y se recopilaron todos los elementos lingüísticos y visuales donde
aparecen mujeres adultas, ya como locutoras o protagonistas de la acción, ya como
personajes secundarios.
Para el análisis adoptaron principalmente las propuestas metodológicas de Van
Leeuwen (2013) y Machin (2013), que plantean puntos de vista complementarios
dentro de la corriente crítica de los estudios de la comunicación. Se parte del
supuesto de que el retrato discursivo de las identidades sociales en los libros de texto
está controlado por una ideología subyacente polarizada y eurocentrista (Atienza
Cerezo y van Dijk, 2010: 69-70).
Los resultados obtenidos vienen a refutar parcialmente las hipótesis planteadas: la
mayor parte de ejemplos muestran una representación equilibrada de hombres y
mujeres, especialmente por la presencia de ambos sexos en el mercado laboral y
como responsables de las tareas domésticas. A pesar de ello, llaman la atención
algunos ejemplos de que son cuestionables desde el punto de vista socio-discursivo y
que evidencian que todavía queda camino por recorrer en el horizonte de la igualdad.
Referencias
Atienza Cerezo, E. y van Dijk, T. A. (2012), “Identidad social e ideología en libros de texto
españoles de Ciencias Sociales”, Revista de Educación, n.º 353, pp. 67-106.
Barceló Morte, L. (2006), Los estereotipos de género en los manuales de ELE: estudio de las
representaciones de varones y mujeres en cuatro libros de texto en España entre 2003-2004,
Barcelona, Universidad.
Cerezal, F. (1999), La transmisión de valores genéricos discriminatorios en libros de texto de
inglés, Alcalá de Henares, Universidad.
120
De Santiago Guervós, J. (2009), “La discriminación en los manuales de ELE: un periodo
crítico”, Marcoele, n.º 8.
Ferrer Suso, A. (2011), La coeducación en los métodos de ELE para niñas y niños. Un estudio
sobre sexismo en tres manuales, Memoria de Máster, Universitat de Barcelona.
Galiano Sierra, I. M. (1991), “La mujer en los manuales de español para extranjeros”, Actas
del III Congreso Nacional de la ASELE El Español como Lengua Extranjera: de la Teoría al
Aula Málaga, Universidad, pp. 119-125.
Jones, M. A.; Kitetu, C. y Sunderland, J. (1997), “Discourse roles, gender and language
textbook dialogues: Who learns what from John and Sally?”, Gender and Education, 9, pp.
469–490.
Lee, J. y Collins, P. (2008), “Gender Voices in Hong Kong English Textbooks – Some Past
and Current Practices”, Sex Roles, 59(1), 127-137.
Lee, J. y Collins, P. (2009), “Australian English-language textbooks: the gender
issues”, Gender and Education, 21(4).
Machin, D. (2013), “What is multimodal critical discourse studies?”, Critical Discourse Studies,
10:4, pp. 347-355.
Robles Fernández, M. G. (2005), La mujer en los manuales de español lengua extranjera: del
estereotipo al personaje real e histórico, mujeres insignes, mujeres comunes, mujeres sin
más, Memoria de Máster, Universidad Nacional de Educación a Distancia.
Sánchez-Moya, A. (2013, May). 'I don't understand girls!': tracing traditional gender
stereotypes in currently used textbooks of English as EFL'. Paper presented at the Research
in Gender, Language and Sexuality research group, Lancaster University, UK.
Sheldon, J.P. (2004), “Gender stereotypes in educational software for young children”, Sex
Roles, 51(7-8), pp. 433-444.
Sunderland, J. et al. (2000), “From Bias ‘In the Text’ to ‘Teacher Talk around the Text’: An
Exploration of Teacher Discourse and Gendered Foreign Language Textbook
Texts”, Linguistics and Education, 11(3), pp. 251-286.
Sunderland, J., Cowley, M., Rahim, F. A., Leontzakou, C. y Shattuck, J. (2002). “From
representation towards discursive practices: Gender in the foreign language textbook
revisited”, en L. Litosseliti y J. Sunderland (eds.), Gender identity and discourse analysis,
Amsterdam, John Benjamins Publishing Company, pp. 223-255.
Van Leeuwen, T. (2013), “Critical analysis of multimodal discourse”, en C. A. Chapelle
(ed.), The encyclopedia of applied linguistics, Londres, Blackwell, pp. 4002–4006.
Título: La comunicación estratégica en empresas del ibex 35. Las cartas de
sus presidentes en el año 2002 y 2012
121
Autores: Fernández Vallejo, Ana M. (Universidad de Navarra - [email protected])
En este documento se comparan las cartas de los directivos de las 10 empresas más
importantes del IBEX35 en dos momentos distintos de la historia económica
española: en el año 2002, cuando la crisis todavía es latente; y el 2012, momento en
el que España vive uno de sus peores momentos económicos de acuerdo con dos
indicadores objetivos: España entra oficialmente en recesión económica y sufre el
índice de paro más alto desde la década de los 80. Desde un punto de vista tanto
teórico como práctico y basado en las cartas de los directivos publicadas dentro de
las memorias anuales, este estudio demuestra la eficacia que estas cartas han
logrado para generar confianza, credibilidad, compromiso y responsabilidad entre los
interlocutores implicados en la empresa. En definitiva, se analiza de qué modo los
directivos influyen en los stakeholders: cómo se lanza una imagen positiva de la
compañía, del sector, de la economía, incluso en los momentos más difíciles, cuando
la situación macroeconómica es desfavorable.
Título: “I’m not a whore, I was just assertive”: Untangling discourses of
sexualisation and gender
Autores: García Gómez, Antonio ([email protected])
Feminist psychologists have started to realize that feminist claims, in search of gender
equality, have, over the years, placed an excessive burden on women to demonstrate
that they can perform as well as men can. Interestingly, leading edge research gives
direct or indirect evidence of two social phenomena: the sexualisation of culture and
girl’s ladette culture. The latter points to girls’ apparent laddish behaviour as their own
code of communication, socialization and maintenance of social hierarchies. The
former calls attention to a process of pornification which shows how depictions of
pornography are gaining a presence in non-pornographic contexts. From a discourse
analysis approach, the present paper argues that this gender equivalence-seeking
has led to a poor understanding of three key aspects: femininity, doing girlhood and
girls’ relational aggression. We use both a quantitative and a qualitative method to
examine in detail the pragmatic-discursive strategies employed by British female
teenagers to evaluate and regulate social behaviour in episodes of (virtual) relational
aggression. In spite of the regulative heterosexual matrix present within neoliberal
post-feminist times, the study focuses on a general trend of gendered sexualization
and specific discourses that illustrates heteropornification by foregrounding and
highlighting the discursive strategies of sexual aggression which girls use in their
online conflicts on Facebook. In particular, our data suggest that young women exploit
a number of linguistic strategies, mainly based on a process of lexical creativity and
social evaluation, aiming to exert their power by attacking and humiliating one
another.
Título: “Communicative identity” as a distinctive parameter within language
register variation
122
Autores: Giménez Moreno,
[email protected])
Rosa
(Universidad
de
Valencia
UV
-
In Applied Linguistics register variation (RV), also called contextual variation, has
been approached from very different perspectives (e.g. Gregory and Carroll, 1978;
Halliday, 1980; Ghadessy, 1988; Biber, 1995). As a result, and especially during the
last half century, the concept of “linguistic register” has been expressed through
different terms (e.g. styles, genres, social dialects, contextual varieties, situational
features, etc.), covering and even often overlapping with other common concepts in
the field of language variation, mainly with genre and style (Giménez-Moreno, 1997;
Biber and Conrad, 2009). This heterogeneity of approaches, terms and concepts have
put RV in a complex situation that hinders both its theoretical development within the
world of communication and its practical applications in educational and professional
settings.
Over the past ten years, researchers from the UV and other Spanish universities are
trying to develop, through the SIRVA Group (Group of support to investigation in
register variation analysis), a comprehensive and dynamic approach to RV based on
distinctive criteria that can enable practical studies and effective applications of this
type of variation (Giménez-Moreno, 2006, 2011a and 2011b; Giménez-Moreno &
Skorczynska, 2013, 2014). From this approach, register is observed as a dynamic
continuum from intimate and private interaction to professional and public
communication, covering a wide range of everyday situations and contexts. The
results of the studies carried out suggest that there are at least two parameters that
are clearly distinctive within RV: the situation or context of communication and the
identities or roles of the participants. Therefore, from this perspective two macroregisters are distinguishable in our private lives: (1) a family one, used with relatives,
and (2) an amicable one, used with friends. Similarly, in our public life at least two
other macro-registers can be differentiated: (3) a social one, used with neighbours
and other citizens in social open settings, and (4) a professional one, used with
colleagues and other professionals in institutional and work settings (GiménezMoreno, 2006:100). Both parameters are clearly interdependent. Each context
prompts the speaker to adopt a particular identity and a certain role either imposed by
the circumstances (e.g. role of “father”) or chosen depending on his/her intentions
(e.g. become a “close friend”).
The overall aim of the present paper is to offer a deeper definition and clearer
coverage of the concept of “communicative identity” within this framework through the
revision of the existing literature on the subject and the analysis of open access
corpora. Initially, corresponding to the above mentioned four macro-registers a
specific set of identities and roles has started to be identified. For example, within the
family register, the expression of the speaker will clearly vary depending on whether
he acts as a father, brother or son. However, further this parental relationship there
are other elements related to the speakers’ identity (i.e. gender, educational
background, etc.) affecting the register used in that particular context. Additionally,
family, social, professional identities often do not follow each other linearly. In many
contexts communicative identities alternate or fluctuate depending on the demands of
the moment. For example, a speaker may receive an urgent personal call on his
mobile phone while he is in a business negotiation. In this context the family register
will switch to the professional register briefly forcing the speaker to modulate both.
The results of this paper will delve into the concept of communicative identity,
describing its relation to other aspects of human identity that interact, influence, and
123
often even merge, within a same communicative act: gender identity, cultural identity,
national identity, collective identity, social identity, individual identity, consumer’s
identity, online identity, etc. Parallel to what experts call code-switching (Auer, 2005),
current daily communication leads speakers to continuous and various forms of what
we might call “communicative identity-switching” or "register switching".
References
Auer, P. (2005). A postscript: code-switching and social identity. Journal of Pragmatics, 37 (3),
403-410.
Biber, D. (1995). Dimensions of register variation: A cross-linguistic comparison. Cambridge:
Cambridge University Press.
Biber, D., & Conrad, S. (2009). Register, Genre and Style. Cambridge: Cambridge University
Press
Ghadessy, M. (Ed.). (1988). Registers of written English: situational factors and linguistic
features. London: Pinter Publishers.
Giménez-Moreno, R. (1997). The Boundaries of the Concepts of Genre, Register and Style in
Academic Discourse. In J. Piqué and D. J. Viera. Applied Languages: Theory and Practice in
ESP (pp.37-45). Valencia: Publicaciones de la Universitat de València.
Giménez-Moreno, R. (2006). A new approach to register variation: the missing link. Ibérica, 12,
89-110.
Giménez-Moreno,
R.
(2011a).
Register
variation
in
international
correspondence. International Journal of English Studies, 11(1), 15-34.
business
Giménez-Moreno, R. (2011b). Role fluctuation in professional English register variation. In M.
L. Carrió, J. Contreras, F. Olmo, H. Skorczynska, I. Tamarit, & D. Westall (Eds.), La
Investigación y la Enseñanza Aplicadas a las Lenguas de Especialidad y a la Tecnología (pp.
71-79). Valencia: Universitat Politècnica de València.
Giménez-Moreno, R., & Skorczynska, H. (2013). Corpus analysis and register variation: A field
in need of an update.Procedia – Social and Behavioral Sciences, 95, 402-408.
Giménez-Moreno, R., & Skorczynska, H. (2014) Family register in British English: the first
approach to its systematic study. Procedia – Social and Behavioral Sciences (in print).
Gregory, M., & Carroll, S. (1978). Language and Situation. Language Varieties and their Social
Contexts. London: Routledge & Kegan Paul Ltd.
Halliday, M. A. K. (1980). Register variation and identity of a text. Sophia Linguistica, 6, 60-79.
Título: Análisis comparativo del discurso oral y multimodal en entornos
digitales para el aprendizaje de lenguas extranjeras
124
Autores:
Giralt
Lorenz,
Marta
(University
of
Limerick
[email protected]); Alfonso Lozano, Raúl (Universidad de Barcelona [email protected])
Hoy en día, la tecnología impregna casi todo nuestro mundo y, en el ámbito de la
docencia, ha llegado con fuerza, de forma irreversible, para cambiarla. Las nuevas
formas de comunicación basadas en la tecnología van acompañadas de nuevos
discursos en los que distintos modos interactúan para dar significación. En el
aprendizaje de lenguas extranjeras, dicha multimodalidad también está presente y en
cierta forma incide de una manera u otra en los procesos que se dan durante el
aprendizaje de la lengua.
El objetivo principal de esta comunicación es presentar un análisis comparativo del
discurso multimodal presente en dos tipos de plataformas digitales (Glogster y My
Documenta). El primer tipo de datos proviene de los resultados de la primera fase de
una investigación que se llevó a cabo durante un semestre con un grupo de alumnos
de español LE(nivel A1 & B1) que trabajó con el software glogster como parte de su
aprendizaje formal y evaluación. Por otro lado, contamos también con los resultados
de la segunda fase de la investigación basados en la creación de un proyecto
multimedia que los estudiantes (nivel B1 & B1+) elaboraron también como
componente obligatorio de su módulo de lengua. El corpus analizado consta de 48
muestras: 12 glogs de nivel A1 y A2; 12 glogs de nivel B1; 12 proyectos multimedia
de nivel B1 y 12 de nivel B1+.
Mostraremos resultados del análisis del discurso multimodal de los aprendientes para
comprobar de qué forma las producciones discursivas de los alumnos de ELE en un
entorno digital integran la lengua oral en la comunicación multimodal y compararemos
el uso de los distintos modos semióticos en ambas plataformas digitales.
En suma, esta investigación compara desde una perspectiva cuantitativa cuál de las
anteriores plataformas es la más recurrente en videos, tanto en número como en
extensión; en qué medida el uso de estos videos tiene una relación metalingüística o
metafórica; qué aspectos concretos de la competencia comunicativa oral de los
alumnos inciden a la hora de describir su competencia comunicativa a través de la
multimodalidad; y, finalmente, qué otros elementos (audiovisuales) aportan los
estudiantes como evidencias en la construcción de su competencia comunicativa
oral.
Título: Metaphors in social networks: a review of lexical units in ‘facebook’
Autores: Girón García, Carolina (Universitat Jaume I, Castellón [email protected]), María Luisa Renau (Universitat Jaume I, Castellón
[email protected]) and Montse Esbrí Blasco (Universitat Jaume I, Castellón,
[email protected])
With the emergence of the new technologies (Shepherd & Watters, 1998), and
particularly with the boom of the social networks, a new virtual world has come to
light. Accordingly, with this technological revolution, information is nowadays more
and more difficult to find on paper format (printed texts), but it is far more present in
125
digital formats (electronic texts). Cybergenres (i.e. digital genres) are constantly
evolving, thus, these could be classified into different types of genres: (a) extant
(replicated and variant), and (b) novel (emergent and spontaneous) (Shepherd &
Watters, 1999). This phenomenon has turned into the introduction of new and already
used words. Therefore, we aim to study the role of semantic frames (Fillmore, 1982;
1985), and metaphors (Lakoff, 1992; Steen, 2007) in the configuration of coherent
Cybergenres. The basic idea of semantic frames is that one cannot understand the
meaning of a single word or expression without access to all essential knowledge that
relates to that word or expression (Fillmore, 1982; 1985). Along this line, we can find
several expressions, lexical units, terms…that in this virtual context may be envisaged
as metaphorical. Finally, our thought and language are metaphorical (Lakoff, 1992;
Steen, 2007) in roughly the same ways for everyone because of a number of constant
parameters in human experience.
This study is presented in 3 stages: (1) we select all the lexical units and collocations
from the homepage of the social network, ‘Facebook’, and we look for each word in
four well-known dictionaries (MacMillan, Cambridge, Oxford and Webster). (2) We
identify the metaphorical units used in order to structure the virtual space following the
Pragglejazz method (Pragglejazz Group, 2007; Steen, 2007). The ‘Metaphor
Identification Procedure’ (MIP) follows these steps: First, for each lexical unit found in
the text, we establish its basic meaning (based on the definitions found in the four
aforementioned dictionaries) and contextual meaning (in the virtual context,
‘Facebook’); and second, we decide whether the contextual meaning contrasts with
the basic meaning, if yes, we consider that lexical unit as metaphorical. (3) Once the
metaphors are obtained, we analyse them in context and different types of situations
are described in terms of Fillmore´s semantic frames.
To conclude, expected results point at unraveling the role of metaphoric frames as
knowledge configurations that provide coherence to cybergenres according to the
lexical units considered (i.e. home, messages, friends (add friend, friend request,
friend finder), gifts, pokes, events (upcoming event, create an event), news feed,
timeline, etc.).
Título: The interactive metafunction in British sitcoms: a diachronic study.
Autores:
González
Lanza,
José
María
(UCLM
[email protected]);Moya Guijarro, Arsenio Jesús (Universidad de
Castilla-La Mancha - [email protected])
The aim of this paper is to study the changes in the way TV documents create
interaction through the visual component in the last 20 years. The analysis is
essentially based on Halliday’s Systemic Functional Grammar (2004), Kress and van
Leeuwen’s Visual Social Semiotics (1996, 2006) and Bateman and Schmidt’s
Multimodal Film Analysis (2012). We have also drawn upon the latest studies carried
out in the fields of film making and visual composition by Bowen and Thompson
(2013) and Block (2008). By adopting this theoretical framework, we will try to
establish how the changes in TV technology throughout the last two decades have
expanded the possibilities of interaction between the text and the audience, making it
possible for producers to use a wider range of tools within the visual mode.
126
For this purpose, we will analyse and compare 6 episodes of the sitcom Absolutely
Fabulous: two episodes from the first season (1992), two from the fourth season
(2001) and two from the sixth and final season (2012), comprising a total running time
of over three hours of moving images. Taking the shot as the unit of our analysis, we
will study the dynamicity within the episodes in order to establish a new system for the
variable of movement, which takes into account not only all the possible camera
moves (physical, optical and digital) and their combinations but also the movements
within the frame (blocking and presentation speed). Once the unit of analysis and the
system of movement have been established, we will proceed to the analysis of the
episodes in order to compare all the variables within the interactive metafunction:
(i) dynamicity, (ii) point of view (filming perspective), (iii) contact, (iv) distance and
(v) modality.
The results of the analysis show that dynamicity is mainly created through the high
frequency of alternation between shots rather than from the movements within them.
On the other hand, although there seem to be no changes regarding contact,
technological advances in the field of television have resulted in significant changes
as far as the variable of contact is concerned. Finally, our study will also show how the
representation of reality has evolved throughout the years.
References
Bateman, J.A. and K.H. Schmidt (2012). Multimodal Film Analysis. How Films Mean. New
York and Oxon: Routledge.
Block, B. (2008). The Visual Storytelling. Creating the Visual Structure of Film, TV and Digital
Media. Burlington and Oxford: Focal Press (Elsevier).
Bowen, C.J. and R. Thompson (2013). Grammar of the Shot (3rd Edition). Burlington: Focal
Press.
Bubel, C.M. (2008). “Film audiences as overhearers.” Journal of Pragmatics, 40: 55-71.
Halliday, M.A.K. and M.I.M. Mathiessen (2004). An Introduction to Functional Grammar. 3rd
Edition. London: Arnold
Kress, G and T. Van Leeuwen (2006) Reading Images. The Grammar of Visual Design.
London: Routledge.
Título: Una discusión de pt. "penso (eu)" y esp. "pienso (yo)" como marcador
de discurso
Autores: Hennemann, Anja (Universidad de Potsdam - [email protected])
Con frecuencia se ha afirmado que “[it] has become standard in any overview article
[…] on [discourse markers] to state that reaching agreement on what makes a
[discourse marker] is as good as impossible, be it alone on terminological matters
[…]” (Degand/Cornillie/Pietrandrea 2013: 5). Sin embargo, proponemos la siguiente
127
definición como punto de partida: “Discourse marker is the term which we use when
we want to describe how a particular marker signals coherence relations”
(Aijmer/Simon-Vandenbergen 2006: 2). A diferencia de Aijmer/Simon-Vandenbergen
– y como vamos a ver en Travis (2005) y Blakemore (2002) – Schiffrin (1987: 328),
referiéndose a ciertas condiciones lingüísticas, define y resume los marcadores de
discurso, como sigue a continuación:
1.
sintácticamente, deben poder ser reemplazados en la enunciación;
2.
normalmente son usados en posición inicial de una enunciación;
3.
pueden operar en un nivel discursivo local y global, es decir, en diferentes
niveles del discurso;
4.
no pueden tener significado, o si bien, tener un significado vago, tener un
efecto retroactivo (al lenguage, al locutor).
Mostraremos que la característica de tener un efecto retroactivo al locutor no debería
ser necesariamente considerada como propiedad de los marcadores discursivos sino
más bien como propiedad de las partículas cognitivas. Nos enfocaremos en pt. penso
(eu) yesp. pienso (yo), es decir, en lo que Degand/Simon-Vandenbergen (2011: 288)
llaman “nonrelational discourse markers”, a los que pertenecen los “complementtaking mental predicates” como también el equivalente en inglés I think. Por eso
parece que vale la pena discutir en un estudio cualitativo si estos predicados pueden
realmente ser considerados como marcadores discursivos, o si depende de su
posición sintáctica:
(a) Inf. A. - -... tiene que trabajar, pero... y ahí pienso yo que esa mujer gana... pero
la que no necesita de eso [...] (Habla Culta: Caracas: M26)
(b) Es que ellos no tenian... no tenían donde practicar, pienso yo, en... los estudios.
(Habla Culta: Caracas: M8)
(c) [...] com uma estrutura organizativa e operacional era o PC - que de
resto penso eu que ficou também muito surpreendido [...] (Melo Antunes)
(d) Ele via o seu estado e, penso eu, não queria parar porque assim não poderia
morrer. (Manoel de Oliveira)
Los datos empíricos, es decir, los casos donde aparece pt. penso (eu) yesp. pienso
(yo) se han tomado de los programas de corpus CREA, corpus do português y corpus
del español.
Referencias
Aijmer, Karin & Anne-Marie Simon-Vandenbergen (2006): “Introduction”, en: Aijmer / SimonVandenbergen (eds.),Pragmatic Markers in Contrast, Amsterdam: Elsevier, 1-10.
Blakemore, Diane (2002): Relevance and Linguistic Meaning. The Semantics and Pragmatics
of Discourse Markers. Cambridge University Press.
128
Degand,
Liesbeth
&
Anne-Marie
Simon-Vandenbergen
(2011):
“Introduction:
Grammaticalization and (inter)subjectification of discourse markers”. En: Linguistics 49 (2),
287-294.
Degand, Liesbeth/Cornillie, Bert & Paola Pietrandrea (2013): “Modal particles and discourse
markers: Two sides of the same coin? Introduction”, en: Liesbeth Degand/Bert Cornillie/Paola
Pietrandrea, eds., Discourse Markers and Modal Particles: Categorization and Description,
Amsterdam: John Benjamins, 1-18.
Schiffrin, Deborah (1987): Discourse Markers. Cambridge University Press.
Travis, Catherine E. (2005): Discourse Markers in Colombian Spanish. A Study in Polysemy.
Berlin: Mouton de Gruyter.
Título: Cultural Values and Nonverbal Language: The Discourse of Business
Websites
Autores: Ivorra Pérez, Francisco Miguel (Universidad de Alicante [email protected])
This paper hypothesizes that the different cultural orientations that Spain, the UK and
the USA hold with respect to Hall’s (1976) ‘context’ cultural dimension and Hofstede’s
(1991) ‘individualism’ and ‘masculinity’ cultural indexes (Item International 2009), may
promote different professional discourse cultures. Consequently, manufacturers from
these countries could have varying perspectives and different socio-cultural
expectations in relation to the nonverbal strategies (e.g. content of photographs, types
of colours, sound and animated effects, etc.) which are used in their communication
with prospective customers by means of a digital genre like the business website.
A sample of 150 business websites from the toy industry (50 from Spain, 50 from the
UK and 50 from the USA) was chosen for the analysis. With the help of computer
programs like TextWorks 1.0 and SPSS Statistics 18 Software, a quantitative analysis
was carried out to determine if there were different frequencies and statistical
differences in the use of nonverbal communication strategies in the corpus selected
for this research. The findings reveal significant statistical differences when Spanish,
British and USA manufacturers make use of nonverbal strategies to inform about their
companies and products offered in their business websites.
Due to the interdisciplinarity of the study, tools from different disciplines are worth
considering, such as: (a) social anthropology (Hall, 1977; Hofstede, 1994); (b)
language for specific purposes and more particularly the language of a professional
genre like the business website (Askehave and Nielsen, 2005; Boardman, 2005;
Bolaños, et al. 2005; Yus, 2010); and (c) intercultural pragmatics applied to the
analysis of business websites (Grande, 2004; Singh and Pereira, 2005; Würtz, 2005).
The results obtained in this study may help business manufacturers not only to
translate their business websites into the target language but also to adapt the
nonverbal strategies to the cultural values that are at the core of the country where
they would like to sell their products.
129
References
Askehave, I. & Nielsen, E. (2005). “Digital genres: a challenge to traditional genre
theory”. Information Technology & People 18 (2): 120-141.
Boardman, M. (2005). The Language of Websites. New York: Routledge.
Bolaños, A., Rodríguez, M.J. & Bolaños, L. (2005). “Estrategias de localización en sitios web a
partir del análisis contrastivo (inglés/español) de un corpus de páginas de multinacionales
informáticas”. Studies in Contrstive Linguistics. Proceedings of the 4th International
Contrastive Linguistics Conference, Santiago de Compostela, 115-124.
Grande, I. (2004). Marketing Crosscultural. Madrid: ESIC.
Hall, Edward T. (1976). Beyond Culture. New York: Anchor Books.
Hofstede, G. (1991). Culture and Organizations: Software of the Mind. London: Profile Books.
Hofstede, G. (2009). Cultural Dimensions: Item International. Available from:
http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=33&culture2=95
Singh, N. & Pereira, A. (2005). The Culturally Customized Web Site. Customizing Web Sites or
the Global Marketplace. Elsevier Butterworth-Heinemann.
Würtz, E. (2005). “A cross-cultural analysis of websites from high-context cultures and lowcontext cultures”. Journal of Computer-Mediated Communication, 11 (1), article 13. Available
in: http://jcmc.indiana.edu/vol11/issue1/wuertz.html.
Yus, F. (2010). Ciberpragmática 2.0. Nuevos usos del lenguaje en Internet. Barcelona: Ariel.
Título: Researching electronic text-based communication multimodally: the
case of kineticons.
Autores: Lyons, Agnieszka ([email protected])
Widespread belief, rooted mainly in folk linguistics, that text-only electronically
mediated communication (EMC), in particular texting, is characterised by expressive
limitations leads to its perception as a linguistic experiment, rather than a rich
communicative tool bearing multimodal possibilities. Based on a sample of 2,000
British and Polish text-messages, I argue that this underlying assumption is far too
simplistic. Even though mono-modal on the surface, text-based EMC demonstrates
largely multimodal possibilities when subjected to closer analysis of its linguistic
content. It represents evoked multimodality, a term which I introduce and define as the
use of discursive tools inherent in the primary mode in order to perform multimodal
communication within a technologically mono-modal medium. I identify the existence
of
three
types
of
tools
that
texters
employ
to
evoke
multimodality: emoticons, phoneticons, and kineticons.
130
In this paper focus on what I term kineticons, i.e., graphic representations of actions in
text-only electronic communication. Based on the discussion of kineticons, I observe
that multimodality in EMC is expressed in a systematic manner and I conclude that
this “grammar” of evoked multimodality is a user-initiated ongoing attempt to
standardise the expression of multimodality in EMC. Referring to Bateman's (2011)
work, I theorise kineticons and show that their construction follows a set of
presentation rules similar to those of text-category indicators, such as punctuation and
graphical markers on a page (Nunberg 1990). Steering away from the traditional
approach to multimodal research, which analyses gestures, movement, space
construction, etc, and uses video recordings, visual materials, and observation., I
point to how little has been done in the field of conveying multimodal meanings
through the use of written text, especially in everyday forms of communication among
young people. This paper initiates a discussion on meaning constructed
through evoked multimodality and opens a line of enquiry which has not yet been
explored in linguistic research. I conclude by pointing to the need for further research
into evoked multimodality in communicatively more advanced media and to
challenges it presents.
The employment of these tools in texting is largely idiosyncratic. It depends on the
character and purpose of communication as well as individual communicative patterns
of texters and their friendship networks. However, the bottom-up development of
embedded multimodality in text-messages marks another step in the changing
communicative landscape of the “mobile age” society.
References
Bateman, John A. 2011. The decomposability of semiotic modes. In Kay L. O’Halloran and
Bradley A. Smith, eds., Multimodal Studies: Exploring is- sues and domains, 17–38, New York:
Routledge.
Nunberg, Geoffrey. 1990. The Linguistics of Punctuation. Stanford: CSLI.
Título: The use of metaphor in office hours’ consultations: The Erasmus
challenge
Autores: MacArthur
[email protected])
Purdon,
Fiona
(Universidad
de
Extremadura
-
The use of metaphor in academic discourse in English has been shown to be
problematic for international students, because they often misinterpret what are –for
them– semantically opaque uses of language (Littlemore 2001, 2003). In turn, the
miscommunication arising from this type of language use could have serious
consequences for the learning outcomes of students completing part of their university
studies at a European university where English is academic lingua franca, as is the
case of many Spanish students awarded an Erasmus grant each year. If such
students return home having ill understood their lecturers or textbooks, this may well
have practical consequences for their academic progress and overall training.
131
However, international students not only listen to lectures or read textbooks – the
academic genres most often focused on this type of research (e.g. Alejo 2011, Low
2010, Low et al. 2008) – they also engage in conversation with their lecturers in
seminars, tutorials or office hours’ consultations. To date, however, the role of
metaphor in academic talk has been largely unexplored. The aim of this presentation,
then, is to describe the results of a three-year research project that has been looking
at how Spanish Erasmus students and their lecturers in 5 different European
universities use metaphor in office hours’ consultations. The research aimed to
discover how metaphor is used in this particular context of communication, and
whether -and to what extent- metaphors may be negotiated and co-constructed (e.g.
Cameron 2008) when students seek out their lecturers in office hours to get feedback
on their ongoing work or to ask specific questions about assignments, exams or
course contents. The findings of this research highlight the need for outgoing
Erasmus students to be provided with specific training that will (a) familiarise them
with the metaphors most frequently used by lecturers when mentoring their students
(b) enable them to participate more actively in such mentoring sessions, by repeating,
challenging or developing the metaphoric framing of topics by their lecturers, in order
to ensure that they are fully understanding the advice they are being given.
References
Alejo González, Rafael. 2011. Metaphor in Economics and its discourse. International Journal
of Innovation and Leadership in the Teaching of the Humanities1: 64-79.
Cameron, Lynne (2008), ‘Metaphor and Talk’, in R.W. Gibbs (ed.), Metaphor and Thought,
197-211, New York: Cambridge University Press.
Littlemore, Jeannette (2001), ‘The Use of Metaphor in University Lectures and the Problems
that it Causes for Overseas Students’, Teaching in Higher Education, 6: 331-51.
Littlemore, Jeannette (2003), ‘The Effect of
Interpretation’, Metaphor and Symbol, 18: 273-88.
Cultural
Background
on
Metaphor
Low, Graham. (2010), ‘Wot No Similes: The Curious Absence of Simile in University Lectures’,
in Graham Low, Zazie Todd, Alice Deignan and Lynne Cameron (eds), Researching and
Applying Metaphor in the Real World, 291-308, Amsterdam and Philadelphia: John Benjamins.
Low, Graham, Jeannette Littlemore and Almut Koester (2008), ‘Metaphor Use in Three UK
University Lectures’, Applied Linguistics, 29(3): 428-55
Título: Sobre los criterios de profesionales de la lengua en torno a la
retrocarga del euskera
Autores: Maia Larretxea, Julian Jose ( UPV-EHU - [email protected])
En el marco de las políticas lingüísticas desplegadas en la Comunidad Autónoma
Vasca y en menor medida en la Comunidad Foral de Navarra, el euskera se
132
encuentra en un proceso de normalización y revitalización que ha llevado a que la
lengua vasca sea utilizada más profusamente en ámbitos formales de uso en los que
hasta el siglo XX ha desarrollado una tradición relativamente reducida
(Euskaltzaindia, 1977). El incremento del uso del euskera en textos de tipo
explicativo-argumentativo ha puesto de manifiesto algunas dificultades en el
desarrollo de una prosa comunicativamente eficiente. El seguimiento de
determinadas directrices preponderantes a lo largo del siglo XX relativas al modelo
óptimo de ordenación de los elementos de la oración (Altube, 1975) producen un
efecto que se ha denominado “retrocarga” (Esnal & Zubimendi, 1993), cuya
consideración ha experimentado una evolución: de ser considerada una característica
distintiva del euskera a promocionar como elemento diferenciador explícito, está
siendo cuestionada en cuanto que provoca que la prosa en euskera sea
comunicativamente menos eficiente. Así, se observa una variedad de autores y
propuestas que abogan por reducir la incidencia negativa del fenómeno de la
retrocarga (Alberdi & Sarasola, 2001; Hidalgo, 2002; IVAP, 2005; Berria, 2006;
Kaltzakorta, 2007; Aristegieta, 2009; Esnal, 2009; Euskaltzaindia-Esnal, 2011;
Amuriza, 2012…).
En ese marco, esta investigación aporta datos acerca de la actitud que presentan dos
colectivos del ámbito de la educación respecto al tratamiento de la retrocarga: un
grupo de profesores universitarios y un colectivo de estudiantes del Grado de
Educación Primaria. Ambos colectivos han cumplimentado varias encuestas que nos
han permitido obtener información sobre aspectos tales como sus criterios de
corrección frente a la retrocarga, las preferencias de ordenación que muestran, y las
razones que sustentan las opciones elegidas.
Como datos relevantes globales de la investigación señalamos los siguientes:
a)
respecto a los criterios de corrección el colectivo de expertos presenta una
tendencia a la retrocarga cifrada en un 17%, mientras que en el colectivo de
estudiantes asciende a un 61%;
b)
a través de una encuesta en la que se solicita elegir entre varias ordenaciones
diferentes, el colectivo de expertos prefiere la opción de menor retrocarga en un 71%
de los casos, mientras que los y las estudiantes presentan esa tendencia solamente
en un 23% de los casos;
c)
en una tercera encuesta, el colectivo de estudiantes prefiere las ordenaciones
de mayor retrocarga en un 77% de los casos; preguntados acerca de las razones de
su elección, la respuesta más repetida es precisamente que “en euskera el verbo se
pone al final” (28,1% de las respuestas).
En conjunto, los datos obtenidos apuntan a que el colectivo más joven y menos
experto muestra mayor tendencia a la retrocarga, lo que es coherente con la hipótesis
básica de que se está produciendo una evolución que tiende en general a una
reducción de la retrocarga en la prosa lógico-discursiva en euskera (Maia & Larrea,
2013; Maia, 2014).
Referencias
Alberdi X., Sarasola I. 2001. Euskal estilo libururantz. Gramatika, estiloa eta hiztegia. Bilbao:
Servicio Editorial UPV-EHU.
133
Altube S. 1975 [1929]. Erderismos. Bilbao: Cinsa.
Amuriza, X. 2012. Zazpi ebidentzia birjaiotzarako. Bilbo: Lanku.
Aristegieta, X. 2012. “Zenbait ohar euskarazko hitz-ordenari buruz”. Euskera, 57, 3: 505-522
Berria. 2006. Estilo liburua. Andoain: Berria.
Euskaltzaindia. 1977. El libro blanco del euskara. Bilbao: Euskaltzaindia
Euskaltzaindia-Esnal. 2011. Hitz-ordena. Erabilera estrategikoa. Bilbao: Euskaltzaindia.
Hidalgo, V. 2002. “Hitzen ordena esaldian”. Senez, 25, 75-109.
IVAP. 2005. IVAPeko estilo-liburua. Vitoria-Gasteiz: Inst. Vasco de Admón. Pública
Kaltzakorta M. 2007. Prosa komunikagarriago egiten (zenbait proposamen). Bilbao: UEU
Maia, J.; Larrea, K. 2013. “Hitzen hurrenkera ‘gogortuegia’ erabiltzen ote dugu idatzian?”.
Alberdi, X. & Salaburu, P. (eds.). 2013. Terminologia naturala eta terminologia planifikatua
euskararen normalizazioari begira. Bilbao: Servicio de Publicaciones de la UPV-EHU.
Maia, J. 2014.“Euskal hitz-ordenaren norabidea: idealismo ideologikotik pragmatismo
komunikatiborantz”. Fontes Linguae Vasconum, 117, 121-168.
Zubimendi, J. R., Esnal, P. Idazkera-liburua. Vitoria-Gasteiz: Gobierno Vasco-Consejería de
Cultura.
Título: Multifunctionality of Evidential Expressions in Discourse: A crosslinguistic study
Autores: Marín Arrese, Juana I. (Universidad Complutense de Madrid [email protected])
This paper examines the use of evidential expressions in unscripted conversation and
in journalistic discourse in English and Spanish. Evidentials have been characterized
as primarily indicating the source of information (Aikhenvald 2004), and the evidence
on the basis of which the speaker feels entitled to make a claim (Anderson 1986).
Evidentiality is conceived as a subdomain of the conceptual domain of epistemicity, in
providing ‘epistemic justification’ for a proposition (Boye 2012). The various
parameters of evidentiality discussed in the literature (Plungian 2001; Squartini 2008)
yield the values ‘direct’, ‘indirect inferential’, and ‘indirect reportative’ evidence
(Diewald & Smirnova 2010). It is argued that the different values of evidentiality are
typically associated with different degrees of reliability of the evidence, and thus also
of differences in the hearers’ potential acceptance of the validity of the information
(Marín-Arrese 2011, 2013). In this respect, evidentiality also pertains to speakers’
striving for ‘epistemic control’ in the discourse (Langacker 2013; Marín-Arrese 2013).
134
The research questions and the research objectives focus on the following issues: (a)
whether there exist discourse-domain, genre-related or language-related distinctions
in the pattern of preferences for the various resources and values of evidentiality; (b)
whether there are similarities or differences in mutifunctionality of evidential
expressions in the two languages; and (c) the degree to which certain evidential
values are associated with particular constructions in the two languages.
The data consists of naturally occurring examples of evidential expressions, randomly
selected from the BNC-Baby-Unscripted conversation (English) and Corpus Oral de
Referencia de la Lengua Española Contemporánea (CORLEC)-UAM (Spanish), and
from a comparable corpus of journalistic texts in the two languages (Corpus of English
and Spanish Journalistic Discourse, CESJD-JMA, 2000-2012).
Preliminary results point to similarities across languages in the pattern of distribution
of evidential expressions, but significant differences in discourse-domains and
journalistic genres. Certain distinctions have also been observed regarding
multifunctionality in cross-linguistic terms, and in the degree to which there are
correlations between evidential values and construction type.
References
Aikhenvald, A. (2004). Evidentiality. Oxford: Oxford University Press.
Anderson, L. (1986). Evidentials, paths of change, and mental maps: Typologically regular
asymmetries. In: W. Chafe & J. Nichols (ed.) Evidentiality: The Linguistic Coding of
Epistemology. Norwood, NJ: Ablex. 273-312.
Boye, K. (2012). Epistemic meaning: A crosslinguistic and functional-cognitive study. Berlin:
Mouton de Gruyter.
Diewald, G. and E. Smirnova (2010) Evidentiality in German. Linguistic Realization and
Regularities in Grammaticalization. Berlin: Mouton de Gruyter.
Langacker, R.W. (2009). Investigations in Cognitive Grammar. Berlin: Mouton de Gruyter.
Langacker, R.W. (2013) Modals: Striving for Control. In: J. Marín-Arrese, M. Carretero, J. Arús
and J. van der Auwera (eds.) English Modality: Core, Periphery and Evidentiality. Berlin:
Mouton de Gruyter. 3-55.
Marín-Arrese, J. (2011) Epistemic Legitimising Strategies, Commitment and Accountability in
Discourse. Discourse Studies 13 (6): 789-797.
Marín Arrese, J. (2013) Stancetaking and Inter/Subjectivity in the Iraq Inquiry: Blair vs. Brown.
In: J. Marín-Arrese, M. Carretero, J. Arús and J. van der Auwera (eds.) English Modality: Core,
Periphery and Evidentiality. Berlin: Mouton de Gruyter. 411-445.
Plungian, V. (2001) The place of evidentiality within the universal grammatical space. Journal
of Pragmatics 33: 349-357.
Squartini, M. (2008). Lexical vs. grammatical evidentiality in French and Italian. Linguistics 46
(5): 917-947.
135
Título: La conversación en el guasp
Autores: Martín Gascueña, Rosa (UCM y UC3M - [email protected])
La comunicación en el guasap utiliza recursos multimedia en sus conversaciones
para crear un clima de interacción idiosincrásica, gracias a su particular sincronía, y
a la combinación de elementos lingüísticos y no lingüísticos; se construye un
espacio multimodal de comunicación, que contextualiza la interpretación del discurso
conversacional. En este estudio, vamos a analizar las estrategias comunicativas y
discursivas que se empelan en este canal de comunicación tan cotidiano. Hemos
analizado 100 conversaciones de cuatro grupos integrados por un número variable
de seis a doce individuos con edades comprendidas entre los 12 a los 60 años.
Nuestro interés está en ver cómo los elementos multimedia videos,
grabaciones, fotos, emoticones y los mensajes lingüísticos con una libre ortografía y
gramática, integrados en los turnos de las intervenciones, se relacionan para dar
coherencia y cohesión a la conversación. Y en concreto, cómo los elementos no
exclusivamente, lingüísticos, por un lado, funcionan como anclajes semánticos, que
sirven para cohesionar y referenciar la información que se infiere de cada acto de
habla. Y por otro, cómo son elementos estratégicos en la negociación de negociar las
relaciones sociales y en la estructuración de la conversación. Por ejemplo, los
emoticonos su funcionalidad es múltiple; a veces, pueden sustituir a unidades
léxicas, en ocasiones vehiculan la interpretación de la emoción del enunciador, otras
veces recapitulan su intención, también pueden ser elementos de cortesía o
descortesía, según al grado de confianza que mantengan los interlocutores y,
además, su uso está relacionado con variables diatópicas, diastráticas y diafásicas.
Muchas conversaciones comienzan incluyéndolos en su acto de apertura; otras veces
el inicio de la conversación es un enunciado formado por un elemento multimedia, en
cualquier caso, se espera un acto reactivo con un enunciado lingüístico o no, puede
ser otro video, foto, uno o varios emoticones…, que dé continuidad semántica
al intercambio, o bien, lo contrario, como una estrategia para que se produzca una
ruptura en la secuencia y focalizar la información en otro tema.
Referencias
Austín: ¿Cómo hacer cosas con palabras?
Adam, J.-M. (2005): La Linguistique textuelle. Introduction à l’analyse textuelle
des discours. Armand Colin. París.
Alcántara, Manuel(2014): Las unidades discursivas en los mensajes instantáneos de wasap.
Estudios de Lingüística del Español 35 (2014), pp. 223-242
Beaugrande, R.A. y Dressler, W.U. (1981): Introducción a la lingüística del texto. Ariel, 1997.
Barcelona.
136
Bernárdez (1995): Teoría y epistemología del texto. Cátedra. Madrid.
Briz, A. y grupo Val.Es.Co (2002) ¿Cómo se comenta un texto coloquial? Ariel. Barcelona.
Brown, G. & Yule, G. (1983): Discourse analysis. Cambridge, Cambridge Univ. Press.
Calero Vaquera, María Luisa (2014): El discurso del whatsapp: entre el messenger y el
smsORALIA, vol. 17, 2014, pp 85-114.
Calsamiglia, H. y Tusón, A. (2007): Las cosas del decir, Barcelona, Ariel.
Cortés, L y Camacho, M. (2003): ¿Qué es el análisis del discurso? Barcelona, Octaedro.
Fuentes Rodríguez, Catalina (2010): La gramática de la cortesía en español / LE. Madrid,
Arco Libros.
Garcés Gómez, María Pilar (2008): La organización del discurso: marcadores de ordenación y
de reformulación. Iberoamericana.
Título: El contexto en el discurso y en la pragmática
Autores: Martínez-Dueñas Espejo, José Luis (Universidad de Granada [email protected])
El estudio del contexto conlleva un acercamiento complejo a diversas
consideraciones en las que, en muchas ocasiones, el concepto en sí se da por
sentado. Sin embargo, existen diferentes definiciones, lo que es un estímulo de
continua reflexión; yo mantengo la distinción entre el co-texto, para el conjunto de
elementos lingüístico-gramaticales que condicionan un entendimiento, y el contexto,
propiamente dicho, para designar componentes no lingüísticos y mentales (MartínezDueñas 1992), y a partir de esto pretendo presentar diversas explicaciones. La
perspectiva clásica propuesta por Eugenio Coseriu (1961) o las divisiones que
estableció Fowler (1986) o el enfoque pragmático y cognoscitivo de Sperber y
Wilson (1986/1995) tienen como correlato, en otros niveles de estudio, la visión
antropológica de Ben-Ami Scharfstein para quien el entendimiento de la humanidad y
de las diversas culturas pasa por un reconocimiento del contexto (Scharfstein 1989).
Las consideraciones más recientes, y que constituyen la base central de este breve
estudio, pueden verse en los llamados procesos de re-semiotización y de recontextualización (Connolly 2014) y los elementos de dependencia contextual
(Predelli 2005). Mi intención es, por tanto, presentar una reflexión de dimensión de
actualidad en su definición y posibles taxonomías.
Referencias
Connolly, J. H. 2014, “A method of analysing recontextualisation in the communication of
science”, en María de los Ángeles Gómez Martínez, Francisco José Ruiz de Mendoza Ibáñez,
Francisco Gonzálvez García, Angela Downing eds., The functional perspective on language
and discourse, Amsterdam: John Benjamins, págs. 37-56
137
Coseriu, E. 1961, “Determinación y entorno”, en Teoría del lenguaje y lingüística general,
Madrid: Gredos
Fowler, R. 1986, Linguistic criticism, Oxford: Oxford University Press
Martínez-Dueñas, J. L. 1992, "Orígenes y desarrollo del concepto lingüístico de contexto", en
L. Quereda y J. Santana eds., Homenaje a J.R. Firth en su centenario (1890-1990),
Secretariado de Publicaciones de la Universidad de Granada, págs. 161-171
Predelli, S. 2005, Contexts. Meaning, truth and the use of language, Oxford: Clarendon Press
Scharfstein, B.-A. 1989, The dilemma of context, New York: New York University Press
Sperber, D. y D. Wilson, 1986, Relevance. Communication and cognition, Oxford: Blackwell;
2nd edition 1995
Título: Self-presentation through multiple modes and languages: case studies
of Catalan students abroad
Autores: Mas Alcolea, Sònia (Universitat de Lleida - [email protected])
This paper presents a longitudinal study of Catalan undergraduate students’ self
reports on their Erasmus experience, which explores (1) the impact of the studyabroad experience on the students’ identities and (2) how they construct their identity
in relation to this experience across different languages, sources and modes. In order
to answer these questions, it focuses on the data collected through three multimodal
sources: Facebook, interviews which were held in their L1 and a series of elicited
reflections that the students were asked to write in English.
Departing from Bakhtin’s idea that the self cannot be understood as existing
separately from language, and considering the multimodal possibilities that new
media, such as online social networks, emailing and digital image capturing offer, I
reflect upon the linguistic, cultural and semiotic resources these participants use to
self-present themselves during their stay abroad, and how by means of these
resources they (re)construct their particular identity. The aim of this paper is to
contribute to the body of research dealing with study-abroad experiences, identity
construction, as well as to the current developing field of multimodal discourse
analysis.
Título: Text and image in three secondary science textbooks: challenges in
the multimodal paths from everyday to scientific knowledge
138
Autores: Maxwell-Reid, Corinne (The Chinese University of Hong Kong [email protected])
The teaching and learning of science in secondary school requires the transformation
of students’ understanding of phenomena from everyday knowledge to the knowledge
of school science. This transformation is typically facilitated by a combination of
modalities: text and image are central resources, with the texts and images of the
coursebook particularly influential.
This paper reports on a study into the use of text and image in three secondary
textbooks used to teach science through English in the junior secondary classes of
Hong Kong. Superficially, the three books seem extremely similar in their use of both
text and image. However, there are important differences in the image-text
combinations in each book which affect the construction of knowledge. To illustrate
some of these key distinctions the paper will discuss how the three books present the
concept of an electric current. Contrasts are found, for example, in the relative
positioning and status of text and diagrams, and also in the semantic relations
operating between those texts and diagrams (Bateman 2014; Martinec & Salway
2005; Unsworth & Cléirigh 2009). Some of these configurations require considerable
work on the part of the reader in order to relate the various images and texts to each
other and thereby make sense of the concepts to be learnt. It will be suggested that
such differences in how textbooks make their intersemiotic meanings may be
increasing the already considerable challenge that students face in developing
scientific knowledge in school.
References
Bateman, J. 2014. Text and image: a critical introduction to the visual/verbal divide. London &
New York: Routledge.
Martinec, R., & Salway, A. 2005. A System for Image-Text Relations in New (and
Old)Media. Visual Communication4(3): 337-71.
Unsworth, L. & Cléirigh, C. 2009. Multimodality and reading: the construction of meaning
through image-text interaction. In C. Jewitt (ed.). The Routledge Handbook of Multimodal
Analysis, pp. 151-163. London & New York: Routledge.
Título: Una visión escalonada del corpus y variación del significado
Autores: Millán Valenzuela, Margarita (Universidad Politécnica de Mdrid [email protected])
En este trabajo se presentan algunos ejemplos que muestran la variación del
significado de las palabras dentro de un corpus de tesis doctorales de
telecomunicación en español. Todos estos textos pertenecientes a un mismo género,
representan en su conjunto un cuerpo de conocimiento construido por la comunidad
académica. Si se tiene en cuenta que los capítulos compilados para el corpus son
exclusivamente las conclusiones de las tesis, se supondrá la existencia de elementos
que añadan un valor subjetivo al texto sin por ello dejar de presentar la apariencia de
139
objetividad (Allen, 2004:94) propia de los trabajos científicos. El análisis del
significado centrado en los sustantivos del corpus, se realizará considerado éste
como un producto final construido por todas las palabras contenidas en él. Se
realizará el análisis por niveles de uso de los sustantivos, representados en un
triángulo tridimensional. En la base del triángulo se encuentran los sustantivos
básicos (Stubbs 2001: 41), es decir, las que son de uso común para redactar las
conclusiones de una tesis doctoral, y por lo tanto estarán distribuidos por todos los
archivos que forman el corpus. El siguiente nivel corresponde a los sustantivos de
uso menos regular, pero también frecuente, hasta llegar al nivel más alto del triángulo
que corresponde a las palabras clave de cada archivo, los términos, que contribuyen
a definir la especificidad del corpus, la innovación investigadora. El objetivo de esta
comunicación
es
analizar
el
comportamiento
de
una
serie
de
sustantivos representativos del corpus en su contexto inmediato, e investigar qué
variación de significado experimentan según el lugar que ocupen en el triángulo que
forma el corpus. Para calcular la posición de cada sustantivo en el conjunto total se
combinarán las variables de frecuencia y distribución. El interés de este cálculo se
demuestra en el anuncio (Curso MOOC septiembre, 2014) hecho por Anthony, L.,
creador del software Antconc 3.4 de que en la próxima versión de este software se
podrá ver el “plot” o distribución de las palabras en la lista de palabras por frecuencia.
El cuanto al estudio del contexto, es la clave para revelar los cambios de significado
que sufren las palabras dentro del mismo corpus y para demostrar cómo influye la
intención comunicativa del que escribe en cada momento. En efecto, en este corpus
de conclusiones el significado de las palabras parece matizarse con respecto a dos
intenciones principales: la académica y la científico técnica. Las palabras usadas con
intención académica tienden a satisfacer los requisitos impuestos por la comunidad
investigadora; en estos contextos la valoración subjetiva es más evidente. Cuando la
intención principal del uso de las palabras es demostrar el conocimiento científico
técnico, el rasgo que más influye en el autor es la influencia de la lengua inglesa.
Veremos que el corpus de conclusiones se sustenta con palabras básicas
como trabajo, usada principalmente con valor académico, y otras como sistema,
usada con la intención de demostrar conocimiento especializado. Habría que
comprobar si esta doble intencionalidad académica y científica se manifiesta en todos
los niveles del triángulo.
References
Anthony, Lawrence. Antconc 3.4 at MOOC Corpus Linguistics: Method, Analysis,
Interpretation!
(sept.2014)
https://www.futurelearn.com/courses/corpus-linguistics-2014q3/todo/1108
Allen, Matthew C. (2004) “The rhetorical situation of the scientific paper and the “appearance”
of objectivity” Young Scholars in Writing: Undergraduate Research in Writing and
Rhetoric.Volume 2, Fall 2004 Brigham.Young University. On line, consulted 30th
Novemberhttp://cas.umkc.edu/english/publications/youngscholarsinwriting/documents/RHETO
RICAL.pdf
Stubb, Michael (2001). Words and Phrases. Oxford: Blackwell Publishers.
Título: El uso de las metáforas en los titulares políticos de la prensa española
durante la revolución egipcia
140
Autores: Mohamed Ragheb Elmeanawy, Aya ([email protected])
El presente estudio pone de relieve la importancia que tiene la metáfora como
recurso retórico persuasivo en el ámbito político en el discurso informativo. La
investigación se centra en el análisis cuantitativo y cualitativo del uso del lenguaje
metafórico que se halla en los titulares de prensa que han reflejado uno de los
sucesos más relevantes que tuvieron lugar en 2011: la Revolución Egipcia. Nuestro
corpus objeto de estudio está formado por los titulares de tres periódicos españoles
de gran tirada a nivel nacional: El País, ABC y El Mundo. Al analizar nuestro corpus,
enmarcado en el enfoque de la lingüística cognitiva de Lakoff y Johnson (1980, 1999,
2001), hemos identificado gran variedad de metáforas, que se pueden agrupar en
tres tipos fundamentales: estructurales, ontológicas y orientacionales. Además de
encontrar metáforas comunes tales como referirse a la política como una guerra,
también se ha identificado otras bastante novedosas entre las cuales mencionamos
la metáfora de describir a un presidente como un faraón o una momia. El análisis
cuantitativo nos ha revelado que el ABC ha sido el periódico que más metáforas ha
utilizado en sus titulares durante estos 18 días, seguido en segundo lugar por El
Mundo y, por último, El País es el periódico con menor presencia de metáforas entre
sus títulos y subtítulos. En los tres periódicos, las expresiones metafóricas se han
utilizado de manera sistemática como recurso pragmático, con el fin de orientar la
opinión de los lectores hacia una actitud favorable a la Revolución Egipcia,
destacando su potencia, importancia y legitimidad.
The present paper highlights the importance of metaphor as a resource of information
and persuasion in political discourse presented in the media. The objective of the
study is to analyze the use of metaphorical language in the news headlines referring
to one of the most important global events that occurred in 2011: the Egyptian
Revolution. Our corpus consists of headlines extracted from three of the most popular
Spanish daily newspapers: El País, ABC and El Mundo. The analysis, carried out
within the framework of cognitive linguistics, with special emphasis on the work of
Lakoff and Johnson (1980, 1999, 2001) revealed that there was a great variety of
metaphors in the corpus which can be grouped together under three main types:
structural, ontological and orientational. Apart from analysing common metaphors
such as those referring to politics as war, we also identified more unusual metaphors
which were used to describe a president as a pharaoh or a mummy. Our quantitative
analysis revealed that the ABC was the newspaper with the most metaphors used in
its headlines during these 18 days, followed by El Mundo and finally, the
newspaper El País is the newspaper with fewer metaphors present in its headlines. In
the three newspapers, metaphors have been used as a systematic pragmatic
resource in order to orient the opinions of readers to have a favourable attitude
towards the Egyptian Revolution, highlighting its power, importance and legitimacy.
Título: A multimodal and SFL framework to analyse face to face academic
communication: a tool to enhance English as a Lingua Franca (ELF)
presenters and teachers’ multimodal competence
Autores: Morell Moll, Teresa ( Universidad de Alicante - [email protected])
The use of English as the medium of instruction (EMI) in university classrooms or as
the vehicular language at international conferences has become an important
141
challenge for many Spanish academics (Fortanet, 2012; Smit & Dafouz, 2012; Morell
et.al. 2014). These teachers and/or presenters are mostly concerned with their
linguistic competence in the English language, and often are unaware of the potential
of paralinguistic and non-verbal modes to communicate the ideational, textual and
interpersonal information that comprises their lessons or presentations. In this talk we
will present a multimodal and Systemic Functional Linguistic (SFL) framework (Morell,
2015) designed to raise ELF academics’ awareness of what and how they
communicate in university classrooms and at international conferences. This
framework provides a description of the types of information communicated, as well
as the affordances of the verbal (spoken and written) and non-verbal (materials and
body language) modes of communication. As will be illustrated, this model may be
used not only to carry out a multimodal analysis, but also to develop speakers’
multimodal competence.
References
Fortanet, I. (2012). Academics’ beliefs about language use and proficiency in Spanish
multilingual higher education In Smit, U. & E. Dafouz (eds.), Integrating Content and Language
in Higher Education: Gaining Insights into English-Medium Instruction at European
Universities. AILA Review, Volume 25 (pp. 48–63)
Morell, T. (2015). International conference paper presentations: A multimodal analysis to
determine
effectiveness.
English
for
Specific
Purposes
37,
137150. http://dx.doi.org/10.1016/j.esp.2014.10.002
Morell, T., Alesón, M., Bell, D., Escabias, P., Palazón, M. & Martínez
, R. (2014). English as the medium of instruction: a response to internationalization. In Tortosa,
M.T.; Älvarez, J.D.& Pellín, N. (eds.) XII Jornadas de Redes de Investigaci?n en Docencia
Universitaria. El reconocimiento docente: innovar e investigar con criterios de
calidad.(pp.2608-2631) Alicante: Universidad de Alicante.
Smit, U. & Dafouz, E. (eds.) (2012). Integrating Content and Language in Higher Education:
Gaining Insights into English-Medium Instruction at European Universities. AILA Review Vol.
25. Amsterdam: John Benjamins Publishing Company.
Título: “The Market Is a Container…of (Numerous) Conceptual Metaphors”.
An analysis of similarities, discrepancies and relevance of metaphorical
expressions in financial reporting in Spanish and English.
Autores: Muelas Gil,
[email protected])
Maria
(Universidad
de
Castilla-La
Mancha
-
This work analyses the explanatory strength of conceptual metaphor (Lakoff and
Johnson 1980, Lakoff 1990, McGlone 2007, Kövecses, 2010) in a domain
characterized for its richness in metaphorical creativity, as is the case of economics
and financial reporting. This type of discourse is, in particular, “heavily metaphorical”
(McCloskey 1983, Mason 1990), for it is full of complicated and specific terms which
are difficult to decode by a non-expert eye. By analyzing the most salient metaphorical
expressions within this field, I show both how experts conceptualize financial
142
constructs, and how non-experts are able to process and understand them through
specific metaphorical projections in two different languages and cultures, namely
English and Spanish.
To this aim, concepts such as ‘situationally, topically and culturally triggered
metaphors’ coming from recent work within metaphors in real discourse (Semino
2008, Kövecses 2008, 2009, 2010, Semino, Deignan & Littlemore 2013), as well as
Schmidt’s (2002) concept of ‘conceptual competence’ have helped to understand not
only how these financial notions are conceptualized, but also how they can be
implemented in translation and second language teaching/learning (Charteris-Black
and Ennis, 2001).
The data consist of 12 texts, six Spanish and six English, three of each language
belonging to expert journals and three to more informative, non-expert publications
(Expansión, Cincodías and El Economista –Spanish– and The Economist, The
Guardian and The Financial Times –English). The corpus thus amounts to 11209
words. Following Stefanowitsch’s (2006) method, five target domains were searched
for
in
the
data:
mercado/market,
economía/economy,
dinero/money,
inversores/investors and movimientos en banca/stock market movements.
In short, the results show different mappings and, therefore, conceptualizations, along
the two established variables: expert/non-expert texts and Spanish/English. This work
sheds light on (1) the close relationship between text type or genre and metaphorical
expressions, as well as the relationship between the specific socio-cultural context –
the fact that Spain has been more affected by the economic crisis, for instance- and
the mappings chosen, and (2) how cross-linguistic studies of metaphor-in-use can
help raise translator’s and L2 teachers’ awareness of the relevance of such intrinsic
linguistic component if aiming to obtain a better and more reliable and meaningfully
complete outcome.
References
Charteris-Black, J. and Ennis, T. (2001). A comparative Study of Metaphor in Spanish and
English Financial Reporting.English for Specific Purposes, 20, 249-266.
Köveces, Z. (2008). Universality and variation in the use of metaphor. (2008). In N.-L.
Johannesson & D.C. Minugh (eds.) Selected Papers from the 2006 and 2007 Stockholm
Metaphor Festivals (51–74). Stockholm: Department of English, Stockholm University.
Kövecses, Z. (2009). The effect of context on the use of metaphor in discourse.Iberica, 17, 1124.
Kövecses, Z. (2010). Metaphor: a Practical Introduction. Oxford: Oxford University Press
Kövecses, Z. (2010). A new look at metaphorical creativity in cognitive linguistics. Cognitive
Linguistics, 21 (4), 663-697.
Lakoff, G. and Johnson M. (1980). Metaphors We Live By. Chicago/London: University Press.
Lakoff, G. (1990). The Invariance Hypothesis: Is Abstract Reason Based on ImageSchemas? Cognitive Linguistics, 1 (1), 39-74.
143
Mason, M. (1990). Dancing on air: Analysis of a passage from an economics textbook. In A.
Dudley-Evans & W. Henderson (eds.) The Language of Economics: the Analysis of Economics
Discourse (16-28). London: Macmillan.
McCloskey, D (1983). The rhetoric of economics. Journal of Economic Literature, 21 (2), 481517.
McGlone, M. (2007) What is the Explanatory Value of a Conceptual Metaphor? Language and
Communication, 27, 109-126.
Schmidt, C. (2002). Metaphor and Cognition: a Cross-Cultural Study of Indigenous and
Universal Constructs in Stock Exchange Reports. Electronic Journal of Intercultural
Communication, 5.
Semino, E. (2008) Metaphor in Discourse. Cambridge: Cambridge University Press.
Semino,
E.,
Deignan,
A.
&
Littlemore,
J. (2013).
Recontextualization. Metaphor and Symbol. 28, pp. 41-59.
Metaphor,
Genre
and
Stefanowitsch, A. (2006). Corpus-based approaches to metaphor and metonymy. In A.
Stefanowitsch & Stephan Th. Gries (eds.), Corpus-based Approaches to Metaphor and
Metonymy (pp. 1-16). Berlin & New York: Mouton de Gruyter
Título: Is sustainability good or bad? The use of evaluation in media discourse
Autores: Orna-Montesinos, Concepción (Centro Universitario de la Defensa Universidad de Zaragoza - [email protected])
The debate over environmental challenges has been vividly enacted in the media,
which, conversely, has drawn attention to the linguistic and rhetorical construction of
environmental discourse and on how this discourse is ideologically presented to their
audience. In order to contribute to the understanding of environmental discourse, this
paper presents a quantitative and qualitative exploration of the use of evaluation in a
small-sized self-compiled corpus of articles from weekly news magazines dealing with
sustainability concerns. Drawing on studies on evaluation and journalistic stance and
using a corpus-based methodological approach, this work carries an analysis of the
occurrences of the term ‘sustainability’ in the corpus as well as of its context. Corpus
findings show that evaluative resources are used both explicitly and implicitly in order
to construct value on sustainability. Although the term might be a prioriconsidered a
positive social value, and therefore frequently positively evaluated, sustainability is
almost as frequently neutrally or negatively defined in the corpus studied. The
qualitative analysis of the corpus shows that the image of sustainability in the media,
as a challenging social concept, is mediated by the use of evaluation. The results thus
suggest that journalists convey their stance towards sustainability by employing a
clearly persuasive discourse, which helps to create and disseminate social meaning
on sustainability and thus to influence public opinion on the debate over the
environmental and economic sustainability of our world.
144
Título: La risa como estrategia compensatoria en el déficit comunicativo por
demencia de tipo alzhéimer
Autores: Pérez Mantero,
[email protected])
José
Luis
(Universitat
de
València
-
La demencia de tipo alzhéimer (DTA) es una enfermedad neurodegenerativa que
provoca un deterioro progresivo de las funciones cognitivas superiores, entre las que
se encuentra el lenguaje (APA, 2013). Un creciente número de estudios ha
investigado diversos aspectos de la comunicación verbal en conversaciones en las
que participa una persona con DTA. Sin embargo, algunos fenómenos propios de la
comunicación no verbal, como las miradas o los gestos, han quedado relegados a un
plano secundario, si no olvidados por completo.
En este trabajo nos centraremos en el estudio de la risa, considerada una estrategia
conversacional que cumple diversas funciones, como organizar la interacción o influir
en los enunciados del resto de los participantes (Jefferson, 1979; 1984).
Investigaciones como las de Jefferson y otros autores sobre la risa en
conversaciones entre individuos sin déficit lingüístico han sido replicadas en personas
con alguna alteración comunicativa (cfr. Madden et al., 2002, para la afasia; y
Wilson et al., 2007, o Lindholm, 2008, para la demencia), dando como resultado la
asunción de que todas las funciones de la risa observadas en los hablantes
“normales” también aparecen en los sujetos con un déficit comunicativo.
En nuestra investigación doctoral sobre el análisis pragmático del deterioro de las
habilidades comunicativas en las personas con alzhéimer observamos que los
hablantes con la enfermedad en un estadio avanzado utilizaban con mucha
frecuencia el recurso de la risa en contextos en los que demostraban alguna dificultad
comunicativa. El objetivo de este trabajo es analizar las razones por las que se
produce esta sobreutilización de la risa y la reacción visible de los interlocutores a lo
largo de la conversación.
En nuestro estudio tomamos como datos tres interacciones conversacionales en las
que participa un hablante con DTA en un nivel avanzado. Empleamos como método
de investigación el análisis conversacional, que aboga por que los datos se obtengan
en contextos naturales; por esta razón, las interacciones se produjeron en el hogar de
la persona con demencia y se contó con la presencia del familiar más cercano del
informante para que interactuase con aquel de manera preferente.
Hemos descubierto que la risa se convierte en un mecanismo compensatorio que
utilizan algunas personas con deterioro cognitivo y comunicativo graves causados por
una DTA para resolver un problema en la interacción de forma que su imagen no se
vea amenazada. Además, constatamos que el éxito de dicho recurso conversacional
depende de la actitud del interlocutor, que puede aceptarlo o rechazarlo y hacer
patente, de esta manera, la incompetencia comunicativa de la persona con demencia.
Referencias
APA (2013): DSM-5: Diagnostic and statistical manual of mental disorders. Washington:
American Psychiatric Association.
145
Jefferson, G. (1979): "A technique for inviting laughter and its subsequent acceptance /
declination", en G. Psathas (ed.): Everyday language: studies in ethnomethodology. New York:
Irvington Publishers, 79-96.
Jefferson, G. (1984): "On the organization of laughter in talk about troubles", en J.M. Atkinson
y J. Heritage (eds.):Structures of social action: studies in conversation analysis. Cambridge:
Cambridge University Press, 346-369.
Lindholm, C. (2008): "Laughter, communication problems and dementia", Communication &
Medicine, 5 (1), 3-14.
Madden, M. L.; Oelschlaeger, M. L. y Damico, J. S. (2002): "The conversational value of
laughter for a person with aphasia", Aphasiology, 16, 1199-1212.
Wilson, B. T.; Müller, N. y Damico, J. S. (2007): "The use of conversational laughter by an
individual with dementia",Clinical Linguistics & Phonetics,21, 1001-1006.
Título: Using picturebooks for the construction and transmission of knowledge
through works of art
Autores: Pinar, María Jesús (Universidad de Castilla La Mancha [email protected])
Picturebooks represent a unique visual and literary artform that engages young and old
readers in many levels of learning and pleasure (Wolfenbarger and Sipe 2007). The story
depends on the interaction of the written text and the image, where there has been aesthetic
intention by both author and illustration (Arizpe and Styles 2003). Readers respond to each
element of the book and can form new meaning from the text or the image or both.
This paper attempts to show how the use of works of art and references to fairytales in two
picturebooks by Anthony Browne (The Tunnel and Piggybook) engage both young and old
readers. The latter are expected to guide the young ones through the cultural and aesthetic
references represented in the picturebooks. Intertextuality is at the core of the analysis. As
Perrot (2000) points out, Browne uses intertextual details by inserting or quoting in the
visualized text well-known paintings, statues and books, characters and situations from
fairytales and famous personages, initiating young readers into the dominant literary, linguistic
and cultural codes of the home culture (Wilkie-Stibbs 2005), multimodally ensuring the
construction of knowledge in the “other”.
References
Arizpe, E. and Styles, M. (2003) Children Reading Pictures: Interpreting Visual Texts.
Routledge Falmer.
Moya Guijarro, A.J. (2104) A Multimodal Analysis of Picture Books for Children. Equinox
Perrot, J (2000) ”An English Promenade”. Bookbird, 38(3), pp. 11-16.
Wilikie-Stibbs (2005) ”Intertextuality and the child reader”. Understanding Children’s
Literature. Peter Hunt. 2nd Edition New York: Routledge, pp. 168-79
146
Wolfenbarger, C. and Sipe. L. (2007). A Unique Visual and Literary Art Form: Recent
Research on Picturebooks. Language Arts, Volume 83, Issue 3, pages 273-280.
Título: El resumen como promoción del artículo de investigación
Autores:
Piqué
Noguera,
[email protected])
Carmen (Universitat
de
València
-
El resumen del artículo de investigación es un género que ha sido abordado por la literatura
especializada de forma un tanto desigual; en las ciencias de la salud ha sido abundantemente
estudiado en medicina, pero no en otras ciencias relacionadas directa o indirectamente, como
por ejemplo la Enfermería. El presente estudio tiene como objetivo cubrir precisamente esa
carencia en la literatura. Partiendo del modelo de resumen de Weissberg y Buker (1990), que
básicamente coincide con otros autores, como Hyland (2000) o Swales y Feak (2009), se
analiza el contenido y estructura del resumen tradicional en un corpus de 240 resúmenes
extraídos de varias revistas de Enfermería, así como los elementos textuales y discursivos del
mismo. Del análisis se extraen varios resultados significativos entre los que podemos destacar
la amplia variabilidad en la estructura empleada en el resumen o el número de resúmenes
indicativos por encima de los informativos en cuanto a su contenido se refiere. Los resultados
nos conducen a la conclusión de que para que exista una mejor redacción de los resúmenes
en el campo de la Enfermería y, a su vez, se potencie la promoción de la investigación, debe
haber una unificación de criterios que sean más afines a las directrices de la crítica
especializada.
Referencias
Hyland, K. (2000). Disciplinary Discourses. Social Interactions in Academic Writing. Harlow:
Longman.
Swales, J. M. & Feak, C. B. (2009). Abstracts and the Writing of Abstracts. Ann Arbor: The
University of Michigan Press.
Weissberg, R. & S. Buker. (1990). Writing Up Research. Experimental Research Report
Writing for Students of English. Englewood Cliffs, NJ: Prentice Hall Regents.
Título: Spoken varieties of “well-described” languages as a source for
typological comparison
Autores: Podlesskaya, Vera (Russian State U for the Humanities, [email protected])
The paper claims that adequate typological affiliation of languages can be achieved
only when based on multimodal rather on monomodal data. In practice, typologists
analyze under-documented languages basing on recorded and transcribed spoken
discourse, while their judgments about languages with a long literacy tradition are
based mainly, or even exclusively, on written data. This inconsistency complicates
systematic cross-linguistic comparison and may result in incorrect conclusions.
147
The paper particularly explores how adding data from spoken discourse helps to
refine the typological profile of Russian. The first-hand data comes from the
Prosodically Annotated Corpus of Spoken Russian (Spokencorpora 2014). It consists
of 4h 26 min of monologue speech: personal stories, stories on given everyday topics,
presentations stimulated by story-(re)telling tasks. Each monologue is in the form of
an audio-file with a synchronized transcript.
Natural spoken discourse data helped to reveal several phenomena that previously
have never been attributed to Russian, but are characteristic of languages
typologically, genetically and areally distant from Russian. These phenomena, which
include, among others, left and right dislocations, serialization and clause chaining,
appear to be quite frequent in spoken Russian. For example, Russian has never been
listed among languages that employ verb serialization. Serial constructions are
multiple finite verbs in the same grammatical form that occur contiguously, share at
least one argument and conceptualize a single event (show semantic integrity at least
in terms of time and space). This type of construction is, indeed, absent from Russian
written discourse, however, it is well attested in our data. Serial constructions in
spoken Russian fall under a single intonation contour and may even show symptoms
of clause union overcoming the so-called “coordinate structure constraint”, in that the
object of the second verb can be placed to the left of the first verb of the complex:
I
ja ego
And I
pri etom
{stoju
i
protiraju}.
it.ACC meanwhile stay.1.SG.PRES and wipe.1.SG.PRES
‘And meanwhile, I keep wiping it [the motorbike].’ Lit.: “And I it {stand and wipe}”
On the other hand, many supposedly prominent grammatical features traditionally
attributed to Russian in widely accepted typological listings appear to be strikingly
absent in spoken discourse. To name only two: (a) non-finite verb forms, like converbs
and participles, are almost absent from our corpus; and (b) coordinated NPs almost
never occur as preverbal subjects, hence, we observe constructions equivalent to
“There lived A and B” rather than “A and B lived there”, so we may hypothesize that
spoken Russian tends to prefer highly individuated referents as preverbal subjects.
Thus, ignoring data from natural spoken discourse incorrectly places a presumably
“well-described” language in traditional typological classifications that address
syntactic categories, grammatical relations, word order etc.
References
Spokencorpora (2014): Rasskazy o snovidenijax i drugie korpusa zvu?aš?ej re?i (Prosodically
annotated corpus of spoken Russian), http://spokencorpora.ru.
Título: La prensa española y la proyección de la imagen del colombiano en el
año 2011
Autores: Quijano Urreste, John Freddy ([email protected]); Westall
Pixton, Debra (Universitat Politècnica de València - [email protected])
148
Los seres humanos hacemos uso de los diarios para mantenernos informados de las
noticias más actuales. Los medios utilizan diferentes estrategias para difundir la
noticia y por lo general lo hacen de forma persuasiva, eficiente y práctica, con la
intención de que su información complazca y llegue al espectador (Cano y Pérez,
2010). Los medios de comunicación nacieron y fueron creados con fundamentos
claros; su principal función era netamente informar y comunicar. Con el paso del
tiempo, los medios han sido permeados por intereses ajenos a lo que es la
comunicación como verdadero servicio a la sociedad. El pilar fundamental objetivista
de la comunicación en la década de los 60´s impuso un pensamiento fáctico del
proceso comunicativo. La información emitida por los medios de comunicación se
consagraba así como un fiel espejo de la realidad, teniendo como base que las
noticias son un reflejo de la realidad (Canel, 1999). En su pretensión de competir de
forma efectiva, se han modificado en gran medida sus pilares, han llegado en muchos
casos a alterar sus objetivos y convertirse en elementos incidentes en la sociedad,
por seguir sus intereses propios (Cano y Pérez, 2010). Con ello, se establece una
apertura que da vía libre a la gran influencia de los medios de comunicación sobre la
opinión pública, (re)creando imágenes a través de discursos parcializados que atenta
al receptor, llegando en muchos casos a desvirtuar sus objetivos y convertirse en
elementos manipuladores de la sociedad.
Este trabajo aborda el uso del léxico en artículos de prensa escrita, enfocándonos
principalmente en palabras claves que recogen la connotación actual de la
ciudadanía colombiana, lo que hemos denominado el C5:
Colombia,
colombiano, colombiana, colombianos y colombianas. Para ello, se hará hincapié en
la frecuencia con que aparecen, en las formas discursivas que las incluyen y en su
relación con la figura del colombiano. Para concretar este fin, el estudio reúne un
corpus de artículos donde se menciona de alguna forma al C5; se parte para ello de
dos periódicos españoles (ABC y El País) por un periodo de un año (2011). Se hizo
uso conjunto del análisis crítico del discurso y el análisis de contenido, abordando
teorías como las de encuadre (Hall,1980; Tankard, et al.,1991; Etman,1993;
Giménez, 2006); relevancia (Wilson y Sperber, 2004; Mayo, 2006); discurso y
manipulación (Van Dijk, 2006); discurso y poder (Van Dijk, 2006; Fairclough, 1989);
entre otras. Este estudio, en parte contrastivo entre ambos diarios, pretende mostrar
como las asociaciones de diferentes palabras claves dentro del discurso periodístico
sostienen, promueven y mantienen el vínculo vigente con la imagen del colombiano
re-creada en la prensa escrita. Este trabajo resaltará una probable representación
estereotipada difundida a los lectores.
Referencias
CANEL, M. J. (1999). EL PAÍS, ABC y EL MUNDO: Tres manchetas, tres enfoques de las
noticias. ZER, N° 6, (99-119p) Bilbao- España.
CANO, M. R. y PÉREZ, A.M. (2010). Construcción identitaria a partir de las imágenes:
estereotipos que se consumen en la pantalla. Arte y movimiento, revistas electrónicas, Nº 3,
(23-31p) Universidad de Jaén.
ENTMAN, R.M. (1993). Framing: Toward Clarification of a Fractured Paradigm, Journal of
Communication, 43/4, (51-58p).
FAIRCLOUGH, N. (1989). Language and Power. London: Longman.
149
GIMÉNEZ ARMENTIA, P. (2006). Una nueva visión del proceso comunicativo: La teoría del
Enfoque (Framing).Comunicación y Hombre, (2) 55-66.
HALL, S. (1980). “Codificar y Decodificar”, traducción por Silvia Delfino. Culture, media y
lenguaje. London, Hutchinson & CO, (129-139p).
MAYO, C. (2006). Relevancia e inferencia: procesos cognitivos propios de la comunicación
humana. Forma y Función, Nº19, (31-46p).Universidad Nacional de Colombia, Bogotá.
TANKARD, J. W., HANDERSON, L., SILLBERMAN, J., BLISS, K., Y GHANEM, S. (1991).
“Media Frames: Approaches to Conceptualization and Measurement”, paper presented at the
Association for Education in Journalism and Mass Communication, Boston, Mass.
WILSON, D. y SPERBER, D. (2004). La teoría de la relevancia, Revista de Investigación
Lingüística. Vol.7, (237-286p).
Título: Discurso y contracultura: propuesta metodológica para el análisis de
pintadas
Autores: Rodríguez Barcia, Susana (Universidade de Vigo [email protected]); Ramallo, Fernando (Universidade de Vigo [email protected])
Las pintadas son un tipo de graffiti en el que los aspectos discursivos priman sobre
los aspectos puramente estéticos o las motivaciones artísticas. Se trata de un género
con un carácter transgresor que se pone de manifiesto en sus aspectos definitorios
principales: ilegal o no autorizado, público, generalmente reivindicativo, identitario y
fruto de la iniciativa de minorías activas con valores propios de la contracultura. Su
capacidad para proporcionar información sobre las demandas y expectativas sociales
convierte a las pintadas en termómetros del estado de opinión de la ciudadanía. Este
hecho, unido a su naturaleza dialógica y a su potencialidad como catalizador de la
reflexión político-social, hace de las pintadas un objeto de estudio fundamental como
manifestación discursiva de la contracultura que ha sido abordado desde diferentes
perspectivas (Baudrillard 1974, Blume 1985, Gadsby 1995, Garí 1995, Vigara Tauste
y Reyes Sánchez 1996, Figueroa Saavedra 2004, Guerra 2013, entre otros).
El objetivo de esta comunicación es presentar una propuesta de clasificación de
pintadas así como una serie de categorías de análisis que permiten organizar el
estudio de este género discursivo de modo que se facilite un abordaje razonado y
estructurado de sus dimensiones lingüística e ideológica. Esta metodología ha sido
desarrollada a partir de un proyecto de análisis del discurso mural en la ciudad de
Vigo (Galicia) que cuenta actualmente con un corpus de 817 pintadas, y del que se
extraerán los ejemplos con los que se justifique el modelo expuesto. La propuesta se
enmarca en la reciente investigación sobre el paisaje lingüístico (Shohamy & Gorter
2009), que en el caso de Galicia ha sido objeto de recientes estudios (Dunlevy 2012;
Regueira, López Docampo y Wellings 2013).
Referencias
150
Baudrillard, Jean (1974): “Kool Killer: Les graffitis de New York ou l’insurrection per les
signes”, en Papers 3, Barcelona: Barral.
Blume, Regina (1985): “Graffiti”, en van Dijk (ed.) Discourse and Literatura, John Benjamins
Publishing, 167-180.
Dunlevy, Deirdre A. (2012): “Linguistic policy and linguistic choice: a study of the Galician
linguistic landscape”, en: Helot, Christine/Barni, Monica/Janssens, Rudi/Bagna, Carla
(eds.): Linguistics landscapes, multilingualism and social change. Frankfurt: Peter Lang, 5368.
Figueroa Saavedra, Fernando (2004): El graffiti universitario, Madrid: Talasa Ediciones.
Gadsby, Jane (1995): “Looking at the Writing on the Wall: a Critical Review and Taxonomy of
Graffiti Texts”, en:Artcrime <http://www.graffiti.org/faq/critical.review.html> (12/09/2013)
Guerra, Nicola (2013): “Muri puliti popoli muti”: analisi temática e dinamiche linguistiche del
fenomeno del graffitismo a Roma”, en: Forum Italicum: A journal of Italian Studies, 47/3, 570585.
Regueira, Xosé Luís/Miguel López Docampo/Matthew Wellings (2013): “El paisaje lingüístico
en Galicia”, en: Revista Internacional de Lingüística Iberoamericana XI (2013), 1 (21), 39-62.
Shohamy, Elana & Gorter, Durk (ed.) (2009): Linguistic landscape. Expanding the scenary.
Milton Park, Taylor and Francis.
Vigara Tauste, Ana María & Reyes Sánchez, Francisco (1996): “Graffiti y pintadas en Madrid:
arte, lenguaje, comunicación” en: Espéculo. Revista de Estudios Literarios, 4 (1996-1997)
<http://pendientedemigracion.ucm.es/info/especulo/numero4/graffiti.htm> (12/09/2013).
Título: Gestural strategies in Spanish narratives: Getting in tune.
Autores: Rodríguez Redondo, Ana Laura (Universidad Complutense de
Madrid - [email protected])
This paper aims to show the main interactive gestural strategies used by Spanish
speakers in oral autobiographical narratives. Interactive gestural strategies imply the
study of both interactive (Bavelas et al 1992; Bavelas 1994) and co-speech gestures
(McNeill 1992; 2000; Kendon 2004). We consider that the main use of these
strategies is to get in tune with the listener involving the listener in the interpretation of
the story. Interactive gestural strategies in autobiographical accounts studied in this
case are those that seek the appreciation of the importance or interest of the events.
Our data consists of stories told by four Spanish speakers. For the analysis we are
based on the theoretical and analytical approach to oral emotional narratives
(Romano and Porto 2010; Romano et al 2013, Romano 2014) and on previous
studies of gestures as structuring narrative tools following the same approach
(Rodríguez Redondo in press).
151
References
Bavelas, J. B., Chovil, N., Lawrie, D. A., & Wade, A. 1992. “Interactive gestures”. Discourse
processes, 15(4), 469-489.
Bavelas, J. B. 1994. “Gestures as part of speech: Methodological implications”. Research on
language and social interaction, 27(3), 201-221.
Kendon, Adam. 2004. Gesture: Visible action as utterance. Cambridge, UK: Cambridge
University Press.
McNeill, David. (ed). 2000. Language and
action. Cambridge: Cambridge University Press.
gesture:
Window
into
thought
and
McNeill, David. 1992. Hand and mind: What gestures reveal about thought. Chicago:
University of Chicago
Rodríguez Redondo, Ana Laura (in press). “Gesture structuring strategies in English and
Spanish autobiographical narratives”. In Analyzing discourse strategies in social and cognitive
interactions, Manuela Romano and Dolores Porto (eds). Amsterdam/New York: John
Benjamins.
Romano, Manuela. 2014. “Evaluation in emotion discourse.” In Evaluation in context, Laura
Alba and Geoff Thompson (eds), 367-386. Amsterdam/New York: John Benjamins.
Romano, Manuela, Porto, M. Dolores and Molina, Clara. 2013. “The structure of emotion
discourse: from Labovian to socio-cognitive models.” Text and Talk 33(1): 71-93
Romano, Manuela and Porto, M. Dolores. 2010. “Attentional markers in the structure of oral
narratives of charged events.” In Ways and modes of human communication, Rosario
Caballero and M. Jesús Pinar (eds), 729–736. Cuenca: Universidad de Castilla-La Mancha.
Título: Intensification in English and Spanish conference papers: Multimodal
analysis of degree adverbs
Autores: Ruiz
[email protected])
Garrido,
Miguel
F. (Universitat
Jaume
I,
Castelló
-
The use of adverbs seems to be widely accepted in all registers, though apparently
they tend to appear more frequently in conversations than in academic written
discourse (Biber et al. 1999). Despite that, they have been studied from different
perspectives within written and spoken academic discourse (Recksi 2004 or Swales
and Burke, 2003, among others). Additionally, academic spoken discourse has moved
recently from studies based on frequency and written transcripts to multimodal
analysis based on kinesics, paralanguage and other non-linguistic features involved in
the spoken discourse (for example, Querol-Julián 2011 or Querol-Julián and FortanetGómez 2012).
152
This paper analyzes spoken discourse from a multimodal standpoint. The current
study focuses on the use of intensifiers in academic spoken discourse from a
contrastive perspective: English-spoken conference papers (CPs) vs. Spanish-spoken
conference papers. The data is taken from the MASC corpus, compiled by the
GRAPE group. For this study, I used two CPs delivered in English and two delivered
in Spanish. Initially, I checked if the intensifiers identified in previous studies on
spoken discourse occur (for example, according to Biber et al.’s work (1999)). Among
those adverbs, first, the most frequent ones and the ones that can be compared in
both languages were selected. Next, I analyzed those resulting samples from a
multimodal perspective. Some questions that will be answered are: Do all intensifiers
have an emphatic meaning? Are they always accompanied by any kind of nonlinguistic strategies? When this happens, are those strategies helpful to
convey/support the meaning or maybe misleading? Those are some of the questions I
will answer by means of the analysis of CPs in English and Spanish. The results might
shed some light on the use of intensifiers in delivering academic presentations for
both purposes: discourse analysis as such and for teaching.
References
Biber, D., Johansson, S., Leech, G., Conrad, S., and Finnegan, E. (1999). Longman Grammar
of Spoken and Written English. Harlow: Pearson Education Limited.
Querol-Julián, M. (2011). Evaluation in Discussion Sessions of Conference Paper
Presentations: A Multimodal Approach. Saarbrücken: LAP Lambert Academic Publishing
GmbH & Co. KG.
Querol Julián, M. & Fortanet-Gómez, I. (2012). Multimodal evaluation in academic discussion
sessions: How do presenters act and react? Journal of English for Specific Purpose, 31 (4),
271-283.
Recksi, L. J. (2004) ““… It’s really ultimately very cruel …”: Contrasting English Intensifier
Collocations Across EFL Writing and Academic Spoken Discourse.” D.E.L.T.A. 20 (2): 211-34.
Swales, J. M. & Burke, A. (2003). “It’s really fascinating work”: Differences in evaluative
adjectives across academic registers. In Meyer, C. & P. Leistyna (Eds.), Corpus analysis:
Language structure and use (pp. 1-18). Amsterdam and Atlanta: Rodopi.
Título: A Multimodal Discourse Analysis Perspective of Asides in Conference
Plenary Lectures in English and in Spanish.
Autores:
Ruiz
Madrid,
Noelia ([email protected]);
Fortanet
Inmaculada (Universitat Jaume I, Castellón - [email protected])
Gómez,
Much of the research carried out up to now on academic spoken discourse has been
based on classroom lectures or conference paper presentations (Deroey &
Taverniers, 2012; Flowerdew, 1994; Fortanet & Räisänen, 2006; Heino, Tervonen &
Tommola, 2002; Strodt-Lopez, 1991, just to name a few). However, scarce attention
has been paid to the plenary lecture as a distinct genre, even though it has been
included in analyses of conferences as macrogeneric events (Hood & Forey, 2005;
153
Shalom, 2002). Plenary lectures share with all the other conference genres many of
the characteristics that define them, such as a) dynamism, b) situatedness, c) form
and content, and d) community ownership, as described by Berkenkotter and Huckin
(1995) for written genres, and applied by Shalom (2002) to conference genres. The
reasons why this genre has not received attention up to now can be varied. The
objective of much of the research carried out in recent years seems to respond to the
need to provide guidelines to new researchers who want to participate in conferences
(Ventola et al., 2002). As plenary speakers are generally senior researchers, this does
not seem to apply to them. Furthermore, this genre does not usually follow an
established structure, as can be found in paper or poster presentations, which may
have also discouraged research on it.
However, some research (Pons and Estellés, 2009; Strodt-Lopez, 1991) on university
lectures suggests that lecturers often try to make their lectures more comprehensible
by using asides. According to Strodt-Lopez (1991, p. 121), “analytically, an aside is an
episode of discourse with a distinct topic framework which occurs between discourse
episodes having the same topic framework. Asides are connected semantically,
pragmatically and formally to the surrounding and global discourse by means of key
words”. The objective of the present study is to analyze asides in plenary lectures
taking a multimodal discourse analysis approach (Querol-Julián, 2010; FortanetGómez & Ruiz-Madrid, 2014; Querol-Julián & Fortanet-Gómez, forthcoming), which
will start from a linguistic analysis and will move on to the paralinguistic and kinesics
resources that accompany and complement language. We will try to establish a
structure for the two invited lectures, taking as a point of departure Ventola’s sections.
Then, we will describe asides and locate them in that structure. For this analysis, we
will try to adapt previous studies by Strodt-Lopez (1991) and Pons and Estellés
(2009). In order to fulfill the objective of the research, we selected two plenary lectures
at conferences in linguistics: one in Spanish and the other one in English. The first
one was delivered by Dr. José Manuel Blecua, at the Congreso ASELE 2012 in
Girona and it is available online[i]. The second lecture was delivered by Prof. David
Crystal at the 47th Annual International IATEFL Conference & Exhibition in 2013 in
Liverpool and is also available online[ii].
References
Deroey, K. L. B., & Taverniers, M. (2012). ‘Ignore that ‘cause it’s totally irrelevant’:
Marking lesser relevance in lectures. Journal of Pragmatics, 44, 2085-2099.
Flowerdew, J. (1994). Research of relevance to second language lecture comprehension:
An overview. In J. Flowerdew (Ed.), Academic listening: research perspectives
(pp.7-29).
Cambridge: CambridgeUniversity Press.
Fortanet, I., & Räisänen, C. (2006, June). Do genres have body language? Nonverbal
communication in conference paper presentations. Paper presentation at
Conference in
Honor of John Swales. Univ. of Michigan, Ann Arbor.
Fortanet-GómezI., & Ruiz-Madrid, M. N. (2014). Multimodality for comprehensive
communication in the classroom: questions in guest lectures. Ibérica, 28, 203- 224.
Heino, A., Tervonen, E., & Tommola, J. (2002). Metadiscourse in academic conference
presentations. In E.Ventola, C. Shalom & S. Thompson (Eds.), The language of conferencing
(pp. 127-146). Frankfurt: Peter Lang.
154
Hood, S. & Forey, G. (2005) Introducing a conference paper: Getting interpersonal with
your audience. Journal of English for Academic Purposes, 4, 291-306.
Pons, S., & Estellés, M. (2009). Expressing digression linguistically: Do digressive
exist? Journal of Pragmatics, 41, 921-936.
markers
Querol-Julián, M. (2010). Multimodality in discussion sessions: corpus compilation and
pedagogical use.Language Value, 2, 1-26.
Querol-Julián, M. and Fortanet-Gómez, I. (forthcoming). Evaluation in discussion
sessions
of conference presentations: theoretical foundations for a multimodal
analysis. Kalbotyra, 66.
Shalom, C. (2002). The academic conference: a forum of enacting genre knowledge. In
E. Ventola, C. Shalom & S. Thompson (Eds.), The language of conferencing
(pp. 51-68).
Frankfurt: Peter Lang.
Strodt-Lopez, B. (1991). Tying it all in: Asides in university lectures. Applied Linguistics, 12(2),
117-140.
Ventola, E. (2002). Why and what kind of focus on conference presentations? In E. Ventola,
C. Shalom & S. Thompson (Eds.), The language of conferencing (pp.
15-50). Frankfurt:
Peter Lang.
[i] (http://diobma.udg.edu/handle/10256.1/2692).
Creative
[http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.en]
Commons
Licence
[ii] Available at http://iatefl.britishcouncil.org/2013/sessions/2013-04-09/plenary-session-davidcrystal (17/10/2014)
Título: The Speech Acts of Japanese and English users of Twitter
Autores:
Ruiz
Tada,
Marina
(Universitat
de
Barcelona
[email protected]); Vasylets, Olena (University of Barcelona [email protected])
Recent Computer Mediated Communication (CMC) research has examined the
pragmatic functions of emoticons in natural settings, (Dresner & Herring, 2010), where
smiley faces are interpreted as contextualization cues in written interaction. While
previously seen as indicating the writer’s emotion, researchers such as Skovholt,
Gronning and Kankaanranta (2014) draw on speech act theory and politeness theory
to show that one of the main functions of emoticons are rather, to convey an
illocutionary force, indicate positive intention, or function as strengtheners or
softeners. While past literature has focused on particular and common emoticons
such as smiley faces, there is a growing need to investigate the communicative
functions of a wider range of emoticons in larger CMC contexts in different cultural
and linguistic contexts. Our study examines geotagged tweets from a Twitter corpus
we have prepared, where we investigated the pragmatic functions of the varying
emoticons used by Japanese users in Japan (Tokyo), compared to English users in
155
the United States (Los Angeles). We then examined the pragmatic differences in the
situations in which emoticons were used by coding the tweets in light of discourse
analytic perspectives of speech act theory and politeness theory. We also considered
factors such as gender and number of followers. We aim to provide richer descriptions
of the uses of emoticons in wider cultural and linguistic contexts.
References
Dresner, E., & Herring, S.C. (2010). Functions of the nonverbal in CMC: Emoticons and
illocutionary force.Communication Theory, 20 (3), 249-268.
Skovholt, K., Grønning, A. and Kankaanranta, A. (2014), The Communicative Functions of
Emoticons in Workplace E-Mails: :-). Journal of Computer-Mediated Communication, 19: 780–
797.
Título: Communicative strategies in L1 and EMI teacher discourse at
university
Autores: Sánchez García, Davinia (Universidad a Distancia de Madrid /
Universidad Complutense de Madrid - [email protected])
The implementation of English Mediated Instruction (EMI) is becoming commonplace
across different educational levels all over the world (Coleman, 2006). In this new
educational scenario, there are numerous Spanish university teachers who have to
change their language of instruction to deliver content, negotiate meaning and interact
with students.
This research focuses on exploring the use of communicative strategies (Tarone
1984, Yule and Tarone 1990, Dörnyei and Thurrell 1991) and interactional discursive
tools such as questions (Chang 2012, Dafouz and Sánchez García 2013) as part of
teacher classroom discourse in Spanish university EMI content lectures. The data
consist of a corpus of 8 classes conducted in Spanish and another 8 lectures
conducted in English, all of them aiming to teach the same content within the field of
Business Administration at tertiary level.
Preliminary results emphasize the considerable weight of teacher communicative
strategies in the construction of knowledge and in the teaching and learning
processes. As a consequence, the present analysis of classroom discourse sets out
to foreground the importance of language as a supporting mechanism through which
students’ learning can either be facilitated or limited.
Título: “Hey there! I am using WhatsApp”: a preliminary study of recurrent
discursive realisations and pragmatic uses in a corpus of Whatsapp statuses
156
Autores: Sánchez Moya, Alfonso (Universidad Complutense de Madrid [email protected]);Cruz Moya, Olga (Universidad Pablo de Olavide [email protected])
This paper seeks to contribute to the recent academic study of WhatsApp, the instant
messaging (IM) tool that enables people to communicate in a multimodal way mainly
via their smartphones and which has impressively become a core form of
communication in many social communities (Church & Oliveira, 2013; Sultan, 2014).
This study presents research on the most salient discursive realisations and
pragmatic uses in WhatsApp statuses, this is, the communicative output of a 139character blank where WhatsApp users are prompted to write any message in order
to complete their profile information.
Research on both the discourse of Computer-Mediated-Communication (CMC) and
communicative practices associated to it is vast (Barton & Lee, 2013; Crystal, 2006).
Perhaps due to its more established status as communication media, studies in this
field have mostly paid attention to the discourse of text messages (Thurlow & Brown,
2003), commonly referred to as textese. More specifically, possibly driven by the
apocalyptic and somewhat mediatised visions attributed to the language used in these
online communication tools (Thurlow, 2006), academic research has largely aimed to
prove the not-so-negative effects of textese in communicative practices and contexts
(Tagliamonte & Denis, 2008; Plester et al, 2009; Drouin, 2011). Nonetheless, due to
its crucial role in plenty of social communities, research has gradually shed light on
the discourse used in IM tools (Baron, 2005; Lee, 2007).
The great and rather recent impact of WhatsApp as a form of communication is
triggering academic research on the discourse that characterises this IM system. In
spite of being remarkably under-researched from a discursive perspective, existing
studies explore some language features of WhatsApp (Calero-Vaquera, 2014),
making great emphasis on its multimodal character. Far less attention has been
devoted however to the discourse of the 139-character blank provided by WhatsApp
to allow users update their statuses, even though similar types of communicative
outcome has widely been investigated in other systems of online communication,
namely Facebook (Garcia & Sikström, 2014; Eisenlauer, 2014).
As far as methodology is concerned, the objectives of this study are to examine
recurrent discursive realisations and how these are realised from a discursive
perspective, to identify the most frequent pragmatic uses and to put forward the
possible reasons behind this choice. Thus, this paper analyses a corpus of 400
WhatsApp statuses randomly selected from the total sample of 523 contacts. Once
the final corpus was computerised, a set of tags was designed in order to quantify the
most frequent instances. As regards the analytical framework, partly driven by the
character of the analysed status, this research relies on contributions in which
multimodality is at core of their theoretical underpinnings (Kress & van Leeuwen,
2001; Machin, 2013).
Findings outline the most common discursive realisations and pragmatic uses in a
corpus of 400 WhatsApp statuses. Apart from elucidating already existing research on
the discourse of WhatsApp, they also demonstrate the centrality of multimodal
discourse in this sort of communication (Vincent, 2012) and pave the way for further
research within this field of study.
157
References
Baron, N. S. (2005). Instant messaging and the future of language. Communications of the
ACM, 48(7), 29-31.
Barton, D., and Lee, C. (2013). Language Online: Investigating Digital Texts and Practices.
London: Routledge.
Calero-Vaquera, M. L. (2014). El discurso del whatsapp: entre el Messenger y el SMS. Oralia:
Análisis del discurso oral, 17, 87-116.
Crystal, D. (2006). Language and the Internet. Cambridge: Cambridge University Press
Church, K., & de Oliveira, R. (2013). What's up with whatsapp?: comparing mobile instant
messaging behaviors with traditional SMS. In Proceedings of the 15th international conference
on Human-computer interaction with mobile devices and services (pp. 352-361). ACM.
Drouin, M. A. (2011). College students' text messaging, use of textese and literacy
skills. Journal of Computer Assisted Learning, 27(1), 67-75. DOI: 10.1111/j.13652729.2010.00399.
Eisenlauer, V. (2014). Facebook as a third author—(Semi-) automated participation framework
in Social Network Sites.Journal of Pragmatics, 72, 73-85. DOI:10.1016/j.pragma.2014.02.006
Garcia, D., & Sikström, S. (2014). The dark side of Facebook: Semantic representations of
status updates predict the Dark Triad of personality. Personality and Individual Differences, 67,
92-96. DOI:10.1016/j.paid.2013.10.001
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of
contemporary communication.London: Arnold.
Lee, C. K-M. (2007). Affordances and Text-Making Practices in Online Instant
Messaging. Written Communication, 24(3), 223-249. DOI: 10.1177/0741088307303215
Machin, D. (2013), “What is multimodal critical discourse studies?”, Critical Discourse Studies,
10(4), 347-355. DOI: 10.1080/17405904.2013.813770
Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's
knowledge of text message abbreviations and school literacy outcomes. British Journal of
Developmental Psychology, 27(1), 145-161. DOI: 10.1348/026151008x320507
Sultan, A. J. (2014). Addiction to mobile text messaging applications is nothing to “lol”
about. The Social Science Journal, 51(1), 57-69. DOI: 10.1016/j.soscij.2013.09.003
Tagliamonte S.A. & Denis D. (2008). Linguistic ruin? LOL! Instant messaging and teen
language. American Speech83,3–34. DOI: 10.1215/00031283-2008-001.
Thurlow, C., & Brown, A. (2003). Generation Txt? The sociolinguistics of young people’s textmessaging. Discourse analysis online, 1(1), 30.
158
Thurlow, C. (2006). From statistical panic to moral panic: The metadiscursive construction and
popular exaggeration of new media language in the print media. Journal of ComputerMediated Communication, 11(3).
Vincent, J. (2012). Mediating emotions via visual communications: an exploration of the visual
presentation of self via mobile phones. In Benedek, A. & Nyíri, K. (Eds.). The Iconic Turn in
Education. Visual learning, (Vol. 2). Berlin: Peter Lang Verlag.
Título: Towards a pragmatic and ideological dictionary of key terms in gender
and sexual (in)equality in Spanish: The examples of mujer and matrimonio
Autores:
Santaemilia
[email protected])
Ruiz,
José
(Universitat
de
València
-
A number of lexical items (such as ‘woman’, ‘marriage’, ‘homosexual’ or ‘domestic
violence’, to name just a few) are so widely used nowadays that they end up acquiring
meanings far more elaborate, and ideologically conflicting, than those found in a
general dictionary. Those meanings are represented, performed, constructed and
(re)negotiated in discourse, and more particularly in powerful socio-ideological
discourses –e.g. the mass media or the law. Many of the meanings gained or lost as a
consequence of complex socio-ideological negotiation are pragmatic in nature and, in
order to be dealt with, require close attention to the discourse contexts in which they
appear.
This paper is part of the GENTEXT research project, within which we have compiled a
a large, highly specialized, comparable corpus around what we may call gender and
sexual (in)equality. At present this corpus contains ca. 35 million words, and is made
up of a range of subcorpora dealing with such topics as gender-based violence,
homosexuality and abortion; their texts come from two Spanish (El País and El
Mundo) and two British (The Guardianand The Times) newspapers, each pair
showing progressive vs conservative ideological positions, and cover all the articles
published on the aforementioned topics during the 2005-2010 period. Elsewhere
(Santaemilia 2009; Santaemilia & Maruenda 2013, 2014) we have analysed the main
concepts, the naming practices, the discursive processes, the ideological tensions
and the semantic negotiations to which key socio-ideological terms in today’s society
are subjected.
As an essential objective of our research project, we have embarked on the
elaboration of a pragmatic-discursive dictionary (in Spanish) covering a selection of
the most relevant terms appearing in our corpora. In this paper we will present the
main guidelines for the proposed dictionary, which will have three main sections
(‘Gender-based violence’, ‘Homosexuality’ and ‘Abortion’), and will initially include
such
heavily
loaded
terms
as mujer (‘woman’), violencia(‘violence’), víctima (‘victim’), vida (‘life’), aborto (‘abortio
n’), matrimonio (‘marriage’) or pareja (‘partner’).
We are not concerned with standard lexicographic
meanings which emerge from discursive negotiation
subjected to constant (re)formulations. Attention
preferences of these words –e.g. those adjectives,
meanings, but rather with those
and are, therefore, unstable and
will be paid to the semantic
nouns or verbs with which they
159
most fruitfully and frequently collocate, thus generating accepted, powerful rhetorical
patterns for the expression of social public opinion. We will illustrate our paper with
two selected items: mujer (‘woman’), within the topic of domestic violence, and
matrimonio (‘marriage’), within a corpus about homosexuality. As Fowler argues
(1991: 84) “categorization by vocabulary is an integral part of the reproduction of
ideology in the newspapers”, and may constitute the basis of discriminatory practices
when naming marginal sexual identities or discussing socially and politically sensitive
topics.
Drawing on a combination of quantitative (corpus-based) and qualitative methods (see
Baker et al 2008), we are concerned with providing a faithful social definition of each
of the terms analysed (e.g. woman or marriage) in view of the discursive struggles
identified in contemporary Spanish society. We are convinced that our proposed
dictionary will be an important contribution in tracing the ideological foundations of
contemporary discourses on sex- or gender-related sensitive topics.
References
Baker, Paul et al (2008) “A useful methodological synergy? Combining critical discourse
analysis and corpus linguistics to examine discourses of refugees and asylum seekers in the
UK press”. Discourse and Society 19(3): 273-306.
Fowler, Roger (1991) Language in the News. Discourse and Ideology in the Press. London:
Routledge.
Santaemilia, José (2009) “‘It’s unfair to be a second-class citizen because of love’: The legal,
sexual and discursive struggles over ‘gay marriages’ in Spain”. In Julia de Bres, Janet Holmes
th
& Meredith Marra (eds.) Proceedings of the 5 Biennial International Gender and Language
Association Conference IGALA 5. Wellington, New Zealand: University of Wellington. 317-328.
Santaemilia, José & Sergio Maruenda (2013) “Naming practices and negotiation of meaning: A
corpus-based analysis of Spanish and English newspaper discourse.” In Istvan Kecskes &
Jesús Romero Trillo (eds.) Research Trends in Intercultural Pragmatics. Berlin: De Gruyter
Mouton. 439-457.
Santaemilia, José & Sergio Maruenda (2014) “The linguistic representation of gender violence
in (written) media discourse: The term ‘woman’ in Spanish contemporary newspapers”. Journal
of Language Aggression and Conflict 2(2): 249-273.
Título: Saving the euro – a multimodal analysis of metaphors depicting the
eurozone crisis
Autores: Silaški, Nadežda (University of Belgrade, Faculty of Economics [email protected]); Djurovic, Tatjana (University of Belgrade [email protected])
As a cognitive tool which allows us to describe abstract, intangible concepts in terms
of other, more concrete and better structured concepts, metaphor has become allpervasive in conceptualising recent fin
160
ancial crises. Much of the research into this topic has centered mainly on verbal
metaphors whereas a visual and multimodal aspect of the phenomenon has remained
rather underrepresented. Within the theoretical framework of Conceptual Metaphor
Theory pertaining not only to verbal (Charteris-Black & Musolff 2003, Charteris-Black
2004, etc.) but also to pictorial and multimodal discourse (Forceville 1996, Forceville
2008, Forceville & Urios-Aparisi 2009, etc.) in this paper we tackle the topic of the
financial crisis in the EU by examining the role of both verbal and visual instances of
the euro metaphor in English. More specifically, in line with the main postulate of
multimodality that there are different modes used to create meaning (verbal and nonverbal ones), we focus on both linguistic and pictorial realisations of the euro which
pertain to the broader topic of the eurozone crisis. The data collection for our analysis
consists of a number of covers of the weekly magazine The Economist published in
the period 2008-2014 which relate to the eurozone crisis, whereas our method of
analysis is closely modelled on Bounegru and Forceville (2011). The purpose of our
investigation is to answer the following two questions: a) how do verbal and visual
modes of expressions contribute to the creation of the euro metaphor; and b) what are
the pedagogical implications of a multimodal approach to examining metaphors? In
order to address the former, we attempt to establish how the euro metaphor, realised
by means of several monomodal or multimodal mappings such as the euro is a
person, the euro crisis is drowning, the euro crisis is movement in the air, the euro is a
cure, is used by the media so as to describe the impact of the eurozone financial crisis
by the use of suggestive pictures accompanied by textual messages and symbols. As
to the latter, we argue that a visual representation of metaphor that accompanies its
verbal mode provides a platform for eliciting discussion on how students understand
and decode multimodal metaphors which, in turn, leads to enhancing communicative
competence and the learning process in general. Exercising multimodal approach in
the classroom also caters for different cognitive styles of learners and helps learners
analyse the given semiotic modes more efficiently to become aware of how these
modes interact in the multimodal discourse of magazine covers.
References
Bounegru, Liliana & Charles Forceville (2011). Metaphors in editorial cartoons representing the
global financial crisis.Visual Communication 10(2), 209-229.
Charteris-Black, Jonathan & Andreas Musolff (2003). ‘Battered hero’ or ‘innocent victim’? A
comparative study of metaphors for euro trading in British and German financial
reporting. English for Specific Purposes 22, 153–176.
Charteris-Black,
Jonathan
(2004). Corpus
Approaches
Analysis. Basingstoke and New York: Palgrave Macmillan.
to
Critical
Metaphor
Forceville, Charles (1996). Pictorial Metaphor in Advertising. London and New York:
Routledge.
Forceville, Charles (2008). Metaphor in Pictures and Multimodal Representations. In:
Raymond W. Gibbs, Jr. (ed.), The Cambridge Handbook of Metaphor and
Thought. Cambridge: CambridgeUniversity Press, 462-482.
Forceville, Charles & Eduardo Urios-Aparisi (2009). Introduction. In: Charles J. Forceville &
Eduardo Urios-Aparisi (eds.),Multimodal Metaphor. Berlin/New York: Mouton de Gruyter, 3-17.
161
Título: Employment of Stance Adverbials as Hedges and Boosters in
Argumentative Essays of Turkish Nonnative University Students
Autores: Sögüt, Sibel ([email protected])
The growth of discourse analysis as a key tool in understanding language use, has
led to the idea of the importance of interaction in writing. Thus, the concept of
metadiscourse has emerged as a way of representing the writer's awareness of the
unfolding text as discourse. Metadiscourse is based on a view of writing as social
engagement and especially considered to be essential element of persuasive and
argumentative writing (Crismore and Farnsworth 1990; Hyland, 2004). Among the
metadiscourse markers, hedges and boosters are two crucial devices helping writers
to express their authorial stance in their products. Writing argumentative texts is a
challenge for the students not only in their mother tongue but also in their foreign
language(s) and they seem to experience difficulties in producing these texts.
Research on students’ argumentative writing is relatively little compared to
descriptive, narrative, and expository writing (Stephens, 2003). In the Turkish context,
the students are not offered an explicit instruction in authorial stance taking and
employing stance devices, instead, they are provided with very general writing
guidelines and there is a scarcity of study examining Turkish non-native EFLlearners’
employment of stance devices as hedges and boosters in their English argumentative
writings. Therefore, a detailed and comparative analysis needs to be conducted in
order to gain a deeper understanding about how stance-taking is presented by
Turkish non-native students. In the light of the aforementioned rationales, this study
aims to identify the stance adverbials used as hedges and boosters employed by
Turkish non-native EFL students. This study specifically based on the stance
adverbials as they expose the author’s comment or attitude much clearer. The data of
this study consist of the argumentative essays written by Turkish students majoring in
the first year of English Language Teaching Department at Anadolu University. Simple
random sampling is used in order to choose 100 argumentative essays, and the
corpus of the study consists of 86,554 words. The data are analyzed both qualitatively
and quantitatively, percentages, mean frequencies per 10,000 words for
standardization to a common basis and Log-likelihood results for each item are
calculated and interpreted. The stance adverbials as hedges and boosters are
identified with the help of a concordance program, Ant. Conc. 3.3.4. and analyzed in
their own contexts manually using Hyland’s (2005) interpersonal model of
metadiscourse, checked twice and the results are inter-rated by another researcher by
using peer debriefing system. The functional use of stance adverbials as hedges and
boosters are analyzed in their own contexts and explained in detail. The results of the
study show that there exist differences both between the employment of hedges and
boosters. It is found out that Turkish students employ boosters more frequently and
varied compared to hedges. Functional uses of each adverbial are explained,
examples from the essays are also presented. The results of the study are believed to
create an awareness among both the teachers and the students both in theoretical
and linguistic aspects.
Título: Análisis del tratamiento por parte de la prensa española de las noticias
sobre mujeres asesinadas por sus (ex) parejas sentimentales
162
Autores:
Triano
López,
Patricia
(Universidad
de
Huelva
[email protected]); Triano López, Manuel (Sam Houston State
University - [email protected])
Este trabajo de investigación analiza el discurso periodístico relacionado con la
violencia contra la mujer en España. A pesar de su gravedad social, este tipo de
violencia de género se ha considerado durante décadas un asunto privado, un
derecho del hombre en el que nadie debía inmiscuirse. Actualmente, sin embargo,
hay una mayorsensibilización social, debido al papel activo del movimiento feminista,
de diferentes organismos nacionales e internacionales (Unión Europea, ONU, OMS,
etc.), y de los medios de comunicación.
A pesar de las mejoras en el tratamiento mediático, investigadoras e investigadores
coinciden en la necesidad de que los periodistas sigan formándose en materia de
violencia de género para evitar una cobertura estereotipada y superficial. El presente
trabajo comprobará hasta qué punto la prensa española está siguiendo estas
recomendaciones.
Para ello, se seleccionaron tres periódicos españoles de información general: los dos
nacionales con mayor número de lectores (El Mundo y El País) y un periódico local
(Huelva Información). A continuación, se extrajeron 425 noticias sobre casos de
violencia de género entre 2008 y 2012 con resultado de muerte de la mujer. El
posterior análisis estadístico de estos datos confirmó la insuficiente especialización
en el tratamiento de esta violencia de género por parte de la prensa española. La
discusión del análisis se centrará en la preservación del anonimato de la víctima y en
el uso de fuentes especializadas en la violencia de género. El trabajo concluye con
una serie de recomendaciones para la prensa española y una lista de sugerencias
para futuras investigaciones sobre el tema.
Referencias
Alberdi, I. y Matas, N. (2002). La Violencia Doméstica: Informe sobre los Malos Tratos a
Mujeres en España, Fundación “La Caixa”, Barcelona.
Ferrer, V. A. y Bosch, E. (2006). “El Papel del Movimiento Feminista en la Consideración
Social de la Violencia contra las Mujeres: el Caso de España”, Labrys: Revista Digital de
Estudios
Feministas,
10,
http://www.tanianavarroswain.com.br/labrys/labrys10/espanha/vitoria.htm,
Consultado: 13/12/2013.
Vallejo, C. (2005). Representación de la Violencia contra las Mujeres en la Prensa Española
(El País/ El Mundo) desde una Perspectiva Crítica de Género. Un Análisis Crítico del Discurso
Androcéntrico de los Medios. (Tesis doctoral sin publicar), Universidad Pompeu Fabra,
Barcelona.
Título: La migración del hashtag a la televisión ecuatoriana: análisis del
discurso lingüístico-hipertextual del programa Ecuador tiene Talento
163
Autores: Tusa Jumbo, Fernanda (Universidad Técnica de Machala [email protected])
Esta investigación se inserta dentro de la línea temática "Análisis del discurso" donde
se analiza la efervescencia de los códigos dominantes del hashtag en la televisión
ecuatoriana, con el estudio de caso del programa Ecuador tiene Talento tercera
temporada, en los meses de septiembre a diciembre de 2014.
En este sentido analizamos cómo la migración del hashtag, creado dentro del
lenguaje hipertextual y multimedia, ha traspasado los límites del ciberespacio para
construir una narrativa socio-cultural que determina nuevas tendencias de la
ideosincracia ecuatoriana.
Esta investigación se basa en el análisis lingüístico-semiológico de los mensajes
subyacentes en el uso de hashtags dentro del programa Ecuador tiene Talento y su
asociación simbólica con la cultura popular de la sociedad ecuatoriana.
El estudio se acompaña de una investigación al universo de estudiantes de cuarto y
octavo semestre de la carrera de Comunicación Social de la Universidad Técnica de
Machala en Ecuador, con el fin de conocer cómo incide en ellos los hashtags de
dicho programa y si esta nueva narrativa influencia en su formación académicaprofesional, estudio realizado a través de técnicas investigativas como: la entrevista,
las encuestas, la observación de campo, entre otras.
Finalmente este trabajo pretende demostrar que uno de los retos en el siglo XXI es
educar para la alfabetización digital de tal manera que los espectadores analicen los
discursos del hashtag en Ecuador y critiquen su uso formador o deformador.
Título: A case study of persuasion in oral presentations: Multimodality in
conference presentations, research dissemination talks and product pitches.
Autores: Valeiras Jurado, Julia (Universidad Jaume I, Castellón); (Gent
University, Gante - [email protected])
In this case study a contrastive analysis of persuasion in specimens of three oral
genres is presented: one conference presentation, one research dissemination talk
and one product pitch. These presentations can be placed along a continuum that
ranges from purely academic settings to more business-like contexts. Previous
research hints at some similarities across them (Rowley-Jolivet and Carter-Thomas
2003, 2010, Bamford 2007, 2008): they present somenovelty (scientific knowledge or
a product), and they also try to persuade the audience that what is being presented is
valuable.
In persuasive oral genres speakers resort to more than words to convey their
meaning, and for this reason a multimodal approach to these genres can be
particularly useful (Kress & Van Leeuwen 2001, Muntigl 2004). Indeed, as
164
presentations become increasingly multimodal, traditional approaches to genre
become unable to account for the complexity of this communicative activity, in which
language is only one of different semiotic modes at work.
In addition, research on persuasion draws attention to the fact that there is more than
words to persuasion (Chaiken & Eagly 1976, Woodwall & Burgoon 1981, Sparks et al.
1998, O'Keefe 2002, Perloff 2003, Poggi & Pelachaud 2008). In persuasive oral
genres, aspects such as emphasis, evaluation (Martin & White 2005), projection of
understanding of situation (Brazil 1997) and anticipation of responses are likely to
happen through intonation, gestures and head movements as much as with words.
Some examples are the use of intonation to present parts of the message as already
agreed upon as opposed to open to discussion (Brazil 1997) and gestures used to
discourage potential counterclaims (Kendon 2004).
The present study focuses specifically on one linguistic mode, i.e. speech; one mode
which falls within the scope ofparalanguage (Birdwhistell 1952), i.e. intonation (Brazil
1997); and two other modes that can be considered kinesic(Trager 1958) i.e. head
movements (McClave 2002, Kendon 2002) and gestures (Kendon 2004). These
modes have been selected due to their conspicuousness in oral discourse. In
addition, they have so far received relative little attention in multimodal studies of oral
academic and business genres.
Despite some similarities, each of the oral genres object of this study is used in a
different communicative situation, which prompts the use of different multimodal
persuasive strategies. The results of this case study suggest that speakers in
conference presentations seem to take great care to fit within the whole
communicative event in which they are participating. Research dissemination talks, on
the other hand, tend to highlight the relevance for the audience, while product pitches
tend to focus on the need covered and feasibility of the product.
This case study is a preliminary step for a bigger-scale contrastive study of these
genres from a multimodal perspective. Such study is expected to highlight significant
similarities and differences that, in turn, can enrich the definition of these genres and
pave the way for better didactic materials and teaching techniques.
Título: ¿Qué datos se estudian en el análisis del discurso digital?: propuesta
de reflexión metodológica
Autores:
Vela
Delfa,
Cristina (Universidad
de
Valladolid
[email protected]) Cantamutto, Lucía (Universidad Nacional del Sur CONICET - [email protected])
El interés por el estudio de los discursos digitales ha ido creciendo en las últimas
décadas hasta convertirse en un área de trabajo completamente asentada.
Superadas las visiones dicotómicas iniciales que explicaban este objeto de estudio
como un híbrido a medio camino entre la oralidad y la escritura, las visiones actuales
caracterizan el discurso digital como un producto comunicativo con propiedades
específicas que demandan un abordaje particular. Sin embargo, para realizar estos
estudios resulta imprescindible disponer de datos procedentes corpus lingüísticos. La
165
realidad nos demuestra que, aunque la situación está en proceso de cambio,
actualmente no se dispone de muestras lingüísticas suficientemente representativas
en el ámbito del discurso digital (Cantamutto y Vela, en prensa). Esta carencia resulta
especialmente acuciante en una lengua como el español, la tercera más usada en los
intercambios digitales, en cuyos corpus generales de reciente compilación, como por
ejemplo CORPES, no se incluyen datos procedentes de interacciones mediatizadas.
En tal situación ha llevado a muchos investigadores a trabajar con corpus “escasos”
(Ling, 2005) o “fortuitos” (Campano Escudero, 2007) que no siempre conservan la
representatividad necesaria para legitimar cualquier estudio (cfr. Toruella y Llisterri,
1999).
El objetivo de esta comunicación es doble. Por un lado, revisaremos la situación de
las muestras de lengua disponibles para el estudio del discurso digital, en particular,
en lo que concierne a la lengua española. Por otro lado, llevaremos a cabo una
reflexión sobre los problemas metodológicos de recogida y fijación de datos en los
entornos comunicativos digitales así como también la posibilidad de volcar los datos
en repositorios externos. A partir de la discusión de los antecedentes encontrados,
principalmente en inglés, pero también en francés, alemán y chino (véase
Beißwenger, M., & Storrer, A., 2008). presentaremos los preliminares de un proyecto
de creación de un repositorio abierto y colaborativo de comunicaciones digitales, el
proyecto CODICE. Este corpus permitirá el avance de investigaciones sobre variación
pragmática y sociolingüística intra e interlingüística, de gran repercusión en los
estudios lingüísticos del último tiempo, en la comunicación digital.
Referencias
Beißwenger, M., & Storrer, A. (2008). 21. Corpora of Computer-Mediated Communication. In:
Anke Lüdeling & Merja Kytö (eds): Corpus Linguistics. An International Handbook. Series:
Handbücher zur Sprach- und Kommunikationswissenschaft/Handbooks of Linguistics and
Communication Science. Mouton de Gruyter, Berlin
Cantamutto, L. y Vela-Delfa, C. (2014), “Repositorio abierto de comunicaciones digitales:
hacia la construcción de un corpus para el español”, I Jornadas Nacionales de Humanidades
Digitales, Buenos Aires: AAHD
Campano Escudero, B. (2007), “Análisis lingüístico-pragmático de un corpus de mensajes
SMS”
en
Ferrán
nº
8,
nov.
2007
(págs.
185-210),
en
www.educa.madrid.org/web/ies.jaimeferran.colladovillalba/revista2 (consulta: marzo 2011)
Ling, R. (2005), “The sociolinguistics of SMS: An analysis of SMS use by a random sample of
Norwegians”. In Mobile communication, Springer London, (págs. 335-349).
Torruella, J., & Llisterri, J. (1999). “Diseño de corpus textuales y orales”. Filología e
informática. Nuevas tecnologías en los estudios filológicos, Departamento de Filología
Española, Univ. Autónoma de Barcelona: Editorial Milenio (págs. 45-77)
Título: A Conversation Analysis of Language Teacher Talk in Lesson
Opening: Topic Shift and Negotiation
166
Autores: Wanphet, Phalangchok ( [email protected])
Features of language classroom talk are different to those of ordinary talk in many
ways due to institutional constraints and participants’ roles (Heritage 1990 1997,
Sinclair & Coulthard 1975). In the language classroom, expected learning outcomes
include not only language knowledge, but also appropriate language use and
communication skills; this derives from a dominant and influential belief that language
is equivalent to communication (Widdowson, 1978). As a result, classroom interaction
is expected to be as authentic and spontaneous as possible in order to promote
students’ communicative competence. Research on classroom discourse was
pioneered by the work of Sinclair and Coulthard (1975), which characterizes teacherled instruction. Their work and many subsequent influential studies have explored
functions of teacher talk and interactional patterns in ESL classrooms. However,
additional research by Markee (2000) and Seedhouse (2004) has integrated a
conversation analysis (CA) approach in the analysis of ESL classroom interaction.
While there are several types and functions of classroom talk between ESL teachers
and students which have been explored either by SLA researchers (see Cazden
1988, Kasper 1985, Pica 1987) or CA researchers (see Lerner 1995 2002), none of
these has explored interactional patterns during the class opening. This study,
following a CA perspective, investigates topic shift and negotiation, and the turn-taking
systems during the class opening. The data, which is natural observational, comes
from thirty-hour audio-recordings of verbal interaction between English language
teachers and university students in Thailand. The conversational data is recorded
and then transcribed, while the focus is on topic, topic shift, and topic negotiation
during the class opening. An analysis reveals that 1) language teachers play an
important interactional role in initiating a talk, evaluating emerging topics, and
proposing new topics; 2) language teachers’ turns-at-talk consist of two parts: a) the
first half deals with students’ immediately preceding turns and b) the second part is
intentionally designed to prompt the next topic(s) related closely to the target topic
(i.e., the day’s pedagogical topic); 3) for all these to be achieved, language teachers’
turns-at-talk are much longer than those of the students; and 4) discourse markers are
placed intra-sententially between the two halves. A close analysis suggests that
longer turns, in which several topics and discourse markers are located, make the
language teachers’ turns appear more natural and spontaneous.
Título: El País coverage of childhood obesity in 2013
Autores: Westall Pixton, Debra (Universitat Politècnica de València [email protected])
Over the past decade, researchers have examined how print media reports on
overweight and obesity, being noteworthy the pioneering work by Lawrence (2004) for
the USA and recent studies by Hilbert and Ried (2009) for Germany and Malterud and
Ulriksen (2010) for Norway, among others. These studies all seem to confirm what
health discourse specialists have long believed about media reporting and health
news, the words of Evans et al. (2003: 215) summing it up nicely: “‘the body’ (our
bodies) are being constructed, defined, regulated and pathologised by contemporary
health discourse.” To date, however, little attention has been given to the case of
Spain, despite the alarming rise in Spanish school-age overweight and obesity rates
167
(Serra-Majem et al., 2006; Sánchez-Cruz et al. 2013), the widespread concern for the
future health of these children, both physical and otherwise (Puhl and Heuer, 2009)
and the influence media can have on public perception and prevention (Boyce, 2007).
In the case of Spain and according to the Spanish expert in nutrition, Félix Lobo “[...]
los medios de comunicación en la sociedad moderna son un canal fundamental para
la obtención de información y el cambio de comportamientos por los ciudadanos”
(2007: 439).
This research aims to continue analyzing Spanish newspaper reporting about
overweight and obesity, especially that involving children and adolescents (see
Author, 2011). A specific corpus was initially complied with 182 news items, all
published by the largest circulating national daily El País between 01/01/2013 and
31/12/2013. The articles and other news items were extracted from the online
archives using the search expression “obesidad infantil”. This small corpus study will
focus on the thematic coverage over the 12-month period and highlight the technical
characteristics of this sample, the key headline words, and the results obtained from
the content analysis.
References
Boyce, T. 2007. The media and obesity. Obesity Reviews, 8, 201-205.
Evans J., Evans B., Rich E. 2003. The only problem is children will like their chips: education
and the discursive production of ill- health. Pedagogy, Culture & Society, 11 (2): 215-240.
Hilbert, Anja / Ried, Jens 2009. Obesity in Print: An Analysis of Daily Newspapers. Obesity
Facts 2, 46-51.
Lawrence, Regina G. 2004. Framing Obesity: The evolution of news discourse on a public
health issue. The Harvard Journal of Press/Politics 9/3, 56-75.
Lobo, Félix 2007. Políticas públicas para la promoción de la alimentación saludable y la
prevención de la obesidad. Rev Esp Salud Pública 81/5: 437-441.
Malterud, Kirsti / Ulriksen, Kjersti 2010. Norwegians fear fatness more than anything else’ – A
qualitative study of normative newspaper messages on obesity and health. Patient Educ
Couns 81/1, 47-52.
Puhl, Rebecca M., / Heuer, Chelsea A. 2009. The stigma of obesity: A review and
update. Obesity, 17/5, 941-964.
Sánchez-Cruz, José-Juan / Jiménez-Moleón, José J. / Fernández-Quesada, Fidel / Sánchez,
María J. 2013. Prevalencia de obesidad infantil y juvenil en España en 2012. Rev Esp Cardiol.
66/5, 371-376.
Serra-Majem, Lluís / Aranceta-Bartrina, Javier / Pérez-Rodrigo, Carmen / Ribas-Barba,
Lourdes / Delgado-Rubio, Alfonso 2006. Prevalence and determinants of obesity in Spanish
children and young people. Br J Nutr 96(suppl 1), S67-72.
Author 2011. La obesidad infantil en la prensa española. Estudios sobre el mensaje
periodístico 17/1, 225-239.
168
Título: Multimodal forms of Persuasion
Autores: Porto Requejo, M Dolores ([email protected]); Romano Mozo,
Manuela (Universidad Autónoma de Madrid - [email protected])
This round table proposes to explore a line of research that approaches the study of
different forms of multimodal persuasion within socio-cognitive and functional models
of language, more especifically it intends to show how persuasion is built through the
interaction of different modes, linguistic, pragmatic, pictorial, gestural and
aural.Persuasion and multimodality are thus the two key concepts in the panel:
Persuasion has always been deeply rooted in the history of rhetoric and of linguistics.
The idea that speakers/writers select linguistic elements from a range of semantic
options and combine them with other elements into chosen syntactic patterns within
different communicative situations in order to influence hearers/readers can be found
throughout the history of linguistics (Cockroft et al. 2014). This approach to language
is now at the heart of Cognitive Lingustics. Coming from Morpho-Dynamic models of
language and Sociology, and related to Slobin’s (1996) ‘thinking for speaking’ and to
Bourdieu’s (1994) ‘habitus’, Bernárdez (2008; forthcoming) updates the approach by
introducing the notions ofsynergetic cognition or active-cognitive approach to
language, which considers that language is a product of a socially-conditioned,
activity-driven cognition, an essentially cultural and social object which is then
incorporated in individuals. Persuasion fits perfectly into this ‘activity-driven’ view of
language, as it concerns the specific use or choices of linguistic, pragmatic and
paralinguistic strategies speakers/writers make for specific purposes in specific sociohistorical contexts of use. Aristotles’ pathos (appealing to the audience’s feelings to
persuade), ethos (the set of values held either by an individual or a community and
reflected in their language, social attitudes and behaviour) and logos (the final choice
and development of persuasive arguments) thus seem to be back into the picture
within the most recent cognitive and functional research
Multimodality is present in many and diverse genres and text types, literary,
journalistic, asvertising, etc. In all cases the interaction of textual, visual and acoustic
modes brings a clear enrichment of the global meaning and of its pragmatic function.
Multimodality is at the center of research fields such as anthropology, semiotics and
sociolinguistics (Forceville y Urios Aparisi 2009, Jewit 2009, Ventola y Moya 2009,
Kress 2010); narrative studies (Herman 2003, Ryan 2005, Page 2009); and is even
considered a research field in itself (O’Halloran 2004, 2011). Works that directly link
persuasion and multimodality are quite recent within functional-cognitive approaches
to language: Forceville & Uriós-Aparisi 2009; Alonso, Molina & Porto 2013; Hidalgo,
Kraljevic & Nuñez-Perucha 2013, Romano 2013, Rowsell 2013, Bowen and Whithaus
2013).
Thus the research questions that the round table wants to contribute to answer are
the following:
169
(i) Which verbal and non-verbal devices are used to enhance the persuasive force of
a message and how do these devices interact?
(ii) How is the speaker’s intentionality projected onto his or her conscious use of
strategies for persuasive purposes –search for attention or empathy, attempt to
emotionally touch the listener, to persuade or influence his or her ideas or behaviour?
(iii) What is the impact of the specific socio-cultural context, text types, genres and
modes in the use and frequency of some strategies of persuasion?
(iv) How do the specificities attached to discourse genres influence persuasive
strategies?
Presentations:
•
Multimodality in narrative discourse: about the text- image interplay in digital
storytelling
•
Multimodal metaphor, narrativity and persuasion in TV ads: language, image,
sound
•
Multimodal political and social posters: ‘With Two Colors’
•
Music in new contexts as a persuasive strategy in multimodal discourse
•
Gestural strategies in Spanish narratives: getting in tune
•
A final discussion on the topics covered by the papers, methodological issues
and questions for future research.
References
Alonso, I., Molina, S. & Porto, M.D. 2013. Multimodal digital storytelling: Integrating
information, emotion and social cognition. In M.J. Pinar Sanz (ed.), Annual Review of
Cognitive Linguistics, Amsterdam/Philadelphia: John Benjamins.
Bernárdez, E. 2008. Collective cognition and individual activity: Variation, language and
culture. In Roslyn M. Frank, René Dirven, Tom Ziemke & Enrique Bernárdez (eds.), Body,
language and mind. Vol. 2: Sociocultural situatedness. Berlin & New York: Mouton de Gruyter,
137–166.
Bourdieu, P. 1994. Raisons Pratiques. Sur la Théorie de l’Action. Paris. Éditions de Seuil.
Bowen, T. & Whithaus, C. 2013. Multimodal Literacies and Emerging Genres. Pittsburgh:
Pittburgh UNiversity Press.
Cockroft, R., Cockroft, S., Hmilton, C. & Hidalgo, L. 2014. Persuading People: An Introduction
to Rhetoric.London/New York: Palgrave Macmillan, 3rd ed.
170
Forceville, C. & E. Urios-Aparisi, (eds.) 2009. Multimodal Metaphor. Berlin/ New York: Mouton
de Gruyter.
Herman, D. (ed.) 2003. Narrative theory and the cognitive sciences. Chicago: University of
Chicago Press.
Hidalgo, L. & Kraljevic, B. & Nuñez-Perucha, B. 2013. E-business is a cyberspace journey, ebusiness is war: Metaphorical creativity and recontextualisation in advertisements on ebusiness across time. Metaphor and the Social World 3(2): 199-219.
Jewitt, C. (ed.) 2010. The Routledge Handbook of Multimodal Analysis. London & New York:
Routledge.
Kress, G. 2010. Multimodality: a social semiotic approach to contemporary communication.
London/New York: Routledge.
O’Halloran, Kay 2004. (ed), Multimodal Discourse Analysis: Systemic Functional Perspectives.
London/NY: Continuum.
Page, Ruth (ed). 2009. New Perspectives on Narrative and Multimodality. London: Routledge.
Romano, M. 2013. Situated-Instant Metaphors: Creativity in 15M Slogans.Metaphor and the
Social World (Special Issue: Metaphorical Creativity across Modes) 3(2), 241-260.
Rowsell, J. 2013. Working with Multimodality. Rethinking leteracy in the digital age.
London/New York: Routledge.
Ryan, M.L. (ed.). 2005. Narrative across Media: The Languages of Storytelling, Lincoln: U. of
Nebraska Press.
Slobin, D. 1996. From ‘Thought and Language’ to ‘Thinking for Speaking’. In J. J. Gumperz &
S. C. Levinson (eds.),Rethinking Linguistic Relativity. Cambridge: Cambridge University Press,
70-96.
Título: Multimodal metaphor, narrativity and persuasion in TV ads: word,
image, sound
Autores: Hidalgo Downing, Laura (Universidad Autónoma de Madrid [email protected]), Kralevijc, Blanca ( Universidad Rey Juan Carlos de
Madrid [email protected]) and María Ángeles Martínez Martínez
(Universidad Complutense de Madrid [email protected])
The present paper explores the role played by narrativity and multisemiotic resources
in the persuasive function of British TV ads on cosmetics products. In the present
study, we have collected a sample of 21 advertisements on cosmetics (Nivea cream,
Elvive shampoo, etc.) from a whole day recording from British TV channel ITV2. Our
first objective is to analyze the frequency in which narrative beginning coincides or not
with story beginning. This provides insights into the role and location that closure
plays in the sample of ads and its relation to positive or negative evaluation. Second,
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we have analyzed in depth four ads, which include two representative examples of the
narrative types mentioned above (coincidence or not between narrative and story
beginning). Finally, we have discussed the way in which multisemiotic (vectors,
angles, shots) and multimodal cues (verbal, visual, aural metaphors) contribute to the
construction of complex storyworlds which guide the audience to the point where the
metaphor summarizes the main point of the ad.
Título: Multimodal Political and Social Posters: ‘With Two Colors’
Autores: Molina, Silvia ([email protected])
This paper focuses on the multimodal characterization of political and social posters shown at
the poster exhibition "CON DOS COLORES" (‘With Two Colors’) at Matadero Madrid
Art Centre, featuring more than one hundred pieces that deal with current sociopolitical topics in a direct and visceral way. These posters try to persuade the viewer
by a combination of clever word choice, sentence forms and edited images which
create
an
effective
visual
and
linguistic
argument.
They
use quasilogical argumentation (Johnston 1989:145), which is informal, nondemonstrative reasoning. Persuaders in the quasilogical mode create the rhetorical
impression that their arguments are logically incontrovertible. Therefore, their goal is
to convince, to make it impossible for an audience not to accept the arguer’s
conclusion.
These posters are also metaphorical. By resorting to one of the primary ways human
beings assimilate information and experience in their conceptual organization of the
world (Lakoff and Johnson 1980, Kövecses 2005), the viewer succeeds in identifying
the target objects from the features of the politicians appearing in the selected
cartoons. The verbal messages also help in pointing towards the targets, mainly
Spanish political figures. They imply a bold stance toward the Spanish socio-political
situation. Examples have been selected based on the following criteria:
Formal: examples were targeted that included multimodal metaphors (El Refaie
2009:191)
1.
Content-related: examples were chosen whose target domain was politicians
as well as public figures (i.e. Spanish king Juan Carlos I)
2.
Practical: Spanish examples were favoured over their international equivalents
because we believed we would be able to understand as precisely as possible the
public events and persons referred to in the posters.
Thus the posters make powerful signs combining colour, form and meaning. They do
not only work at the verbal level but also visually (Punter 2007:43). This paper will
focus on the most outstanding signifiers of graphic representation, trying to describe
the three metafunctions described by Halliday (1978:112): (i) the ideational, referring
to the subject matter; (ii) the interpersonal, concerning social relations and hence
roles, relationships and power, and (iii) the textual, related to the context of situation.
These metafunctions are always co-present in all modes of representation and
communication (Hodge and Kress, 1998).
172
The exhibition was designed to turn the viewer into a key piece of it by having him/her
actively participate in the tour, thanks to its filter system created to decipher the
posters it housed in red and blue colours, which had a political meaning (left-wing and
right-wing, respectively).
Results show that images in this exhibition communicate a blatant criticism, or a
particular stance towards different current public topics in Spain (monarchy,
corruption, political parties, 15-M movement, cuts in public spending) and abroad
(Obama’s and Merkel’s politics, terrorism, etc.). Persuasion in these posters is
interpreted on the basis of the theoretical assumption that the author’s meaningmaking is principled. The authors distributed meanings between the visual and written
modes, shaped meanings within them and combined meanings across them as they
represented their world knowledge, experiences and stances of what are current
affairs.
References
El Refaie, E. (2009). Metaphor in political cartoons: Exploring audience responses. In
C.Forceville & E. Urios-Aparisi (Eds.), Multimodal metaphor. Berlin: Mouton, 173-196.
Halliday, M.A.K. (1978). 1978. Language as Social Semiotic: The Social Interpretation of
Language and Meaning. London: Arnold.
Hodge and Kress, G. (1998). Social Semiotics. Cambridge: Polity Press.
Johnston, B. (1989). “Linguistic Strategies and Cultural Styles for Persuasive Discourse” in
Ting-Toomey, S and Korzenny, F. (Eds), Language, Communication, and Culture: Current
Directions. London: Sage, 139-156.
Kövecses, Z. (2005). Metaphor in Culture: Universality and variation. Cambridge: Cambridge
University Press.
Kress, G. and Van Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design.
London: Routledge.
Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago.
Punter, D. (2007). Metaphor. New York: Routledge.
Título: Multimodal strategies of persuasion in the Syrian and Egyptian Spring
movements
Autores: Ziyad Khalid, Suhad (Universidad Autonoma de Madrid [email protected])
173
The Arab Spring movements started essentially as peaceful protest movements but
turned into violent street battles in some countries, as in Egypt, and even civil war, as
in the case of Syria. This paper studies the metaphorical expressions that were
created by protestors in the Egypt and Syria demonstrations. For this purpose,
theoretical and methodological tools coming from Conceptual Metaphor Theory (CMT)
(Lakoff and Jonson 1980; Kövecses 2002), metaphor in discourse (Kövecses, 2010,
2009; Semino, 2008; Romano, 2013), and multimodal metaphor approaches
(Forceville, 2009) have been applied in order to show how socio-cultural, linguistic
and cognitive factors interact in the creation of the slogans.
The data that have been analyzed are multimodal metaphors which were created,
through both verbal and pictorial means. Most of these data are taken from different
websites on the Internet and from Facebook, as it helped the protestors to get
organized, discuss problems and possible solutions, decide meeting points, and to
make people join them.
The results show: 1) How metonymy and metaphor overlap as strategies of
persuasion in the creation of the multimodal metaphors; 2) How the metaphorical
expressions are triggered by the knowledge that is known about the entities that are
engaged in the discourse, the physical location of the protestors, the social context,
the linguistic context, as well as the more general Arabic culture (see Kövecses, 2010;
Romano. 2013); 3) How the specific interests and socio-historical contexts of both
countries show differences between the metaphorical slogans in the Egyptian and
Syrian protests, even though they share a common Arab culture. And 4) how the
protestors used these slogans and metaphorical expressions for different purposes
and functions, namely to show the world and make people understand what was
happening in their countries, to poke fun of their rulers, and to express their feelings
and demands.
In short, this work studies metaphor in real discourse situations, that is, it shows how
metaphors are created by real people in real contexts. It is only by analyzing all these
situational or socio-cultural, linguistic and cognitive factors in interaction that we can
fully understand how metaphorical creativity works.
Título: Voz, cuerpo, pantalla: un estudio de la secuenciación de los videoblogs
Autores: Zovko, Ivana (Universidad
[email protected])
de
Zadar
-
[email protected],
En el marco de la presente comunicación nos proponemos analizar los resultados
sobre una muestra de videoblogs personales en lengua española con la intención de
identificar los rasgos fundamentales que presentan los videoblogs en el contexto de
los estudios multimodales.
Dado que la fuerza de la comunicación se multiplica cuando, entre otros, se
relacionan el lenguaje visual con el verbal en los textos multimodales, en esta
investigación nos centramos en la identificación del repertorio de elementos
fundamentales que se entrelazan y coexisten en el género videobloguero. Entre ellos
figuran los aspectos verbales, visuales, gestuales, auditivos y gráficos.
174
Habida cuenta de todas las particularidades de este nuevo modo de representación
interactiva digital, además de enfocarnos en la presentación de todos los elementos
constituyentes de este género multimedial y multimodal, el análisis trata también la
sucesión y el posicionamiento temporal de las unidades introductorias y finales de
losvideoblogs. Puesto que una de las características de la narración es precisamente
el posicionamiento de la trama en un contexto temporal, mediante el análisis de las
unidades constituyentes del género y partiendo de la introducción y la parte final,
pretendemos mostrar que en estas fases de la interacción los videoblogueros siguen
y adoptan la misma rutina a la hora de grabar sus vídeos, tanto si los comparamos
entre ellos, como si comparamos varios videoblogs del mismo autor.
En conclusión, mediante el análisis y la clasificación de las expresiones y/o los
modelos rutinarios, determinaremos si existen similitudes en las prácticas de
los videoblogueros y las rutinas que definen su interacción y, por tanto, será posible
delimitar y describir las características del discurso, que es uno de los fines
fundamentales de nuestro análisis.
Mesa Redonda
Título: Multimodality in narrative discourse: about the text- image interplay in
digital storytelling
Autores: Alonso Belmonte, Isabel (Universidad Autónoma de Madrid [email protected])
This paper’s main objective is to describe the visual mechanisms present in the genre
of digital storytelling and to explore their function in the construction of global
meanings from personal experiences. Findings presented here come from the
analysis of thirty digital stories taken from several narratives selected from different
nongovernmental and non profit organization websites on the Internet. Digital stories
are short multimodal narratives by which people who are not professional in literature
nor computer technologies attend to a workshop and learn to create a short narrative,
usually on very personal experiences and worries, that combines digital images and
photos with their own recorded voice and then publish them on the Internet. Digital
narrators come from different geographical locations and social backgrounds and
although they usually tell culturally specific events, they intend to deal with universal
worries and fears. The methodology we used is a mixture of the traditional Labovian
narrative schema (Labov, 1972; Labov and Waletzky, 1967/1997)) and a multimodal –
mainly visual – analysis (Kress & Van Leeuwen, 1996). Among the most interesting
results, images play a significant role as evaluative mechanisms by which local,
culturally specific elements in digital narratives interact with a global perspective for a
universal audience.
References
Kress, G. and Van Leeuwen, Th. (1996, 2nd edition 2006). Reading Images: The Grammar of
Visual Design. London: Routledge.
175
Labov, W. and Waletzky, J. (1967/1997). “Narrative Analysis: Oral Version of Personal
Experience”. Journal of Narrative and Life History, 7 (1-4): 3-38.
Labov, W. (1972). Language in the inner city. Philadelphia, University of Pennsylvania Press.
Título: Music in new contexts as a persuasive strategy in multimodal discourse
Autores: Porto Requejo, M Dolores ([email protected]); Romano Mozo,
Manuela (Universidad Autónoma de Madrid - [email protected])
Music is present in numerous everyday communicative contexts. From commercials
to films and from educational contexts to social protests, music is used in multimodal
discourse with the aim of convincing and influencing others’ behaviour. There are
various ways in which music is persuasive. On the one side, music arouses emotions,
it can move the audience and prompt feelings of empathy in them in order to obtain an
unconscious, positive response. On the other, as a cultural product, it can also be
conventionally interpreted and associated with situations that define its meaning in
particular contexts.
This paper focuses on the persuasive function of music in two specific kinds of
multimodal communicative events, completely different from each other, i.e. digital
short narratives on the Internet and slogans in social protests and demonstrations.
More specifically, on the way in which songs and melodies that are familiar to the
audience are re-used in different contexts in order to transfer meanings, messages
and information already agreed and acknowledged by the community to a different
discourse.
For this purpose, two sets of data are examined, one of digital stories and one of
social protest slogans, already collected for previous work on multimodal discourse
(Alonso, Molina & Porto 2013 and Romano 2013). The present analysis combines a
socio-cognitive perspective with concepts borrowed from rhetoric, argumentation
theory and multimodal discourse analysis in order to expose the persuasive role of
music in them through a number of strategies, such as the appeal to the audience’s
emotions –the pathos– (Cockroft & Cockroft 2005, Perloff 2003), the adaptation,
recontextualization, of active concepts and cognitive models in the audience’s minds
(Linell 2009, Semino 2013, Porto & Romano 2013), as well as contextual matters
such as intertextuality, cultural identification and shared, distributed knowledge
(Bernardez 2008, Sharifian 2009).
The results will evidence that more attention must be paid to the analysis of the aural
mode in multimodal discourse, as music not only contributes to the global construction
of its meaning, but also plays a leading role in persuasive multimodal communication.
References
Alonso, I, S. Molina and D. Porto (2013). “Multimodal Digital Storytelling: Integrating
Information, Emotion and Social Cognition”. Review of Cognitive Linguistics 11(2): 369-385.
176
Bernárdez, E. (2008) Collective Cognition and Individual Activity: Variation, Language, and
Culture. In R. Dirven, R. Frank, E. Bernárdez, T. Ziemke (eds) Body, language, and mind, Vol.
2; (Mouton de Gruyter, Berlin): 137-176.
Cockroft, R. and S. Cockroft (2005). Persuading people: An introduction to rhetoric. New York:
Palgrave Macmillan.
Linell, P. (2009) Rethinking language, mind, and world dialogically: Charlotte, NC, Information
Age Publishing
Perloff, R. M. (2003) The Dynamics of Persuasion: Communication and Attitudes in the 21st
Century. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Porto, D. and M. Romano (2013) Newspaper Metaphors: Reusing Metaphors Across Media
Genres, Metaphor and Symbol, 28:1, 60-73
Romano, M. (2013) Situated-Instant Metaphors: Creativity in 15M Slogans. Metaphor and the
Social World (Special Issue) 3(2): 241-260.
Semino, E., A. Deignan and J. Littlemore (2013) Metaphor, Genre, and Recontextualization.
Metaphor and Symbol, 28: 41–59.
Sharifian, F. (2009) On collective cognition and language in H. Pishwa (ed.) Language and
Social Cognition: Expression of Social Mind, (Berlin New York: Mouton de Gruyter).
Título: My informants made me 'multimodal': reflections on multimodal
ethnography
Autores: Torres Purroy, Helena ([email protected])
This paper discusses how adopting an emic approach to the observed phenomena
led me to focus on multiple semiotic resources or modes for meaning construction in
the field. Drawing on examples from an ongoing ethnographic study of two scientific
research groups in a Spanish university, I will reflect upon the multimodality of
communication practices within the scientific research group and its methodological
implications for the researcher-ethnographer. How is science locally constructed?
What resources are scientists required to master in their professional daily practice?
How is the learning process a scientist undergoes performed in the heart the research
group? These research questions which seek the holistic view of scientific practice
seemed to "naturally" imply the need for collecting visual data -gestures, movements
and written texts- as well as audio data - oral interactions and sounds- for subsequent
analysis.
177
Enseñanza de Lenguas y Diseño curricular
Título: Exploring ESL pre-service teacher’s narratives as sites for identity
construction: a corpus based study
Autores: Alonso Belmonte, Isabel (Universidad Autónoma de Madrid [email protected]); Brouwer Hernández, Ángela F. (Universidad
Autónoma de Madrid - [email protected])
The present paper aims to provide a corpus-based description of the student teachers’
emotional, moral and aesthetic opinions on their first English as a Second Language
(henceforth, ESL) teaching experiences in different Secondary schools across the region of
Madrid. This research initiative starts off from the premise that ESL trainees make a conscious
selection of the linguistic resources they use in their narratives to build and project a
professional identity they feel comfortable with and that they want to share with other
participants in their training process and/or in the professional context (Alsup, 2006;
Beijaard et al., 2004). By drawing on prior research on the different evaluative parameters
present in teachers’ narrative discourse (Alonso Belmonte, 2012, 2014), 329 written reflective
journals (aprox. 90.000 words) were linguistically annotated and analysed using the UAM
Corpus Tool 2.8.12 (O’ Donnell, 2012). This data belongs to UAM-ETNA, the corpus of
English Teachers’ Narratives, which has been compiled during the last five years by the DAIC
(Discourse Analysis and Intercultural Communication) research group working in foreign
language teacher education at the University Autónoma of Madrid (UAM SOC PR-009). As for
the results, this paper shows that EFL trainees feel confident enough as to explicitly assess
products, performances and human behaviours related to their first teaching experiences. This
confidence is grounded on the student teachers’ subject matter and didactical knowledge
(Beijaard, Verloop and Vermunt, 2000) and allows them to be critical when evaluating their
pupils’ capacities and competences, for example. Another sign of the student teachers’ high
self-worth is the constant presence of the expectedness parameter underlying their
evaluations; UAM student teachers do not judge themselves as lacking in capacity, but as
having to overcome difficulties to reach a set of expectations concerning teaching
performance. Results are discussed in relation with the writers’ emergent professional identity
and with the different variables observed.
References
Alonso Belmonte, I. (2014). "Genre and Professional Identity: An Exploratory Study on the
Female Student Teachers’ Evaluation of Experience in EFL". In A. SÁNCHEZ MACARRO &
A.B. CABREJAS PEÑUELAS (Eds.) New Insights into Gendered Discursive Practices:
Language, Gender and Identity Construction. English in the World Series. Valencia: Servicio
de Publicaciones de la Universidad de Valencia, pp. 241-262.
Alonso Belmonte, I. (2012). "'I feel as if I were a real teacher': an analysis of EFL student
teachers' evaluative discourse through Appraisal theory". In M. HERNÁNDEZ & Mª JOSÉ
GONZÁLEZ (Eds.), Special issue of Revista Canaria de Estudios Ingleses titled "Evaluative
Uses of Language: The Appraisal Framework". Universidad de La Laguna, pp.13-28.
Alsup, J. (2006). Teacher Identity Discourses: Negotiating Personal and Professional Spaces.
Mahwah, NJ: Lawrence Erlbaum Associate.
Beijaard, D., P. C. Meijer & N. Verloop (2004). “Reconsidering research on teachers’
professional identity”. Teaching and Teacher Education 20 (2004) 107–128.
178
Beijaard, D., N. and Verloop, & J.D.Vermunt (2000). Teachers’ perceptions
of professional identity: an exploratory study from
a personal knowledge perspective”. Teaching and
Teacher Education, 16,
764.
749-
O’ Donnel, Mike (2012). UAM Corpus Tool. Version 2.8.12.
Título: Are writing test scores affected by topic choice?
Autores: Amengual Pizarro,
[email protected])
Marian
(Universitat
Illes
Balears
-
Today, many high-stakes English proficiency tests include direct tests of writing. In
this assessment context, ESL students might be offered a choice between two
different writing prompts. The main reason for offering students a prompt choice is to
enable them to display their best writing skills and, therefore, increase test validity.
Since important decisions related to students’ academic careers and their future lives
are often taken on the basis of the results of such tests, it is essential to ensure that
writing prompts are equivalent, so that students can perform equally well on any of the
choices provided (Weigle, 1999). Test developers are, therefore, compelled to ensure
the comparability of prompts in terms of difficulty in order to avoid scores being
affected by particular prompts (Tedick, 1990; Weigle, 1999). However, the extent to
which writing exam prompts may influence overall scores is still not clear. While some
research has clearly attributed differences in writing prompt characteristics to
differences in mean test scores (Hamp-Lyons and Mathias, 1994; Skehan, 2009),
other studies have produced inconclusive or contradictory results.
This study sets out to investigate whether topic variables might have influenced mean
writing scores in the context of the English Test (ET) in the Spanish University
Admission Examination (SUAE). The data come from an ET at the University of the
Balearic Islands (UIB), which included two exam options, each one asking students to
respond to a different writing topic choice. Three qualified raters, who took part in the
administration of the ET in June 2013, participated in this study. Each rater evaluated
a random sample of 50 ET (T = 150 ET). The results reveal that students clearly
favoured one writing topic choice over the other (70.7 % vs. 29.3%). Results also
indicate that the two writing tasks of the ET show a very strong, positive correlation
with the overall total test score. Interestingly, no statistically significant differences
were found in the overall mean scores of the two different writing prompts or exam
options. Thus, the data show that both writing prompts elicited similar responses and
were similar in terms of difficulty. This means that students are not being unfairly
penalised due to the choice of prompts. Interestingly, the mean score of the most
popular prompt choice received higher scores than the less popular writing prompt.
Therefore, in line with previous results (Kuiken and Vedder, 2008), this study suggests
that students’ perceptions of task difficulty is more related to students’ characteristics
(i.e. interest in the topic, background knowledge, etc.) rather than to the writing prompt
itself (Cho, 2013).
Título: Enfoque plurilingüe integrador: del multilingüismo al plurilingüismo.
Multiperspectiva investigadora
179
Autores: Atienza Cerezo, Encarna
[email protected])
(Universitat
Pompeu
Fabra
-
Esta comunicación tiene como objetivo básico presentar el modelo didáctico EPI (enfoque
plurilingüe integrador) y los primeros resultados de su pilotaje. Tanto el modelo en sí como la
investigación llevada a cabo puede, en sentido laxo, considerarse multimodal.
Por un lado, el modelo didáctico propuesto (EPI) puede considerase multimodal por varias
razones: por un lado, ofrece múltiples concrecione didácticas (TOLC; PBLC, TIL+CLIL, etc.);
asimismo un elemento clave de su concepción es la búsqueda la integración de las diferentes
lenguas curriculares y las del alumno. Esto es posible gracias a la concepción dinámica del
plurilingüismo así como a la materialización didáctica también dinámica que subyace a dicho
modelo y que se concreta de la siguiente manera (Candelier, 2008; Cummins, 2005; Macaro,
2001):
1. Inclusión de todas las lenguas del alumno en la reflexión y observación de las lenguas del
centro.
2. Perspectiva textual.
3. Trabajo por conceptos.
4. Andamiaje basado en el translanguaging.
Por lo que se refiere a la investigación del pilotaje del modelo, esta se aborda también con un
planteamiento multimodal por distintas razones:
1.
En cuanto al marco que se sustenta la investigación, la teoría del aprendizaje
expansivo (Engeström, 2011).
2.
Para la recogida de datos se han utilizado instrumentos multimodales. Tales
instrumentos multimodales son: vídeos a diferentes agentes implicados en la aplicación del
modelo (familias, alumnos, profesores) así como producciones escritas y orales de aula y por
otro lado entrevistas y documentos de reflexión.
3.
Por último, el procedimiento global de análisis de los datos que seguimos en este
proyecto se basa en la estrategia de la “cristalización” (Richardson & St. Pere, 2005) que se
basa en la idea de que la realidad social que se describe es una realidad construida
subjetivamente a partir de la suma de diferentes canales informativos. De ahí la importancia
de la multiperspectiva integrada, desde la que analizamos los datos procedentes de las tres
fuentes señaladas, recogidas, como hemos dicho, por diferentes canales: el profesorado, el
aula y el alumnado.
En cuanto a los resultados, hasta el momento solo podemos aproximarnos de forma muy
cautelosa a la discusión de los resultados, en tanto en cuanto estamos iniciando en este
momento el análisis de los datos. Según se refleja en los primeros resultados ‘cristalizados’,
se revela como especialmente significativo el trabajo reflexivo sobre la lengua realizado de
forma integrada en tareas orientadas a la acción. Al respecto, parece ser un tipo de trabajo
que despierta en el alumno una especie de descubrimiento lingüístico gratificante que
contribuye a incrementar la motivación.
Muchas de las reflexiones del profesorado en torno a esta cuestión se vislumbran también en
las manifestaciones del alumnado. Es interesante observar cómo la mayor parte de los
180
comentarios se refieren a la utilidad de la didáctica integrada de lenguas, gracias a la cual no
solo resulta más motivadora la clase de lengua, sino que esta forma de enseñar (esto es, la
enseñanza conjunta de lenguas) es más productiva, ya que el aprendizaje de un concepto
común a todas las lenguas que se estudian ayuda a su mejor comprensión y uso
en todas ellas. Con ello, además, se evita la constante repetición de explicaciones
gramaticales en las diferentes lenguas y se acelera el aprendizaje de todas ellas.
Esta forma de trabajar exige, sin embargo, un cambio en la manera de enfocar la enseñanza
de lenguas por parte del profesorado. Algunos de los cambios afectan la manera de concebir
el mismo proceso de enseñanza por parte de cada docente, pero otros –y esto es
especialmente importante para dar continuidad al proceso formativo iniciado– están
relacionados con la proyección de dicha expansión conceptual dentro del mismo centro. Al
respecto, es importante resaltar el ‘empoderamiento’ que parece manifestarse en los grupos
de profesores participantes. Según apuntan los datos que tenemos en nuestra disposición,
parece que la experiencia en el grupo mixto universidad/centro educativo ha servido de punto
de inflexión para iniciar un proceso más largo y de mayor alcance dentro del mismo centro
educativo. Una de las evidencias es la iniciativa de proseguir con la elaboración de nuevas
secuencias didácticas en las que se impliquen más docentes. Otra evidencia es la
manifestación expresa de muchos de los responsables de grupo de proseguir el trabajo
iniciado intentando impulsarlo por sí mismos en el propio centro educativo.
Referencias
Candelier, M. (2008). Approaches plurielles: didactiques du plurlilinguisme: le meme et
l’autre, Cahiers de ACEDLE, 5 (1), 65-90.
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language
competence as a learning resource within the mainstream classroom. Modern Language
Journal, 89, 585-592
Engeström, Y. (2011). From design experiments to formative interventions. Theory &
Pshycology
Macaro, E. (2001) Learning Strategies in second and foreign language classrooms. London:
Continuum.
Richardson, L. y St. Pierre, E. A. (2005). “Writing: A Method of Inquiry.” In N.Denzin & Y.
Lincoln (eds.). Handbook of Qualitative Research (Third Edition), (pp. 959-978). Thousand
Oaks, Ca: Sage.
Título: English Studies and field work: The use of a problem-solving learning
methodology
Autores: Barón Parés, Júlia (Universidad de Barcelona - [email protected]);
Luz Celaya, María ([email protected]); Miralpeix Pujol, Imma (Universitat
de Barcelona - [email protected])
The present study analyses one of the steps in a project carried out in small groups in
the third year of English Studies at a national university (see Celaya et al., in press).
The project aims at promoting active learning and collaborative work between
students (N = 128) in the compulsory subject “Second Language Acquisition” through
181
the use of a problem-solving learning methodology. As part of the contents of the
course, students have to carry out a small-scale experimental study in which they
have to both collect and analyze data from learners of English as a foreign
language. The step we focus on here is the process of task design by the students
and how the use of a new methodological approach affected students’ attitude and
involvement.
As teachers of the subject, we have noticed that, even with our help, students have
problems when designing the task they use to elicit interlanguage; in the end, they
either get very poor productions from their participants, or their participants do not
produce anything related to the topic of their project. In order to overcome this
problem, three 30-minute ad hoc sessions were designed to explain the aim of the
project and to make them think about possible participants for data collection. Before
the design of the task, a two-hour session was devoted to make students familiar with
different types of tasks and with variables that have to be considered in task-design
and to train them on how to search for electronic journals. Each of the groups had to
look for existing studies in the field and check for tasks related to the contents of their
study. The outcomes of this activity were briefly presented in class by each group and
ideas were discussed with their classmates and teacher.
The qualitative analysis of the process yields several positive results. First, students
designed more original and complete tasks, as compared to previous years, which we
attribute to the positive effect of our intervention. Second, students gave feedback to
their classmates during the oral presentation sessions, which we noticed was later
incorporated to the design of the task. Third, some students offered to collaborate with
other groups by sharing ideas from studies they had checked for their own projects.
Finally, after the assessment by teachers it was clear that the quality of the tasks was
higher than that of previous years.
However, we also acknowledge that our project needs further elaboration so as to
involve a larger number of students (see De la Cerda, 2011)(not all the members in
some of the groups participated equally along the process), and also to make them
realize the usefulness of electronic resources (when a few articles were reviewed,
students just used well-known tasks such as picture description or composition). We
believe that the strength of the project analyzed here lies in the use of a methodology
which is not often used in a university context even if the Bologna guidelines move in
this direction (see Ortega, 2012).
References
Celaya, M.L, Barón, J. and I. Miralpeix. In press. Trabajo de campo sobre adquisición del
inglés como lengua extranjera y tutorización entre iguales. In A. Parcerisa (Coord.).
Experiencias de evaluación continuada en la Universidad. Barcelona: Octaedro.
De la Cerda, M. 2011. L’ajuda entre iguals: anàlisi d’experiències escrites. Temps d’Educació
41, 81-93.
Ortega, L. 2012. Epistemological diversity and moral ends of research in instructed
SLA. Language Teaching Research. 16 (2), 206-226.
182
Título: The use of meta-questions in Primary CLIL classrooms: building an
Assessment for Learning discourse
Autores: Basse, Rachel (Universidad Autónoma de Madrid
[email protected]); Pascual, Irene ([email protected])
-
In this study we seek to analyze the significance of meta-questions in Primary CLIL
classrooms in which teachers implement Assessment for Learning (AfL), a
methodology which requires the teacher to help students assess learning gaps and
work toward closing them (Black and Wiliam 1998a, 1998b; Black et al., 2003). Our
approach is based on Chamot and O’Malley’s (1992) Cognitive Academic Language
Learning Approach (CALLA), which focuses on meta-cognitive strategies such as selfevaluation. We define meta-questions as questions that make students reflect about
their learning (their improvements, their weak areas) and/or about assessment, or
questions that encourage students to assess their classmates’ work. These types of
questions are especially relevant to AfL, as they can provide students with the
opportunity to reflect on their own learning in the interest of crossing their Zone of
Proximal Development (ZDP) (Vygotsky, 1978; Poehner and Lantolf, 2005).
Due to both the cognitive and linguistic demands of CLIL on student learning
(Llinares, Morton and Whittaker 2012), we believe that these types of questions could
be particularly crucial if teachers are to help students in the achievement of learning
goals related to both content and language. In addition, we believe meta-questions
are essential for the co-construction of learning through classroom interaction, one of
the main objectives of AfL discourse.
The data analyzed in this study belongs to a larger corpus taken from both AfL and
non-AfL CLIL classrooms. However, for the purposes of this research, only AfL
classes were analyzed, with 9 total lessons. Two teachers were involved, one science
teacher (8 sessions) and the other drama (1 session). Regarding the methodology of
the study, the sessions were analyzed qualitatively, focusing on extracts featuring
meta-questions and how they affected teacher-student interaction.
Preliminary findings indicate that the use of meta-questions encourages students to
reflect upon and verbalize their learning processes. In some cases, it draws attention
to specific criteria students have to meet in order to achieve learning objectives.
Furthermore, it engages students in the use of peer- and self-assessment, which also
contributes to the awareness of learning gaps and prompts motivation to fill these
gaps.
Título: Using Dr. Seuss´ books in the primary ESL classroom to teach
language, pronunciation and cultural values.
Autores: Bobadilla
[email protected])
Pérez,
María
(Universidade
da
Coruña
-
183
This communication discusses the benefits of using realia-for our purpose real, nonadapted literature- in the English as a Second Language classroom in Primary
schools as a resource to improve linguistic and communicative skills and the
multicultural competence as defined in the Common European Framework of
Languages. In order to do this, I will focus on the works of a very popular North
American author of children´s books, Theodor Seuss Geisel, whose literary goal was
not only to create enjoyable reading to encourage literary appreciation, but also to
promote critical thinking through his whimsical stories which contained serious
themes, for example environmental issues in his works of “The Lorax”. Although
originally intended to stimulate literacy among English speaking young learners, with a
very particular choice of words, rhythmical style, and sometimes culture-specific
topics, it can also be, as we will show, a very useful tool to teach vocabulary, grammar
and pronunciation to second language learners as well to facilitate reading
comprehension through the practice of lexical inference. I will start with the
consideration of general theoretical discussions on the use of literature and real
material in the ESL young learner’s classroom; then I will briefly introduce the literary
world of Dr. Seuss to conclude with the practical application of its works for the
purpose of teaching foreign languages.
Título: El componente visual en la interacción de diversos modos para el
desarrollo del aprendizaje del léxico en materiales digitales interactivos
Autores:
Bosch
Andreu,
Emma (Universitat
de
Barcelona
[email protected]); Burset Burillo, Silvia (Universidad de Barcelona [email protected]); González Argüello, Vicenta (Universidad de Barcelona [email protected])
La presente comunicación expone el análisis realizado en materiales digitales
interactivos para el aprendizaje del léxico en lengua inglesa. Concretamente se
estudia la calidad del componente visual y en cómo éste puede influir en las
estrategias de aprendizaje para la adquisición de vocabulario en los niveles de
enseñanza reglada en primaria y secundaria.
El estudiante desarrollará mejores estrategias en el aprendizaje del léxico, a través
de las pantallas si el componente visual es óptimo en dos sentidos. Por una parte,
cuando la usabilidad promovida por el diseño gráfico es adecuada, y por otra, cuando
la interrelación que se establece entre forma y concepto es funcional y coherente. La
forma y el concepto van mucho más allá de la vieja dicotomía entre forma y
contenido, ya que en los materiales digitales interactivos a los textos escritos no se
les suma las imágenes ni viceversa, sino que se perciben unos y otras a través de
modos que configuran la percepción y la interpretación de la información en un
discurso multimodal.
En este sentido, nos remitimos a la “gramática de lo visual” que, desde la Teoría
Semiótica Social, proponen los teóricos Günther Kress y Teo Van Leeuwen (1996),
basándose en el modelo lingüístico de Halliday (1994) en el que todo texto constituye
una unidad semántica funcional que produce significado a tres niveles: ideacional,
relacional y textual.
184
Desde este marco teórico de referencia establecemos relaciones entre los
mencionados niveles y la finalidad de nuestra investigación que, tal como hemos
expuesto anteriormente, se centra en analizar cómo el componente visual puede
ayudar o inhibir las estrategias de aprendizaje del estudiante ya sea en la
presentación del vocabulario, o la práctica y retroalimentación de las actividades.
Para argumentar todo lo expuesto se presentan ejemplos concretos del proceso de
análisis en los que se establece una aproximación a la clasificación de tipos de
actividades por técnicas y estilos de presentación (técnicas mnemotécnicas de
asociación de imágenes y texto escrito, de reconocimiento, de escucha, de
identificación, de sustitución, etcétera) y se valora la adecuación de las mismas
desde el potencial que ofrece el medio como plataforma técnica y como recurso
pedagógico desde la multimodalidad para promover el aprendizaje.
Varios autores (Nation, 1990; Ur, 1996; Thornbury, 2002) describen diversas técnicas
de cómo presentar vocabulario en clase de lengua extranjera en las que el
componente visual, sobre todo, el uso de imágenes (Hill, 1990; Wright, 1990; Wright
& Harlem, 1992) es el medio más usado para promover un enfoque multisensorial
(Birsh, 1999) en la retención de nuevo vocabulario. Sin embargo nos preguntamos:
¿Siempre son eficaces? ¿Puede influir en la recepción y compresión del vocabulario
la calidad gráfica, adecuación o contextualización de las imágenes?
El análisis de imágenes se entiende desde una dimensión holística que supera el
estudio estético de las mismas, ya que éstas forman parte del diseño pedagógico de
las propuestas didácticas.
Referencias
Birsh, J. R. (1999). Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H.
Brookes Publishing Company.
Burn, A; Parker, D. (2001). Making your mark: digital inscription, animation and a new visual
semiotic. Education, Communication and Information, 1 (2), 155-179.
Halliday, M. A. K. (1994). An introduction to funcional Grammar. London: Arnold.
Hill, D. A. (1990). Visual Impact: Creative language learning through pictures. Essex: Longman
Group UK Limited.
Kress, G.; Van Leeuwen, T. (1996). Reading images: the Grammar of Visual Design, Londres,
Routledge.
Kress, G.; Van Leeuwen, T. (2001). Multimodal discourse. The Modes and Media of
Contemporary Communication. London: Arnold.
Nation, I. S. P. (1990). Teaching and learning vocabulary. NewYork: Newbury House/Harper &
Row.
Thornbury, S. (2002). How to teach vocabulary. Essex: Longman.
185
Unsworth, L. (2008). Multimodal Semiotics: Functional Analysis in Contexts of Education.
London and New York: Continuum.
Unsworth, L. & Cleirigh, C. (2009). Multimodality and Reading: The Cons¬truction of Meaning
through Image-Text Interaction. C. Jewitt (ed.) The Routledge Handbook of Multimodal
Research, pp. 151-163. London / New York: Routledge.
Ur, P. (1996). A Course in language teaching. Cambridge: Cambridge University Press.
Wright, A. (1992). Pictures for Language Learning. Cambridge: Cambridge University Press.
1990. ISBN 0-521-35800-0.
Wright, A. & Haleem, S. (1991). Visuals for the language classroom. London & New York:
Longman.
Título: Concepto, relevancia y funciones de la competencia de comunicación
oral desde la perspectiva de la formación para la empleabilidad
Autores: Briz Villanueva,
[email protected])
Ezequiel
(Universidad
de
Zaragoza
-
El asunto central tratado es la competencia de comunicación oral (CCO) y su relación
con la empleabilidad con el objetivo de perfeccionar la enseñanza de la misma en el
sistema educativo de manera que resulte funcional para la vida real y profesional, en
el marco de una formación integral. Para estudiar el tema se realizó una
investigación a través de una encuesta que fue aplicada mediante un cuestionario
denominado COFE (Comunicación oral y formación para el empleo), validado de
manera rigurosa por diez doctores de distintos campos científicos (lingüístico,
jurídico-económico, psicopedagógico y didáctico específico) y, además, mediante
una encuesta piloto. Los participantes en el estudio de campo son una muestra
amplia y representativa de directores de recursos humanos de organizaciones
públicas y privadas de Aragón (150 informantes), a los que se les planteó un conjunto
de preguntas acerca de varias cuestiones.
Por una parte, se trató el tema del concepto de competencia de comunicación oral
valorando el grado de acuerdo con una definición propuesta, pero con apertura a
modificaciones, sugerencias y definiciones expresadas por los propios participantes.
En segundo término, se propusieron dos cuestiones acerca de la importancia que
tiene esta competencia para las organizaciones y sobre el número de empleados en
las que resulta especialmente necesaria. Finalmente, se indagó sobre la
funcionalidad y las consecuencias que la competencia de comunicación oral supone
en el ámbito personal y en el profesional (resultados y productividad de las
organizaciones, así como clima social en el contexto laboral). Hay que recalcar que
los miembros de la muestra valoraron diversidad de ítems de forma cuantitativa, pero
también dispusieron de libertad para exponer sus criterios personales de forma
abierta, enriqueciendo de manera notable cada una de estas perspectivas.
Los datos recogidos son de especial valor, ya que los informantes son profesionales
de alta preparación y responsabilidad en la selección de personal y la formación
186
dentro de las organizaciones de trabajo. Sus puntos de vista surgen desde la
experiencia directa en la realidad social y laboral, y ofrecen criterios válidos y
constructivos para la mejora de la educación comunicativa y lingüística de los
alumnos, acercándola a una perspectiva funcional. Los resultados presentan una alta
fiabilidad y validez, y proporcionan información útil en relación con la relevancia que
esta competencia tiene para mejorar la empleabilidad de los ciudadanos, así como
para el perfeccionamiento de la formación comunicativa de cara al futuro.
Título: Even more doubts about CLIL
Autores: Bruton, Anthony (Universidad de Sevilla - [email protected])
This talk will cover some of the existing ground on the serious doubts about the
efficacy of CLIL for both FL and content development. Not only do the proponents of
CLIL not clarify even what CLIL is (Cenoz, Genesee, & Gorter, 2014; Lasagabaster &
Sierra, 2010), nor what the reasons for it are (e.g. Dalton-Puffer, Nikula & Smit, 2010)
, but they have assumed that CLIL has been proven to be effective for improved FL
development with no detriment to content learning (Coyle, Hood, & Marsh, 2010). On
both the latter counts, these assumptions are fallacious (Bruton, 2011, 2013), as will
be demonstrated. Much of the evidence in favour of CLIL is based on defective
research and misconstrued interpretations (Bruton, 2011, 2013), which will be
discussed. Even publications in 2014 (e.g. Doiz, Lasagabaster & Sierra, 2014; Hüttner
& Smit, 2014; Rumlich, 2014) do little to offer an optimistic future for CLIL students
and teachers. As this author has argued before, the price is even higher for those who
are in the Non-CLIL streams.
References
Bruton, A. 2011. Is CLIL so beneficial, or just selective? Re-evaluating some of the
research. System, 39/4: 523-532.
Bruton, A. 2013. CLIL: some of the reasons why …. and why not. System, 41/3: 587-597.
Cenoz, J., Genesee, F., & Gorter, D. 2014. Critical Analysis of CLIL: Taking stock and looking
forward.Applied Linguistics, 35/3: 243-262.
Coyle, D., Hood, P. & Marsh, D. 2010. CLIL: Content and Language Integrated Learning.
Cambridge: Cambridge University Press.
Dalton-Puffer, C., Nikula, T., & Smit, U. 2010. Charting policies, premises and research on
content and language integrated learning. In C. Dalton-Puffer, T. Nikula & U. Smit
(Eds.), Language Use and Language Learning in CLIL Classrooms (pp. 1-19). Amsterdam:
John Benjamins.
Doiz, A., Lasagabaster, D., & Sierra, J.M. 2014. CLIL and motivation: The effect of individual
variables and contextual variables. The Language Learning Journal, 42/2: 209-224.
187
Hüttner, J., Dalton-Puffer, C. & Smit, U. 2013. The power of beliefs: Lay theories and their
influence on the implementation of CLIL programmes. International Journal of Bilingual
Education and Bilingualism, 16/3: 267-284.
Hüttner, J., & Smit, U. 2014. CLIL (Content and Language Integrated Learning): The bigger
picture. A response to A. Bruton. 2013. CLIL: Some of the reasons why … and why not.
System 41 (2013): 587-597.System, 44: 160-167.
Lasagabaster, D. & Sierra, J. M. 2010. Immersion and CLIL in English: more differences than
similarities.ELT Journal, 64/4: 367-375.
Rumlich, D. 2013. Students’ general English proficiency prior to CLIL: Empirical evidence for
substantial differences between prospective CLIL and non-CLIL students in Germany. In S.
Breidbach & B. Viebrock (Eds.), Content and Language Integrated Learning (CLIL) in Europe.
Research perspectives on policy and practice (pp. 151-201). Frankfurt: Peter Lang.
Rumlich, D. 2014. Prospective CLIL and non-CLIL students’ interest in English (classes): A
quasi-experimental study on German sixth-graders. In R. Breeze, C. Llamas Saíz, C. Martínez
Pasamar, & C. Tabernero Sala (Eds.), Integration of Theory and Practice in CLIL (pp.75-95).
Amsterdam: Rodopi.
Título: Los libros de texto del chino mandarín en la enseñanza europea: ¿qué
criterios de selección se utilizan en el nivel inicial?
Autores: Cáceres Lorenzo, M Teresa (Universidad Palmas de Gran Canaria [email protected]);Wang
Wang,
Lili
(ULPGC
[email protected])
La enseñanza el chino mandarín en contextos escolares no universitarios es una
realidad que va aumentando año tras año en distintas regiones del ámbito europeo.
En España, por ejemplo, el Instituto Confucio de la Universidad Las Palmas de Gran
Canaria asesora y lidera el proceso de implantación del chino en varios colegios
bilingües español-inglés con un total de 2.100 alumnos de Primaria y Secundaria
(curso 2013-14). El fin último de este proyecto de innovación en el área de la
lingüística aplicada es que el chino sea una lengua curricular, con las mismas horas
de docencia que el francés y alemán.
Para hacer esto posible, creemos que es necesario que el proceso de
enseñanza/aprendizaje del mandarín se estructure en el Marco común europeo de
referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER) y que se
base en objetivos y resultados de aprendizaje comunes a las otras lenguas
curriculares.
De esta nueva situación de aprendizaje surgen una serie de problemas de
investigación relacionados con elInternational curriculum for chinese language
education (ICCLE); Chinese language proficiency scales for speakers of other
languages (CLPS); los libros de texto y los materiales de apoyo; el syllabus del
examen oficial Young Chinese Test (YCT); la incorporación de nuevas metodologías
según el MCER; nivel de formación del docente chino en la enseñanza de una L3 en
contexto europeo, cuestiones interculturales, etc.
188
En esta ocasión nos fijamos en los libros de texto y materiales de apoyo editados
bajo la supervisión del Gobierno chino para superar el YCT nivel 1
(nivel startes previo al A1). Por este motivo iniciamos un análisis comparativo entre
los manuales disponibles en inglés- chino del nivel inicial que disponen los docentes
para enseñar las 80 palabras (con su respectivo pinyin, carácter y correcta utilización
en determinadas frases) necesarias para superar este nivel.
Las preguntas de investigación seleccionadas estás relacionada con el objetivo
general de nuestro proyecto de evaluar la idoneidad de los manuales disponibles
para la enseñanza del chino: ¿en la selección del vocabulario ha tenido en cuenta el
(ICCLE)?; ¿es posible adaptarlo al MCER?; ¿el glosario de términos de los libros de
texto analizados utilizan el criterio de superar el YCT 1?
Con el fin responder a esta cuestión se lleva a cabo un análisis comparativo del
léxico en los libros nivel 1 de las colecciones Chinese made easy for
kids (2005); Easy steps to chinese (2006) y Happy chinese (2009) con
elsyllabus oficial del ICCLE y YCT. Los resultados obtenidos nos indican que el
criterio de selección es arbitrario. De tal forma que comprobamos que el número de
unidades léxicas que se presentan no superan el 70% de las que se especifican para
ICCLE (fase 1) y YCT 1. Además, en los respectivos libros se recogen numerosas
unidades léxicas que ofrecen mucha dificultad para el estudiante y que son propias
de exámenes de fases superiores (B1 del MCER o a la fase III del ICCLE y CLPS).
Estos resultados nos permite valorar el papel que deben tener los manuales en
contextos escolares y la necesidad de proponer al profesor chino a que elabore su
propio material acorde a los resultados de aprendizaje propuestos.
Título: El plurilingüismo en la escuela altoaragonesa. Situación actual y
perspectivas de futuro de la lengua propia a través del estudio de las
metodologías para su enseñanza y las actitudes lingüísticas de la comunidad
escolar.
Autores: Campos Bandrés,
[email protected])
Iris
Orosia (Universidad
de
Zaragoza
-
El aragonés es una de las lenguas europeas en mayor riesgo de desaparición. A
pesar de que expertos (López, 2013) e instituciones internacionales como el Council
of Europe (1992) y la UNESCO (2003) han denunciado este hecho durante décadas,
hasta hoy las instituciones aragonesas han desarrollado acciones muy limitadas en lo
que respecta a la protección de esta lengua.
Una de las áreas de mayor relevancia en la implementación de políticas lingüísticas
es la educativa. Sin embargo, en la escuela del siglo XXI parece complicado otorgar a
las lenguas propias la discriminación positiva que necesitan para garantizar su
salvaguarda efectiva. En nuestros días los sistemas educativos tienen el reto de
formar individuos desde una perspectiva comunicativa, aportándoles las herramientas
esenciales para desarrollarse en un mundo globalizado. Este hecho ha derivado en el
impulso y monopolización de la enseñanza de y en la conocida como lingua franca, el
inglés, y/u otras lenguas mayoritarias a nivel internacional. En Aragón, las más
189
recientes leyes educativas parecen continuar esta tendencia (Consejería de
Educación, Universidad, Cultura y Deporte del Gobierno de Aragón, 2013). Sin
embargo, mientras tanto, otros territorios plurilingües europeos comienzan a
implementar proyectos de educación multilingüe cuyo objetivo es garantizar la
conservación de las lenguas propias y también la adquisición de otras lenguas
(internacionales) mediante la utilización de todas ellas como vehículo de la
enseñanza.
Con todo y con eso, la entrada del aragonés en el currículum LOMCE de la
Comunidad Autónoma aragonesa como materia curricular podría entenderse como
un pequeño paso hacia la protección de esta lengua. En efecto, esta iniciativa puede
entenderse como positiva apriorísticamente. Sin embargo, la investigación
sociolingüística ha resaltado la necesidad de desarrollar este tipo de acciones con
cautela, conociendo y prestando atención a las actitudes lingüísticas de aquellas
personas que se pueden ver afectadas de algún modo por la nueva situación
lingüística (Baker, 1992).
El aragonés se ha enseñado en algunas escuelas del territorio altoaragonés desde
1997, pero hasta la actualidad no se ha desarrollado ningún tipo de investigación
relacionada tanto con la competencia lingüística alcanzada por sus estudiantes como
con su situación en el ámbito escolar. Tan solo Huguet estudió en 2006 las actitudes
lingüísticas hacia el aragonés de los estudiantes adolescentes del Alto Aragón.
Con el objetivo de progresar tanto en el conocimiento de la situación sociolingüística
del aragonés en la escuela como en los resultados de su aprendizaje, hemos
elaborado un proyecto de investigación centrado en las actitudes lingüísticas de la
comunidad escolar y en la competencia lingüística de los estudiantes de aragonés.
Nuestros objetivos son:
1. Estudiar el estado de la lengua aragonesa en la escuela, profundizando en el
influjo de las metodologías y prácticas didácticas del profesorado de esta asignatura
sobre su situación.
2. Comprender cómo se desarrollan las actitudes hacia el aragonés por parte del
profesorado, equipo directivo, alumnado y sus familiares, e identificar los principales
factores implicados en este proceso y sus posibles interrelaciones, centrando nuestra
atención principalmente en el contexto sociolingüístico y el tipo de motivación de
aprendizaje.
3. Reflexionar sobre las perspectivas de futuro de la lengua aragonesa en la escuela
del Alto Aragón y establecer unas claves para la mejora de su enseñanza.
Para alcanzar estos objetivos, estamos desarrollando una serie de estudios
complementarios en las seis escuelas donde se enseña el aragonés, así como en
otros centros altoaragoneses, bajo un marco multimetodológico en el que estamos
combinando métodos cualitativos como la etnografía con otros de naturaleza
cuantitativa, todo ello dentro de un diseño de estudio de caso múltiple.
Referencias
Baker, C. (1992). Attitudes and Language. Clevedon: Multilingual Matters.
190
Council of Europe (1992). Carta Europea de las Lenguas Regionales o Minoritarias.
Estrasburgo. <http://www.lexureditorial.com/boe/0109/17500.htm>.
Consejería de Educación del Gobierno de Aragón (2013), Orden de 14 de febrero de 2013,
de la Consejera de Educación, Universidad, Cultura y Deporte, por la que se regula el
Programa integral de bilingüismo en lenguas extranjeras en Aragón (PIBLEA) a partir del
curso
2013/14
<http://www.boa.aragon.es/cgibin/BRSCGICMD=VEROBJ&MLKOB=719311064343> [última
consulta: 17/11/2014].
Huguet, Á. (2006). Plurilingüismo y escuela en Aragón. Un estudio sobre las actitudes ante las
lenguas aragonesas (aragonés, castellano y catalán) y las lenguas extranjeras. Huesca:
Instituto de Estudios Altoaragoneses.
López , J. I. (Coord.). (2013). El aragonés en el siglo XXI. Zaragoza: Fundación Gaspar
Torrente.
UNESCO (2003). Vitalidad y peligro de desaparición de las lenguas. París: UNESCO.
Título: Increasing Reading and Writing Skills through Critical Thinking
Autores: Cardozo Ramírez, John Alexander ([email protected])
Critical thinking should be conceived as a liberating force in education and a powerful
resource in one´s personal and professional life. In spite of knowing the advantages of
critical thinking as a tool to generate overwhelming changes in the society, it seems to
be disconnected from the local educational contexts. In this sense, it may be a
rewarding experience to set a methodology based on such a thinking and designed
precisely to transform the traditional schemes that have characterized the teaching of
a foreign language in Colombia.
Accordingly, this research proposal intends to shed the lights in the way how English
language should be taught in the B.A in English program at Universidad del Tolima,
by implementing a methodological proposal based on the development of high order
thinking skills according to Bloom´s taxonomy (1956) through critical thinking skills.
Therefore, this study is also aimed at showing the relationship between those skills
and the acquisition of a more elaborated thought, which may lead students to
enhance their reading and writing skills.
Qualitative and quantitative research tools will be required for a complete data
collection. This proposal will be carried out during an academic term with one group of
students of fifth semester, who will be required to develop an activity per week in
English V course. In the first step of this research study, a pre-test should be taken by
students in order to identify their current level on reading and writing skills.
Additionally, detailed classroom observations will allow for recognition of the most
common teachers´ instructions and assignments, which will be examined by using
discourse analysis. Checklists are the instruments to elaborate such an analysis,
resulting pertinent to discover the implications behind teacher´s instructions and
assignments, and the manner how they may contribute to reproduce the conventional
models to teach a language. It is quite probable that those instructions have to be
191
reformed on the planning and subsequent development of the critical thinking
activities which are supposed to promote high order thinking skills.
An ethnographic research design will be implemented throughout this proposal. In
addition to this, classroom observations along with students-teachers´ open-ended
questionnaires will be appropriate to know their perceptions, behaviors, or reactions
regarding to the possible changes that the new methodology could have on them. At
the end, the likely students´ improvement on those language skills (mentioned
beforehand) will be reflected in a post-test. Triangulation is the selected method to
analyze the data, and it will also serve to establish a possible relationship between the
quantitative results and the qualitative ones represented in students´ perceptions
(which will be known through the questionnaires and class-observations) during all the
study.
Título: Prácticas letradas y numéricas en clases de ciencias con 1x1
Autores:
Cassany,
Daniel
(Universitat
Pompeu
Fabra
[email protected]); Llach Carles, Sílvia (Universitat de Girona, Girona [email protected])
Analizamos las creencias y las prácticas de enseñanza de 23 docentes de ciencias,
que trabajan en 12 institutos de secundaria de Catalunya y que siguen el modelo 1x1
(un portátil por alumno), en el marco del proyecto ies20_1x1. Los informantes
impartían clases de Matemáticas, Física, Química, Naturales o Tecnología en la ESO
(12-16) en 2012-14 y participaron en entrevistas semiestructuradas y en profundidad,
individuales, con este guión: ¿qué se lee y escribe en clase, en portátil y en papel,
sea lenguaje natural o formal?, ¿cómo es una clase corriente? y ¿qué recursos
digitales se usan? El corpus de estudio está formado por 22 entrevistas (más de 17
horas de audio y 77.382 palabras transcritas de los fragmentos más relevantes),
además de 16 recursos digitales aportados (vínculos, ejercicios, experiencias,
exposiciones). Seguimos la línea de investigación sobre el pensamiento y la práctica
de aula del profesorado, con trabajos como Norton et al. (2005), Lee (2009) o
Woolfolk-Hoy, Davis y Pape (2006).
Las narraciones de los docentes coinciden en varios puntos: 1) el uso del papel o el
teclado; 2) las applets; 3) los libros de texto, y 4) el entorno virtual de aprendizaje
(EVA). En 1, hay coincidencia en que es muy difícil usar el portátil para anotar los
formalismos de cada disciplina (fracciones, potencias, símbolos): "la tecnología no ha
avanzado lo suficiente"; los docentes preparan sus exámenes y ejercicios con
programas especiales (Latex, editor de ecuaciones de Google Docs) y los pasan a
PDF; el alumnado requiere tanto tiempo para usar estos procedimientos que acaba
siendo un impedimento para entender el concepto que hay detrás de una ecuación o
un compuesto químico; por ello se fomenta el papel para la anotación; en cambio,
para la lectura del libro de texto o las tareas del EVA se prefiere la pantalla. Los
informantes elogian el uso de las applets (simulaciones, juegos, reproducciones
virtuales) multimodales e interactivas de Geometría, Óptica, circuitos eléctricos,
Mecánica o Física, que permiten al alumno visualizar el contenido, implicarse en la
actividad y aprender con autonomía (2). Estas aplicaciones son más claras y
motivadoras que la explicación verbal en la pizarra o que el libro de texto, además de
superar la limitación de recursos: falta de laboratorio, material técnico o condiciones
192
adecuadas; los docentes muestran conocer recursos digitales muy variados e
internacionales. Los informantes critican el libro ligital (3), que suele consistir en PDF
enriquecidos, con algunos ejercicios autocorrectivos de respuesta cerrada;
consideran que fomentan conductas mecánicas e irreflexivas del alumnado, que
diende a responder por ensayo y error y a prescindir del análisis y la comprensión del
problema. Finalmente, los docentes valoran de manera positiva el EVA (Moodle)
porque permite organizar la diversidad de recursos empleados, comunicarse con los
alumnos, recopilar sus trabajos o hacer un seguimiento de su actividad en línea.
En resumen, la adopción de portátiles tiene claroscuros notables en las clases de
ciencias que usan lenguajes formales, con dificultades y ventajas relevantes.
Referencias
Lee, I. (2009). Ten mismatches beween teachers' beliefs and written feedback practice. ELT
Journal, 63 (1), 13-22.
Norton, L., Richardson, T., Hartley, J. Newstead, S., & Mayes, J. (2005). Teachers' beliefs and
intentions concerning teaching in higher education. Higher Education, 50 (4), 537-571.
Woolfolk-Hoy, A., Davis, H. & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A.
Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.), 715-737.
Mahwah, NJ: Lawrence Erlbaum.
Título: Assessing lexical density in the essay writing of university students
Autores:
Clavel
Arroitia,
Begoña
(Universitat
de
València
[email protected]); Fernández Domínguez, Jesús (Universitat de
València - [email protected])
Lexical density, as proposed in Ure (1971), is a concept intended to quantify the ratio
of content versus grammatical words that are used in a given text. Its results are often
employed as an indicator of the complexity of a text in terms of its information; as
such, lower lexical density implies a simpler and easily understandable text, while
higher lexical density denotes a more specialised kind of discourse. This measure is
largely influenced by the number of nouns, verbs, adjectives or adverbs that a text
contains as opposed to pronouns, prepositions, conjunctions, etc. However, other
factors have to be considered as well, like the number of hapax legomena (units that
occur only once in a text), since a higher number of hapaxes boosts lexical density
(see Halliday 1985; Daller et al. 2003). Lexical density, however, should be
distinguished from lexical diversity because the former refers to the index of content
vs. function words in a text, while the latter looks exclusively at the number of word
types in it (Johansson 2008).
With the above in mind, this paper analyses the lexical density and lexical diversity of
a corpus made up of texts by students from the University of Valencia. The corpus is
an in-house development of the CASTLE research project, which is compiling a
longitudinal learner corpus, and consists of c. 500 essays, of around 400 words each,
written by first-, second-, third- and fourth-year university students. At this point, the
193
corpus contains two texts by each student, each essay belonging to a different
register and collected at different points of the academic year. The first sampling was
done during the second week of class and is of a narrative kind; the second sampling
was done at the end of the winter semester and is of an argumentative kind. This
lapse of time ensures that students have been exposed to intense language teaching
between each sample.
Our objective is to compare the values of lexical density and lexical richness between
the first and second sample, between students from different years and between
narrative and argumentative texts. It is expected that students will show higher values
in both measures as they progress in their university studies, although whether
students show a shared turning point for this increase (and, if so, when it happens) is
still to be tested. In order to examine this issue, we applied the Type Token Ratio
(TTR), which calculates the number of different and repeated occurrences of a given
word in a text (Johansson 2008).
This study draws on previous analyses by Fernández-Domínguez and Clavel-Arroitia
(AEDEAN Conference, Oviedo 2012) and Gregori-Signes and Clavel-Arroitia (Corpus
Linguistics Conference, Lancaster 2013) on the textual features of university students’
written language. In the latter lexical richness was assessed through the Lexical
Frequency Profilewhich, as argued by Laufer and Nation (1995: pp 307), “looks at the
proportion of high frequency general service and academic words in learners’ writing”.
In the present study, following Gregori and Clavel’s, the referents for lexical frequency
are the wordlists published by Cambridge English Vocabulary Profile.
References
Daller, Helmut, Roeland van Hout & Jeanine Treffers-Daller. 2003. “Lexical richness in the
spontaneous speech of bilinguals”. Applied Linguistics 24 (2), 197-222.
English Profile. http://www.englishprofile.org/
English
Unlimited
and
English
Vocabulary
Profile.
Available
online
at
http://www.cambridge.org/gb/elt/students/zones/custom/item6889739/2325594/Adult-EnglishUnlimited-and-English-Vocabulary-Profile/?site_locale=en_GB&currentSubjectID =2325594.
Halliday, M. A . K . 1985. Spoken and written language. Geelong Vict.: Deakin University.
Johansson, V. 2008. “Lexical diversity and lexical density in speech and writing: a
developmental perspective”. Lund University, Dept. of Linguistics and Phonetics Working
Papers 53: 61-79.
Laufer, B. and Nation P. 1995. “Vocabulary Size and Use: Lexical Richness in L2 Written
Production”. Applied Linguistics 16 (3):307-322 doi:10.1093/applin/16.3.307.
Ure, J. 1971. “Lexical density and register differentiation”. J. E. Perren, J. L. M. Trim
(Eds.) Applications of linguistics. Cambridge: Cambridge University Press: 443–452.
194
Título: La comunicación multimodal en las presentaciones orales con
PowerPoint
Autores: Drange Danbolt, Eli-Marie (Universidad de Agder, Noruega [email protected])
Las presentaciones orales con apoyo de un PowerPoint o programas similares son
comunes tanto dentro del sistema educativo como en los congresos. Varios estudios
han investigado el impacto de PowerPoint en el aprendizaje (véase por ejemplo
Cladellas Pros, Castelló Tarrida, Badia Martin, & Cirera Amores, 2013; Savoy,
Proctor, & Salvendy, 2009), mientras otros han enfocado el aspecto multimodal de
este programa (van Leeuwen, 2012). En Noruega tanto la reforma de calidad de la
educación superior, Kvalitetsreformen de 2003 como la reforma de la enseñanza
primaria y secundaria,Kunnskapsløftet (Promoción del Conocimiento) de 2006, han
significado un mayor énfasis en la evaluación continua de los alumnos al igual que en
el desarrollo de su competencia digital. Una de las consecuencias de estas dos
reformas, ha sido la integración de presentaciones orales con PowerPoint como un
elemento común para la evaluación continua tanto en la enseñanza primaria y
secundaria como en la educación superior. Esta práctica en la enseñanza secundaria
ha sido comentada en algunos estudios noruegos (Hjukse, 2007; Øvern, 2010), sin
embargo no ha sido objeto de estudio en la educación superior.
En esta comunicación voy a presentar un análisis de las presentaciones orales con
apoyo de PowerPoint que son parte de las tareas obligatorias en la formación de
profesores de la Universidad de Agder de Noruega. La comunicación se divide en dos
partes; primero voy a hacer un análisis multimodal de los PowerPoint usados en las
presentaciones orales y luego voy a reflexionar acerca de la práctica de las
presentaciones orales como objeto de evaluación dentro del sistema educativo
noruego. El material utilizado para este análisis se ha recogido como parte del
proyecto de investigación DigiGlu: “Competencia digital y uso de recursos de
aprendizaje en la nueva formación de profesores”, basado en la Universidad de
Agder, Noruega.
Referencias
Cladellas Pros, R., Castelló Tarrida, A., Badia Martin, M. d. M., & Cirera Amores, M. d. C.
(2013). Effects of the PowerPoint methodology on content learning (Vol. 9).
Hjukse, H. (2007). Hva genererer kvalitet i multimodalitet? Kan vi enes om noen kriterier? :
Vurdering av sammensatte elevtekster. (Master), Høgskolen Stord/Haugesund, Unpublished
Master
thesis.
Retrieved
from
http://brage.bibsys.no/xmlui/bitstream/handle/11250/152323/HHMaster%5d.pdf?sequence=1&i
sAllowed=y
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Título: The organization factor in the teachers’ perceptions of CLIL school
programmes
Autores: Durán Martínez, Ramiro (Universidad de Salamanca [email protected]); Beltrán Llavador, Fernando (Universidad de Salamanca [email protected])
Since the last decade CLIL has become part of mainstream education in European
countries at primary and secondary levels (Marsh, 2013). Spain has also adopted
bilingual programmes in schools parallel to a steady introduction of the CLIL approach
(Dobson, Pérez and Johnstone, 2010). Our paper seeks to offer the results of an
analysis of the perceptions of teachers on a key dimension of CLIL implementation in
primary and secondary schools in Spain, namely, the awareness of organizational
changes required by the CLIL approach concerning the following aspects: levels of
teacher cooperation, degree of interaction of CLIL students and overall impact of the
new methodology regarding, among other elements, timetables, subject planning,
training opportunities, and the improvement of classroom facilities. To this end, a nonexperimental research design was applied with ex-post-facto methodology using
questionnaire studies. We employed an adapted version of a previous questionnaire
designed by Fernández and Halbach (2011), which was completed by 151 in-service
primary and secondary teachers with at least one year of teaching experience in
bilingual programmes in the region of Castile and León. A SPSS (21.0) tool for
Descriptive Statistics was used, which allowed us to synthesize the answers of the
questionnaire through tables so as to highlight the most salient results after a
calculation of the standard measures of the central tendencies (mean) and of
dispersion (standard deviation) following a 1-5 Likert scale.
In contrast with previous studies (Fernández, Pena, García and Halbach 2005)
teachers are now fully aware that CLIL requires a new methodological approach for it
entails much more than changing the language of instruction as it both affects the
classroom and the whole school. It involves, indeed, the organizational engagement
of the educational community at large to introduce substantial changes in its layout
and dynamics (Laorden et al., 2010; Reilly & Medrano 2009; Salaberri, 2009).
The questionnaire clearly shows that teacher cooperation and cohesion improves in
bilingual sections: 61 % of CLIL teachers, vs 37% of non-CLIL teachers, declare that
they regularly work together with the rest of teachers. This most positive consequence
of their implementation is consistent with previous studies (Casal, 2011; Lorenzo et
al., 2009; Lova et al., 2013). Teachers rank other organizational aspects as follows:
teachers should be offered more training opportunities; a bilingual programme
requires more personalised teaching; the bilingual programmes cannot succeed
without teachers teaming up and being coordinated; bilingual programmes ask for
better classroom facilities; the subject content needs to be adapted when it is taught in
a foreign language; the subjects need careful planning.
196
The CLIL approach leaves no organisational aspect untouched. Teamwork,
coordination, interaction, and the whole school commitment to bilingual programmes
are inextricably bound up with the degree of innovation associated to CLIL. Bilingual
programmes are about crossing boundaries, bridging gaps, and making connections.
Hence, for CLIL practice to succeed a commitment of the entire educational
community is required.
References
Casal Madinabeitia, S. (2011). Implicaciones de la enseñanza bilingüe en centros
educativos. Málaga: Ediciones Aljibe.
Dobson, A., Pérez, Mª D. and Johnstone, R. (2010). Bilingual Education Project (Spain):
Evaluation Report. Madrid: British Council, Spain/Ministerio de Educación.
Fernández, R. and Halbach, A. (2011). Analysing the Situation of Teachers in the Madrid
Bilingual Project after Four Years of Implementation. In Y. Ruiz de Zarobe, J. Manuel Sierra
and F. Gallardo del Puerto (eds.), Content and Foreign Language Integrated Learning.
Contributions to Multilingualism in European Contexts (pp. 41-70). Bern: Peter Lang.
Fernández, R., Pena, C., García, A. and Halbach, A. (2005). La Implantación de Proyectos
Educativos Bilingües en la Comunidad de Madrid: las Expectativas del Profesorado antes de
Iniciar el Proyecto. Porta Linguarum, 3, 161-173.
Laorden, C. y Peñafiel, E. (2010). Proyectos bilingües en los centros de la Comunidad
Autónoma de Madrid: Percepción de los equipos directivos. Revista de Investigación
Educativa, 28 (2), 325-344.
Lorenzo, F., Casal, S. and Moore, P. (2009). The Effects of Content and Language Integrated
Learning in European Education: Key Findings from the Andalusian Bilingual Sections
Evaluation Project. Applied Linguistics, 31 (3), 418-442.
Lova Mellado, Mª., Bolarín Martínez, Mª. J. and Porto Currás, M. (2013). Programas bilingües
en Educación Primaria: Valoraciones de Docentes. Porta Linguarum, 20, 253-268.
st
Marsh. D. (2013). The CLIL Trajectory: Educational Innovation for the 21 Century
iGeneration. Cordoba: Servicio de Publicaciones de la Universidad de Córdoba.
Reilly, T & Medrano, P. (2009). MEC/British Council Bilingual Project. In E. Dafouz and M. C.
Guerrini (Comp.) CLIL across Educational Levels (pp 59-70). Madrid: Santillana-Richmond.
Salaberri, R. (2009). Un centro y un plan que van de la mano. Cuadernos de pedagogía, 395,
62-65.
Título: Conversación educativa y aprendizaje integrado de competencias
lingüísticas y curriculares: Las muchas tareas de la maestra AICLE
Autores: Escobar Urmeneta, Cristina (Universitat Autònoma de Barcelona [email protected])
197
El presente estudio de caso examina en profundidad un fragmento de interacción
asimétrica (maestra-clase) donde 24 escolares de primer curso de primaria, guiados
por su maestra, conversan en inglés sobre ‘Recycling’. Más concretamente aspira a
identificar y caracterizar la gama de estrategias y recursos interactivos desplegados
por la docente que posibilitan (a) un alto grado de participación verbal y no verbal por
parte del alumnado en la conversación pedagógica, y (b) la emergencia de
oportunidades o ‘affordances’ (van Lier, 2000) de desarrollo de competencias
lingüístico-interactivas y curriculares.
La ‘Competencia Interactiva Escolar’ o CIC (Walsh, 2006) --derivación del constructo
‘Competencia Interactiva’(Kramsch, 1986; Young, 2011)-- ha sido definida como la
‘habilidad del profesorado y alumnado para utilizar la interacción como herramienta
mediadora del aprendizaje’ (Walsh, 2011:130). Si bien el éxito conversacional solo
puede lograrse mediante el esfuerzo colaborativo de todos los participantes (Young,
2011), al ser el aula un contexto de interacción asimétrica el papel que juega el
docente es determinante en la consecución de dicho éxito. Estudios previos han
descrito recursos utilizados por docentes expertos que son claves en la generación
de oportunidades de aprendizaje que logran (a) la convergencia entre el habla del
profesor y las necesidades de los aprendices; (b) la cesión a los aprendices de
espacio interactivo; y (c) el modelado y moldeado de sus contribuciones (Escobar
Urmeneta, 2013; Escobar Urmeneta & Evnitskaya, 2013, 2014; Escobar Urmeneta &
Walsh, forthcoming; Walsh, 2013).
Los datos de este estudio fueron recogidos en el seno de un programa de formación
continuada basado en el modelo Bellaterra (Escobar Urmeneta, 2010, 2013) en un
aula inclusiva de una escuela pública en una comunidad autónoma monolingüe. Una
vez seleccionado el fragmento, mediante el software Transana (Woods & Fassnacht,
2007) se realizó una transcripción detallada de las acciones verbales siguiendo la
notación propuesta por Jefferson (2004). La descripción de las acciones no verbales
relevantes fue añadida a la transcripción siguiendo la propuesta de Evnitskaya
(2012). En el micro-análisis realizado se utilizaron herramientas procedentes del
Análisis Conversacional y del Análisis Multimodal con la finalidad de arrojar luz sobre
la forma en que la maestra y sus alumnos cooperan en la co-construcción del
discurso escolar. El análisis reveló el complejo entramado de acciones discursivas y
recursos interactivos que la maestra moviliza para conseguir sus finalidades
pedagógicas, entre los cuales destacan los destinados a mantener y hacer progresar
el grupo-clase como comunicad de práctica.
El estudio contribuye a identificar y caracterizar conversaciones educativas
generadas en aulas AICLE inclusivas en España, con la doble finalidad de generar
conocimiento teórico sobre la Competencia Interactiva Escolar en aulas AICLE, y
conocimiento práctico sobre ‘buenas prácticas conversacionales’ directamente
transferible a los programas y actividades de formación del profesorado AICLE de
educación primaria y secundaria.
El estudio ha sido financiado por los proyectos DALE-APECS (Ref. EDU2010-15783),
y LED (Ref. 2014SGR1190).
References
Escobar Urmeneta, C. (2010). Pre-service CLIL Teacher-Education in Catalonia: Expert and
novice practitioners teaching and reflecting together In: David Lasagabaster & Yolanda Ruiz
de Zarobe CLIL in Spain: Implementation, Results and Teacher Training. Newcastle, UK:
198
Cambridge Scholars Publishing: 188-218. Escobar Urmeneta, C. (2013). Learning to Become
a CLIL Teacher: Teaching, Reflection and Professional Development. International Journal of
Bilingual Education and Bilingualism,16:3, 334-353.
Escobar Urmeneta, C. and Evnitskaya, N. (2013). Affording Students Opportunities for the
Integrated Learning of Content and Language. A Contrastive Study on Classroom Interactional
Strategies Deployed by Two CLIL Teachers. In J. Arnau (ed.), Recovering Catalan through
School: Challenges and Instructional Approaches. Bristol: Multilingual Matters & Institut
d’Estudis Catalans:159-183.
Escobar Urmeneta, C. and Evnitskaya, N. (2014). ‘Do you know Actimel?’ The Adaptive
Nature of Dialogic Teacher-led Discussions in the CLIL Science classroom: a Case
Study. Language Learning Journal: 42:2, 165-180.
Escobar Urmeneta & Walsh, (forthcoming). Classroom interactional competence in content
and language integrated learning. In Llinares, A. and Morton, T. (forthcoming). Applied
Linguistics Perspectives on CLIL. Amsterdam (Holland): John Benjamins.
Evnitskaya, N. (2012). Talking science in a second language: The interactional co-construction
of dialogic explanations in the CLIL science classroom. Unpublished PhD Thesis Dissertation.
Department of Language and Literature Education and Social Science Education. Universitat
Autònoma de Barcelona.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. En G.H. Lerner
(ed.), Conversation Analysis: Studies from the first generation, pp. 13-23. Philadelphia: John
Benjamins.
Kramsch, C. (1986). From language proficiency to interactional competence. The Modern
Language Journal,70(4):366-372.
van Lier, L. (2000). From input to affordance: social-interactive learning from an ecological
perspective, in J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning, Oxford:
Oxford University Press.
Walsh, S. (2006). Investigating Classroom Discourse. London: Routledge.
Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
Walsh, S (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh
University Press.
Woods, D. and Fassnacht, C. (2007). Transana, rel. 2.20. Wisconsin Centre for Education
Research: University of Wisconsin-Madison.
Young, R.F. (2008). Language and interaction: An advanced resource book. London, New
York: Routledge.
Título: La enseñanza y el autoaprendizaje de la entonación inglesa mediante
TL_ToBI: método y resultados
199
Autores: Estebas Vilaplana, Eva (UNED - [email protected])
Los principales objetivos de este trabajo son dos: 1) presentar una nueva
metodología para el autoaprendizaje de la entonación inglesa en un contexto de
enseñanza a distancia basada en el sistema ToBI, y 2) valorar sus ventajas e
inconvenientes frente a otros métodos tradicionales de enseñanza de la entonación,
a partir de un estudio contrastivo de las curvas entonativas producidas por dos
grupos de estudiantes de inglés cuya lengua materna es el español.
El estudio y la modelización de la prosodia inglesa y en particular de su entonación se
enmarcan dentro de dos grandes corrientes de análisis entonativo, conocidas como la
Escuela Británica y la Escuela Americana (véase Ladd, 1996). La Escuela Británica
(Cruttenden, 1986; Wells, 2006) se caracteriza por un análisis configuracional del
contorno entonativo, con una parte nuclear y otra prenuclear, y por un inventario de
tonos definidos según sus trayectorias (ascendente, descendente, sostenido, etc.).
Tanto la Escuela Americana como las propuestas más recientes derivadas de ella,
concretamente
el
modelo
Métrico-Autosegmental
(Pierrehumbert,
1980;
Gussenhoven, 2004) o el sistema ToBI (Tone and Break Indices) (Beckman y
Hirschberg, 1994), analizan los contornos entonativos mediante objetivos tonales
(targets) con valores alto (H) y bajo (L), que se asocian a las sílabas acentuadas y al
final de una frase entonativa. Mientras que el sistema británico se ha usado para fines
pedagógicos, los modelos americanos se han caracterizado por ser descripciones
más teóricas que se han aplicado a las tecnologías del habla.
En el contexto de la enseñanza de la entonación inglesa a distancia, ambos modelos
presentan ciertas carencias. En el sistema británico la relación entre la posición de
los tonos con la cadena segmental no es fácil de captar sin un apoyo presencial. El
sistema ToBI, a su vez, presenta un inventario de tonos muy complejo (H*, L+H*,
L*+H, H*+L, L+!H*, etc.), difícil de manejar en un contexto de autoaprendizaje.
En este estudio presentamos un nuevo modelo que denominamos TL_ToBI (ToBI for
Teaching and Learning) que parte de las premisas del sistema ToBI inicial pero que a
la vez incorpora características del modelo británico (Estebas-Vilaplana, 2009, 2013).
Esta nueva metodología está pensada para el aprendizaje autónomo de la
entonación. El sistema TL_ToBI adopta del ToBI original la asociación de los tonos a
las sílabas acentuadas y a los finales de la frase entonativa pero incorpora cuatro
diferencias: 1) ayudas visuales (gráficas) que permiten ver la división silábica
solapada con los movimientos tonales relevantes, 2) la separación entre la
información métrica, señalizada mediante un asterisco en las sílabas con acento
léxico, y la información tonal, descrita mediante tres tonos H, L y M (tono medio), 3) el
uso de acentos tonales solo monotonales y 4) la incorporación de tonos de frontera
bitonales. Del sistema británico, TL_ToBI hereda el concepto de un único nivel de
fraseo prosódico y la interpretación del contorno según su configuración (nuclear y
prenuclear).
Para valorar las aportaciones de este método frente a los sistemas tradicionales de
enseñanza de la entonación, como el modelo británico, se llevó a cabo un estudio
comparativo de las curvas entonativas producidas por dos grupos de 30 estudiantes
de la asignatura “Pronunciación de la Lengua Inglesa” del Grado en Estudios Ingleses
de la UNED, correspondientes a los cursos 2008-2009 y 2013-2014, en los que se
enseñó entonación mediante el sistema británico y el sistema TL_ToBI
respectivamente. En ambos casos, los alumnos tuvieron que enfrentarse al
aprendizaje de la entonación de manera autónoma pero con una metodología
200
docente distinta (modelo británico vs. TL-ToBI). Para cada grupo de alumnos se
analizaron tres variables: 1) ubicación de los acentos tonales, 2) producción del
último acento tonal y del tono de frontera (configuración nuclear), y 3) producción de
todo el contorno entonativo (configuración nuclear y prenuclear). Se analizó la
entonación de los siguientes tipos de frases: declarativas, interrogativas absolutas,
interrogativas parciales e imperativas. Los resultados demostraron una mejora
significativa en la producción de los contornos entonativos por parte del grupo de
estudiantes que usó TL_ToBI frente al otro grupo. Esta mejora se observó en las tres
variables estudiadas y para los cuatro tipos de contornos. Estos resultados indican
que, en un contexto de enseñanza a distancia, un sistema más visual y más preciso
en lo que respecta la alineación de las entidades tonales con la cadena segmental,
como el que plantea TL_ToBI, favorece el aprendizaje de la entonación inglesa.
Referencias
Beckman, M. E., Hirschberg, J. 1994. The ToBI Annotation Conventions. Ohio State
Universityhttp://www.cs.columbia.edu/~agus/tobi/tobi_convent.pdf.
Cruttenden, A. 1986. Intonation. Cambridge: CUP.
Estebas-Vilaplana, E. 2009. Teach Yourself English Pronunciation. An Interactive Course for
Spanish Speakers. La Coruña: Netbiblo.
Estebas-Vilaplana, E. 2013."TL_ToBI: a new system for teaching and learning intonation".
Actas del Phonetics Teaching and Learning Conference 2013. Londres. UK.
Gussehnoven, C. 2004. The Phonology of Intonation. Cambridge: CUP.
Ladd, R. 1996. Intonational Phonology. Cambridge: CUP.
Pierrehumbert, J. 1980. The Phonology and Phonetics of English Intonation. Bloomington:
Indiana University Press.
Wells, J. 2006. English Intonation: An Introduction. Cambridge: CUP.
Título: Learning from learners: A corpus-based approach to the teaching of
writing skills
Autores:
Fuster
Márquez,
Miguel
(Universitat
de
Valencia
[email protected]); Gregori Signes, Carmen (Iulma Universitat de València
- [email protected])
While native and learner corpora have been widely used in corpus-informed EFL
materials for decades, controversy surrounds the suitability of introducing corpora in
the classroom by means of direct approaches such as Data Driven Learning (DDL) or
similar approaches (see Johns, 1991; Bernardini, 2004; Chambers, 2010; Cheng,
2010; Gilquin and Granger, 2010; Philip, 2010; Frankenberg-Garcia, 2014), in EFL
environments. Fuster-Márquez (2010) argued that in some content courses offered in
201
a tertiary education environment where English is a foreign language, such as the
teaching of English lexicology and morphology, the selection of easily searchable
simple or complex words, or morphemes in public corpora containing native speech
such as COCA or BNC, created by Mark Davies (http://corpus.byu.edu), is a fairly
reasonable approach. Those highly restricted corpus searches do not require great
complexity. However, the suitability of using the data of learners’ production by
exposing students to learner corpora in direct approaches remains more controversial
(see Granger, Hung and Petch-Tyson, 2002; Aijmer, 2009; Boulton, 2009; Ädel, 2010;
Boulton & Pérez Paredes, 2014). In this paper, we describe the results of our own
recent research into the application of a controlled direct methodology where students
are invited to see and reflect on their very own production as EFL learners. We made
use of the data which comes from the students’ own written production, and also from
the larger CASTLE database, a learner corpus which is current being compiled at the
University of Valencia containing the production of learners at said university. As part
of this research, during some sessions of the course, the students have been exposed
to a careful selection of data (‘problem sentences’) which come from their most recent
compositions and that of their peers. Prior to the direct approach, the teacher
contrasts the specific sentences with the views and production of native English
speakers in class who have been asked to give their own solutions to the target
sentences. Later, these problematic sentences are shown and thoroughly discussed
during different sessions. Part of the direct methodology consisted in asking students
collectively, as a team work task, to detect the errors and also to offer improvements.
After the discussion offered by the learners, the teacher provided a number of
objective solutions and discusses the alternative sentences handed in by the native
speakers. We believe that these activities are not only interesting, but may also crucial
to the development of the writing skills of students. The results show that students are
willing to accept this methodology as a way of complementing the activities in
textbooks. Textbooks can only offer overviews of common errors in writing.
Unfortunately, this information is not enough to cater for the needs of our students
because it lacks sufficient contextualisation. This authentic and highly specific learner
data which has been carefully selected by the teacher from a reliable learner corpus
and the implementation of a direct approach may cover this gap of learners’ needs not
found in textbooks.
References
Ädel, A. (2010) Using Corpora to Teach Academic Writing: Challenges for the Direct
Approach. In Campoy, M.C., Bellés-Fortuño, B. & M.L. Gea Valor (eds) Approaches to
English language Teaching, Continuum: New York and London, 39-55.
Aijmer, K. (ed.) (2009) Corpora and Language Teaching, Amsterdam: John Benjamins.
Bernardini, S. (2004) Corpora in the classroom: An overview and some reflections on future
developments. In Sinclair, J. (Ed.) How to use corpora in language teaching. Amsterdam: John
Benjamins, 15-36.
Boulton, A. (2009) Testing the limits of data-driven learning: language proficiency and
training. ReCALL, 21 (1). 37-54.
Boulton, A. and Pérez-Paredes, P. (2014) ReCALL special issue: Researching Uses of
corpora for language teacing and learning. Editorial Researching uses of corpora for language
teaching and learning. ReCALL 26 (2): 121-127.
202
Chambers, A. (2010) What is data-driven learning? In O’Keeffe, A. & McCarthy, M. (Eds.) The
Routledge Handbook of Corpus Linguistics, Abingdon – New York: Routledge, 345-358.
Cheng, W. (2010) What can a corpus tell us about language teaching? In O’Keeffe, A. &
McCarthy, M. (Eds.) The Routledge Handbook of Corpus Linguistics, Abingdon – New York:
Routledge, 319-332.
Frankenberg-Garcia, A. (2014) The use of corpus examples for language comprehension and
production. ReCALL 26 (2): 128-146.
Fuster-Márquez, Miguel (2010) The challenges of introducing corpora and their software in the
English Lexicology classroom: some factors. In Miskowich-Spiegel, I., Crespo, B., Lareo, I. &
Lojo, P. (eds.) Language Windowing Through Corpora, Universidade da Coruña, pp. 269-288.
Fuster-Márquez, Miguel & Clavel-Arroitia, Begoña (2010) Corpus linguistics and its
applications in Higher Education.Revista Alicantina de Estudios Ingleses, 23: 51-67.
Gilquin, G. & Granger, S. (2010) How can we prepare learners for using language corpora? In
O’Keeffe, A. & McCarthy, M. (Eds.) The Routledge Handbook of Corpus Linguistics, Abingdon
– New York: Routledge, 359-370.
Granger, S., Hung, J. & Petch-Tyson, S. (2002) Computer Learner Corpora, Second Language
Acquisition and Foreign Language Teaching, John Benjamins.
Johns, T. (1991) ‘Should you be persuaded’- two samples of data-driven learning materials. In
T. Johns and P. King (eds) Classroom Concordancing. Birmingham University: English
Language Research Journal, 4: 1-16.
Philip, G. (2010) Classroom Concordancing
Generation. Language Forum 36 (2): 1-29.
in
the
21st
Century:
The
New
Título: Integrating Curricular Contents and Language through Storytelling:
Criteria for Effective CLIL Lesson Planning
Autores:
García
Esteban,
[email protected])
Soraya
(Universidad
de
Alcalá
-
Storytelling is a receptive and productive educational tool that opens students a new
dimension in which social values, content and language are linked and integrated.
The context created through storytelling seems to be crucial in the development of
attitudes and children's learning (López Téllez, 1996; Hearn y Garcés, 2005; Miller
and Pennycuff, 2008, etc.) hence, as a current approach to language teaching, CLIL
represents the best framework for providing young learners the effective acquisition of
some topics from the curriculum (Bentley, 2010:6). However, this methodological
approach requires establishing quality criteria for successful and sustainable CLIL
teaching and learning.
This paper aims to explore the complex process of delivering effective CLIL lessons
through storytelling and to illustrate the different frameworks (Mohan, 1986; Bloom,
203
1956; Coyle, 2005 and Coyle, Hood & Marsh, 2010) that a pre-primary and primary
teacher needs to apply in order to facilitate learners’ linguistic development and
acquisition of content knowledge. These theoretical principles are then exemplified
and assessed in the development of micro lessons conducted by 60 pre-service
teachers where students could reflect 1) on the goals accomplished throughout their
teaching units, 2) the adequacy towards the syllabus and 3) the potential development
of language skills.
The findings of the study report that storytelling can be considered an effective
educational CLIL resource that facilitates not only the effective acquisition of contents
from the curriculum, but also cognitive development and communication in another
language. Limitations of the present paper call for further research in the young
learner classroom to analyse learner´s proficiency and the effective acquisition of
curricular contents.
Título: Preguntas del profesor y oportunidades de aprendizaje en el aula de
ELE
Autores:
García
García,
Marta
[email protected])
(Universidad
de
Gotinga
-
Las preguntas ocupan un lugar central en el discurso del aula. Se calcula que
aproximadamente un 70% del tiempo de clase consiste en un intercambio de
preguntas y respuestas por parte del profesor y los alumnos (Tsui 1985). En contra
de lo que en principio pudiera parecer más lógico (que el alumnado sea el que
pregunte cosas que no sabe), la mayoría de las preguntas en el aula son formuladas
por los profesores.
En esta comunicación, más allá de ofrecer una clasificación de los tipos de preguntas
con fines descriptivos, nuestro objetivo es examinar la relación entre las formas de
preguntar, el foco pedagógico de la secuencia de clase (Walsh 2002) y las
producciones de los alumnos.
A partir de un corpus de secuencias de clases de español como lengua extranjera en
Alemania, presentaremos cuatro distintas formas de manejar las preguntas en
diferentes momentos de la clase (la apertura, la puesta en común de una actividad de
grupos, la corrección de deberes y la introducción a una tarea de lectura). El análisis
muestra que, en general, las preguntas representan una oportunidad perdida para
estimular la participación de los alumnos: los profesores preguntan aquello que ya
saben y solo aceptan las respuestas que se ajustan a sus expectativas. Como
consecuencia de ello, las funciones lingüísticas que pueden expresar los estudiantes
son muy limitadas y para ellos existen pocas posibilidades de extenderse en las
respuestas. Una excepción en este sentido la constituyen las (pocas) ocasiones en
los que los profesores ceden su rol de expertos y permiten que los alumnos expresen
sus “identidades transportables” (Richards 2006).
Estos resultados ponen de manifiesto, en primer lugar, que, como ya señalaron
Edmondson, House, Kasper et al. (1984: 124), lo comunicativo en el aula de lenguas
depende más de calidad del discurso del aula que del método o de la programación
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elegidos, y, en segundo, que la capacidad de crear, a través de las preguntas,
“entornos fértiles de aprendizaje” (Ellis 1992) debería ocupar un lugar primordial en la
formación y evaluación de profesores de idiomas.
Referencias
Edmondson, W.; House, J.; Kasper, G. et al., (1984): “Learning the Pragmatics of Discourse.
A Project Report”, Applied Linguistics, 5(2), 113-127.
Ellis, R. (1992): “The Classroom Context: An Acquisition-Rich or Acquisition-Poor
Environment?” en: C. Kramsch y S. McConnell-Ginet (eds.): Text and Context: CrossDisciplinary Perspectives on Language Study. Lexington, MA: D.C. Heath and Company, 171–
186.
Richards, K. (2006): „Being the teacher: Identity and classroom conversation“, Applied
Linguistics, 27(1): 51–77.
Tsui, A.B.M. (1985): “Analyzing input and interaction in second language classrooms”, RELC
Journal, 16(1), 8-32.
Walsh, S. (2002): “Construction or obstruction: teacher talk and learner involvement in the EFL
classroom”, Language Teaching Research, 6(1), 3–23.
Título: La comunicación no verbal en la enseñanza del inglés como lengua
extranjera.
Autores:
Gómez
Torres,
[email protected])
Nancy
(Universidad
del
Tolima
-
Las palabras no sólo son la base de la comunicación humana, sino que hay un
complejo entramado de elementos que utilizamos constantemente para confirmar,
reforzar, negar, dar un doble sentido o un matiz a nuestras palabras. E incluso estos
"elementos" llegan a tener un valor y una función comunicativa propia e
independiente y llegan a sustituir a las palabras. Esta es la comunicación no verbal
que Poyatos (1994) la define como las emisiones de signos activos o pasivos,
constituyan o no comportamiento a través de los sistemas no léxicos somáticos,
objetuales y ambientales contenidos en una cultura, individualmente o en mutua
coestructuración.
El profesor de lenguas extranjeras tiene como objetivo lograr que el estudiante
llegue al máximo nivel de competencia comunicativa en esta lengua y para ello, es
necesario el manejo de elementos verbales y no verbales: “Es obvio que una
enseñanza de L2 centrada sólo en los elementos verbales traerá consigo una
comunicación artificial, limitada al contexto del aula, e incompleta, ya que los
estudiantes no podrán cooperar de manera activa en el proceso comunicativo, tanto
como emisores, como receptores.” (Álvarez 2002:9)
Teniendo en cuenta lo anteriormente expuesto, se consigue reconocer las
manifestaciones Kinésicas y Proxémicas que más influyen en el proceso enseñanza-
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aprendizaje de las lenguas extranjeras. La kinésica estudia el significado expresivo,
apelativo o comunicativo de los movimientos corporales y de los gestos aprendidos o
somatogénicos, no orales, de percepción visual, auditiva o táctil, solos o en relación
con la estructura lingüística y paralingüística y con la situación comunicativa. La
proxémica estudia la estructuración y el uso del espacio, en especial de las distancias
mantenidas por los hablantes en la comunicación verbal, siempre teniendo en cuenta
que la utilización del espacio es un factor crucial en la interpretación del discurso, ya
que indica una cultura y una actitud.
La parte práctica consistirá en observaciones sobre una serie de clases de
enseñanza de inglés y como lengua extranjera, entrevistas y trabajos de campo, con
el propósito de recoger datos que puedan aportar algo de información sobre la
influencia de la kinésica y proxémica en el proceso de enseñanza – aprendizaje del
EFL.
Por otra parte, esta investigación se desarrollará bajo los lineamientos del enfoque
etnográfico-educativo y los resultados serán analizados a través del método de
triangulación. Una vez obtenidos los resultados se elaborarán las conclusiones que
servirán como referentes para futuras investigaciones que tengan la misma temática.
Este proyecto se centra en un factor muy relacionado con la lengua y la cultura: la
importancia de lo no verbal ( kinésica y proxémica ) en la interacción comunicativa y
la inclusión de tareas funcionales que contribuyan a que los estudiantes sean
conscientes de la relevancia de estos dos aspectos de la comunicación no verbal ,
considerándolo básico tanto como método de enseñanza como base de la
pretendida fluidez cultural del estudiante extranjero, y a que practiquen las reglas
propias de esta clase de comunicación en la cultura de la lengua que intentan
aprender, en este caso el inglés.
Título: “Researching Motivation in Secondary Education: A Task-Based
Approach”
Autores: González Alarcón, Manuel Francisco ([email protected]);
Sánchez Hernández, Purificación (Universidad de Murcia - [email protected])
Motivation is one of the key factors that affect students’ performance in ELT and one
of the Individual Differences (IDs) that have elicited a greater amount of research over
the years (Dörnyei, 2005). This study aims at exploring the suitability of a task-based
methodology for eliciting an intrinsic motivation that endures over time (Cheng, 2009)
towards a Foreign Language (FL), as well as discerning its ability to improve the
academic performance of the students under consideration, drawing on the
quantitative and qualitative data collected through motivation surveys in a secondary
English classroom in Spain.
The novelty of the present research project, thus, does not reside solely in the subject
of enquiry itself, since motivation and its relationship with Task-Based Instruction (TBI)
has occasionally been taken into consideration in earlier studies (Bateman, 2009).
Instead, it is an attempt to bridge a gap provoked by the absence of an in-depth
investigation on the use of this methodology in foreign language contexts, with the
206
intention of providing a new view on how Task-Based Language Teaching (TBLT)
could be applied to existing unchangeable syllabuses, aiming ultimately at promoting
motivation
The research method for this work involved the conduction of two motivation
questionnaires prior and post implementation of the designed approach, used to
measure motivation at crucial points in the development of the methodology, and the
realization of an achievement exam in both the group under consideration and a
control group, through which the effects of the TBLT approach and the boost of
motivation were assessed. In order to discuss the results of the task implementation,
the information gathered by means of the two questionnaires was processed by
filtering the data obtained, encoding the answers uniformly, and introducing the
encoded parameters in a computer file (Dörnyei, 2011). Besides, the results projected
by the final exam were objectively compared taking into account the numerical marks,
mean value, range of grades and pass rate obtained by both groups in the three
activities that made up the test (Dörnyei, 2012).
The conclusions of this research project, drawn through statistical, quantitative and
qualitative analysis and comparison of the attitudes and results gathered, proved the
effectiveness of the task designed at enhancing motivation and the beneficial effects
of this motivation on students’ marks. Specifically, the new methodology implemented
was especially useful to renew students’ affection for the learning of English at school,
while the teaching intervention also proved to be effective at improving students’
academic performance in their final examination.
Finally, in the light of the above mentioned, this study can lead the way for a wide
number of future studies on the fields of motivation and TBLT. Some of the discussed
lines of research open to further investigation may involve the application of a taskbased approach to a complete syllabus or to programmes not guided by an official
syllabus or, on a different course of action, the polishing of assessment mechanisms
that grant students an evaluation that fits the peculiarities of a meaning-centred
approach.
References
Bateman, T. (2009). Individual Differences in Trait Motivation: An Exploration of the Relative
Influence of Motivational Traits and Goal Orientation on Goal Setting Processes. Unpublished
master's thesis, Faculty of Virginia Polytechnic Institute and StateUniversity, Blacksburg, VA.
Cheng, Y-C. and Yeh, H-T. (2009). From concepts of motivation to its application in
instructional design: Reconsidering motivation from an instructional design perspective. British
Journal of Education Technology, 40 (4), 597-605.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second
Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Edinburgh, UK:
Pearson Education.
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in SLA research? In A.
Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical
guide (pp. 74-94). Malden, MA: Wiley-Blackwell.
207
Título: La interacción de diversos modos en las actividades centradas en la
gramática para la enseñanza de inglés en materiales digitales interactivos
Autores: González Argüello, Vicenta (Universidad de Barcelona [email protected]); Montmany Molina, Begoña (Universitat de
Barcelona - [email protected])
La progresiva implantación de dispositivos móviles para el aprendizaje que
incorporan materiales digitales interactivos para la enseñanza de lenguas obliga a
profesores, investigadores y editores a analizar dichos materiales con el objetivo de
indagar qué ventajas ofrecen para la enseñanza sobre los materiales analógicos
tradicionales. El trabajo que presentamos hoy se centra en el análisis de las
actividades que los materiales digitales interactivos (MDI) ofrecen al alumnado para el
aprendizaje de la lengua. En concreto nuestro objetivo de análisis se centra en cómo
se presentan los contenidos lingüísticos para su enseñanza y su práctica,
específicamente los contenidos gramaticales.
El corpus objeto de análisis está formado por actividades de presentación y de
práctica de aspectos formales de la lengua en el MDI para la enseñanza de inglés
como lengua extranjera. Los niveles seleccionados son 5º y 6º de Educación
Primaria.
La gramática para la enseñanza de lenguas se ha venido tratando en los materiales
en soporte en papel a partir de presentaciones discursivas expositivas, basadas en el
uso de textos y en algún caso de alguna ilustración, usada mayoritariamente con
función decorativa. En este punto en el que la implantación de nuevos dispositivos de
enseñanza aumentan el potencial en el tratamiento textual de los contenidos a través
de la creación de discursos multimodales que combinen imagen estática y en
movimiento, textos para ser transmitidos de modo visual o auditivo, por lo que es
necesario ver si ese potencial es aprovechado y de qué modo (Kress & van Leeuwen,
1996). Son muchos ya los autores que por ejemplo presentan los beneficios del uso
de imágenes en la enseñanza de lenguas (Arnold, 2000; Goldstein, 2013; Simón,
2014).
Una primera aproximación a los datos (González, Montmany y Pujolà, 20013;
González, Montmany y Llobera, 2014) ya nos informan de que hay una resistencia
por parte de autores y diseñadores de materiales a plantearse el uso de discursos
multimodales que aprovechen todo el potencial de los nuevos dispositivos,
desperdiciando de ese modo la posibilidad de reforzar el input a través de diferentes
canales. Así, pues, no es posible atender los diferentes estilos de aprendizajes de
los alumnos, ni la creación de una sintaxis propia del discurso multimodal que facilite
la exposición a este tipo de discursos a los alumnos, impidiendo, de ese modo, que
puedan tener modelos construidos por expertos que les ayuden a desarrollar su
competencia comunicativa digital en la lengua que están aprendiendo.
References
ARNOLD, J., (2000). “Visualización: las imágenes mentales al servicio del aprendizaje de
idiomas”, en Arnold J. (ed.) Affect in language learning. Cambridge: Cambridge University
208
Press 1999 (Trd. Esp. La dimension afectiva en el aprendizaje de idiomas. Cambridge
University Press, 2000, págs. 277-294.
CASTAÑEDA CASTRO, A., (2004). “Potencial pedagógico de la Gramática Cognitiva. Pautas
para la elaboración de una gramática pedagógica de español/LE”, en RedELE (Revista
electrónica de didáctica del español lengua extranjera). Ministerio de Educación y Ciencia.
Marzo, (Nº 0) <www.sgci.mec.es/redele/index.html>
GOLDSTEIN, B. (2013). El uso de imágenes como recurso didáctico, Cambridge, Cambridge
University Press
GONZÁLEZ, V.; MONTMANY, B.; LLOBERA, M. (2014). “¿Qué aportan las instrucciones a la
interactividaad de la tarea?”, en XV Congreso Internacional de la Sociedad Española de
Didáctica de la Lengua y la Literatura. Retos en la adquisición de las literaturas y de las
lenguas en la era digital. Universitat Politècnica de València
GONZÁLEZ, V.; MONTMANY, B.; PUJOLÀ, J-T. (2013). “Lee, completa y aprende. Análisis
de las instrucciones en el material interactivo digital para la enseñanza de lengua”, en XXXII
Congreso Internacional de la Sociedad Española de Lingüística Aplicada. Industrias de la
lengua y cambio social. Universidad Pablo de Olavide
KRESS, G. & VAN LEEUWEN, T. (1996). Reading images: the Grammar of Visual Design,
Londres, Routledge.
STEVICK E. W., (1986). Images and options in the language classroom. Cambridge:
Cambridge University Press.
Título: Can you listen?; The use of pragmatic inferences by adult intermediate
students for listening to authentic material
Autores: Gonzalez Barcenilla, Carlos ([email protected])
Inferential processes were proposed as one of the strategies for FL learning by
authors such as O’Malley et al. (1985, 1990), Vandergrift (1997b), Oxford (1990)
and Goh (2000), to cite a few. However, the relationship between these inferential
processes and listening comprehension has not been sufficiently developed in order
to understand and assess our learners’ capacities and limitations. Thus, it stands to
reason that some investigation on how inferences can help learners to complete
listening tasks in the most effective way is needed.
The presentation gives an account of our experiment, which unveils the cognitive
processes that take place in our students’ minds when completing listening tasks and
how these can help them to tackle authentic material. Such experiment has adopted a
theoretical framework which purely belongs to the field of pragmatics, basing on some
of the literature on inferences by pragmatists such as Yule (1996) and Ariel (2010). It
can be drawn from such literature that three main types of inferences can be
distinguished: entailment, presupposition and implicature.
209
Our research, whose results are still being processed due to the big amount of data
collected, has three main objectives: first, it aims at uncovering whether it is possible
to train adult students on intermediate level to use these inferences, so that they can
complete listening tasks which are based on authentic material. Moreover, it intends
to reveal the extent to which the instruction in these inferences helps this type of
students to complete these types of tasks. Finally, the experiment assesses the
impact of such training by contrasting the results from the experimental group to the
ones from the control group.
The experiment has been carried out in two groups of “Intermedio 1” (B1 level)
students in a State School of Languages for Adults (“Escuela Oficial de Idiomas" in
Tres Cantos). One of these groups was selected to be the experimental, and the other
the control one. A series of listening activities have been used along the course in
order to collect data, divided into diagnostic, training and final activities. The special
interest of these activities needs to be remarked, as they intend to assess whether the
learners can use the three types of inferences (entailment, presupposition and
implicature) by only listening to excerpts from English-speaking films. Moreover, the
objective of these activities was not only to collect data, but also to instruct individuals
in the use of pragmatic inferences. Such instruction was intended to be subsequently
measured in the final activity, applied in both groups.
The presentation will explain all the relevant details of our experiment, as well as the
conclusions which are currently being drawn. Such experiment highlights the
necessity of analyzing and assessing our students’ capacities for listening
comprehension, being of great relevance for the FL teaching community.
Título: Blogs and podcasts as resources to cope with EFL students'
communicative needs
Autores: González Otero, Rebeca (Universidad Autónoma de Madrid [email protected])
We live in a global world where communication demands have dramatically changed
over the past decades and where EFL has acquired a central position. This new
reality translates into new communicative needs among EFL learners, who are
expected to use their L2 in a myriad of situations, contexts and modes. And this new
reality imposes a need of change in EFL methodologies and materials, especially in
countries like Spain in which the ones currently used are proving to be insufficient.
This can be seen in some external evaluations carried out across Europe, where
Spanish students do not manage to obtain the same results as their European
counterparts (Morales Gálvez et al., 2000). After observing some EFL lessons in
several Spanish schools, we came to the conclusion that teacher-centred
methodologies revolving around the use of the textbook were still highly common. The
use of the textbook might not be negative per se, as textbooks are helpful guides for
the teacher (Hutchinson and Torres, 1994). However, an extensive use of them might
hinder the development of communicative skills in the classroom (Gilmore, 2007;
Hwang, 2005) and might lead to the much dreaded teacher-centred model, which
results in the passive participation of students (Warschauer, 1996).
210
In order to tackle this situation, we decided to work on the design of several activities
that carefully balanced the use of ICTs to promote the development of EFL students’
oral skills –namely listening, speaking and pronunciation. In order to do so, we
focused on blogs and podcasts, which according to the experts can be easily
combined to create meaningful projects for our students whereas they can also
provide them with the opportunity to put to practice their communicative skills (Fox,
2007; Ducate & Lomicka, 2009; Kavaliauskiene & Anusiene, 2009). The aim of this
study was thus to prove whether the use of these materials was able to meet the
students’ interests and needs, providing them with the right tools to boost their oral
skills and to motivate them to continue learning.
Our study was structured in three different parts: (1) a pre-study analysis in which the
proficiency and the motivation of students was measured, (2) the development of a
series of innovative activities based on blogs and podcasts (the treatment), (3) a poststudy analysis to measure the proficiency and motivation of students after the
treatment. The treatment consisted on the creation of an online radio station where
radio programs were recorded by the students and then uploaded to the class’ blog as
a podcast. In order to design these programs, students were given some examples
before hand – most of them podcasts as well that were easily accessible online.
Results of the pre and post-study were then statically compared to see whether there
was as improvement after the treatment and, ultimately, to see if such difference was
significant or not.
Título: CEFR B1 level at the end of Non-Compulsory Secondary Education:
Are we helping our students? A case study
Autores:
Illana
Ruiz,
Rosa
Mª
(Universidad
de
Jaén
[email protected]); Díez Bedmar, María Belén (Universidad de Jaén [email protected])
Following the current legislation in Andalucía (BOJA 26/08/2008), students should be
able to use a Foreign Language at, at least, CEFR B1 level at the end of their NonCompulsory Secondary Education (NCSE). It is therefore expected that the textbooks
used in the second year in NCSE lead to the achievement of that CEFR level.
Nevertheless, the washback effect exerted by the Spanish University Entrance Exam
(UEE) seems to still pose serious limitations regarding material design and selection
at this stage.
Some written production activities, such as creative/essay writing, are extensively
practised in NCSE due to their posterior assessment in the UEE, which results in the
required level in the English exam in the UEE (Díez-Bedmar, 2012). However, that is
not the case with other productive and interactive activities and strategies, which are
not included in the exam and may not be dealt with in the NCSE classroom. A
mismatch is then found between the legislation and the assessment in the high-stakes
examination (Jódar Bonilla, 2008). It is therefore necessary to check that textbooks
nowadays used in NCSE foster the production and interactive activities and strategies
specified for CEFR B1 level.
With this objective in mind, this paper presents a case study providing a textbook
analysis of the production and interaction activities and strategies specified at CEFR
211
B1 level. The textbook scrutinized is Distinction 2 (Wildman & Wheeldon, 2013) and
its accompanying workbook (Wildman & Wheeldon, 2012). To conduct the analysis of
the 856 activities in the student’s book (540) and the workbook (316), 20 variables
were considered, namely production activities (2), production strategies (3), interactive
activities (12), and interactive strategies (3). Each of the variables was assigned a tag
for the posterior manual analysis of each activity in the students’ book and the
workbook. The results obtained highlight the importance of conducting textbook
analyses in the light of the CEFR to find any possible limitation in the materials. In the
case of Distinction 2, the preliminary findings point to the lack of opportunities to
practise some of the production and interactive activities and strategies expected at
CEFR B1 level. Consequently, tailor-made materials are needed to complement the
practice in the textbook and workbook and help students achieve the CEFR B1 level
required at the end of NCSE. Suggestions of such materials are provided.
References
Díez-Bedmar, M. B. (2012). The use of the Common European Framework of Reference for
Languages to evaluate compositions in the English Exam Section of the University Entrance
Examination. Revista de Educación, 357, 55-80.
Jódar Bonilla, O. (2008) La enseñanza de la pronunciación inglesa en el sistema educativo
español (bachillerato). In R. Monroy & A. Pérez (eds.), 25 años de lingüística en España: hitos
y retos (329-333).Murcia: Editum.
Wildman, J. & Wheeldon, S. (2013). Distinction 2: Student’s Book [4th impression]. Oxford:
Oxford University Press.
Wildman, J. & Wheeldon, S. (2012). Distinction 2: Workbook [2nd impression]. Oxford: Oxford
University Press.
Título: Estudio del uso de las conjunciones en las composiciones de
estudiantes de educación secundaria: Implicaciones pedagógicas.
Autores: Lahuerta Martínez, Ana Cristina (Universidad de Oviedo [email protected])
Este estudio analiza el uso de las conjunciones en las composiciones de tipo
expositivo de un grupo de estudiantes de educación secundaria españoles. Los
participantes fueron 399 estudiantes de tercero y cuarto de la ESO inmersos en un
programa bilingüe y en otro no bilingüe. El estudio cuantitativo se completó con un
estudio cualitativo centrado en el uso inapropiado de las conjunciones en las
composiciones de los participantes. Cada composición fue evaluada en términos de
su calidad y del número de conjunciones de acuerdo con la taxonomía de Halliday y
Hasan (1976) Los resultados del estudio cuantitativo mostraron una relación
significativa positiva entre el número de conjunciones y la nota obtenida en la
composición. Los alumnos del programa bilingüe aventajaron de manera significativa
a los del programa no bilingüe y los estudiantes de cuarto a los de tercero de ambos
programas en frecuencia de uso de conjunciones. Como las conjunciones son
cruciales en la calidad de la escritura, estos resultados parecen demostrar la eficacia
de los programas bilingües para desarrollar la competencia escrita de los estudiantes
212
y reflejan un progresivo aumento en la madurez discursiva de los estudiantes. El
análisis cualitativo mostró muy poca variedad en el uso de conjunciones,
especialmente entre los estudiantes del programa no bilingüe y entre los de tercer
curso. Los estudiantes experimentaron problemas en el uso de las conjunciones,
especialmente en el uso de conjunciones adversativas y aditivas. El uso inapropiado
de conjunciones resultó más frecuente entre los estudiantes del programa no
bilingüe. Se extraen implicaciones pedagógicas para la mejora de la enseñanza y
aprendizaje de las conjunciones en las clases de educación secundaria.
Referencias
Abdalwahid, A. S. (2012). Cohesion features in argumentative essays written by Libyan tertiary
EFL students (Arabic-speakers) at Omar Al-Mukhtar University in Libya (Unpublished Master
thesis). Griffith University, Queensland, Australia.
Halliday, M. A. K. and Hasan, R. (1976). Cohesion in English. London: Longman.
Hamed, M. (2014). Conjunctions in argumentative writing of Libyan tertiary students. English
Language Teaching, 7 (3), 108-120.
Ong, J. (2011). Investigating the Use of Cohesive Devices by Chinese EFL Learners. The
Asian EFL Journal Quarterly, 11(3), 42-65.
Yang, W. and Sun, Y. (2012). The use of cohesive devices in argumentative writing by
Chinese EFL learners at different proficiency levels. Linguistics and Education, 23, 31–48.
Zhang, A. (2010). Use of cohesive ties in relation to the quality of compositions by Chinese
college students. Journal of Cambridge Studies, 5(2-3), 78-86.
Título: Estudio exploratorio de las actitudes hacia las tecnologías de la
información y la comunicación: Estudiantes del grado de educación primaria
en la especialidad de lengua extranjera de Mondragon Unibertsitatea.
Autores: Ipiña, Nagore (Mondragon Unibertsitatea (HUHEZI) [email protected]); Sagasta, Pilar (Mondragon Unibertsitatea (HUHEZI)
- [email protected])
Vivimos en un espacio nuevo, denominado era digital, donde el flujo de conocimiento
e información parece no tener límites temporales ni espaciales (Pérez Gómez, 2014).
Asimismo, vivimos en una sociedad, o economía, del conocimiento donde este está
sometido a constantes cambios promovidos principalmente por las tecnologías de la
información y comunicación. Cambios multimodales y llenos de incertidumbre (Morín,
1999) que crean contextos complejos en los que los individuos debemos aprender y
desaprender. Es en esa complejidad donde la escuela debe afrontar nuevos retos;
pero también, debe aprovechar las oportunidades que este nuevo contexto ofrece.
Una de tantas oportunidades podemos encontrarla en los procesos de enseñanzaaprendizaje de lenguas. En este contexto, consideramos que la oportunidad, y reto a
su vez, reside en utilizar estas tecnologías para crear nuevos espacios significativos
213
para la interacción social (O’Dowd, 2011) y promover la negociación de significados y
la co-construcción del conocimiento.
Sin embargo, es esencial conocer las actitudes de los estudiantes hacia las
tecnologías de modo que su utilización en el proceso de enseñanza-aprendizaje sea
más exitosa. Investigaciones realizadas afirman que actitudes negativas hacia las
tecnologías de la información y la comunicación influyen de manera negativa en el
desarrollo de la competencia comunicativa (Kessler, 2009; Wheeler and Wheeler,
2009; Wang, Ertmer y Newby, 2004). Y este es precisamente el objetivo de esta
comunicación; se trata de analizar la posible influencia de las actitudes hacia las
tecnologías del alumnado que cursa el grado de Educación Primaria en Mondragon
Unibertsitatea.
La muestra de esta investigación cuantitativa consta de 19 estudiantes de primer año
de la especialidad de Lengua Extranjera en el grado de Educación Primaria. Con el
objetivo de conocer las actitudes de la muestra hacia la tecnologías se utilizó el
cuestionario desarrollado por Kennedy et al. (2009) y el desarrollado por González,
Espuny y Gisbert (2010). Los resultados muestran que los participantes tienen una
actitud entre neutra y positiva hacia las tecnologías de la información y la
comunicación.
Conocer que los estudiantes tienen una actitud entre neutra y positiva puede
contribuir positivamente al diseño de intervenciones que sean coherentes con los
retos de hoy en día. Es decir, consideramos que debemos promover actitudes
positivas hacia el uso de las tecnologías de la información y la comunicación en el
ámbito de la enseñanza-aprendizaje de segundas y terceras lenguas. Creemos
también que el diseño del proyecto educativo debe tener en cuenta este aspecto para
que los docentes podamos usar las tecnologías de la información y la comunicación
de manera significativa en nuestro día a día. De esta manera, podremos realizar un
modelaje para que estos futuros profesionales de la educación las utilicen en su labor
docente.
Referencias
González, J.; Espuny , C. y Gisbert, M. (2010). La evaluación cero de la competencia nuclear
digital en los nuevos grados de EEES. @tic. Revista de innovació educativa (4)
En: http://www.google.com/url?sa=t&rct=j&q=competencia%2Bnuclear%2Bcero%2Brovira%2
Bi%2Bvirgili&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fojs.uv.es%2Findex.
php%2Fattic%2Farticle%2Fdownload%2F169%2F210&ei=87qTpnyCNK78gOC2t2MCw&usg=AFQjCNHKQhrkSqYO_mTWH6iSCp-3-8JnFg [última
consulta: 4/10/2011].
Kennedy, G. Dalgarno, B.; Gray, K.; Judd, T.; Waycott, J.; Bennett, S.; Maton, K; Krause, K.;
Bishop, A.; Chang, R. y Churchward, A. (2009). Educating the Net Generation: A Handbook of
Findings
for
Practice
and
Policy.
En:
http://www.netgen.unimelb.edu.au/outcomes/handbook.html [última consulta: 14/05/2010]
Kessler, G. (2009). Student-initiated attention to form
writing. Language learning and technology, 13(1), 79-95.
in
wiki-based
collaborative
Morin, E. (1999). Los sietes sabers necesarios para la educación del futuro.
En:http://unesdoc.unesco.org/images/0011/001177/117740so.pdf [última consulta: 3/10/2009].
214
O’Dowd, R. (2011). Online foreign language interaction: Moving from the periphery to the core
of foreign language education? Language Teaching, 44(3), 368-380.
Pérez Gómez, J.I. (2014). Educarse en la era digital. Una nueva ilustración para la escuela.
Documento no publicado.
Wang, L., Ertmer, A.P. y Newby, J.T. (2004). Increasing preservice teachers’ self-efficacy
beliefs for technology integration. Journal of Research on Technology in Education, 36(3),
231–250.
Wheeler , S. y Wheeler, D. (2009). Using wikis to promote quality learning in teacher
training. Learning, Media and Tehcnology. 34(1), 1-10.
Título: Flipping lectures: analysing student workload in EMI contexts
Autores: Jimenez Munoz, Antonio (Universidad de Oviedo - [email protected])
The adaptation to the European Higher Education Area (EHEA) has brought the widespread
adoption of English as a Medium of Instruction (EMI) in a context of wider undergraduate and
institutional competition. In this context of immersion, however, most provisions have aimed at
merely changing the language of instruction with no explicit changes to curricular design.
Consequently, students have often lacked support in linguistic terms in face of the added
challenges of learning and performing in a second or foreign language, and are implicitly
required to spend extra time working on their language skills. Most instructors, in addition,
have noticed the need to water down concepts on linguistic grounds, and they have also
complained about less ground being covered. As remedial practice, more and more HE
modules are being re-designed as flipped or blended instruction, which allows expanding
content and attention to language beyond the constrictions of lesson time. However, academic
content already requires a substantial amount of independent study time for students. This
paper outlines a framework to situate the workload of students under several blended learning
modes quantitatively, and it offers the outcomes of a study carried out on first-year students of
Economics at the University of Oviedo. Results show a clear disparity between the curricular,
lecturer and student expectations towards independent study, which becomes problematic for
those students who are less proficient in English as it impacts their academic achievement.
The research method is translatable to other English for Specific Purposes (ESP) contexts and
will be of interest to those carrying out evidence-based research in ICT-enhanced content and
language learning.
Título: Technology-based 'weak' version of CLIL
Autores:
Kopinska,
Marta
[email protected])
(Universidad
del
País
Vasco
-
Due to the widespread access to technologies, which has modified our way of living
and learning, being an agile user of ICT (Information and Communication
Technologies) has become one of the basic skills in our society, on a par with
mastering foreign languages. The integration of the technologies in the FL (foreign
language) classroom is thus a powerful tool when it comes to boosting learners’ digital
and FL competence at the same time. Moreover, technology-supported activities may
215
contribute to engaging students in their learning process and increase their
motivation. In the present study we argue that a ‘weak’ version of a language classdriven CLIL (Content and Language Integrated Learning) (Ball, 2009; Ikeda, 2013),
based on the integration of the use of ICT may contribute to improving students’
performance and their ideal L2 self (Dörnyei, 2005, 2009).
By ‘weak/soft’ CLIL we mean, following Ikeda (2013), a type of content and language
integrated instruction with the objective of helping learners to develop their target
language competencies as a primary aim and their subject/theme/topic knowledge as
a secondary aim.
In a recent study by Doiz and her associates (2014) students were given the
opportunity to identify (de)motivating factors in CLIL environment and they highly
valued the use of computers for classroom activities. Technology-based ‘weak’ CLIL
classes may thus give us the “motivational resource for language learning and
language use” in order to “tap into” the cyberworld of “current net generation”, which
“has become such an integral part of their identity, motivation and daily activity on life”
Ushioda (2011:207).
The present study is a part of an ongoing longitudinal research, which has been
conducted in a high school, with the aim of drawing the attention to ICT’s benefits also
for older learners. The study aims at exploring the effect of ICT integration in the FL
classroom on the development of learners’ FL skills, while it also focuses on the
attitudinal factors linked to ICT use. The sample was comprised of 135 students,
divided into an experiment group, which was involved in ICT-based EFL classes, and
a control group. The analysis of the issues concerning students’ attitudes and
motivation obtained via questionnaires allows us to claim pedagogical implications in
favour of such kind of ‘weak/soft’ CLIL integration in the classroom in order to support
students’ multimodal communicative skills in the foreign language.
References
Ball, P. (2009) Does CLIL work? In Hill, D. and P. Alan (eds.) The Best of Both
Worlds? International Perspectives on CLIL. Norwich: Norwich Institute for Language
Education. pp. 32-43.
Doiz, A., D. Lasagabaster and J.M. Sierra (2014) Giving voice to the students What
(de)motivates them in CLIL classes? In Lasagabaster, D., A. Doiz and J.M. Sierra
(eds.) Motivation and Foreign Language Learning. From theory to practice.
Amsterdam/Philadelphia: John Benjamins Publishing Company. pp. 117-138.
Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second
Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009) The L2 Motivational Self System. In Dörnyei, Z. and E. Ushioda
(eds.) Motivation, language identity and the L2 self. Bristol: Multilingual Matters. pp. 9-42.
Ikeda, M. (2013) Does CLIL work for Japanese Secondary School Students? Potential for the
‘Weak’ Version of CLIL.International CLIL Research Journal, 2(1). pp. 31-43.
Ushioda, E. (2011) Language learning motivation, self and identity: Current theoretical
perspectives. Computer Assisted Language Learning, 24(3). pp. 199–210.
216
Título: Alas, poor Yorick! Your skull is all over the web now… But let’s put it to
some good cause
Autores: Kwiatkowska, Alina (University of Lodz, Poland - [email protected])
Preparing a new course for my MA-level students of linguistics at the Department of
English Philology, I felt I had to emphasize the fact that language very rarely occurs in
isolation from other modes of communication. This may seem rather obvious to us,
but the existing teaching materials for students at this level rigorously restrict their
interest to the description and analysis of verbal utterances. As a result, I have found
that the students are at a total loss to discuss multimodal or cross-modal texts: they
are often not even able to notice much of their non-verbal content, let alone talk about
it using some consistent terminology. I have set out to prepare some materials that
would help me redress that situation. It is obvious that in this day and age, one turns
to the new media to look for such resources.
I believe that the theoretical framework best suited for talking about multimodal texts
should generally have a cognitivist orientation, as the cognitivist project assumes a
common mental basis of visual and verbal representations. This seems to be a good
background for a semiotics that would be able to talk productively about both
language and images.
In my talk, I would like to present the materials I have used to teach a class whose
purpose was to make the students sensitive to the different interfaces and interactions
between the verbal and other modes. I assembled various versions of the short
fragment from Hamlet (Act 5, scene 1, the gravediggers’ scene), including fragments
of a theater performance, films, opera/musical, book illustration, Internet memes, and
many cartoons, to talk about the different modes of communication, intersemiotic
translation, adaptation, intertextual references, as well as verbal and visual allusion,
parody, metaphor, metonymy, and (spatial, temporal, and mental) perspective.
Título: Proyecto AGnovel: Aplicación de la novela gráfica interactiva a la
enseñanza de lenguas
Autores: Lamolda González, María Ángeles (CLM-Universidad de Granada [email protected] Biedma Torrecillas, Aurora ( CLM-Universidad de Granada [email protected])
Esta comunicación presenta un proyecto europeo que se está desarrollando con la
participación de diferentes universidades e instituciones europeas, de seis países. El objetivo
es crear una aplicación para tablets y otros dispositivos móviles de pantalla táctil que utilice la
novela gráfica para la enseñanza de lenguas extranjeras. Se trata de una novela gráfica
interactiva que también tiene soporte audio y otras utilidades con explotación didáctica. Se
puede usar en clase de lenguas pero también para el aprendizaje autónomo.
217
Título: Use of connectors in L2 formal writing: do different instruction-givers
matter?
Autores:
Levkina,
[email protected])
Mayya (Universidad
de
Barcelona
-
When carrying out research on L2 acquisition, it is very frequent to deal with a design
with two or more comparable groups where the experiment itself is done by different
researchers (teachers). Although teacher / researcher factor is almost never taken
into account, it may play a decisive role and affects significantly statistical results of a
study. For this reason, the present study is focused on the difference an instructiongiver may play in L2 development of a given feature when all other factors are stable
(i.e input and treatment).
The research deals with L2 development of L2 formal writing of newspaper articles
and particularly with the use of formal connectors in newspaper articles writing. The
idea of task sequencing has recently emerged in the field of task-based language
learning motivated by multiple studies on L2 learning based on tasks and the gap in
the field of how to sequence them in a syllabus design (Robinson, 2010; Baralt,
Gilabert & Robinson, 2014). Several theories were forwarded regarding how to
sequence tasks in a structured and logical way in a syllabus design (Robinson, 2010;
Skehan, 2009). Currently, several studies have been done in this field with the
promising beneficial effects of tasks sequenced form cognitively simple to cognitively
complex on L2 learning. However, no one has specifically looked at the fact that even
slightly differently instructed students may perceive input and treatment tasks in a
completely opposite way and end up producing significantly different results.
Therefore, the present study aims at investigating whether this factor may result in a
significant difference of results at qualitative and quantitative levels.
The participants of the present study are 30 undergraduate students of English
studies with the very similar proficiency level of English (B1) as measured by Oxford
placement test. They are organized into two different groups according to an
instruction-giver. The content of a teaching unit is related to newspaper writing
(structure and content) and the use of formal connectors necessary to build up a
newspaper article. Although they have different instruction-givers, the input and
treatment sessions contain exactly the same materials in the same order (i.e. a series
of writing tasks organized from cognitively less demanding to cognitively more
demanding). Pre-test and post-test contain one writing task with two areas of interest:
one is content-focused (newspaper article writing) and the other one is form-focused
(the use of formal connectors). The writing tasks are codified and analyzed both
quantitatively and qualitatively.
Título: Cross-cultural and intercultural content in EFL textbooks in the
Multilingualism Promotion Program in Andalusia
Autores: López Jiménez, María Dolores (Universidad Pablo de Olavide [email protected])
218
Andalusia’s Multilingualism Promotion Program (Plan de Fomento del Plurilingüism)
introduced in 2005 as an official language policy and more specifically the Bilingual
Schools program place a special emphasis on the cross-cultural and intercultural
components in its bilingual public-school network:
Desde el punto de vista cultural, el alumnado de los Centros Bilingües entrará en
contacto con otras realidades a una edad temprana y podrá establecer muy pronto
comparaciones con su propio entorno, despertándose así su interés por conocer
otras culturas diferentes con distintas creencias, costumbres, instituciones y técnicas
(Junta de Andalucía, 2005, p. 50)
From a theoretical-descriptive perspective regarding the explicit teaching of culture,
this study takes into account the ‘intercultural communicative competence’ (ICC)
model proposed by Byram and his colleagues (1997, 1998). One of the main
objectives of the ICC model is that the learner should become an ‘intercultural
speaker’ rather than a ‘native speaker’ of the L2. In addition to this framework, the
notions of cross-cultural communication/study and intercultural communication (Bowe
& Martin, 2007; Jandt, 2010; Neuliep, 2012) are also considered. The first term refers
to the comparison of cultural phenomena between two cultures while the second one
focuses on the interaction between people and groups from different cultures. This
study is based on the analysis of cross-cultural and intercultural aspects from a set of
10 EFL textbooks (TB) that are currently being used at 1st and 4th grades in the
compulsory secondary education in Andalusia. The results indicate the following: (a)
all the TBs include a dual focus on the similarities and differences between the
students’ source culture (C1) and their target culture (C2), (b) cross-cultural
comparisons between the C1 and the C2 in reading comprehension activities are
requested instead of being covered explicitly, (c) only a reduced number of TBs
provide students with opportunities to become aware of verbal and non-verbal
differences in intercultural communication between the C1 and C2, (d) none of the
TBs offer appropriate ways to deal with verbal and non-verbal differences in nonjudgmental or non-ethnocentric ways, (e) there are no regular sections that deal with
cross-cultural and intercultural awareness, and (f) cross-cultural and intercultural
aspects are neither reviewed nor tested. Taking into account these results, it is
concluded that cross-cultural and intercultural content is hardly promoted in the
analyzed EFL TBs.
References
Bowe, H. J., & Martin, K. (2007). Communication across cultures: Mutual understanding in a
global world. New York: Cambridge University Press.
Byram, M. (1997). Teaching and assessing intercultural communicative competence.
Clevedon: Multilingual Matters.
Byram, M., & Fleming, M. (Eds.). (1998). Language learning in intercultural perspective.
Approaches through drama and ethnography. Clevedon: Multilingual Matters.
Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global
community. Thousand Oaks, CA: Sage.
Junta de Andalucía (2005). Plan de fomento del plurilingüismo. Una política para la sociedad
andaluza. Consejería de Educación de la Junta de Andalucía.
219
Neuliep, J. W. (2012). Intercultural communication: A contextual approach. Thousand Oaks,
CA: Sage.
Título: Case method as an approach to teacher education for learner
autonomy in the FL classroom
Autores: Manzano Vázquez,
[email protected])
Borja
(Universidad
de
Granada
-
The concept of learner autonomy has been widely acknowledged as one of the most
important educational goals in modern languages education over the last decades
(see, for example, Benson, 2001; Dam, 1995; European Commission, 2006; Holec,
1981; Jiménez Raya, 2008; Little, 2007; Morgan, 1996; Vieira, 2009). The constant
changes our present-day society is undergoing (i.e. the growing globalisation, the
unstoppable growth of knowledge, the omnipresence of information and
communications technology, or the increased need for plurilinguistic competences)
have made this notion indispensable in educational rhetoric. Nevertheless, the
development of learner autonomy is far from being a relevant goal in the practice of
foreign language teaching (Jiménez Raya et al., 2007; Manzano Vázquez,
forthcoming) and one of the main reasons for this is the lack of teacher education
programmes aimed at preparing teachers to foster learner autonomy in the classroom
(Benson, 2011).
Teacher education (both pre-service and in-service) has a crucial role to play in the
enactment of learner autonomy. We cannot expect teachers to develop learner
autonomy in their classroom if they have not been previously trained to do so. For this
reason, there is the pressing need to design and implement a coherent teacher
education strategy which adapts teachers’ teaching practice to a more learner-centred
pedagogy. The major aim of this presentation is to discuss the development of a
specific framework in teacher education for learner autonomy based on the
implementation of a case pedagogy as the most effective approach when it comes to
equipping foreign language teachers with the knowledge, skills and confidence to
promote learner autonomy, as well as giving them a first-hand experience of teacher
autonomy in their professional development and confronting their traditional beliefs
and images about teaching and learning.
Título: The implementation of CLIL in three Spanish monolingual communities
Autores: Manzano Vázquez,
[email protected])
Borja
(Universidad
de
Granada
-
Attending to the need for globalization and Europeanization, the European Union has
adopted several measures to foster a multilingual society in Europe such as the White
Paper on Education and Training (European Commission, 1995) stating the wellknown 1+2 principle; the Action Plan “Promoting Language Learning and Linguistic
Diversity” (European Commission, 2004), and “A New Framework Strategy for
Multilingualism” (European Commission, 2005). These strategies have prompted the
systematic search for new teaching methods that encourage the learning of foreign
220
languages in the school context, and one of these approaches is CLIL (Content and
Language Integrated Learning) instruction: the teaching of content subjects, or parts
of content subjects, through the medium of a foreign language (Marsh, 1994).
Nowadays, CLIL methodology is gaining more and more ground in European
educational systems like Spain where CLIL is increasingly becoming a widespread
teaching method in both primary and secondary education (Fernández Fontecha,
2009; Ruiz de Zarobe and Lasagabaster, 2010).
The major aim of this poster is to discuss the implementation of CLIL in three Spanish
monolingual communities: Extremadura, Madrid, and La Rioja. First, I will present an
overview of the rationale for, and immediate situation of, CLIL in Spain. Next, I will
describe and discuss the language policy, putting special emphasis on the similar and
distinctive traits of CLIL implementation initiatives, in the three Spanish monolingual
communities. In doing so, I will also focus on the teacher training programmes
designed in these communities to prepare teachers for bilingual education, and on
what CLIL research has concluded in the Extremadura, Madrid and La Rioja area to
date.
Título: Infant and primary teacher trainees and the teaching of English within a
CLIL approach: beliefs on plurilingualism and previous knowledge about
learning and teaching English as a third language
Autores: Martí
[email protected])
Arnándiz,
Otilia (Universidad
Jaume
I,
Castellón
-
The Recommendation of the European Parliament and the Council of December
2006, in line with The White Paper on Education and Training (1995), set out
communication in the mother tongue and in at least two foreign languages as the
main objectives of plurilingual education. Yet, in some European areas, such as
bilingual communities in Spain (i.e. the Basque Country, Catalonia, Galicia or the
Valencian Community), a feasible way of fostering plurilingualism among children in
infant and primary schools seems to be the introduction of English along with the
maintenance of minority languages (see Cenoz, 2009; Cenoz & Gorter, 2013; or
Gorter, Zenotz and Cenoz, 2014). Despite this possibility, recent studies like De
Angelis (2011) have pointed to the absence of the teaching of the linguistic and
cognitive benefits of bilingualism and multilingualism in teacher training programmes.
This paper explores the beliefs and previous knowledge of pre-school and primary
teacher trainees regarding multilingual issues and previous knowledge on the learning
and teaching of English as a third language in the Valencian Community, where
Spanish and Catalan are the two co-official languages. Unlike other contributions
about teachers’ plurilingual awareness (Griva & Chostelidou, 2012; Otwinowska,
2014), this pilot study focuses not on FL or EFL teachers, but on a sample of a
hundred generalist infant and primary teachers-to-be who are being trained to
implement a CLIL approach in their future teaching practice. Both the participants’
proficiency level in English and the number of languages known to and actively used
by them are tested to assess whether such variables have a positive impact on the
two issues analysed.
221
The main data collection tool is a questionnaire, implemented at the beginning of the
course “Didactic of the English Language” in the Infant and Primary Teacher Training
degrees at Universitat Jaume I, Castelló (Spain). It is based on Griva & Chostelidou’s
2012 semi-structured interviews of Greek FL teachers and embraces four thematic
strands: (i) status of European languages and status of English, (ii) multilingual
competence and multilingual education, (iii) learning/teaching of English as a foreign
language; and (iv) Early foreign language learning. The pre-test was followed by four
weekly three-hour in-class sessions centred on how to teach English as a third
language from a plurilingual perspective. The same initial questionnaire will be
implemented at the end of the course to ascertain its impact, if any, on the
participants’ beliefs and knowledge. Finally, some conclusions are drawn concerning
changes in teacher training programmes to effectively promote plurilingual
approaches in classes where English will be the main vehicle for content learning.
References
De Angelis, G. (2011). “Teachers’ beliefs about the role of prior language knowledge in
learning and how these influence teaching practices”. International Journal of Multilingualism,
8 (3): 216-234.
Cenoz, J. (2009) Towards multilingual education: Basque educational research in international
perspective. Clevedon: Multilingual Matters.
Cenoz, J. and D. Gorter (2013). “Towards a plurilingual approach in English Language
Teaching: Softening the boundaries between languages”. TESOL Quarterly, 47 ()
Gorter, D., V. Zenotz and J. Cenoz (2014). Minority languages and multilingual education.
Berlin: Springer.
Griva, E. (2012). “Multilingual competence development in the Greek educational system: FL
teachers’ beliefs and attitudes”. International Journal of Multilingualism, 8 (3): 216-234.
Otwinowska, A. (2014). “Does multilingualism influence plurilingual awareness of Polish
teachers of English?” International Journal of Multilingualism, 11 (1): 97-119.
Título: Recursos para desarrollar la interacción oral de inmigrantes chinos en
español inicial
Autores: Martín Leralta, Susana (Universidad Nebrija - [email protected]);
Hernández Alcaide, Carmen (Universidad Nebrija - [email protected]);
García Viúdez, Bega (Universidad Nebrija - [email protected])
El Plan de Integración de la Comunidad de Madrid (2009-2012) señala que la mayor
parte de los estados de la UE consideran el conocimiento básico de la lengua como
un elemento esencial de la integración (p.60).
Uno de los grupos migratorios más representativos de la Comunidad de Madrid, y el
que mayor incremento está registrando en los últimos años, es el de ciudadanos de
222
origen chino. Este colectivo presenta unas dificultades de integración específicas,
derivadas fundamentalmente de su distancia lingüística y cultural respecto a la
sociedad de acogida.
Con el objetivo de facilitar el aprendizaje de la lengua a los trabajadores
sinohablantes, se está llevando a cabo un proyecto de investigación para desarrollar
su eficacia comunicativa oral en español inicial. El proyecto, subvencionado por la
Consejería de Asuntos Sociales de la CM, comenzó en julio de 2014 y se extenderá
hasta julio de 2015.
A partir de los resultados de la fase inicial de análisis de necesidades, se han
diseñado el currículo específico para un curso semipresencial de 80 horas de
duración y los materiales de enseñanza, se ha formado a los profesores del curso y
se ha comenzado con la implantación del curso Comunícate en español con tres
grupos de alumnos (total de 82 aprendices), que se desarrollará entre noviembre de
2014 y abril de 2015.
Partimos del concepto de “eficacia comunicativa oral inicial” (Martín Leralta, 2012) de
acuerdo con las teorías de competencia comunicativa de lenguas extranjeras del
Consejo de Europa, según las cuales la competencia comunicativa incluye más
componentes que el conocimiento del sistema lingüístico; de ahí que se conceda
gran importancia a la competencia pragmática.
El curso sigue una metodología ecléctica, en la que se aboga, citando palabras de
Martín Peris (2009), “por un progreso integrador y no excluyente de diferentes
aportaciones conceptuales, basado en una reconducción de la relación entre teóricos
y docentes”.
Para ello, se aplican recursos didácticos de diversa naturaleza, que tienen por
objetivo optimizar el aprendizaje lingüístico teniendo en cuenta las necesidades
específicas de los discentes. Así, se hace uso de material audiovisual, grabaciones
de nativos y de los propios alumnos, representación de modelos conversacionales,
aplicaciones de traducción y soporte de herramientas colaborativas en línea.
La inclusión en el aula de los dispositivos móviles con diversas utilidades didácticas y
de comunicación online, favorece, de manera adicional, la creación de una
comunidad de enseñanza/aprendizaje en la que alumnos y profesores se ofrecen
retroalimentación sobre el proceso.
En esta comunicación se presentarán los recursos empleados en el
curso Comunícate en español y se ofrecerán resultados de sus aportaciones al
aprendizaje de ELE, así como de la percepción de los alumnos acerca de la utilidad
de estos recursos.
Referencias
Comunidad
de
Madrid.
2012. Plan
de
Integración
2009-2012.
[en
línea] http://www.madrid.org/cs/Satellite?cid=1142466092013&language=es&pagename=Port
alInmigrante%2FPage%2FINMI_pintarContenidoFinal
223
Martín Leralta, Susana. 2012. “Diseño y formación de evaluadores de una Prueba de eficacia
comunicativa oral en lengua española para trabajadores inmigrantes (PECOLE)”. En Actas del
XXX Congreso Internacional de AESLA, La lingüística aplicada en la era de la globalización.
Lleida: Universidad de Lleida.
Martín
Peris,
Ernesto.
2009.
“La
situación
postmétodo”.
línea] http://www.ernestomartin.com/wp-content/uploads/2009/06/la-situacion-post.pdf
[en
Título: Look Who’s on Tv!
Autores: Martinez Figueroa, Denisse (UNIVERSIDAD DE SONORA - [email protected])
Are you successfully encouraging speaking in your EFL/ ESL classroom? This paper
attempts to show how to enhance students’ oral production and fluency in the target
language through designing a TV show.
As EFL teacher I strongly believe that speaking needs to be developed in the
language classroom focusing on communicative purposes for students to successfully
acquire this skill therefore; I aim to show the advantages of using this strategy to
improve speaking by encouraging students to design and produce their own weekly
TV show. First, I use video examples to show an outlook of this technique. Second, I
describe techniques, and show available formats for designing a TV Show plot at the
same time; I offer tips and ideas to include this strategy in the EFL teacher’s weekly
lesson plan.
Moreover, I demonstrate how useful different and simple devices can be used to
develop this technique the same as resources available in the language classroom
thus, I go from iPads and cameras to boxes and sock puppets.
Final comments and conclusions emphasizing the importance of developing
innovating techniques to enhance students’ positive attitude towards speaking are
presented at the end of this paper.
Título: La didáctica de la expresión oral en le: ¿Qué piensan los futuros
maestros de educación primaria?
Autores:
Mateo
Ruiz,
Miguel
(Universitat
de
[email protected]);
Usó Viciedo, Lidia (Universitat de Barcelona - [email protected])
Barcelona
-
Actualmente, la atención prestada en las aulas de primeras lenguas a la didáctica de
la competencia oral en la Educación Primaria y Secundaria en España sigue siendo
todavía inferior a la de la competencia escrita, a pesar de que ya hace casi dos
décadas de la aparición del enfoque comunicativo y de las diversas voces de alerta
dadas desde la investigación en Didáctica de la Lengua en este sentido. Además, los
currículos vigentes en Cataluña contemplan y fijan objetivos, contenidos y criterios de
224
evaluación para las dos dimensiones comunicativas de la competencia oral a las que
en él se alude, la de hablar y la de conversar. Sin embargo, esta realidad se supone
bien diferente cuando se trata de la didáctica de una lengua extranjera, donde parece
obvio que se le deba prestar más atención a la competencia oral en el aula. Así
parece ser, al menos, si observamos, además del currículo, los manuales existentes
de LE y los recursos didácticos que se manejan en dicho ámbito. También, las
pruebas de evaluación externa de lengua extranjera, en 6º de Primaria y 4º de ESO,
exigen en la actualidad, al menos en Cataluña, la evaluación de la competencia oral
del alumnado, aunque solo sea en la habilidad de la comprensión oral.
Aun así, a raíz de nuestra experiencia docente formando maestros de Educación
Primaria en la Didáctica de la Lengua, y movidos por sus comentarios, opiniones y las
explotaciones didácticas realizadas, hemos querido llevar a cabo un estudio para
averiguar qué contenidos y prácticas llevarían y trabajarían en el aula los futuros
docentes de Primaria para desarrollar la competencia oral de sus alumnos en la LE,
concretamente la habilidad de la expresión e interacción oral. También pretendemos
saber en qué contenidos y prácticas han sido formados en sus etapas previas de
Educación Primaria y Secundaria a la hora de trabajar y desarrollar esta habilidad en
la LE. Para ello hemos tomado una muestra de 79 alumnos de primer curso del
Grado de Maestro en Educación Primaria de la Universidad de Barcelona,
matriculados en la asignatura de “Iniciación a la Didáctica de la Lengua y la
Literatura”. Como instrumento de recogida de datos se han elaborado y administrado
cuestionarios con preguntas acerca de la competencia oral en una LE, sobre los
posibles contenidos que tratarían y las prácticas que realizarían en el aula de LE y,
por último, sobre el propio proceso de enseñanza/aprendizaje de la LE realizado en
las etapas educativas previas por lo que a la expresión e interacción oral se refiere.
A partir del análisis de los datos extraídos de los cuestionarios, pretendemos
observar qué contenidos y prácticas prevén llevar al aula de LE el día de mañana y
ver en qué medida su formación previa en la lengua extranjera ha podido influir en
ello. De los resultados que se obtengan, se extrapolarán conclusiones sobre las
directrices a seguir en la didáctica de la habilidad de expresión e interacción oral en
LE en la formación de Maestro en Educación Primaria.
Título: Libros de texto digitales de lenguas para 1x1: un “quiero y no puedo”
Autores:
Merino,
Elena
(Universitat
Pompeu
Fabra
[email protected]); Cassany, Daniel (Universitat Pompeu Fabra [email protected])
En esta comunicación analizamos los materiales didácticos de dos editoriales para 1º
de ESO en las asignaturas de Catalán y Castellano. Estos materiales se usan en
varios institutos que siguen el modelo 1x1 (un portátil por alumno) dentro del proyecto
ies20_1x1[1]. Nuestro corpus de análisis incluye: el libro de texto y el de ejercicios, en
papel y en versión digital, y las narraciones de 8 docentes de esas materias en 4
centros distintos, a partir de entrevistas etnográficas individuales y semiestructuradas.
El análisis se centra en: a) los elementos multimodales; b) los hipervínculos externos;
c) la autocorrección en las tareas en línea, y d) la instrucción en la búsqueda y
evaluación de información en la red. Adoptamos una perspectiva sociocultural de la
225
literacidad (Zavala ed. 2004), siguiendo el análisis crítico de los libros de texto en
papel (Taki 2008) y en versión digital (Han Shin 2012).
En términos cuantitativos, una de las editoriales incluye un promedio de 14 recursos
(vínculos, fotos, vídeos) por unidad, mientras que la otra solo remite a diccionarios
normativos (DIEC y DRAE). El análisis de esos recursos sugiere que: a) los audios y
vídeos son limitados y ejercen funciones secundarias; no hay reproducciones
virtuales, esquemas tridimensionales ni apps interactivas; es más sofisticado el uso
didáctico de las fotografías; b) los hipervínculos suelen pertenecer a la alta cultura
(“autoridades”, webs y pdf con explicaciones teóricas o ejemplos), además de algún
fragmento periodístico (entrevistas a famosos) y sin mención alguna a los recursos
más conocidos por el alumnado (Wikipedia, Wordreference); los vínculos carecen de
indicaciones sobre su interés o aprovechamiento; c) las tareas autocorregibles
pueden repetirse antes de guardarse y enviarse, pero solo dan respuestas numéricas
simples, sin contextualización o guías para mejorar su resolución, y d) los vínculos
solo permiten abrir ventanas dentro de la misma Biblioteca Digital y carecen de
sugerencias para buscar información en la red.
Los docentes coinciden en que: 1) el acceso al libro digital exige manejar varias
ventanas (plataforma editorial, Moodle, vínculo externo), lo cual el alumno no siempre
sabe hacer con eficacia; 2) los textos y ejercicios digitales son breves y sencillos para
que quepan en una pantalla, y 3) son valiosos los datos sobre el comportamiento de
cada alumno en la red, que aportan las plataformas. Dos docentes (coautores de
libros de texto) coinciden en que una necesidad inmediata es diseñar formas de
autocorrección que orienten al alumno en diferentes grados y que impidan la
respuesta mecánica.
En resumen, el análisis de los materiales editoriales y las narraciones de los docentes
coincide en que los libros digitales en secundaria son una copia enriquecida del
material en papel. Incorporan algunos recursos multimodales, “registran” la actividad
del alumno y aportan algunas tareas interactivas, pero carecen de una propuesta
completa y útil de aprovechamiento de las posibilidades de la Web 2.0.
References
Han Shin, J. (2012) Analysis on the Digital Textbook’s Different Effectiveness by
Characteristics of Learner,International Journal of Education and Learning, 1/2: 23-38.
Taki, S. (2008). International and local curricula: The question of ideology. Language Teaching
Research, 12(1), 127-142.
Zavala, V. Niño-Murcia, M.; Ames, P. Ed. (2004) Escritura y sociedad. Nuevas perspectivas
teóricas y etnográficas. Lima: Red para el desarrollo de las ciencias sociales en el Perú.
[1] Vínculo al site: https://sites.google.com/site/ies201x1/home
226
Título: Language learning contexts (LLC) and the L2 selves of Spanish
University Students: The LLC and L2 Self Motivation Questionnaire
Autores: Moratinos Johnston, Sofía (Universitat Illes Balears
[email protected]);
Juan, María ([email protected]); Salazar, Joana ([email protected])
-
The objective of this study is to investigate how the learning contexts that Spanish
university students have experienced during their education may influence their L2
selves. The language learning contexts in question are: 1 Formal Instruction (FI); 2.
Content and Language Integrated Learning (CLIL); and 3. Study Abroad (SA). To this
avail a questionnaire was developed to collect data on the participants’ personal
foreign language learning history and to reflect on the most important factors affecting
L2 motivation within the L2 Motivational Self System. This new paradigm, introduced
by Dörnyei and his colleagues (Dörnyei & Csizér, 2005; Ushioda & Dörnyei, 2009),
draws on the field of ‘self-psychology’ research (Higgins, 1987; Markus & Nurius,
1986) to consider motivation in function of the learner’s capability of creating and
trying to fulfil a desired future self. It consists of three components: the Ideal L2
Self, theOught-to L2 Self and the L2 learning experience. The Ideal L2 Self relates to
one’s goal of becoming a successful L2 user and acts as a strong motivator to learn
the L2 to reduce the discrepancy between our actual and ideal selves. TheOught-to
L2 Self relates to those attributes that one feels one ought to acquire to avoid possible
negative outcomes. Finally, the L2 learning experience concerns the learning
environment and experience, i.e. the influence the teacher, the curriculum, the peer
group and the experience of success have on the learner (Dörnyei, 2009).Of these
three components, the L2 learning experience is the least well studied, which
indicates that future research could elaborate on its relationship with the other two
components. Hence, this study features a new questionnaire designed to bring the
three components together and find out how they influence one another. The L2
learning experience is analysed by measuring issues related to or derived from the
learning experience itself – the learning effort, the attitudes to L2 learning and the
learner’s linguistic self-confidence. The Ideal L2 Self is considered to be influenced by
factors such as instrumentality (Kim, 2009) and attitudes towards the L2 community,
understood as a global community in line with scholars such as Coetzee-Van Rooy
(2006), Lamb (2004) and Yashima (2000). Lastly, the Ought-to L2 Self is shaped by
social factors such as parental encouragement (Taguchi, Magid, & Papi, 2009). The
data gathered from the questionnaire administered to Spanish university
undergraduates enables comparisons to be drawn according to the learning contexts
or combinations of contexts participants have experienced. Initial results deriving
from our study indicate that the students (n= 151) that have experienced CLIL or CLIL
and SA have a greater capability of recognising themselves as more competent L2
users in accordance with the Ideal L2 Self. The findings may help teachers and
language policy designers to develop strategies and designs that will foster motivation
in the different foreign language contexts and their combinations at all levels of
education.
References
Coetzee-Van Rooy, S. (2006). Integrativeness: Untenable for world englishes learners? World
Englishes, 25(3-4), 437-450. doi:10.1111/j.1467-971X.2006.00479.x
227
Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z.
Dörnyei, & E. Ushioda (Eds.), Motivation, Language identity and the L2 self (pp. 1-42). Bristol:
Multilingual Matters.
Dörnyei, Z., & Csizér, K. (2005). The internal structure of language learning motivation and its
relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychololgical
Review, 94, 319-340.
Kim, T. (2009). The sociocultural interface between ideal self and ought-to self: A case study
of two Korean students' ESL motivation. In Z. Dornyei, & E. Ushioda (Eds.), Motivation,
language identity and the L2 self (pp. 274-294). Clevedon: Multilingual Matters.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.
Markus, H., & Nurius, P. (1986). Possible selves. American Prychologist, 41(9), 954-969.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese,
Chinese and Iranian learners of English . In Z. Dörnyei, & E. Ushioda (Eds.), Motivation,
language identity and the L2 self (). Clevedon: Multilingual Matters.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical
overview. Motivation, Language identity and the L2 self (pp. 1-8). Bristol: Multilingual Matters.
Yashima, T. (2000). Orienations and motivations in foreign language learning: A study of
Japanese college students.JACET Bulletin, 31, 121-133.
Título: Mediation in the Foreign Language Classroom: Enhancing ICC through
Mediation Activities
Autores: Morcillo del Mercado, Elena ([email protected])
The aim of this action research study is to investigate the impact of activities based on
the mediation skill in order to enhance secondary learners’ level of Intercultural
Communicative Competence (ICC hereinafter). Besides, the present paper endeavors
to raise awareness of the gap in research on the role of mediation in foreign language
educational environments (De Arriba & Cantero, 2004; Dendrinos, 2006;
Stathopoulou, 2013, 2014). It also provides a theoretical review on the concept of ICC
and its possible ways of assessment (Byram, 1997, 2000; Byram, Gribkova & Starkey,
2002) and the use of the first language in the foreign language class (Inbar-Lourie,
2010; Rodríguez-Juárez & Oxbrow, 2008; Wong, 2010). 51 first of ESO (Compulsory
Secondary Education) grade students aged 12 to 15 and two English teachers from a
state secondary education school in the region of Madrid participated in the research.
The participants were divided into two groups (Group 1 and Group 2), both of which
were taught the same content under the same teaching method and with the same
time of instruction. In order to collect data, the following instruments were used for
both groups: a diary for classroom observation, a questionnaire (pre-test and post-
228
test) and a classroom discussion. In order to determine the research problem, the
educational context was systematically observed. Then the participants were
assessed with a pre-test and pos-test on ICC; the former was meant to evaluate their
level of ICC at the beginning of the study and the latter aimed at evaluating their ICC
after the mediation activities were conducted. Each test consisted of a set of
intercultural situations, in which there was a cultural misunderstanding or
communication breakdown to which students had to react. The results were organized
into two major sections. Regarding participants’ level of ICC, the pre-test showed that
their level of ICC was surprisingly very good for their age and the post-test proved that
their ICC was slightly enhanced after the mediating language activities were carried
out. In relation to students’ perceptions about engaging in mediation tasks, the results
showed that learners enjoyed the mediation tasks and helped them to become
intercultural speakers. Nevertheless, the classroom discussions did not corroborate
the results obtained from the questionnaires, since those reflected that students were
not as intercultural as they had acknowledged. These results raise interesting issues
related to the development of a complete set of mediation activities, since nowadays
there are scarce resources and materials in relation to this matter. Moreover, it would
be of interest to design scales of descriptors of performance for mediation activities in
order to be included in the Common European Framework of Reference.
Título: ¿Qué dicen los maestros sobre su propia actividad? Análisis de las
verbalizaciones de profesores de EP sobre el debate
Autores: Murciano Eizaguirre, Aroa (Mondragon Unibertsitatea [email protected]); Sainz Osinaga, Matilde (Mondragon
Unibertsitatea - [email protected]); Ozaeta, Arantza (Mondragon
Unibertsitatea - [email protected])
Este trabajo se sitúa en la problemática de la formación del profesorado y la
investigación sobre dicha formación. La observación externa se muestra insuficiente
para conocer y comprender lo que ocurre en clase; asimismo, los enseñantes
realizan acciones que son difícilmente comprensibles sin la interpretación del propio
agente. En este trabajo analizamos las verbalizaciones de seis profesores de 6º de
Educación Primaria confrontados a su propia actividad de clase grabada previamente
en vídeo. Los seis enseñantes, atendiendo a la misma consigna de los formadoresinvestigadores, han realizado un debate socio-científico en el marco de una clase
ordinaria en seis escuelas de la CAV y Navarra. Estas sesiones han sido grabadas en
vídeo y cada enseñante se ha autoconfrontado (visionado su propia actividad) (Clot y
Faita, 2000) con la ayuda de un formador-investigador. Son esas verbalizaciones las
que se analizan en este trabajo. Concretamente, se trata de identificar los tópicos que
cada enseñante menciona al referirse a la didáctica del debate.
El interés de este trabajo radica en: a) conocer los saberes y representaciones de los
maestros sobre el mismo género argumentativo (en forma de debate); b) conocer las
interpretaciones de los enseñantes sobre su propia actividad en clase; y c) articular la
formación del profesorado junto a la investigación y tener mayor conocimiento sobre
dicha formación.
Los primeros análisis del corpus de los fenómenos descritos muestran que, a) los
saberes de los enseñantes difieren en aspectos clave de la enseñanza del debate
229
como son el objetivo de éste, el rol del moderador, la disposición del espacio de la
clase y la propia intervención didáctica; y b) las verbalizaciones de los enseñantes
ayudan al interlocutor (formador-investigador) a comprender las acciones que ha
realizado y también ayudan al propio enseñante a sustentar las acciones realizadas y
visionadas en la sesión de autoconfrontación.
Con este trabajo abordamos una primera aproximación a un corpus que pretende
abarcar en profundidad la actividad del enseñante en la enseñanza del debate y el
uso de la autoconfrontación como método de formación para el profesorado.
Referencias
Albe, V. (2009). Enseigner des controverses. Rennes: Presses Universitaires de Rennes.
Clot, Y. & Faita, D. (2000) Genres et styles en analyse du travail. Concepts et méthodes.
Travailler, 4: 7-42.
Dewey, J. (1990). Démocratie et éducation. Paris: Armand Colin.
Lahire, B. (1998). L´homme pluriel. Les ressorts de l´action. Paris: Nathan.
Leblanc, S. (2014). Des dispositions concurrentes pour mener un entretien post-leçon: Etude
des effets d´un contexte d´entretien “innovant”. In I. Plazaola Giger & A. Muller
(Ed.). Dispositions, travail et Formation. Tolouse: Octarés.
Sainz Osinaga, M., Garro, E., Ozaeta, A., Azpeitia, A. & Alonso, I. (2012). Debate soziozientifikoa herritar kritikoa formatzeko lanabes: sekuentzia Didaktiko baten proposamena.
Ikastaria 18, 153-178.[El debate socio-científico como instrumento para la formación del
ciudadano crítico: propuesta de una Secuencia Didáctica]
Título: Multimodality in Textbooks. A Comparative Study in two Different
Context: CLIL and Non CLIL Settings.
Autores: Nieto Moreno de Diezmas, Esther (Universidad de Castilla La
Mancha - [email protected])
In a world dominated by new technologies, theories about multimodality represent a
Copernican revolution in semiotic studies, highlighting the fact that written language is
not the center of the universe of communication and shifting the focus to other modes
of expression, such as image and audio. In fact, communication is essentially
multimodal (Cope & Kalantzis, 2009) and therefore, it has to be studied from the
perspective of multimodal discourse (Kress & van Leeuwen, 1996, 2001)
This conception involves deep implications for education. On the one hand, there is a
gap between access of students to multimodal contents in the real world and the
monomodal concept of literacy in school, which is focused on teaching written
language (Kress & van Leeuwen, 1996; Jewitt, 2005; Unsworth, 2006). These are
patterns which should change, considering the role of the school in educating citizens
230
who can critically interpret the multiple communication modes which they have to deal
with, and for doing so, it is necessary to transform traditional teaching of literacy into
critic teaching of multiple multiliteracies (Cope & Kalantzis 2000; Kellner, 1997;
Richards 2000; Rocap 2003).
On the other hand, research shows the potential of multimodality to enhance the
active cognitive processing (Mayer, 2001), retention of new vocabulary (Plass and
Jones, 2005) and incidental learning (Hulstijn, 1992). In this sense, the aim of this
paper is to analyze how the school capitalizes on the advantages of multimodal
communication for transmission, acquisition and mobilization of knowledge and skills,
and how multiliteracies are taught in two different contexts: CLIL and non CLIL
settings. The challenge of integrating content and a foreign language entails the
development of a methodology in which scaffolding and visual aids are essential
teaching resources (Coyle et al. 2010; Mehisto et al., 2009) to help students to
understand contents in a language other than their mother tongue. In this sense, our
working hypothesis is that CLIL textbooks are multimodal to a greater extent than
mainstream textbooks. We have focused our study on textbooks due to their central
role in the teaching-learning process, especially in Primary Education, and we will
analyze two main aspects: the multimodal presentation of knowledge and information
in the textbook and the fostering of multimodal representation and expression of
knowledge by students. To evaluate the multimodality in the presentation of contents
we will use indicators as the presence, organization and interactions of different
modes (Martinec & Salway, 2005) for meaning-making and to test the fostering of
student’s multimodal expression, we will assess the proposed activities in terms of
quantity and quality in the teaching-learning process.
References
Cope, B. & Kalantzis, M. (Eds). 2000. Multiliteracies. Literacy learning and the design of social
futures. Londres: Routledge.
Cope, B. & Kalantzis, M. 2009. A grammar of multimodality. The International Journal of
Learning, 16 (2): 361-425.
Coyle, D., Hood, P. & Marsh, D. 2010. CLIL: Content and Language Integrated Learning.
Cambridge: CUP.
Hulstijn, J. 1992. Retention of inferred and given word meanings: Experiments in incidental
vocabulary learning. In P. J. Arnaud y H. Bejoint (Eds.), Vocabulary and applied linguistics (pp.
113-125). Londres: Macmillan.
Jewitt, C. 2005. Multimodality, “reading”, and “writing” for the 21st Century. Discourse: Studies
in the Cultural Politics of Education, Vol. 26 (3): 315-331.
Kellner, D. 1997. Media literacies and critical pedagogy in a multicultural society. Online
course materials for 253A.Education, Technology and Society. Retrieved from:
http://www.gseis.ucla.edu/courses/ed253a/newdk/medlit.htm.
Kress, G. R. & van Leeuwen, T. 2001. Multimodal discourse: The modes and media of
contemporary communication. Londres: Edward Arnold.
231
Kress, G. & van Leeuwen, T. 1996. Reading images. The grammar of visual design. Londres:
Routledge.
Mayer, R. 2001. Multimedia learning. New York: CUP.
Mehisto, P., Marsh, D. & Frigols, M. J. 2008. Uncovering CLIL, Content and Language
Integrated learning in Bilingual and Multilingual Education. Oxford: Macmillan.
Plass, J. y Jones, L. (2005). Multimedia learning in second language acquisition. In Mayer,
R.(Ed.), The Cambridge handbook of multimedia learning (pp.467-488). New York: CUP.
Richards, C. (2000). Hypermedia, Internet communication, and the challenge of redefining
literacy in the electronic age. In Language Learning and Technology, (pp 59-77). Vol. 4, (2).
Rocap, K. 2003. Defining and designing literacy for the 21st century. In Solomon, llen & Resta
(Eds.) Toward Digital Equity: Bridging the Divide in Education . (pp. 57-74). Boston: Allyn y
Bacon.
Unsworth, L. 2006. Towards a metalanguage for multiliteracies education: Describing the
meaning-making resources of language-image interaction. English Teaching: Practice and
Critique, 5 (1): 55-76.
Título: The Influence of a Mobile Application on Improving
Presentation Skills
Autores:
Pomposo
Yanes,
Lourdes
(UNED
[email protected]); Pareja Lora, Antonio (ILSA, DSIC
(Universidad Complutense de Madrid) / ATLAS (UNED) [email protected]);
Calle
Martínez,
Cristina
(Universidad
Complutense de Madrid - [email protected])
Mobile Assisted Language Learning (MALL) is gradually gaining ground in Business
English environments. In most cases, this is due to the lack of time that business
workers have in order to attend face to face courses. The present study is part of a
project carried out by some members of a research group from UNED (Universidad
Nacional de Educación a Distancia), who developed the a mobile application (app)
with the main objective of improving presentation skills. The details of its development
are already discussed in XXXXX (2014).
In this paper, we will present the application of this MALL app within a study involving
two different kinds of students: (a) university students of Economics and Engineering
Degrees and (b) employees from different companies and sectors. These students’
main objective in English learning and use consists of developing presentations in a
formal way. For the purpose of the study, before using this app, the learners were
given a pre-test related to (i) the language used in formal presentations, as well as (ii)
usual presentation techniques. After having practiced with our app (the app is quite
interactive and contains self-evaluating exercises and audio materials), they had to
pass a post-test and had to give a real presentation. We will thus show in detail the
232
process followed and the results obtained after practising with this ubiquitous
language learning tool, and how it triggered autonomous language learning. We will
not only analyse the learning results related to oral skills learning, but also the
difficulties, limitations and advantages that mobile application tools may provide to
these kinds of self-learning.
Título: Los aspectos multimodales en el desarrollo de la pronunciación del
inglés en materiales digitales interactivos
Autores: Pujolà Font, Joan-Tomàs (Universitat de Barcelona [email protected]); Figueras Casanovas, Neus (Ub - [email protected]);
Ramos Méndez, Carmen ([email protected])
Muchos maestros o profesores no enseñan pronunciación de manera explícita porque
no tienen el nivel o la confianza para hacerlo (MacDonald, 2002; Derwing & Munro,
2005). Además, en algunos contextos educativos, como en el estado español donde
la mayoría de los profesores no son hablantes nativos de inglés, conlleva la
relegación del desarrollo de la competencia fonológica en la implementación del
currículum de primaria o secundaria y las persistentes dificultades en la percepción y
producción de los sonidos del inglés a pesar de un inicio temprano en el aprendizaje
del inglés como lengua extranjera (LE) y varios años de exposición a dicha LE
(Fullana, 2006). Así pues, teniendo en cuenta estas circunstancias, la enseñanza de
la pronunciación del inglés se puede beneficiar de los medios digitales por la
oportunidad que ofrecen a los aprendices de escuchar diversos inputs, de entrenar a
su ritmo su competencia fonológica y de recibir feedback de su pronunciación
(Gómez Lacabex & Gallardo del Puerto, 2014; Neri, Mich, Gerosa & Giuliani, 2008;
Thomson, 2011).
El componente visual y auditivo en los procesos de aprendizaje de la pronunciación
(Aliaga-García, 2011; Hardison, 2004; Hazan, Sennema, Faulkner, Ortega-Llebarria,
Iba, & Chung, 2007) son elementos de apoyo para la comprensión tanto de los
contrastes fonológicos como de los patrones entonativos y para la producción oral
que garantice a nuestros aprendices una pronunciación inteligible. Este estudio
precisamente quiere ahondar en analizar qué elementos multimodales se usan en los
materiales digitales interactivos (MDI) y cómo se usan para la enseñanza-aprendizaje
de la pronunciación del inglés como LE.
La investigación que se presenta abarca los MDI más recientes de tres editoriales de
mayor uso en el sistema educativo del estado español, de quinto y sexto de primaria
y de primero y segundo de secundaria. La muestra revela los diversos enfoques de
apoyo visual y auditivo que se adoptan, y las limitaciones que aún existen entre el
potencial que ofrecen los ordenadores para la enseñanza-aprendizaje de la
pronunciación y el material de los MDI disponible.
References
Aliaga-García, C. (2011). Measuring perceptual cue weighting after training: A comparison of
auditory vs. articulatory training methods. En A.K. Dziubalska-
233
Ko?aczyk, M. Wrembel, & M. Kul (Eds.), Achievements and perspectives in the acquisition of
second language: New Sounds 2010 (pp. 15–27). Frankfurt am Main: Peter Lang
Derwing, T. & Munro, M. (2005). Second Language Accent and Pronunciation Teaching: A
Research-Based Approach.TESOL QUARTERLY ,Vol. 39, No. 3.
Fullana, N. (2006). The development of English (FL) perception and production skills: Starting
age and exposure effects. En C. Muñoz, (Ed.), Age and rate of foreign language learning (pp.
41-60). Clevedon: Multilingual Matters.
Gómez Lacabex, E., & Gallardo del Puerto, F. (2014). Two phonetic-training procedures for
young learners: Investigating instructional effects on perceptual awareness. The Canadian
Modern Language Review, 70(4), 500-531.
Hardison, D. M. (2004). Generalization of computer-assisted prosody training: Quantitative and
qualitative findings.Language Learning & Technology, 8(1), 34-52.
Hazan, V., Sennema, A., Faulkner, A., Ortega-Llebaria, M., Iba, M., & Chung, H. (2006). The
use of visual cues in the perception of non-native consonant contrasts. Journal of the
Acoustical Society of America, 119(3), 1740–1751.
MacDonald, S. (2002). Pronunciation—views and practices of reluctant teachers. Prospect,
17(3), 3–18.
Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted
pronunciation training for foreign language learning by children. Computer Assisted Language
Learning, 21(5), 393–408.
Thomson, R. (2011). Computer assisted pronunciation training: Targeting second language
vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765.
Título: Sabiduría colectiva en la red y aprendizaje de lenguas: ¿de quién nos
podemos fiar?
Autores: Román Mendoza,
[email protected])
Esperanza
(George
Mason
University
-
Con casi 3000 millones de usuarios, entre ellos más de 220 millones de
hispanohablantes (Internetworldstats 2013), Internet no solo es una gigantesca fuente
de recursos didácticos y materiales para las clases de lenguas, sino que también
proporciona un marco auténtico para la interacción con hablantes nativos. Su uso en
la enseñanza ya no es una novedad y, en consecuencia, son numerosas las
publicaciones que han analizado sus ventajas e inconvenientes desde diferentes
perspectivas (vid., p. ej., Bax 2003; Thomas, Reinder & Warshauer 2013; Thorn &
Payne 2005). Sin embargo, son menos los estudios sobre el empleo de servicios
basados en dos tendencias fundamentales en la cocreación del conocimiento en un
mundo cada vez más interconectado: el crowdsourcing o externalización colectiva
(Brabham, 2013; Howe 2006) y el crowd wisdom o sabiduría/conocimiento colectivo
(Surowiecki 2004). Ambos conceptos están intrínsecamente relacionados ya que
implican la participación de un grupo de personas, en muchos casos de forma
anónima, en la realización de una tarea específica. Incluso, para algunos, se trata de
dos términos intercambiables e inseparables (Malone, Laubacher & Dellarocas 2009).
234
Con objeto de determinar la utilidad del crowdsourcing y el crowd wisdom para la
enseñanza de lenguas, nuestro trabajo repasa, en primer lugar, los diferentes
estudios realizados sobre la utilización de servicios de cocreación de contenidosen el
campo de la lingüística aplicada (García 2013; VV.AA. 2010) para después presentar
los resultados de un proyecto de investigación efectuado en una universidad pública
de Estados Unidos a partir de los datos de curso de estilística avanzada del español
impartido completamente online durante el otoño de 2014. Esta investigación
pretende responder las siguientes cuestiones:
1.
¿Qué recursos online utilizan los alumnos para encontrar respuesta a sus
dudas gramaticales y estilísticas?
2.
¿Emplean los alumnos los servicios basados en el conocimiento colectivo,
como los foros de WordReference.com, para preguntar dudas, buscar soluciones
o responder preguntas? ¿Son estos fiables?
3.
¿En qué se diferencian las respuestas que da la profesora a las dudas
planteadas por los alumnos y las respuestas que se encuentran en Internet?
Para realizarla, se compiló primero un corpus con las dudas planteadas a la profesora
por los 21 alumnos del curso durante cada una de las 14 semanas del semestre.
Estas dudas se etiquetaron y categorizaron, para proceder posteriormente a su
comparación con las respuestas encontradas en los foros de WordReference.com y
otras fuentes más “tradicionales” de resolución de dudas, como Fundéu o
el Diccionario panhispánico de dudas de la RAE. Además, los alumnos completaron
una encuesta encaminada a averiguar qué familiaridad tenían con diversas fuentes
de información generada de forma colectiva y el grado de fiabilidad que les
asignaban. Por último, se realizó un análisis cualitativo de las reflexiones del portfolio
final de los alumnos. Los resultados preliminares indican que los estudiantes no son
conscientes de la existencia de muchos de estos servicios y que prefieren que sus
profesores sean los que contesten sus preguntas, incluso sabiendo que estos, a su
vez, los van a redirigir a recursos online para motivarlos a aprender de forma
independiente.
Referencias
Brabham, D. C. (2013). Crowdsourcing. Cambridge, MA: MIT Press.
Bax, S. (2003). CALL – past, present and future. System, 31(1): 13–28.
García, I. (2013). Learning a language for free while translating the web. Does Duolingo
work? International Journal of English Linguistics, 3(1), 19-25.
Fundéu-BBVA. http://www.fundeu.es/
Howe,
J.
(2006).
The
rise
of
14(6). http://archive.wired.com/wired/archive/14.06/crowds.html
crowdsourcing. Wired,
235
Internetwordlstats.
(2013).
Internet
Language. http://www.internetworldstats.com/stats7.htm
World
Users
by
Malone, T. W., Laubacher, R., & Dellarocas, C. (2009). Harnessing Crowds: Mapping the
Genome
of
Collective
Intelligence.
MIT
Sloan
Research
Paper,
473209. http://cci.mit.edu/publications/CCIwp2009-01.pdf
Real
Academia
de
la
dudas. http://lema.rae.es/dpd
Lengua
Española.
Diccionario
panhispánico
de
Thomas, M., Reinders, H., & Warshauer, M. (2013). Contemporary Computer-Assisted
Language Learning. London: Bloomsbury.
Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, internet-mediated expression,
and language education.CALICO Journal, 22(3): 371-397.
Surowiecki, J. (2004). The Wisdom of Crowds. New York: Doubleday, 2004.
VV.AA. (2010). Workshop on Creating Speech and Language Data with Amazon’s Mechanical
Turk. Proceedings of the Workshop. Stroudsburg, PA: The Association for Computational
Linguistics.http://www.aclweb.org/anthology/W/W10/W10-07.pdf
WordReference.com. http://www.wordreference.com/
Título: La instrucción formal explícita desde la perspectiva del docente
Autores: Romera Guerrero, María (Liceo Cornelio Tacito, Roma
[email protected]);
Alonso Aparicio, Irene (Columbia University - [email protected])
-
La contribución de la instrucción formal explícita al desarrollo de una segunda lengua
(L2) constituye sin duda uno de los principales paradigmas de investigaciónen el
campo de la enseñanza lingüística(para una revisión, véanse Norris y Ortega, 2000, y
Graff y Housen, 2009). Tradicionalmente, el foco de atención de esta corriente se ha
centrado en medir los efectos de la instrucciónen los resultados de aprendizaje así
como en estudiar su incidenciaen los procesos que subyacen al aprendizaje
lingüístico. No obstante, desde hace unos años empieza a advertirse cierto cambio
en la orientación de este paradigma para dar cabida al estudio de qué piensan y
cómo actúan los profesores de L2 ante la instrucción formal explícitaen el aula (véase
Borg, 2006).
Por tratarse de un campo de investigación reciente, la mayoría de los estudios se ha
llevado a cabo en la tradiciónanglosajona. El objetivo de esta comunicación es
contribuir a la literatura con un estudio piloto que investiga las opiniones y prácticas
de aula de profesores de español/L2. Para ello, a lo largo de 9 sesiones de 2 horas
de clase, se recogen y analizan las percepciones y prácticas de aula de 7 profesores
de español/L2 que imparten clase durante los cursos de verano de la Universidad de
236
Granada (verano 2014). El constructo instrucción formal explícita se deconstruye en
20 ítems que recogen la idoneidad, el cómo y el cuándo de la instrucción y se mide
mediante un diario de notas que recoge las observaciones de aula, y un cuestionario
de respuesta cerrada (escala Likert de 5 puntos) y abierta (preguntas con respuesta
abierta) que recoge las percepciones del profesorado. Los resultados de este estudio
muestran cierta discrepancia entre las creencias y prácticas del docente así como
entre estas y las teorías actuales de instrucción formal explícita.Estos resultados nos
llevan a la conclusión de que existe cierta desactualización entre las formulaciones
teóricas y la realidad del aula. Concluimos nuestra comunicación con futuras líneas
de investigación.
Referencias
Borg, S. (2006). Teacher cognition and language education: Research and practice. London:
Continuum.
Graaff, R. De;Housen, A. (2009).“Investigating the Effects and Effectiveness of L2 Instruction”,
en M. Long y C.J. Doughty (eds.), The Handbook of Language Teaching. Malden, MA:
Blackwell Publishers, 726-755.
Norris, J.; Ortega, L. (2000). “Effectiveness of L2 Instruction: A Research Synthesis and
Quantitative Meta-analysis”, en Language Learning 50, 3: 417-528.
Título: Proyectos cooperativos y AICLE en la ESO: ¿Qué opina el alumnado?
Autores: Sierra, Juan ([email protected])
El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) ha
experimentado un crecimiento constante en Europa a través de diferentes
metodologías. Desde una perspectiva educativa, y especialmente en la didáctica de
las lenguas, la participación activa del alumnado aparece como una constante
curricular. Los currículos de educación primaria, secundaria y terciaria en España, así
como el Marco Común Europeo de Referencia para las lenguas o el Espacio Europeo
de Educación Superior proponen un papel del alumno mucho más activo y el
desarrollo de su autonomía como aprendiente.
Las dificultades lingüísticas añadidas que conlleva el enfoque AICLE suponen un reto
que demanda del alumnado un mayor nivel de implicación. Estos entornos educativos
más exigentes, conducen a un mayor aprendizaje lingüístico debido al aumento de
situaciones comunicativas significativas que los caracterizan frente a las clases más
tradicionales de enseñanza de lenguas extranjeras (Várkuti, 2010). Además,
investigaciones recientes sobre el alumnado de programas AICLE muestran que éste
prefiere actividades que requieren más interacción y aprendizaje colaborativo y un
237
uso menor de los libros de texto (Coyle, 2013; Doiz, Lasagabaster & Sierra, 2014;
Sierra, 2011).
Los beneficios pedagógicos de la Enseñanza de la Lengua Mediante Tareas (ELMT)
(Nunan, 2004), el trabajo por proyectos (Stoller, 2006) y el aprendizaje cooperativo
(Johnson & Johnson, 2009) han sido ampliamente reconocidos. Sin embargo, al igual
que ocurre con AICLE, las tareas y los proyectos pueden ser abordados mediante
planteamientos metodológicos muy diferentes (Kumaravadivelu, 2006), y por tanto la
metodología, incluyendo los procedimientos de evaluación, se debería hacer explícita
de manera que la reflexión sobre la práctica real del aula pueda llevarnos a cambios
efectivos en la pedagogía AICLE. Hay todavía pocos estudios sobre programas
AICLE desarrollados mediante proyectos cooperativos en nuestro contexto educativo
(Sierra, 2011), y es necesaria la reflexión sobre la práctica real de las aulas.
En este estudio cualitativo se presentan, en primer lugar, las características de un
programa AICLE desarrollado mediante proyectos cooperativos en un instituto de
enseñanza secundaria de la Comunidad Autónoma Vasca. El alumnado participante
–431 alumnos de 1º ESO en un periodo de 6 cursos académicos (2008-2014)–
contestó un cuestionario que contenía preguntas abiertas y cerradas. En este estudio
se analizan sus respuestas a las preguntas abiertas según el procedimiento de
categorización propuesto por Garrett y Gallego (2011). Las preguntas abiertas
recogen las opiniones del alumnado sobre: i) su experiencia en los grupos
cooperativos; ii) su experiencia como agentes evaluadores y como profesores de sus
compañeros en la presentación oral de los proyectos y iii) el trabajo de la profesora.
También se analizan sus sugerencias para mejorar la implementación del programa.
Finalmente, se ofrecen algunas implicaciones pedagógicas que pueden contribuir a la
mejora de la práctica de programas AICLE implementados mediante proyectos
cooperativos. La reflexión sobre las impresiones del alumnado pueden también ser
de utilidad para el profesorado de lenguas extranjeras y de español como lengua
extranjera.
Título: El diseño multimodal para el desarrollo de la competencia lingüística
en los Materiales Digitales Interactivos para la enseñanza-aprendizaje del
inglés
Autores:
Pujolà
[email protected])
Font,
Joan-Tomàs (Universitat
de
Barcelona
-
En el contexto educativo actual es lógico que las situaciones de enseñanzaaprendizaje se beneficien de todas las ventajas derivadas de los entornos digitales en
sus múltiples formatos. Las formas de comunicación del siglo XXI han variado y, por
lo tanto, es pertinente una adecuación de la formalización de los contenidos a las
necesidades de los actuales destinatarios. De este modo, el desarrollo de estrategias
de los aprendices de lengua en relación a la comunicación multimodal debe
238
desarrollarse desde la práctica y debe quedar también reflejada en el diseño de los
materiales digitales interactivos (MDI).
La calidad del diseño multimodal (Kress y van Leeuwen, 2001; Kress 2010) es un
elemento clave para la interactividad que se establece entre el material digital y los
aprendices, ya que puede influir en la recepción y producción de información y, por
tanto, facilitar o dificultar el aprendizaje; de ahí la importancia de analizar los
componentes multimodales y su interacción en el diseño de entornos de aprendizaje
multimodales interactivos (Mayer, 2005; Moreno & Mayer, 2007) para el desarrollo de
la competencia lingüística de los MDI.
Esta mesa redonda incluye tres comunicaciones pertenecientes al mismo proyecto de
investigación “La interactividad en los materiales digitales de lengua: análisis para el
desarrollo de la competencia comunicativa en primaria y ESO” (EDU2012-38049)
cuyo objetivo es analizar los MDI en las asignaturas de inglés y castellano elaborados
por los responsables de editoriales, organismos oficiales e instituciones educativas
para el último ciclo de primaria y los dos primeros cursos de la ESO. Dichos MDI
incluyen libros de texto digitales, material para la pizarra digital interactiva (PDI), y
materiales interactivos en la web.
En las tres comunicaciones que se presentan a continuación se analizan los
componentes multimodales de los MDI para la enseñanza del inglés centrándonos en
los procesos de enseñanza aprendizaje del vocabulario, la gramática y la
pronunciación:
1. El componente visual en la interacción de diversos modos para el desarrollo del
aprendizaje del léxico en materiales digitales interactivos
2. La interacción de diversos modos en las actividades centradas en la gramática
para la enseñanza de inglés en materiales digitales interactivos
3. Los aspectos multimodales en el desarrollo de la pronunciación del inglés en
materiales digitales interactivos
Referencias
Kress, G.; Van Leeuwen, T. (2001). Multimodal discourse. The Modes and Media of
Contemporary Communication. London: Arnold.
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication.
Abingdon: Routledge.
Mayer, R. E. (2005). Principles of multimedia learning based on social cues: personalization,
voice, and image principles. In R. E. Mayer, (Ed.) The Cambridge Handbook of Multimedia
Learning. New York: Cambridge University Press.
Moreno, R. & Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational
Psychology Review, 19(3), 309-326.
239
Título: Videotexts, a resource to train Higher Education students into the
development of multimodal listening skills in English as a Foreign Language
Autores: Querol Julián, Mercedes (Universidad Internacional de la Rioja,
Logroño - [email protected]); Campoy Cubillo, Mari Carmen (Universitat
Jaume I, Castelló - [email protected])
The Common European Framework of Reference for Languages (CEFR) places an
important and active role for listening skills, within the communicative activities that
English language learners need to develop. A number of situations are described
within the framework, including understanding interaction between native speakers,
listening as a member of a live audience, listening to announcements and instructions,
listening to radio and audio recordings, and audio-visual watching of TV and films.
Moreover, listening comprehension in the foreign language is one of the abilities that
undergraduate and graduate students need to have fully developed in the current
model of European universities, which make their commitment to bilingualism and/or
plurilingualism in education. As a consequence, the offer of undergraduate and
postgraduate programmes taught partially or completely in English has increased
dramatically in the recent years. This international learning situation brings about
different communicative oral events in the foreign language that lead to transactional
and interactional listening situations (Lynch, 2011).
Listening skills are also described in the CEFRL in terms of learner abilities, e.g. B2
level students among other things “[c]an understand standard spoken language, live
or broadcast, on both familiar and unfamiliar topics normally encountered in personal,
social, academic or vocational life” (Council of Europe, 2001, p. 66).As can be seen in
this assessment criterion, academic life is already included in the descriptors for
listening comprehension skills. This is because students in Higher Education are
involved in listening situations such as lectures, seminars and tutorials in traditional,
face-to-face formal learning settings; as well as in MOOCs (Massive Online Open
Courses) or webinars, and are users of OCW (Open CourseWare) platforms, among
others, in formal and informal virtual learning settings.
Our study focuses on the fact that oral communication is multimodal by nature. It is
the oral and visual information that is transmitted and perceived what allows meaning
construction (Jewitt, 2013). Thus, if we aim at training students to develop multimodal
comprehension skills needed to understand the multimodal messages conveyed in all
these communicative academic events, we have to move beyond the centralism of
speech in listening activities, as we see it just as one part of the total information
conveyed in an oral communication.
Videotexts provide an excellent resource to follow this approach (Campoy-Cubillo &
Querol-Julián, in press). In the present study we exemplify and analyse how different
communicative modes ensemble in videotexts and how multimodal listening can be
approached in Higher Education contexts. Results show that meaning construction,
when using videotexts, is based on three types of knowledge: general, linguistic
(syntactic, lexical, phonological, pragmatic, discursive/ textual) and, non-linguistic
which is comprised of extralinguistic knowledge (visual context and information, aural
information, kinesics, proxemics) and paralinguistic knowledge (qualities, qualifiers or
voice types, and differentiators). Within these categories, we also discuss which are
the issues in a multimodal text that are eligible for being evaluated.
240
References
Campoy-Cubillo, M.C. & Querol-Julián, M. (in press). Assessing multimodal listening. In B.
Crawford & I. Fortanet-Gómez (eds.), Multimodal Analysis in Academic Settings: From
Research to Teaching. Routledge.
Council of Europe (2001) Common European Framework of Reference for Languages:
Learning, teaching,assessment. Cambridge: Cambridge University Press.
Jewitt, C. (2013). Multimodal teaching and learning. In C.A. Chapelle (ed.), The encyclopedia
of applied linguistics(pp.4109-4114). Oxford: Blackwell Publishing Ltd.
Lynch, T. (2011) Academic listening in the 21st century: Reviewing a decade of
research. Journal of English for Academic Purposes, 10. 79–88.
Título: A descriptive study of L2 students’ Intercultural Competence in
different settings
Autores: Ramiro Fernández, Guadalupe ([email protected]);
Fernández
Agüero,
María (Universidad
Autónoma
de
Madrid
[email protected])
During the last two decades, we have witnessed an increasing interest in the cultural
load of second language (L2) acquisition and in promoting an intercultural approach to
language learning and teaching, which can be seen in seminal publications such as
the Council of Europe’s Common European framework of reference for
languages (2001). In particular, the concept of Intercultural Communicative
Competence (ICC henceforth), which is defined as “the ability to interact effectively
with people of cultures other than one’s own” (Byram, 2000: 297), is presented in the
literature as a competence closely linked to the context of formal L2 learning (Costa,
2011; McCloskey, 2012; Moran, 2001) and seems to be at the core of successful L2
user’s abilities. This being so, it is of paramount importance that ICC is properly
addressed in L2 lessons. Nevertheless, this competence can be developed
spontaneously outside the class, which implies that, to measure individuals’ ICC, it is
also necessary to clarify to what extent the nature of the cultural learning transactions
and the experiential process of learning culture remain constant even though the
cultural experience itself may vary (Moran, 2001: 21-22).
The purpose of this study is to measure and compare the level of ICC of Secondary
students in Madrid’s urban area and in a rural setting in Extremadura, in order to
ascertain to what extent the environment of the school context exerts an influence on
the students’ ICC. Also, we are interested in identifying the progression (if any) in ICC
development along the four years of Compulsory Secondary Education (ESO). Finally,
it is also meant to look into the beliefs on intercuturality of Secondary Spanish
teachers of English as an L2. To these aims, a combination of research tools
(observation, interviews and questionnaires) was administered to a population of 161
students from 1st to 4th year of ESO and their teachers. Results indicate that
intercultural attitudes can be progressively acquired through continuous contact with
people from cultures different to one’s own. Concerning intercultural skills, though,
their development generally demands certain formal input and time. In any case, the
241
findings offer clear evidence that a multicultural context influence both attitudes and
skills positively, as significant differences in ICC were found between the two settings.
Nevertheless, teachers from both high schools prioritized linguistic objectives over
intercultural aims.
These results point at the need for implementing specific pedagogical programmes
that emphasise the development of intercultural skills. Besides, these programmes
should be adapted to the intercultural profile of the average student depending on the
school’s setting. For such innovation to succeed, though, specific work should be
devoted to teachers’ engagement and understanding of the role of ICC. Our future
studies will look into the features of ICC –attitudes, skillsand knowledge– in relation to
different social and geographical environments, focusing on the teachers’ willingness
and students’ ability to deal with intercultural matters and on testing activities that
specifically promote ICC.
References
Byram,
M.
(2000). Teaching
Competence. London: Routledge.
and
Assessing
Intercultural
Communicative
Costa, C. (2011). Intercultural competence: a major issue in foreign language teacher training?
In A. Witte, T. Harden, A. Witte, & T. Harden (Eds.), Intercultural Competence (pp. 127-139).
London: Peter Lang.
Council of Europe. (2001). Common European Framework of Reference for language learning,
teaching, assessment.Cambridge: Cambridge University Press.
McCloskey, E. (2012). Global Teachers: A Model for Building Teachers' Intercultural
Competence Online. Comunicar, 19(38), 41-49.
Moran, P. (2001). Teaching Culture: Perspectives in practice. Ontario: Newbury House.
Título: Affective responses to oral corrective feedback: teachers’ and students’
perspectives.
Autores: Roothooft, Hanne ([email protected])
A growing number of studies indicate that providing corrective feedback during
communicative activities in the classroom is useful for foreign language students
(Lyster, Saito & Sato 2013). Nonetheless, authors such as Krashen (1982) and
Truscott (1999) maintain that the correction of students’ oral mistakes cannot lead to
fluent error-free speech. Moreover, based on Krashen’s “affective filter” hypothesis,
pushing students to improve their output is thought to cause anxiety and is therefore
considered to be counterproductive (Krashen 1998). Furthermore, Truscott (1999)
claims that what he terms “oral grammar correction” may provoke feelings of anger,
embarrassment and inhibition.
242
Even though there is hardly any empirical evidence supporting this claim, pedagogical
guidelines for teachers often include the idea that it is better not to interrupt students
with corrections during communicative activities (e.g. Harmer 2006). On the other
hand, those studies showing the effectiveness of oral corrective feedback all deal with
immediate feedback provided during activities whose main focus is on
communication. Moreover, although it has been shown that students express a desire
to be corrected (e.g. Schulz 2001), little is known about how students respond
emotionally to corrections and whether negative affective responses can prevent them
from benefiting from feedback.
As a first step towards dealing with this under-researched issue, the present work
combines results from a series of related studies on the use of oral corrective
feedback in the foreign language classroom, in order to answer the following research
questions:
1. How do students who have been corrected during communicative classroom
activities feel about this treatment?
2. How do students claim to feel when they receive immediate oral corrective
feedback?
3. How do teachers perceive their students’ emotional responses to feedback?
A mixture of quantitative and qualitative methods was used, combining (a) quasiexperimental research with (b) classroom observations of ten different EFL teachers
and (c) questionnaires administered to 395 students and 54 teachers of English. In
order to address the present question, the focus will be on the questionnaire data.
First of all, it was found that 28 students who had participated in a quasi-experimental
feedback-study and had constantly been pushed to correct their past tense errors
while telling stories reported on an exit questionnaire that they felt they had improved
their fluency and confidence while speaking. Moreover, of 395 adult and secondary
school students who completed a survey on oral feedback, 32% responded they
usually feel happy when corrected and 59% said they often feel grateful. When asked
how often they feel embarrassed, 69% of the students claimed rarely or never to
experience this feeling as a result of being interrupted with a correction. The teachers
who were questioned, on the other hand, tended to have mixed views about the
usefulness of oral feedback, as many of them expressed a concern for possible
negative reactions.
Although further research is clearly needed, these results indicate that teachers’
preoccupation with students’ negative reactions to feedback may not be justified.
References
rd
Harmer, J. (2006). The practice of English language teaching. (3 edition). London: Longman.
Krashen, S.D. (1982). Principles and practice in second language acquisition. Oxford:
Pergamon Press
Krashen, S.D. (1998). Comprehensible output?. System, 26 (2), 175-182.
243
Lyster, R.; Saito, K. & Sato, M. (2013). Oral corrective feedback in second language
classrooms. Language teaching, 46, 1-40.
Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role
of grammar instruction and corrective feedback: USA-Colombia. The Modern Language
Journal, 85, ii, 244- 258.
Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern
Language Review, 55, 437-455.
Título: From diagnose to innovation: The role of applied linguists in the
internationalization process
Autores: Sancho Guinda, Carmen (Universidad Politécnica de Madrid [email protected])
This round table presentation will give an overview of the lines of action undertaken by
the group of applied linguists taking part in the TechEnglish project. Their module or
subproject, known as TechEnglish 3, is complementary to the phases which support
English-medium instruction by broadening academic offerings, proposing bilingual
models and spotting administrative obstacles (TechEnglish 1) and develop and
implement pilot initiatives at the School of Civil Engineering (TechEnglish 2).
TechEnglish 3 operates in three major fronts:
• An initial needs analysis followed by an in-service training of teachers in the
CLIL methodology, together with the facilitation of communicative repertoires
for facing classroom interaction. According to the perceived and self-reported
needs of the staff, which are determined through class observation and
questionnaires and interviews, a cycle of interactive seminars on
methodological and communicative strategies and issues is periodically
provided.
• Personalized diagnose through class observation or mock teaching.
• A personalized coaching based on the improvable teaching behaviours noticed
during the observations. It is accomplished with the help of selected bilingual
interns, specifically trained to assist teachers in conversation and the
adjustment of their didactic resources.
The results obtained so far and the changes made up to date will be commented on in
detail, laying special emphasis on the predominant teaching profiles at our university
and the main difficulties encountered in the remedial process.
Título: Feasibility study on bilingual education at ETSI Agrónomos
(Universidad Politécnica de Madrid)
244
Autores: San José Martínez, Fernando (Universidad Politécnica de Madrid [email protected])
Some decades ago, the ERASMUS Programme for student mobility began a process
some as a first step to build the European Higher Education Area. This fundamental
socio-political change in tertiary education across Europe has not only led to restructuring university programmes and curricula but has also made English-medium
instruction a reality (Wächter and Maiworm, 2008; Smit and Dafouz, 2012). The
response of Spain to this European context is far from being homogenous and many
Spanish universities have just recently placed internationalization high on their
agendas.
At a local scale and for some time now, the Madrid region has been implementing
profound changes in English instruction at primary and secondary education, by
promoting bilingual programmes based on CLIL (Content and Language Integrated
Learning) methodologies. These programmes involve 68,689 students (24% of the
total of students enrolled in the public educational system) at Primary State Schools in
2010/2011, and it is expected that students acquire a B1 level at the end of their
primary schooling. This new situation will undoubtedly -pose new challenges to
Madrid’s university institutions as well as in the rest of the country, since more
students are increasingly demanding bilingual programmes to better meet the
requirements of national and international companies that compete in a globalized
world market.
These institutional initiatives and this socio-cultural framework motivated a group of
teachers of the ETSI Agrónomos (ETSIA) to organize a research group for innovation
in higher education (AgroInglés) and undertake a feasibility study to establish
programs to be taught in English at the ETSIA. A complete survey was accomplished
during the years 2013 and 2014, addressing issues such as: a needs analysis for
bilingual instruction at the ETSIA, including the identification of necessary resources
and the interest and background in the English language expressed by students and
professors (Adán et al., 2013). The conclusions and recommendations to promote
bilingual instruction at the ETSIA take into account the approaches followed by other
Spanish universities, and adapt them to this technical school’s idiosyncrasy.
References
A. Adán, M. Alvir, M. Blanco, V. Carbonell, C. Chaya,T. González, C. Hontoria, C. Marín, S.
Mira, D. Pereira,M. Quemada, L. Ricote, L. Rodríguez, R. Sánchez-Monje,F. San José
Martínez, A. Sanz. 2013. Estudio para la implantación de Programas en Inglés en los títulos
de grado de la ETSI Agrónomos. Madrid, 2014. ISBN-13: 978-84-695-9764-4, ISBN-10: 84695-9764-7.
Smit, U. and Dafouz, E. 2012. Integrating content and language in higher education: An
introduction
to English-medium policies, conceptual issues and research practices across
Europe. In U.
Smit & E. Dafouz: Integrating Content and Language in Higher
Education. AILA Review, Vol. 25, 1-12.
Wächter, B. and Maiworm, F.: 2008, English-Taught Programmes in European Higher
Education. The Picture in 2007, ACA Papers on International Cooperation in
Education, Lemmens, Bonn.
245
Título: Lecture comprehension in English-medium programs: a case study at a
Greek university
Autores: Tzoannopoulou, Marina (Aristotle University of Thessaloniki [email protected])
In European higher education the increasing number of English-medium courses, i.e.
content subjects taught through English, has generated a lot of discussion about
whether the use of a foreign language for instruction has a negative effect on teaching
and learning (Räsänen 2000, Klaassen 2001, Airey & Linder 2006, Hellekjær 2010).
The present study explores this issue in the context of Greek higher education which
still lags behind its European counterparts in the implementation of English-medium
programs. It employs a questionnaire with self-assessment items to compare scores
for student lecture comprehension in English and the L1 with a sample of 32 Greek
students and 25 Erasmus students from various European countries attending a
recently launched English-medium program at the School of Journalism and Mass
Communications, Aristotle University of Thessaloniki. The findings show that
although the differences in comprehension scores between English and the L1 are not
considerable, and the students reported the same problems in the L1 and English, a
larger number of students have comprehension difficulties in the English-medium
lectures. The main problems reported by students were unfamiliar lexis, difficulties
distinguishing the meaning of words and difficulties with taking notes during lectures.
Both domestic and exchange students were found to experience difficulties with
English-medium instruction. Suggestions are made for effective lecturing behavior In
English and the L1, helping students overcome language difficulties during lectures,
and improving both the lecturers’ and the students’ level of English.
References
Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in
Sweden. European Journal of Physics,27(3), 553-560.
Hellekjær, G. O. (2010). Assessing lecture comprehension in Norwegian English-medium
higher education. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language Use and Language
Learning in CLIL Classrooms, 233-258.
Klaassen, R. 2001: The International University Curriculum: Challenges in English-Medium
Engineering Education. Delft: Delft University of Technology.
Räsänen, A. 2000: Learning and Teaching through English at the University of Jyväskylä (No.
4). Jyväskylä, Finland: Jyväskylä University Language Centre.
Título: Strategic design to promote the internationalization of programs at the
School of Civil Engineering of the Technical University of Madrid
246
Autores: Vassallo Magro, Jose Manuel (Universidad Politécnica de Madrid [email protected])
The School of Civil Engineering has pioneered the implementation of undergraduate
teaching programs in the UPM. It is currently the only school in the Technical
University of Madrid (UPM) where all the subjects of a degree (the degree of Materials
Science) are fully -taught in English during two semesters. The good results of this
experience have been encouraged by the action of several teaching innovation
projects, which have caused the School, along with the high level of
internationalization experienced by the construction and public works industry over the
last few years, to design a strategy aimed at expanding English teaching to many
other courses and degrees. This strategy has a twofold objective: the improvement of
our students’ speaking and writing skills in English, and the possibility of attracting
learners from all around the world to the programs we offer.
The Civil Engineering School intends to implement this strategy through measures
that address three priorities: first, non-English-native lecturers and staff; second,
students, both national (not fluent in English), and foreign (who do not speak
Spanish); and third, the dissemination of our English syllabi abroad, together with the
sustainability of this strategy over time.
Regarding the teacher-and-staff supporting measures at our School, the Tech-English
project aims to explore certain areas to help these two collectivities experience a
smooth transition from a Spanish to an English teaching environment. To that end,
and taking advantage of the Tech-English project, we envisage the implementation
of the following initiatives: 1) Give support to young lecturers and staff members to
spend short stays in English-speaking universities so as to improve their English, 2)
Assist lecturers in the adaptation of their -didactic resources (e.g. slides- and notes) to
an English-medium instruction environment -3) Organise workshops oriented to
improve the English communication skills of lecturers, and 4) Invite native lectures
from other universities to teach in our school.
Another crucial point in our strategy is to give support to both national and foreign
students, who respectively are not fluent in English and Spanish. Through the TechEnglish project we will define supportive measures to increase the national students’
awareness of the importance of being -proficient in English. With this purpose we will
count on the help of former students who are right now involved in the
internationalization plans of big construction firms. Moreover, to facilitate the
integration of foreign students in the Civil Engineering School, we will move towards
the dissemination of bilingual information in the school (e.g. web, courses syllabi,
academic guides, signs, etc.).
In addition to the measures previously mentioned, through the Tech-English project
our school intends to increase the international visibility of the degrees given in
English, in order to catch the attention of international students. Further, we intend to
work out a plan to maintain and consolidate the programs in English in the future. To
meet this objective we will resort to the Tech-English project, which will help us to
seek ways to collaborate with construction and public works companies interested in
hiring civil engineers with a competent level of English.
247
Título: La publicidad como espacio de interacción plurilingüe y aprendizaje
intercultural
Autores:
Vela
Delfa,
Cristina
(Universidad
de
Valladolid
[email protected]); Hidalgo Downing, Raquel (Universidad Complutense
de Madrid - [email protected])
El discurso publicitario actual se presenta como un espacio de interacción plurilingüe
que refleja un contexto de interacción cada vez más globalizado El empleo de una
lengua extranjera, así como la mezcla de lenguas constituye un recurso persuasivo
que se relaciona fundamentalmente con ciertos valores connotativos que estas
lenguas ceden a los productos anunciados (Esteba, 2010). Dentro de este panorama,
el empleo de las distintas lenguas en la publicidad se asocia con determinados
estereotipos culturales. Por todo ello, pensamos que el discurso publicitario ofrece
una oportunidad excelente para trabajar sobre nuevos itinerarios formativos en
intercomprensión, tanto con formandos que centran su aprendizaje en las lenguas,
como aquellos que estudian otras disciplinas (la publicidad, el turismo o las ciencias
de la información, por ejemplo).
En este trabajo presentamos una experiencia sobre un escenario formativo que
trabaja, desde una perspectiva intercultural, con formandos de disciplinas no
lingüísticas, en particular a estudiantes universitarios de publicidad. A los formandos
se les se propone una pequeña formación que no tiene como foco principal el
aprendizaje de las lenguas, pero sí el de ayudarles a tomar conciencia y
sensibilización del uso de las lenguas que nos rodean. El trabajo se articula en dos
fases principales: (i) una tarea de reconocimiento y análisis de productos publicitarios
que emplean distintas lenguas, y (ii) una reflexión sobre las actitudes y las creencias
lingüísticas que se explotan en los productos publicitarios plurilingües.
La primera tarea se desarrolla a través de la recopilación y análisis de un corpus de
anuncios publicitarios, mientras que la segunda constituye un trabajo de análisis a
través de cuestionarios, en los que se enfoca el trabajo de intercomprensión hacia el
aprendizaje y reflexión intercultural.
Desde esta experiencia queremos experimentar sobre la enseñanza de la
intercomprensión en nuevos escenarios y sobre nuevas disciplinas universitarias no
lingüísticas, con la finalidad de estimular el aprendizaje y conciencia de las lenguas,
así como los usos y valores de las lenguas Hidalgo Downing, R. y Vela Delfa, C
(2011a) y (Hidalgo & Vela, 2011b).
References
Esteba Ramos, Diana (2010), “La publicidad española ¿monolingüe?”, Círculo de lingüística
aplicada a la comunicación, Nº. 41.
Hidalgo Downing, R. y Vela Delfa, C (2011a), “Intercomprehension between neighbouring
languages: from language learning to teachers’ training”, Multiple Voices in Academic and
Professional Discourse: Current Issues in Specialised Language Research, Teaching and New
Technologies, Cambridge Scholar Publishing
248
Hidalgo Downing, R. y Vela Delfa, C, (2011b) “La intercomprenisón en lenguas románicas:
plurilingüísmo e interculturalidad”, Actas del IX Congreso Internacional de Lingüística General,
Universidad de Valladolid
Título: The TechEnglish project: organizing efforts to increase course offerings
in English at the Universidad Politécnica de Madrid
Autores: Villarroel Robinson, Morris (Universidad Politécnica de Madrid [email protected])
In recent years, coinciding with adjustments to the Bologna process, many Spanish
universities have attempted to improve their international profile by increasing course
offerings in English. Here we summarize the goals and some initial results of a recent
project (TechEnglish) that aims to promote using English for teaching at the
Universidad Politécnica de Madrid (UPM). Currently, the UPM has no specific
program to promote teaching in English (also called bi-lingual or multi-lingual
programs), although there is a Educational Model Whitepaper (with a focus on
undergraduate degrees) that promotes the development of activities like
the International Semester or the unique shared curriculum. Four tasks were planned
during the year long project: to design a university wide program to increase course
offerings, to identify administrative difficulties, to increase visibility of course offerings
and to disseminate the results of the project. To design a program we analyzed
existing programs at other Spanish universities, and other projects and efforts already
under way at the UPM. A total of 20 plans were analyzed and classified according to
their relation with students (learning), professors (teaching), administration, course
offerings, other actors/institutions within the university (e.g., language departments),
funds and projects, dissemination activities, mobility plans and quality control. For the
second task, to begin to identify administrative and organizational difficulties in the
implementation of teaching in English, we first estimated the current and potential
course offerings at the undergraduate level at the UPM using a survey (student,
teacher and administrative demand, level of English and willingness to work in
English). The main difficulties were related to how to acknowledge/credit the
departments, teachers or students involved in English courses, how students should
register for the courses, how departments should split and schedule the courses
(Spanish and English), and the lack of qualified personnel. Finally, we considered how
to make the course offerings more visible, and more attractive for both Spanish and
international students and how best to disseminate the results of the project. One of
the first steps was to create a TechEnglish workspace on the Moodle education
platform and a web page so that professors and students involved observe progress
and have access to materials and useful links. We also assessed how best to use
social networks to disseminate information and prepare workshops, conferences and
seminars within the UPM.
Título: Experiential
collaboration
learning
Autores: Vinagre, Margarita
[email protected])
in
teacher
(Universidad
education:
Autónoma
Exploring
de
virtual
Madrid
-
249
Telecollaborative language exchanges have become increasingly popular in Europe
since the Bologna process was launched in 1998 with the aim of creating a European
Higher Education Area (EHEA) in which diverse HE systems would converge. In order
to implement this process, changes had to be made following the ‘Tuning Educational
Structures in Europe’ Project (González & Wagenaar, 2008) and prime importance
was granted to the development of instrumental, systemic and interpersonal
competences as part of the students’ learning process. Some of these competences
(effective, communication in the foreign language, intercultural awareness, learner
autonomy, initiative and creativity in team work) which are considered essential for the
students’ employability, can be difficult to develop in traditional face-to-face
educational settings, in which respect telecollaborative exchanges have offered
educators an opportunity to foster them by allowing students to work in international
contexts and communicate with native speakers of the languages and cultures they
are learning (Vinagre, 2010). However, educators who are willing to implement these
exchanges are often unprepared for the challenges this activity poses and many are
forced to develop the competences of the telecollaborative teacher without any prior
training (O’Dowd, 2007). In this respect, some studies (Stickler & Hampel, 2007;
Dooly, 2009) emphasize the importance of experiential use and integration of specific
technological modes in the teachers’ own learning process in order to improve their
knowledge, competences and preparation so that they can integrate technologies in
their classrooms. In this approach, technologies are considered to be mediating tools
that can facilitate collaboration and learning is the result of socially and culturally
situated interactions that are conducive to the creation of new meanings and
knowledge. The onus, therefore, is on teachers to create meaningful contexts for their
use in the classroom (Murray & Hourigan, 2008).
It was with this aim to help teachers create such contexts and gain confidence
regarding the use of telecollaboration that we organised a collaborative exchange
among nine student-teachers who were trained online over three months to organise
and implement virtual exchanges as required by one of the modules of their Master’s
Degree. Participants from three different countries worked in small groups on an elearning platform and a wiki designed specially to facilitate discussion and
collaboration. They had to carry out a series of tasks that included reading articles on
telecollaborative learning and exchanging views on what they had learned regarding
different aspects of this mode of learning (i.e. models of telecollaboration, analysis of
samples from authentic exchanges, guidelines for implementation, task design and
assessment). Data was gathered from a triangulation of tools that included information
from the forum where content-related discussions were held, the wiki discussion
pages and final pages and answers to an end-of-course questionnaire. Quantitative
and qualitative analyses of the teachers’ participation and interaction together with
quality of their contributions and answers to the questionnaire seem to indicate that
there is a relationship between (in)effective collaboration and the type of knowledge
and skills developed by the participants.
References
González, J., & Wagenaar, R. (2008). Universities’ contribution to the Bologna process. An
introduction. Bilbao: Universidad de Deusto.
Dooly, M. (2009). New competencies in a new era? Examining the impact of a teacher training
project. ReCALL, 21(3), 352-369.
250
Murray, L., & Hourigan, T. (2007). Blog writing integration for academic language learning
purposes: towards an assessment framework. Iberica, 14, 9-32.
O’Dowd, R. (Ed.) (2007). Online intercultural exchange. An introduction for foreign language
teachers. Clevedon: Multilingual Matters.
Stickler, U., & Hampel, R. (2007). Designing online tutor training for language courses: a case
study. Open Learning, 22(1), 75-85
Vinagre, M. (2010) Teoría y práctica del aprendizaje colaborativo asistido por ordenador.
Madrid: Síntesis.
Título: Struggling to promote learner autonomy – overcoming constraints
Autores: Wilkinson, Ruth (Universidad
[email protected])
Pontificia
Comillas,
Madrid
-
Few would now disagree that the promotion of learner autonomy is perhaps the
fundamental goal of education, and especially of higher education. Indeed, the
promotion of learner autonomy is written into the legislation and curricula at all levels
of the education system here in Spain and is enshrined within the concept of lifelong
learning, the seventh of the ten Action Lines of the Bologna process (Tudor 2004). Yet
so often practitioners feel frustrated in their attempts to foster autonomy by factors
such as institutional requirements, parental expectations, educational background and
perhaps, above all, the learning culture of the students themselves (Lacey 2011,
Tudor 2001). In addition, teachers may have difficulties in changing their own teaching
approach, when they themselves have not experienced a pedagogy for autonomy
(Jimenez Raya et al. 2007). If we are determined to go ahead with a pedagogy for
autonomy, despite the constraints, we will need to be realistic about the challenges
and aware of how to achieve success.
Dam (2012) discusses the factors which led to success in her own journey towards
learner autonomy, mentioning: a situation which triggers action, combined with a
readiness to venture into the unknown. Thereafter, she suggests that possibilities are
investigated; problems are seen as challenges to be dealt with and to learn from;
support is needed and progression can be observed. This framework, typical of an
Action Research approach, forms the basis for the present paper in which I reflect on
the experience of starting a new job, in a new teaching context, and my struggles to
apply the principles of learner autonomy within this context. Drawing on my PhD
research in the field (Wilkinson 2013) I first review the basic ‘pillars’ for building
learner autonomy in the classroom, discussing the factors which have proved to be
most effective in achieving greater learner autonomy in other settings. I then consider
the constraints of the new learning context, before explaining which small steps I
have, so far, been successfully able to take, to adapt my previous experience to the
new context. These steps include not only learning activities carried out with the
students but also attempts to seek and share support with other teachers within the
new institution with the aim of developing a community of practice supportive of
learner autonomy.
251
The purpose of this paper is to encourage other teachers seeking to promote learner
autonomy in seemingly adverse circumstances, while contributing towards the
development of the reflective tradition of both narrative enquiry and action research
which play such a vital part in Learner Autonomy research (Aoki 2009; Barfield 2012;
Benson 2001, 2007; Bobb Wolff, L. & Vera Batista, J. L. 2006, Burns, A. 1999,
Karlsson 2008).
References
AOKI, N., with KOBAYASHI, H. (2009) “Defending stories and sharing one: Towards a
narrative understanding of teacher autonomy”. In Pemberton, R., Toogood, S. & Barfield, A.
(eds.) Maintaining Control: Autonomy and Language Learning (pp. 199-216). Hong Kong:
Hong Kong University Press.
BARFIELD, A. (2012) “More than telling success : Revisiting teachers’ learner autonomy
stories”. In Heim, K. & Rüschoff, B. (eds.) Involving Language Learners: Success Stories and
Constraints (pp. 187-199). Duisburg: Universitätsverlag Rhein-Ruhr.
BENSON, P. (2001) Teaching and Researching Autonomy in Language Learning. Harlow,
Essex: Pearson Education.
BENSON, P. (2007) Introduction. In Benson, P. (ed) Learner Autonomy, 8: Teacher and
Learner Perspectives (pp. 1-4). Dublin: Authentik.
BOBB WOLFF, L. & VERA BATISTA, J. L. (eds.) (2006) The Canarian Conference on
Developing Autonomy in the Classroom: Each Piece of the Puzzle Enriches Us All. Tenerife:
Ediciones Canaricard.
BURNS, A. (1999) Collaborative Action Research for English Language Teachers.
Cambridge: Cambridge University Press.
DAM, L. (2012) “The beginning of a success story: a personal account” in Heim, K. &
Rüschoff, B. (eds.) Involving Language Learners: Success Stories and Constraints (pp .13-19).
Duisburg: Universitätsverlag Rhein-Ruhr.
JIMENEZ RAYA, M., LAMB, T. & VIEIRA, F. (2007) Pedagogy for Autonomy in Language
Education in Europe: Towards a Framework for Learner and Teacher Development. Dublin:
Authentik.
KARLSSON, L. (2008) Turning the Kaleidoscope – (E)FL Educational Experience and Inquiry
as Auto/biography.Helsinki: Language Centre Publications 1, University of Helsinki Language
Centre.
LACEY, F. (2011) “Autonomy: The problems”. Independence, Newsletter of the IATEFL
Learner Autonomy Special Interest Group 52: 18-20.
TUDOR, I. (2001) The Dynamics of the Language Classroom. Cambridge: Cambridge
University Press.
TUDOR, I. (2004) “The challenge of the Bologna Process for higher education language
teaching in Europe”. Retrieved September 18th, 2012 from http://userpage.fuberlin.de/~enlu/downloads/Bologna_ENLU_OK.rtf
252
WILKINSON, R. (2013) (Doctoral thesis) Steps towards Autonomy in the Spanish University:
The Story of a Shared Journey
https://ruidera.uclm.es/xmlui/bitstream/handle/10578/3368/TESIS%20Wilkinson.pdf?sequence
=1.
253
Lengua Fines Específicos
Título: A rhetorical analysis of peer expert seminars
Autores: Aguilar Perez, Marta (Universitat Politècnica de Catalunya [email protected])
A seminar is, in its generic sense, a site of inquiry where teaching, research and
learning usually co-occur and where participants engage in disciplinary dialogue. A
seminar is however a label that denotes different events in different countries and
educational cultures. In the US, for example, seminars are usually student seminars
addressed to graduate students so that they debate and discuss ideas with the
purpose of improving their academic communication skills while talking about topics
related to their field of study. In other countries, though, seminars constitute academic
events where an expert speaker speaks to a small peer audience, usually made up of
doctoral students and teaching/ research staff, on a topic (s)he has recently
researched. By and large, two different types of seminars can be identified, viz.
instructional seminars and expert research seminars. While the instructional (student)
seminar has lately received some attention (Hyland 2009), less is known about the
peer expert seminar, which remains an under-researched, occluded genre. This paper
aims to depict some of the main features of expert seminars, namely, self-contained
events where an academic who has been invited in a different or foreign university
speaks about his/her on-going or completed research. Since in seminars speakers
address a small expert audience to informally disseminate their research, they are
also a research genre (Swales 2004) sharing similarities with the conference
presentation. They resemble a conference presentation in terms of their main
structural organisation—introduction, presentation, question-answer period—yet they
differ in terms of audience composition and formality. Seminars are not framed within
such a formal event as a conference and their unofficial and less weighty nature
allows speakers to be more relaxed: time pressure is not a matter of concern and
interruptions in the form of questions or commentaries may occur in the middle of the
talk. Likewise, as seminar speakers tend to be lecturers some porosity is likely to exist
with the lecture, although differences also exist. For example, when the
metadiscourse of engineering lectures and engineering seminars is compared (Aguilar
2004, 2008), academics are seen to use more hedges and more textual glosses to
rephrase and expand when they speak to experts in a seminar than when they lecture
to students. Drawing on Thompson (1994, 2002) and Swales (1990), this study will
finally focus on the seminar introductions of four native English engineering
academics with the aim of analysing both their rhetorical structure and the use of
metadiscourse. Rhetorical and textual analyses can uncover similarities among
genres with related purposes and even among functionally-related texts, i.e. genres in
other professions (Hyon & Cheng (2004). In short, expert seminars are a hybrid genre
that shares features with other spoken genres in Dubois’ continuum (1987) like
plenary lectures, conference presentations (Shalom 1993; Ventola et al. 2002), slide
talks or local colloquia; with other academic genres like lectures, in particular guest
lectures (Crawford-Camiciottoli 2004); and with written research articles. Gaining
more fine-tuned knowledge about the seminar is expected to help academics and
254
ESP/EAP practitioners because, while acquiring a good command of this research
genre they may also acquire disciplinary and academic socialisation as well as
practice a core competence that instils confidence and raises cross-genre awareness
(Yayli 2011).
References
AGUILAR, M. (2004). The peer seminar, a spoken research genre. Journal of English for
Academic Purposes 3: 55-72.
AGUILAR, M. (2008). Metadiscourse in academic speech. A relevance-theoretic approach.
Bern: Peter Lang.
CRAWFORD-CAMICIOTTOLI, B. (2004). Interactive discourse structuring in L2 guest lectures:
Some insights from a comparative corpus-based study. Journal of English for Academic
Purposes 3: 39-54.
DUBOIS, B. L. (1987). ‘Something on the order of around forty-four’: Imprecise numerical
expressions in biomedical slide talks. Language and Society 16: 527-541.
HYLAND, K. (2009). Academic Discourse. English in a global context. Continuum International
Press.
HYON, S. & CHENG, R. (2004). Beyond the research article: University faculty genres and
EAP graduate preparation.English for Specific Purposes 3: 233-263.
SHALOM, C. (1993). Established and Evolving Spoken Research Process Genres: Plenary
lecture and Poster Session Discussions at Academic Conferences. English for Specific
Purposes 12: 37-50.
SWALES, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.
SWALES, J. (2004). Research Genres. Exploration and applications. Cambridge: Cambridge
University Press.
THOMPSON, S. (1994). Frameworks and Contexts: A Genre-Based Approach to Analysing
Lecture Introductions.English for Specific Purposes 13: 171-186.
THOMPSON, S. (2002). ‘As the story unfolds’: The uses of narrative in research
presentations. In E. Ventola, C. Shalom & S. Thompson (eds). The Language of conferencing.
Bern: Peter Lang, 147-167.
VENTOLA, E., SHALOM, C. & THOMPSON, S. (eds) (2002). The Language of Conferencing.
Bern: Peter Lang.
YAYLI, D. (2011) From genre awareness to cross-genre awareness. A study in an EFL
context. Journal of English for Academic Purposes 10: 121-129.
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Título: Hierarchical configuration of the Globalcrimeterm domain ontology
Autores: Alameda Hernández, Angela (Universidad de Granada [email protected]); Ureña Gómez-Moreno, Pedro (Universidad de Granada [email protected]); Felices Lago, Ángel (Universidad de Granada [email protected])
This paper describes a crucial phase in the process of constructing a term-based
“satellite ontology” or domain ontology within the architecture of a Core Ontology
integrated in FunGramKB –a lexico-conceptual knowledge base for the computational
processing of natural language (Periñán-Pascual & Arcas-Túnez 2004, 2007, 2010a;
Periñán-Pascual & Mairal-Usón 2009, 2010). The main hypothesis is that the
multilevel model of FunGramKB Core Ontology can be connected to terminological
subontologies or “satellite ontologies” in order to minimize redundancy and maximize
information (Periñán-Pascual & Arcas-Túnez 2010b). For that purpose, we follow the
COHERENT methodology (Periñán-Pascual & Mairal-Usón 2011): a stepwise
method for forming specialised concepts and their subsumption under the Core
Ontology. Although the proposed methodology is partly based on the model for
building ontological meaning described by Periñán-Pascual & Arcas-Túnez (2010b) it,
in turn, incorporates the use of specialised dictionaries and the lexico-conceptual
decomposition of complex specialised terminology. In doing so, the paper furnishes
substantial evidence on the process of subsumption, which deals with the
establishment of hierarchical meaning relations among concepts in the domain of
criminal law (cf. Breuker, Valente & Winkels 2005; Valente 2005; Breuker, Casanovas
& Klein 2008), particularly those included in the Globalcrimeterm corpus and
subontology (Ureña-Gómez Moreno, Alameda-Hernández & Felices-Lago (2011);
Felices-Lago and Ureña-Gómez Moreno (2012); Felices-Lago and Ureña GómezMoreno (2014). Designing a networked hierarchy of this kind endows FunGramKB
with the capacity to derive relevant and meaningful inferences, as well as
to understand and produce knowledge for a specific user-defined goal. To illustrate
this process, we have selected the superordinate basic concept +CRIME _00 and its
terminal subordinate concepts in the subdomain of organized crime and terrorism (all
of them under the metaconcept #ENTITY). The creation of specific definitions for the
target concepts in this paper uses COREL (the interface metalanguage for the
development of the FunGramKB knowledge base) and the following top conceptual
path: #ENTITY> #PHYSICAL> #PROCESS> +OCCURRENCE_00> +CRIME_00. In
addition, specific examples of the modelling and subsumption of terminal concepts
under +CRIME_00 will be presented.
References
Breuker, J., Valente, A., Winkels, R. (2005). “Use and Reuse of Legal Ontologies in
Knowledge Engineering and Information Management”. In V.R. Benjamins et al. (eds.). Law
and the Semantic Web. Berlin: Springer, pp. 36-64
Breuker J., Casanovas, P., Klein, M.A.C. & Francesconi, E. (eds.). (2008). Law, Ontologies
and the Semantic Web.Amsterdam: IOS Press.
Felices Lago, Á & Ureña Gómez-Moreno, P. (2012): “Fundamentos metodológicos de la
creación subontológica en FunGramKB”, Onomázein, 26,2, pp. 49-67.
256
Felices Lago, Á & Ureña Gómez-Moreno, P. (2014): “FunGramKB Term Extractor: a key
instrument for building a satellite ontology based on a specialized corpus”, Language
processing and grammars: The role of functionally oriented computational models, (Studies in
Language Series). Brian Nolan & Carlos Periñán-Pascual (eds.). Amsterdam: John Benjamins,
pp. 251-269.
Jiménez Briones, R. & Luzondo Oyón, A. (2011). "Building ontological meaning in a lexicoconceptual knowledge base".Onomázein 23, pp. 11-40.
Periñán-Pascual, C. & Arcas-Túnez, F. (2004). “Meaning postulates in a lexico-conceptual
knowledge base”, 15th International Workshop on Databases and Expert Systems
Applications, IEEE, Los Alamitos (California), pp. 38-42.
Periñán-Pascual, C. & Arcas-Túnez, F. (2007). “Cognitive modules of an NLP knowledge base
for language understanding”, Procesamiento del Lenguaje Natural 39, pp. 197-204.
Periñán-Pascual, C. & Arcas-Túnez, F. (2010a). “ontological commitments in FunGramKB”,
Procesamiento del Lenguaje Natural 44, 27-34.
Periñán-Pascual, C. & Arcas-Túnez, F.( 2010b). “The architecture of FunGramKB”
th
in Proceedings of the 7 International Conference on Language Resources and
Evaluation, European Language Resources Association, pp. 2667-2674.
Periñán-Pascual, C. & Mairal-Usón, R. (2009). “Bringing Role and Reference Grammar to
natural language understanding”. Procesamiento del Lenguaje Natural, vol. 43, pp. 265-273.
Periñán-Pascual, C. & Mairal-Usón, R. (2010). “La Gramática de COREL: un lenguaje de
representación conceptual”.Onomázein. 21 (2010/1), p. 11-45.
Periñán Pascual, C. & Mairal-Usón, R. (2011). “The COHERENT methodology in
FunGramKB”. Onomázein 24, 13-33.
Ureña Gómez-Moreno, P., Alameda Hernández, Á. & Felices Lago, Á. (2011). "Towards a
specialised corpus of organized crime and terrorism". María Luisa Carrió et al. (eds.) La
investigación y la enseñanza aplicadas a las lenguas de especialidad y a la
tecnología. Valencia: Universitat Politècnica de Valencia, pp. 301-306.
Valente, A. (2005). “Types and Roles of Legal Ontologies”. In V.R. Benjamins et
al. (eds.). Law and the Semantic Web. Berlin: Springer, pp. 65-76.
Título: El foro y los estudiantes de lengua extranjera de especialidad:
dificultades en la comunicación escrita
Autores: Andreu-Andrés, M. Angeles (Universitat Politècnica de València [email protected])
Este estudio forma parte de una investigación más amplia que se está llevando a
cabo en diferentes fases y que tiene como centro a un grupo de estudiantes de
lengua extranjera aplicada a la arquitectura, las tecnologías de la información y la
257
comunicación (TIC) y la mejora de sus competencias comunicativas a través de la
tecnología. En primer lugar, se ha analizado el uso que dichos estudiantes hacen de
las TIC dentro y fuera del ambiente universitario (Andreu-Andrés, en prensa). En un
segundo paso se ha medido la existencia de relaciones entre el uso que hacen de las
TIC y sus percepciones de utilidad, aprendizaje y progreso de las competencias
comunicativas a través de ellas y, en concreto, a través del foro de la asignatura;
herramienta incluida en la plataforma educativa de nuestra universidad y que han
utilizado a lo largo de un curso académico.
Como tercera etapa de la investigación este trabajo analiza el tipo de errores
cometidos por dichos estudiantes antes de utilizar el foro de la asignatura. La
investigación concluirá, en la cuarta fase, con el análisis de los errores cometidos tras
su uso a lo largo de un curso académico y su comparación con los descritos en el
presente estudio.
Referencias
Andreu-Andrés, Mª Á. (en prensa). El foro académico y los estudiantes de lengua extranjera
de especialidad. II Coloquio franco-español de análisis del discurso y enseñanza de lenguas
para fines específicos. Valencia. Septiembre 2014.
Título: Property Claim Phraseology in US Patents and Generic Structure: A
Corpus Analysis
Autores: Arinas Pellón, Ismael (Universidad Politécnica de Madrid [email protected])
The genre of US Patents contains commercial, technical and legal information. It is a hybrid
genre that, according to Bazerman (1999), is part of a process that transforms an idea into
intellectual property. For granting property rights, the US Patent and Trademark Office
(USPTO) requires that the patent application describes the invention. This description, on the
one hand, provides information on how to implement the invention. On the other hand, it also
sets the boundaries of the property being claimed. This paper provides examples of the
prototypical phraseology used by patent drafters for describing claimed property in such a way
that it meets the commercial interests of the applicants. The analysis is based on examples
obtained from a 401 patent corpus that covers electromechanical patents granted between
1999 and 2009.
Reference
Bazerman, Charles (1999). The Languages of Edison's Light. Cambridge, MA.: MIT Press.
Título: Understanding the inventor’s mind through patents analysis: A CLIL
team-teaching experience at the Technical University of Madrid
258
Autores: Barreiro Elorza, Pilar (Universidad Politécnica de Madrid [email protected]); Sancho Guinda, Carmen (Universidad Politécnica de
Madrid - [email protected])
This presentation reports on a CLIL-based team teaching initiative recently accomplished at
the School of Agronomic Engineering of the Technical University of Madrid (UPM). Two
teachers—an agricultural engineer and an applied linguist, together with around 20 master
students, analysed a patent document by contrasting it with a ‘twin’ research article written by
the same authors on the same scientific object and examining their differing contexts and
textual and social outcomes. The seminar, with a total duration of seven and a half hours, not
only provided disciplinary (agronomical) and know-how contents (the inner workings of patent
writing), but also helped raise audience sensitivity (towards expert and lay readers) and
fostered transversal skills such as critical thinking and creativity, so as to claim the maximum
intellectual property and dissuade competitors from applying for derived patents. With a handson approach, aspects such as rhetorical genre conventions, the expectations of the diverse
communities of practice addressed, the function and features of visual information compared
to its verbalized version, the realizations of promotional language, and the overall evolution of
the genre, as well as of the inventor’s profile, were tackled and compared with their
manifestations in the research article, bringing to light the circular relationship of the two
genres. All in all, the seminar integrated technical, procedural and linguistic content, and was
evaluated by the participants as a means for developing new skills. As a result of this joint
interdisciplinary experience, the two teachers involved have devised and present here an
extended CLIL didactic unit that may be taught in any polytechnic setting.
Título: MEIN HAUS IST NICHT AUF SAND GEBAUT: AN EMPIRICAL
APPROACH TO ‘PLAYFUL’ TECHNICAL GERMAN KNOWLEDGE
ACQUISITION, DESIGNED FOR SPANISH STUDENTS OF ARCHITECTURE
AND CIVIL ENGINEERING
Autores:
Bauder,
Eve
[email protected])
(Universidad
Politécnica
de
Madrid
-
In this article I will describe an alternative approach to technical German language
pedagogy for Spanish students of Architecture and Civil Engineering, based on their
special cognitive-linguistic circumstances.
Firstly, I will show that third language teaching involving specific purposes
considerably increases the challenges for students and teachers, insofar as two fields
(linguistic and technical) are concerned simultaneously, while at competence level the
gap between both is considerably larger on the students’ side, in comparison with
second language teaching for specific purposes), so CLIL (content and language
integrated learning) becomes doubly important (Fried-Booth 1988; Skehan 1998;
Bauder 2005).
Further on, I will focus on my Spanish students’ specific cognitive-linguistic drawbacks
and advantages, which significantly intensify the already challenging teaching tasks.
On the handicap-side, statistics (e.g. English Proficiency Index) show that young
Spanish university students not only possess one of the worst levels of English of the
European Union, but neither master any second (or third) foreign language, in general
– vice versa, studying general and technical German could be greatly benefitted. On
the sunny side, Spanish students of Architecture and Civil Engineering are, to a very
259
high degree, vocational students, i.e., they are highly motivated to get to know the
uttermost related to their chosen fields (Buckminster Fuller 1982, 1986).
At the same time it has to be taken into account that most of the academic subjects
related to both studies (architecture and civil engineering) are strongly focused on
visual impact (graphics, diagrams, images, illustrations and drawings), and that
students are continuously encouraged and stimulated in order to stretch their
innovating and creative capacity, in theory and practice (Bauder 2012).
In order to substantially improve technical German language acquisition, I will then
outline an empirical approach I designed – and have put into practice for the past two
years – , born out of detailed analyses regarding these unusual cognitive-linguistic
circumstances. According to my practical experience, the key to success of this
proposal seems to lie in blending all conditioning factors (poor English knowledge,
insignificant knowledge of other foreign languages, strong technical study-related
vocation, creativeness and imagination) into one motivating and attractive
composition, where the learning processes seem almost unguided (which, of course,
they are not) and thoroughly playful, by means of audiovisual and methodological
diversity, provided by technical German illustrated children’s literature and videos,
spiced with technical songs and technical popular sayings, chosen carefully (Merrel
2004; Ashe 2010; Reina & Edgar 2010; Blend & Lütge 2013).
References (Selection)
Ashe P. 2010. Methodology / Teaching with the help of songs. London: Macmillan
Publishers Ltd. Onestopenglish.com: solutions for English teaching.
Bauder E. 2012. Proyecto docente e investigador. Madrid: self-editing.
Bauder E. 2005. “La realización de un proyecto interdisciplinar para el perfeccionamiento del
alemán para arquitectos”. Perspectivas Interdisciplinares de la Lingüística Aplicada, II: 17990.
Blend J., Lütge C. 2013. Children's Literature in Second Language Education. New York:
Bloomsbury Publishing.
Buckminster Fuller R. 1982. Tetrascroll: Goldilocks and the Three Bears, A Cosmic Fairy Tale.
New York: St Martin's Press. Online at lampsacus.com.
Buckminster Fuller R. 1986. Goldlöckchen und die drei Bären. Ein Märchen erklärt die
moderne Weltsicht im Raumzeitalter. 'Tetrascroll'. Köln: DuMont Buchverlag.
Fried-Booth D.L. 1988 (1986). Project Work. Oxford: Oxford University Press.
Merrel A. 2004. “The
http://audreymerrell.net/
Benefits
of
Incorporating
Music
in
the
Classroom”.
Reina A., Edgar A. 2010. “The use of songs as a tool to work on listening and culture in
EFL classes”, Cuadernos de Lingüística Hispánica, 15: 121-138.
260
Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford
Press.
University
Título: Análisis del Grado de Especialización de los textos financieros
informativos desde el punto de vista lingüístico.
Autores:
Berdasco
Gancedo,
Yolanda
([email protected]); Carretero, Marta (Universidad Complutense
de Madrid - [email protected])
Tradicionalmente, los textos especializados se han dividido en tres niveles principales
o grados de especialización, teniendo en cuenta varios factores, como el emisor , el
medio, los participantes , el propósito, etc. Sin embargo, las características
lingüísticas de los textos financieros no han sido tan profundamente revisadas. Existe
cierta carencia en la investigación del código de estos mensajes, que puede resultar
vital para la comprensión de los mismos y en consecuencia, para lograr el fin último
de todo aquel que escribe un texto con finalidad informativa: llegar al receptor de
forma clara y ser comprendido por éste.
En muchas ocasiones, este objetivo no se cumple. Por ejemplo, a pesar de que la
mayor parte de medios de comunicación han informado de ello con frecuencia, más
del 60 % de los españoles no conoce el significado de un término de uso común en
estos días, “prima de riesgo”.
Algunos autores, como Del Río (2008) argumentan que los periodistas que escriben
sobre economía deberían ejercer como “traductores”, ya que utilizan un estilo tan
especializado que la mayoría de los receptores no pueden comprender sus textos
con facilidad, no existe una divulgación real del contenido.
Nuestra investigación tiene como objetivo identificar los rasgos lingüísticos comunes
en cada uno de los tres niveles planteados tradicionalmente. Para ello, se han
analizado más de 50 textos de carácter financiero, tanto en inglés británico como en
español. Una muestra seleccionada al azar de diferentes fuentes; medios de
comunicación generalistas y especializados, instituciones financieras, organizaciones
gubernamentales del área de especialidad, etc. Los textos han sido clasificados en
las tres categorías propuestas y se ha analizado una amplia gama de variables
léxicas, sintácticas y temáticas para conocer cuáles son las características comunes
en cada uno de ellos.
Algunos de los indicadores que aportan información especialmente relevante acerca
de cuáles son los factores lingüísticos que implican un mayor o menor grado de
especialización de los textos son; la Densidad Léxica (Engber, 1995), entendida
como la relación de palabras léxicas respecto al número total de palabras del texto, o
la Densidad de Monosémicos, que cuantifica la frecuencia de palabras con un único
significado perteneciente al campo de las finanzas.
261
El análisis de las estructuras temáticas, los patrones sintácticos, el empleo de
expresiones modales o el uso de colocaciones , ... también han resultado útiles para
determinar nuevos criterios para clasificar los textos seleccionados.
References
Del Río , R. (2008 ) . Periodismo Económico y Financiero. Madrid: Síntesis.
Engber , C. ( 1995 ) . The relationship of lexical proficiency to the quality of ESL compositions.
Journals of Second Language Writing, 4.2, 139-155.
Título: A proposal to improve the teaching of English for Tourism Studies:
Motivating Students through the use of ICTs and Authentic Materials
Autores: Blanco Gómez, María Luisa (Universidad Rey Juan Carlos [email protected])
A great amount of research in the fields of psychology, sociology and linguistics has
aimed at defining the factors that can either foster or hinder foreign language learning.
The nature of input, the process of intake, the role of interaction and error in the
classroom, the learner’s learning style, his linguistic knowledge, etc., which are all part
of the cognitive domain, have been long known to play a key role in foreign language
learning. Other contextual factors, such as teacher’s involvement, group work, etc.
take part in the process. However, until recently, the importance of the affective
domain in foreign language learning had been ignored for a long time (Dörnyei 2001).
But the fact is that the individual’s emotions, feelings and attitudes - such as selfesteem, cooperation, inhibition, anxiety, empathy, etc.- are all part of the human
dimension, and affect the process of foreign language learning in complex
combinations with other domains.
The degree to which any of the above mentioned factors will become significant in a
particular learning situation will partly depend on the reasons why students are
learning a foreign language. As Hedge (2002: 22) states, ‘Any individual may be
influenced by a variety of motivations which will affect such things as anxiety, or
attitude, or willingness to try new learning strategies.’ Therefore, some insights in the
way motivation influences foreign language learning should be taken into account in
order to partly understand the level of competence in English for Tourism Studies.
Motivation is said to be a key and complex construct in foreign language learning in
general. It is generally accepted that in order to motivate students, teachers need to
be motivated themselves, feel enthusiasm and commitment towards their students’
learning process. It is true that students’ failure could sometimes be due to their lack
of motivation. In this study we are going to show the difference between two groups in
which different motivating strategies were used and we will prove that the result is not
the same depending on the strategy used. There are many tools teachers could make
use of in order to arouse motivation in students. In this work we are going to present
different teaching strategies to influence students’ attitudes, values and beliefs so that
they will become motivated and they will get improved results due to a better learning
process. Some of these strategies include the Internet and the language of Tourism
262
on the web (blogs, websites, social media in general, etc.); authentic materials
available in the world of Tourism; individual work versus group work; peer-review is a
very important aspect to consider; and some others will also be mentioned. In short,
teachers should focus on participatory teaching methods instead of passive ones,
teachers should act as facilitators of the learning process and some of the ways to do
that will be described here.
References
Dörnyei, Z. (2001) Teaching and Researching Motivation. Harlow: Pearson Education
Hedge, H. (2002) Teaching and Learning in the Language Classroom. 3rd ed. Oxford: Oxford
University Press.
Título: The constructing of shipping forecasts in English: A pilot study
Autores:
Bocanegra
[email protected])
Valle,
Ana
(Universidad
de
Cádiz
-
Shipping forecasts are weather forecasts for seafarers issued by meteorological
offices around the world and broadcast three times a day in the radio bulletins of
national radio services (e.g. BBC Radio 4 in the United Kingdom or RNE Radio 5 in
Spain). As explained by Van Kluijven (2003: 312), they offer “a survey of weather
conditions that may be expected in certain places, sea areas and in vicinities of
coastal stations within the next 24 hours”. Although shipping forecasts may not be
fully defined within the scope of “professional discourse” as depicted by Gunnarson
(2009), they are an example of oral discourse that takes place within a profession –
seafarers of all kinds (be they mariners, fishermen or skippers) are required to fully
understand the weather conditions and visibility of the area they are navigating for a
safe and successful passage.
The types and features of the oral discourse that prevail among particular professional
communities have been scarcely acknowledged and research is very limited due to
the difficulties in gaining access to authentic workplace communicative encounters
and gathering oral data. In the particular case of maritime English, there have been
some studies that aim to describe in depth the speech that takes place at sea
between ships and between ships and coastal services (Bocanegra-Valle, 2010;
Johnson, 1995 and 1999; Pritchard and Kalogjera, 2000); however, these are limited
to the scope of VHF bridge/shore communications and, as such, do not include the
kind of notifications on weather conditions for information purposes that lie at the heart
of shipping forecasts.
To this author’s knowledge, shipping forecasts have not so far been the object of any
kind of linguistic research. This paper is, thus, a first attempt to the study of how
shipping forecasts are constructed and shaped. A pilot corpus of ten shipping
forecasts issued by the Met Office, on behalf of the maritime and Coastguard Agency,
and broadcast by BBC Radio 4 has been collected for this purpose and examined in
terms of its rhetorical structure. Adopting a genre-centred approach and making use
of Swales’s (1990) terminology, shipping forecasts are analysed and structured into a
263
number of moves and steps. Findings are expected to help linguist researchers to
gain knowledge of the textual organisation of shipping forecasts as a very particular
type of oral discourse within the professions, and also, to provide maritime English
teachers with genre-based tools that may contribute to enhance their teaching
practices in maritime English classrooms.
References
Bocanegra-Valle, A. 2010. “The language of seafaring: standardized conventions and
discursive features in speech communications”. International Journal of English Studies 11(1):
35-53.
Gunnarson, B-L. 2009. Professional Discourse. London: Continuum.
Johnson, B. 1995. “Some features of maritime telex service communication”. English for
Specific Purposes 14(2): 127-136.
Johnson, B. 1999. “English in the Global Maritime Distress and Safety System”. World
Englishes 18(2): 145-157.
Pritchard, B. and D. Kalogjera 2000. “On some features of conversation in maritime VHF
communication”, in Coulthard, M., J. Cotterill and F. Rock, F. (eds.), Dialogue Analysis VII:
Working with Dialogue, 185-196. Tübingen: Max Niemeyer Verlag.
Swales, J.M. 1990. Genre Analysis. English in Academic and Research Settings. Cambridge:
Cambridge University Press.
Van Kluijven, P.C. 2003. The International Maritime Language Programme. Alkmaar: Alk &
Heijnen Publishers.
Título: Necesidades Lingüísticas en las Empresas Turísticas. Caso de
estudio: Pallars Sobirà, Lleida
Autores: Cañas Villarreal, Javier (Escola Universitària Formatic Barcelona Universitat Oberta de Catalunya - [email protected]); Pérez Valdés,
Lola (Escola
Universitaria
FormaticBarcelona,
Barcelona
[email protected])
Diversos estudios se han dirigido recientemente a explorar la importancia del
multilingüismo como un factor clave en la competitividad empresarial (ELAN, 2006).
Este fenómeno gana aún más importancia cuando se trata del sector turístico y de la
hostelería. La globalización ya no sólo se produce en destinos turísticos de masas,
sino que también se percibe en países y regiones poco explotadas turísticamente
(Cañas y Pérez, 2014b). En dichas regiones, cada vez son más las empresas
turísticas que se centran en la formación en lenguas extranjeras de sus empleados
con el fin de proporcionar un mejor servicio al cliente y también obtener mayores
beneficios económicos. El inglés ya no es suficiente y el fenómeno de la globalización
lleva a las empresas a plantearse el objetivo de enriquecerse no sólo lingüística sino
también culturalmente (Cañas y Pérez, 2014a).
264
El presente estudio explora el papel del multilingüismo de las empresas turísticas en
la comarca catalana del Pallars Sobirà (Lleida), en la que sólo el 13% del turismo es
internacional. El estudio tiene dos objetivos principales. En primer lugar, explorar las
ventajas del multilingüismo para las empresas del sector turístico de la zona, no sólo
en términos económicos, sino también para el acceso a nuevos mercados y el logro
de una mayor satisfacción del cliente. En segundo lugar, obtener información sobre
las diferentes estrategias de formación en lenguas extranjeras que las empresas de
la región tienen implementadas actualmente.
La recogida de datos se llevó a cabo a través de dos métodos distintos. El principal
instrumento empleado fue un cuestionario basado en el estudio ELAN, que fue
adaptado al contexto local al que nos referimos en el estudio. En el cuestionario se
analizan aspectos como la formación de lenguas en el lugar de trabajo, la
contratación de nuevo personal con conocimientos previos de idiomas, formación de
idiomas online, y otras estrategias. Por otro lado, las entrevistas telefónicas con
algunas de las principales empresas turísticas de la región también se llevaron a
cabo con el fin de obtener más información sobre la formación en idiomas de los
trabajadores y la situación lingüística actual de la región.
Los resultados del estudio revelan que un abrumador 78% de las empresas
participantes son conscientes de la importancia del multilingüismo. Una gran mayoría
de las empresas participantes en el estudio admiten que necesitan más formación de
idiomas, especialmente a través del uso de las nuevas tecnologías. Los propietarios,
gerentes y empleados reconocen haber perdido oportunidades de negocio por la falta
de conocimiento de idiomas y dificultades de comunicación con los turistas
extranjeros. Por otro lado, aunque muchas empresas tienen actualmente su página
web disponible en varios idiomas extranjeros, la información en folletos, revistas y
catálogos sobre los servicios de alojamientos, oferta cultural y gastronómica se
encuentra únicamente presentada en catalán y castellano.
Como conclusión, algunas empresas participantes en este estudio ya están poniendo
en marcha programas de formación de idiomas a través de las instituciones locales.
Este hecho puede significar el primer paso en la apertura de un nuevo y desconocido
mercado.
Referencias
Cañas, J. y Pérez, L. (2014a). Language Needs in Tourism Enterprises in Pallars Sobirà,
Catalonia. Creació i comercialització de productes turístics. Quaderns de recerca Escola
Universitària Formatic Barcelona, Barcelona, Spain.
Cañas, J. y Pérez, L. (2014b). Language Strategy in the Hospitality Sector. Language on the
Move.http://www.languageonthemove.com/language-tourism/language-strategy-in-thehospitality-sector
ELAN: Effects on the European Economy of Shortages of Foreign Language Skills in
Enterprise (2006). A Report prepared by CILT, the National Centre for Languages, for the
European
Commission.
Investigador
principal:
Professor
Stephen
Hagen.
http://ec.europa.eu/languages/policy/strategic-framework/documents/elan_en.pdf
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Título: The Pisa Audio-Visual Corpus Project: A multimodal approach to ESP
research and teaching
Autores: Crawford Camiciottoli, Belinda (Università di Pisa [email protected]) Bruti, Silvia (Università di Pisa - [email protected])
Bonsignori, Veronica (University of Pisa, Pisa - [email protected])
Cappelli, Gloria ( Università di Pisa - [email protected]) Masi, Silvia Masi
(University of Pisa - [email protected])
Multimodal literacy involves the ability to construct meanings through “reading,
viewing, understanding, responding to and producing and inter-acting with multimedia
and digital texts” (Walsh 2010: 213). The need to foster multimodal literacy and
practices in education is now widely recognized (Royce 2002, Jewitt & Kress 2003),
also to take advantage of today’s learners increasing propensity to use multisemiotic
digital resources in their daily lives (Street et al. 2011). In language teaching, the
multimodal approach can help students learn to exploit modes beyond verbal
language (e.g., visual, gestural, spatial) to both understand and produce texts in the
target language more effectively (O’Halloran et al., forth). This becomes particularly
important in situated communicative contexts where domain-specific discursive,
pragmatic and cultural features can create significant obstacles for language learners.
This paper presents an ongoing project sponsored by the University of Pisa Language
Centre to compile an audio-visual corpus that represents specialized types of
discourse of particular relevance to ESP learners in higher education (e.g., business,
politics, tourism, medicine, law). The first phase of the project focuses on collecting
digitally-available video clips that encode specialized language across a range of
genres along an ‘authentic’ to ‘fictional’ continuum, e.g., academic lectures,
interviews, TV series and films. These are important resources for language teaching,
especially when learners have little opportunity to experience the target language
outside the classroom. As Rose (1997: 283) points out, “in foreign language contexts,
exposure to film is generally the closest that language learners will ever get to
witnessing or participating in native speaker interaction”. In addition, audio-visual
materials allow learners to understand how language is used in the domain-specific
contexts that are represented in the digital sources. The video clips will then be
analyzed with the multimodal annotation software ELAN (Wittenburg et al. 2006) to
determine how various semiotic resources work together to construct meaning. Then,
the annotated video clips can be utilized in the ESP classroom to increase learners’
awareness of the key contribution of different modes in specialized communication.
We present some exploratory multimodal analyses performed on video clips that
encode instances of political discourse across different genres (e.g., a political
science lecture available on an OpenCourseWare digital platform, a political interview
available on Internet, a political drama film) to gain insights into how non-verbal
signals (e.g., gaze direction, hand/arm gestures, body positioning) may enhance
pragmatic and cultural-specific meanings in the verbal message and thus render them
more accessible to English language learners. Preliminary results highlight an
interesting interplay of verbal and non-verbal modes that appears to be impacted by
different variables (i.e., the genre, the participants and the communicative situation),
thus constituting a dynamic semiotic bundle (Arzarello 2006) that learners can exploit
to enhance comprehension.
266
References
Arzarello, F. (2006). Semiosis as a multimodal process. RELIME. Revista Latinoamericana de
Investigación en Matemática Educativa, 9(1): 267-300.
Jewitt, C. & Kress, G. (Eds.) (2003). Multimodal literacy. New York: Peter Lang.
O’Halloran, K. L., Tan, S. & Smith, B. A. (forthcoming). Multimodal approaches to English for
academic purposes. In K. Hyland & P. Shaw (Eds.) The Routledge handbook of English for
academic purposes. London & New York: Routledge.
Rose, K. R. (1997). Pragmatics in the classroom: Theoretical concerns and practical
possibilities. In L. F. Bouton & Y. Kachru (Eds.) Pragmatics and Language Learning, vol 8. (pp.
267-295). Urbana, IL: University of Illinois at Urbana-Champaign.
Royce, T. (2002). Multimodality in the TESOL classroom: Exploring visual - verbal synergy
. TESOL Quarterly 36: 191- 205.
Street, B., Pahl, K. & Rowsell, J. (2011). Multimodality and new literacy studies. In C. Jewitt
(Ed.) The Routledge handbook of multimodal analysis (pp. 191-200). London: Routledge.
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian
Journal of Language and Literacy, 33(3): 211-23.
Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., & Sloetjes, H. (2006). ELAN: A
professional framework for multimodality research. Proceedings of LREC 2006, Fifth
International Conference on Language Resources and Evaluation. Retrieved from
http://www.lrec-conf.org/proceedings/lrec2006/pdf/153_pdf.pdf.
Título: An overview of geo-science metaphors in the technical dictionary of
metaphors and metonymies and their heuristic power
Autores: Durán Escribano, María Pilar (Universidad Politécnica de Madrid [email protected])
Science rhetoric studies over the past years have proven the rich presence of
metaphor underlying scientific argumentation and creativity, depicting the core
metaphors present in it (Boyd, 1993). Tracing insights into metaphors seems to
explain scientific creativity: metaphors come to mind as an inspiration brought about
by the need to name new scientific realities and theories, constantly appearing.
The Bilingual Technical Dictionary of Metaphors and Metonymies (DISCYT Research
Group, UPM) comprises a wide selection of areas related to engineering and other
scientific and technical fields, including a variety of specific metaphorical terms
ranging from traditional words typical of older technological jargon, such as agriculture
and mining, to the latest electronic and technological advances. This paper offers an
overview of earth science metaphorical terms contained in the dictionary, commenting
on the most frequent conceptual metaphors occurring in geo-science and their
dominance in language development.
267
Earth scientists have coincident favourite metaphors they use when naming new
discoveries of earth phenomena in English and Spanish. Among them we may
highlight some conceptual metaphors such as ROCKS ARE HUMAN BEINGS,
ROCKS ARE SOCIAL ENTITIES or WATER IS A LIVING ORGANISM, which are a
rich source of specific terminology in geo-science. The conceptual structure of the
source domain (human beings, social behaviour or living organisms) has been tapped
to structure the target domain, demonstrating the heuristic power of the metaphor
(Turner, 1991).
Another type of metaphor frequent in this field is catachresis: “A catachresis is a type
of metaphor, a substitute naming that occurs when a term is borrowed from another
semantic field, not because the borrower wants to substitute for the “ordinary” term,
but because there is no ordinary term. [sic] The need for catachretic naming in
science in particular has been well noted and cited as a source of conceptual
creativity” (Fahnestock, 1999: 37). The cognitive theory of metaphor, explained in
terms of a source and a target domain (Lakoff and Johnson, 1980), is applicable in the
case of catachresis, though not necessarily from “general” to “specific” vocabularies,
but from two different specific fields. For example, the use of “surface outcroppings” in
geology may be considered a catachretic metaphor as geologists borrow the term
‘crop out’ from agronomy to name the part of a rock formation that appears at the
surface of the ground.
A third important type of metaphor used in geo-science is image metaphor. To depict
image metaphors, Lakoff’s (1987: 222) criterion has been followed: “Image metaphors
only occur when there is both a source image and a target image that the source
image maps onto”. Image metaphors abound in petrology to describe a rock’s
structure (eye-structure) and in mineralogy to name minerals and gems (bull’s eye).
The three types of metaphor will be discussed, comparing and contrasting English
and Spanish terms, to show the heuristic power of metaphor in this field.
References
Boyd, R. 1993. Metaphor and theory change: What is “metaphor” a metaphor for? In Metaphor
and Thought. Edited by Andrew Ortony. Cambridge: CUP, 481-532.
Fahnestock, J. 1999. Rhetorical Figures in Science. Oxford: OUP.
Lakoff, G. 1987. “Image Metaphors”, Metaphor and symbolic activity 2(3), 219-224.
Lakoff, G. and M. Johnson 1980. Metaphors we Live By. Chicago: The University of Chicago
Press.
Turner, M.1991. Reading Minds: The Study of English in the Age of Cognitive
Science. Princeton, NJ: Princeton University Press.
Título: Las necesidades lingüísticas en la movilidad o trabajo virtual. Proyecto
comoviwo
268
Autores: García Carbonell, Amparo (Universitat Politècnica de València [email protected]); MacDonald, Penny (Universitat Politècnica de
València- [email protected]); Pérez Sabater, Carmen (Universitat politècnica
de València - [email protected]) Montero Fleta, Begoña (Universitat
Politècnica de València - [email protected])
La economía de mercado que dirige los cambios en la dinámica laboral de las
empresas e instituciones obliga a los responsables últimos en educación a investigar
y facilitar la adquisición de la competencia comunicativa en una segunda lengua, en
la movilidad o trabajo virtual en el puesto de trabajo. El proyecto CoMoViWo,
financiado por la Education, Audiovisual and Culture Executive Agency (EACEA) de
la Unión Europea, se plantea como objetivo fundamental mejorar la empleabilidad de
los egresados a través de una alfabetización en comunicación virtual. La innovación
de este proyecto se sustenta en la combinación entre movilidad y comunicación
virtual, tecnología, multiculturalidad y colaboración con la empresa. El presente
trabajo expone la primera fase del proyecto, cuyo objetivo fundamental es obtener
información sobre las necesidades reales en movilidad y comunicación virtual en
entornos de trabajo. Un primer paso en la revisión de la literatura permite concluir que
el instrumento más utilizado para el análisis de necesidades es el cuestionario. Por lo
tanto, el cuestionario se toma como herramienta de trabajo propia. Como resultado
del trabajo de campo en la elaboración y filtrado de ítems del cuestionario, se verifica
la validez del instrumento, para finalmente pilotarlo en las diferentes compañías que
forman parte del proyecto. De los resultados se obtiene el feedback necesario para el
diseño del prototipo de módulos intensivos para aprender/mejorar el uso de una
lengua extranjera en un entorno virtual en el puesto de trabajo. Este es el fin último
del proyecto.
Título: Grammar in the maritime English syllabus
Autores: García de la Maza, Casilda (UPV/EHU University of the Basque
Country - [email protected]); Herrera Arnaiz, Mercedes ( UPV/EHU
University of the Basque Country - [email protected])
Striking the right balance between the general and the specific has always been a key
aspect of ESP course design and has generated a good deal of research. Huckin
(2003:11), for example, argues that classroom instruction should emphasize the
teaching of learning strategies rather than focus on specific linguistic forms and uses.
Research has shown, furthermore, that previous linguistic competence in English for
general purposes (EGP) very much determines the success of students taking ESP
courses (González Ardeo 2007, Jurkovic 2010). Often, this duality has been
addressed by dividing the syllabus into a general English component, for which
general English methodologies are frequently used, and a technical component, which
covers the specific lexicon, discourse structures and conventions of the specialized
discourse. This paper presents an incipient experience in maritime English
(Bocanegra-Valle 2012, 2013, Franchesi 2014) course design at the University of the
Basque Country, whereby, instead of an EGP coursebook, a new set of materials,
compiled in Herrera (2014), are used. These are organised around grammar and use
of English sections, but are developed exclusively within a maritime English context.
The paper presents the materials in question, the types of exercises they include, and
269
the way in which they serve the higher purpose of raising linguistic awareness and
promoting language learning strategies.
References
Bocanegra-Valle, Ana (2012) Maritime English. In Chapelle, Carol Ann (Ed.) The Encyclopedia
of Applied Linguistics. Oxford: Blackwell, pp. 3570-3583.
Bocanegra-Valle, Ana (2013) ‘The language of seafaring: standardized convention and
discursive features in speech communications.’ International Journal of English Studies 11(1),
pp. 35-53.
Franchesi, Daniele (2014) ‘The features of Maritime English Discourse.’ International Journal
of English Linguistics4(2), pp.78-87.
González Ardeo, Joseba M. (2007) ‘How linguistically ready are my engineering students to
take my ESP courses?’Ibérica 13, pp.147-170
Herrera Arnaiz, Mercedes (2014) Use of English for Maritime Students. Almeria: Círculo Rojo.
Huckin, Thomas N. (2003) ‘Specificity in LSP.’ Ibérica 5, pp.3-17
Jurkovic, Violeta (2010) ‘Language learner strategies and linguistic competence as factors
affecting achievement scores in English for specific purposes.’ TESOL Journal 1, pp.449-469.
Título: Designing and compiling a (representative) corpus for an inter-generic
analysis of medical discourse: tracing comparable texts and counting on
professionals’ expertise
Autores: Herrando Rodrigo, Isabel (Centro Universitario de la Defensa,
Zaragoza - [email protected])
In the last three centuries there has been a growing interest in health news (Gil-Salom
2000). This need for information related to health and also medical issues has
resulted in an increasing number of publications in other media besides scientific
articles, whose rate of publication and ‘consumption’ seems to be decreasing. Medical
popularizations, aiming at disseminating new medical findings are, as a result, a new,
much needed genre. These articles are known as medical popularizations. A
considerable amount of literature has been published on the genre of popularization
as adaptations of research articles (RAs) for lay readers (Myers 1989; Evans and
Horning 1995; Nwogu 1997; Giannoni 2008 among others). However, little has been
published on the role of these popularizations published on the Internet as the new
medium for knowledge dissemination.
To analyse the process of transformation or inter-generic translation (García-Izquierdo
and Montalt 2013) of medical research articles (Med-RAs) into these medical
electronic popularizations (Med-E-Pops) crafted as a response to a social need-toknow, I undertook the compilation of a representative, valid corpus by ordinary users
270
(medical personnel) for its scientific reliability and social readability. In order to
validate the popular sources of the Med-E-Pops corpus under observation a surveybased study among 110 professionals, from 20 different medical specialties, was
carried out. All the participants worked at University hospitals and at the University of
Zaragoza (Spain), being involved in the teaching training in the Degree of Medicine at
the Faculty of Medicine. From the raw counts of the questionnaires answers I selected
the electronic journals to be used (Doc´s Guide, New York Times Health Guide,
Health Day News, John Hopkins News Release, Medical News Today, Science
Daily and Nature on line) and the proportional number of Med-E-Pops selected from
each publication. If a Med-E-Pop met a canonical criterion (Nwogu 1997), I traced the
corresponding Med-RA and if the RA met the IMRAD generic conventions, among
other variables, I established a pair for a further contrastive analysis.
Although there is not still an agreed definition of corpus validity (Sinclair 1991; Alvar
Ezquerra et al. 1994; Baker 1995; Meyer 2002 or Butler 2004, among others), the
study of corpus has changed the way language is approached and analysed by
applied linguists and it has provided more accurate and reliable descriptions of
language use as Mur-Dueñas (2007) argues. Results from my generic and
lexicogrammatical analysis (Herrando 2014) confirmed that this “small, specialised
genre-based corpora” (Flowerdew 2002: 96) served the purposes for which it was
intended (Kennedy 1998) through the data-driven study drawn from contrastive intergeneric analysis.
References
Alvar Ezquerra, Manuel, María José Blanco Rodríguez and Fernando Lagos. 1994. “Diseño de
un corpus español en el marco de un corpus europeo” En M. Alvar Ezquerra and J.A. Villena
Ponsoda (coords.). Estudios para un Corpus del Español. Málaga: Servicio de Publicaciones
de la Universidad de Málaga. 9-29.
Baker, Mona. 1995. “Corpora in Translation Studies: An overview and some suggestions for
future research”. Target 7 (2): 223-243.
Butler, Christopher S. 2004. “Corpus studies and functional linguistic theories”. Functions of
Language 11 (2): 147-186.
Evans, William and Susanna Hornig Priest. 1997. “Science content and social context”. Public
Understanding of Science 4: 327-340.
Flowerdew, John. 2002. “Corpus-based analyses in EAP”. In Academic Discourse John
Flowerdew (ed.).. 95-114.
García Izquierdo, Isabel and Vicent Montalt. 2013. "Equigeneric and Intergeneric Translation
in Patient-Centred Care”. Hermes - Journal of Language and Communication in Business 51:
39-54.
Giannoni, Davide S. 2008. “Popularizing features in English journals editorials”. English
Specific Purposes 27: 212-232.
Gil-Salom, Luz. 2000. “El discurso de la ciencia y la tecnología: El artículo científico de
investigación vs. el artículo de divulgación científica”. RESLA 14: 429-449.
271
Herrando Rodrigo, Mª Isabel. 2014. A Contribution to the Study of Writers’ Self-representation:
Visible Researchers, Invisible Writers, or How to Make Medical Electronic Popularizations
Trustworthy. Zaragoza: Prensas Universitarias de Zaragoza.
Kennedy, Graeme. 1998. An Introduction to Corpus Linguistics. London and New York:
Routledge.
Meyer, Charles F. 2002. English Corpus Linguistics. Cambridge: Cambridge University Press.
Mur-Dueñas, Mª Pilar. 2007. A Contribution to the Intercultural Analysis of Metadiscourse in
Business Management Research Articles in English and Spanish: A Corpus-Driven Approach.
University of Zaragoza. PhD Thesis. (Unpublished).
Myers, Greg. 1989. “Science for Women and Children: The Dialogue of Popular Science in the
Nineteenth Century”. In John Christie and Sally Shuttleworth (eds.). Nature Transfigured:
Science and Literature. Manchester: Manchester University Press. 171-200.
Nwogu, Kevin.1997. “The Medical Research Paper: Structure and Functions”. EnglishSpecific
Purposes 16 (2): 119-138.
Sinclair, John. 1991. Corpus, concordance, collocation. Oxford: Oxford University Press.
Título: La modalidad en inglés general y técnico: Estudio comparativo
Autores: Jaime Pastor, Asuncion ( UPV - [email protected]); Perez-Guillot,
Cristina ([email protected])
Es importante que los estudiantes de ingeniería sepan identificar, interpretar y utilizar
correctamente determinados elementos discursivos que caracterizan el lenguaje
científico y que lo diferencian de otros registros para formarse como lectores y
escritores efectivos (Salager-Meyer 1994; Hyland 2005; Vold 2006; Morales 2008).
Entre los aspectos más complejos para los estudiantes de lengua inglesa se
encuentra la modalidad debido a las diferencias de su expresión en inglés y español
(Alonso y Sanchez 2005) ya que mientras en la lengua inglesa se utilizan los verbos
modales para expresar el grado de probabilidad o certidumbre, necesidad y
obligación (Quirk y Greenbaum 1973; Leech y Svatvick 1975), el sistema modal
español realiza estas funciones mediante el uso del subjuntivo y condicional (Alarcos
Llorach 1994).
Esta complejidad aumenta si consideramos que el uso de los verbos modales en
lenguaje técnico y general varía en cuanto a frecuencia y valores semánticos por lo
que, junto a las explicaciones más o menos teóricas sobre el significado, clasificación
y funcionamiento de estos verbos auxiliares que podemos encontrar en las
gramáticas tradicionales como la de Quirk, Greenbaum, Leech y Svartvik (1985);
Halliday (1985), Greenbaum y Quirk (1990) o Downing y Locke (1992), es necesario
mostrar su uso en situaciones comunicativas reales como parte del discurso en el
que se producen, dentro de un contexto semántico y pragmático adecuado,
diferenciando claramente las funciones que desempeñan los verbos modales en los
272
distintos tipos de variedades de la lengua, si queremos que nuestros estudiantes
utilicen dichos elementos lingüísticos de forma eficaz y coherente.
Para ello, en el presente trabajo comparamos los distintos usos de los verbos
modales auxiliares en inglés técnico y general, basándonos en el análisis de un
corpus de aproximadamente 30.000 palabras formado por dos subcorpora de 15.000
palabras para cada género. Cada subcorpora consta de 3.000 palabras
correspondientes a 5 obras literarias en el caso del subcorpora literario y de 5 textos
técnicos correspondientes a disciplinas tales como ingeniería de materiales,
electrónica, tecnologías de la comunicación y la información, energía y producción.
Los resultados obtenidos del análisis de los dos corpora nos han permitido establecer
las diferencias de funcionamiento de los verbos modales en ambos géneros con fines
didácticos para desarrollar estrategias de lectura eficaces fundamentalmente en la
enseñanza de inglés para fines específicos ya que, como indica Schleppegrell (1991:
271), “developing the students’ skills in different genres requires knowledge about
how grammatical resources are typically used in realizing those genres”
El estudio que presentamos, pues, nos ha llevado a profundizar en el papel que
desempeñan los verbos modales en la estructuración de los textos literarios y
técnicos, con especial énfasis en sus aplicaciones en el discurso técnico con el fin de
mejorar las habilidades lectoras de los estudiantes universitarios.
Título: Rhetorical Structure in English Sociology Abstracts: A Comparison
across Multilingual Contexts
Autores: Lorés Sanz, Rosa (Universidad de Zaragoza - [email protected])
The academic genre of the research article abstract plays a significant role as a major
time-saving and information-managing device in our globalized scientific world, which
uses English as an international language of communication. The difficulties that nonnative users of English face when having to write their abstracts in English have
become the focus of many cross-cultural and cross-linguistic studies, probably due to
the significance that abstracts have in the management of an overwhelming amount of
information. These works have usually involved the contrast between English and
other L1 languages, among them, Spanish. However, much less explored has been
the comparison between English L1 and English written by non-Anglophone writers.
In this presentation my aim is to identify and analyze the rhetorical patterns which
characterize three sets of texts: abstracts written by Anglophone academics, abstracts
written by non-Anglophone writers (English as a Lingua Franca), in both cases
published in prestigious international journals, and English abstracts translated from
Spanish, published in national (Spanish) journals but included in international
databases. For such purposes, a corpus has been collected of 90 abstracts including
30 texts in English by Anglophone speakers (ENG), 30 texts in English as a Lingua
Franca (ELF), and 30 English texts translated from Spanish (ENGTRANS). The
discipline chosen for study is Sociology, traditionally dominated by Anglophone writers
and quite a recent field for Spanish academics in terms of international publications.
Using Lewin’s (2010) proposal for the rhetorical analysis of abstracts in the Social
273
Sciences, preliminary conclusions show that the sharpest differences appear among
ENG, ELF and ENGTRANS in those moves which involve a higher risk for the writer
in terms of face threaten, (i.e. Gap and Conclusions) whereas those sections which
have a more contextualizing role (i.e. Relevance) or are central to the abstract (i.e.
Aim) show a very similar presence in the three linguacultural contexts. Moreover,
further features (in terms of frequency of moves and phraseology indicating rhetorical
structure), identified in ENGTRANS and ELF and not in ENG abstracts, may illustrate
the general level of hybridity that academic texts show in the international sphere and
can be taken to be “innovative patterns of use”, as described in ELF literature
(Jenkins, Cogo and Dewey, 2011), which are the result of contributions by writers
from different “similects”, who use English for international dissemination processes
(Mauranen, 2012).
In all, this study is meant to serve as a pedagogical contribution to the field of ELF
academic writing and translation instruction.
References
Jenkins, Jennifer, Cogo, Alessia and Martin Dewey 2011. Review of Developments in
Research into English as a Lingua Franca. Language Teaching. 44(3), 281-315.
Lewin, Beverly A. 2010. Writing Readable Research. London: Equinox.
Mauranen, Anna 2012. Exploring ELF. Academic English Shaped by Non-native Speakers.
Cambridge: C.U.P.
Título: Stating the case for MOOCs and professional language learning
Autores: Martín Monje, Elena (UNED - [email protected]);
Ventura, Patricia ([email protected])
The appearance of massive, open, online courses (MOOCs) in tertiary education has
caused a substantial interest and even controversy, stirred by those who think that
this pedagogical model is a poor, “lite” version of what should be a quality university
curriculum (Jackson, 2013). Quite surprisingly, though, the media and academic buzz
and the parallel proliferation of MOOCs that have taken place in the past few years
have not been replicated in the field of foreign language learning: There is still a small
number of language MOOCs (Godwin-Jones, 2014) and very few scholarly studies
devoted to it (Martín-Monje & Bárcena, forthcoming).
This paper attempts to fill that void, providing some theoretical underpinning to the
incipient language MOOC research, and looking into its suitability for Languages for
Specific Purposes (LSP). The potential benefits and restrictions offered by MOOCs in
LSP are considered, investigating whether they can be a valid option for those
professionals who need specialized language skills. Empirical evidence has been
gathered from the two editions of the MOOC produced and facilitated by the authors,
“Professional English”, which was offered by MiriadaX and UNED-COMA in 2013 and
2014 and is considered the first LSP MOOC in Spain. Results show that this new
model of online language instruction can be useful in helping students gain the
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command of a foreign language and can improve the acquisition of specialized
vocabulary, something essential for language learning in professional linguistic
domains.
References
Godwin-Jones, R. (2014). Global reach and local practice: The promise of MOOCS. Language
Learning
&
Technology,
18(3),
5–15.
Retrieved
from:
http://llt.msu.edu/issues/october2014/emerging.pdf
Jackson, N.B. (2013) On MOOCs and some possible futures for higher education. Retrieved
from http://noelbjackson.wordpress.com/2013/06/01/on-moocs-and-some-possible-futures-forhigher-ed/
Martín-Monje, E. & Bárcena, E. (Eds.) (forthcoming). Language MOOCs: Providing learning,
transcending boundaries.Warsaw: De Gruyter.
Título: Tratamiento del léxico médico especializado en las redes sociales
Autores: Martín
[email protected])
Vegas,
Rosa
Ana
(Universidad
de
Salamanca
-
La red ha contribuido a la difusión de la ciencia y de la tecnología, y en términos
generales, al desarrollo de un conocimiento experto de acceso público. Dentro de la
ciencia, los temas médicos siempre han tenido gran interés porque afectan a lo más
preciado de nuestra naturaleza. Así, consecuentemente, sus términos especializados
siempre han tenido mayor difusión entre la población no profesional que los de otros
ámbitos. En la actualidad, el acceso público a información sobre patologías,
tratamientos médicos y cuidados sanitarios es muy rápido gracias a todo ese
conocimiento de diferente origen que se publica en internet. Por tanto, dado el interés
del tema, las webs temáticas médicas son muy visitadas y la participación en redes
sociales de esta materia es muy activa.
En este trabajo estudiaré el distinto tratamiento del léxico médico especializado en los
tratamientos de fertilidad que aparece en redes sociales de diversa tipología y origen.
El uso y precisión de la terminología especializada y de otros términos sintagmáticos
varía en función del tipo de texto: blogs, webs médicas informativas o
propagandísticas (clínicas especializadas) y diferentes foros. Las palabras temáticas
tienen distinta distribución en los diferentes discursos motivada por el emisor y la
finalidad del texto. Igualmente hay diferencias notables en el uso de acrónicos,
combinatorias sintácticas, colocaciones y otras palabras atemáticas que adquieren
valor semántico especializado. Los temas de interés dentro del mismo campo
muestran las preocupaciones de los pacientes en busca de información.
Para realizar esta investigación, es imprescindible la herramienta informática Simple
Extractor desarrollada por el Grupo de Investigación “Validación y Aplicaciones
Industriales” de la Universidad Politécnica de Madrid y la empresa DAIL
(http://www.dail-software.com/es/).
275
Título: El «branding verbal»: ¿qué es y por qué supone un reto para la
lingüística de hoy?
Autores:
Molina,
Clara
(Universidad
Autónoma
de
Madrid
[email protected]); Murcia Bielsa, Susana (Universidad Autónoma de
Madrid - [email protected])
El «branding verbal» es un campo en auge en el ámbito anglosajón pero aún muy
incipiente en España: tenemos servicios de traducción, corrección y edición de textos,
pero apenas consultoras centradas en otras áreas de la asesoría lingüística vitales
para que instituciones mejoren sus comunicaciones, tales como el «naming»; el
«messaging»; el «plain language» o «lenguaje llano/ciudadano»; el análisis y
consultoría de documentos dinámicos multimodales adaptados a distintas audiencias
y canales; o el diseño e implementación de los llamados manuales del «tono de voz».
El hecho mismo de que mucha de la terminología solo exista en inglés nos habla de
la novedad para nosotros de un campo que hasta ahora ha sido atendido solo desde
el marketing (no la lingüística) y cuya presencia es aún apenas perceptible en las
universidades españolas.
Creemos que es el momento de dar el salto e intentar hacer de la asesoría
lingüística, en su sentido más amplio y transdisciplinar, uno de los pilares del estudio
y el ejercicio de la comunicación en nuestro país. Para ello, y al hilo de una
asignatura de grado que llevamos impartiendo desde hace dos cursos (ligada
además a un proyecto de innovación docente), presentamos el trabajo que estamos
desarrollando en esta área.
Nuestro objetivo a medio plazo es crear una plataforma de branding e identidad
verbal (pionera en España) que aúne la masa crítica existente con las prácticas de
los que se dedican profesionalmente a diversas facetas de este campo (fomentando
así tanto el contacto entre académicos y profesionales de ámbitos confluyentes, pero
hasta ahora estancos, como el acceso de los estudiantes a horizontes laborales
novedosos).
A corto plazo, nuestro deseo es presentar el trabajo que venimos llevando a cabo y
cambiar impresiones con aquellos lingüistas que también entiendan que la forma es
el fondo y que, en esto, los que estudiamos la lengua tenemos mucho que decir en el
mundo contemporáneo, tanto dentro como fuera de las aulas.
Título: Expressing tentativeness in English-medium international publications:
a study of hedging modal verbs in written academic ELF
Autores: Mur Dueñas, Pilar (Universidad de Zaragoza - [email protected])
Given the current use of English as a Lingua Franca (ELF) in academic
communication, especially in certain disciplinary domains, it seems necessary to look
276
at how its language is being shaped by non-native English users. Descriptions of ELF
which focus on written academic genres are particularly necessary (Mauranen 2012).
This paper seeks to study ELF in research articles in the particular field of Business
Management which can be considered a ‘highly internationalised’ discipline (Petersen
and Shaw 2002), that is, a discipline in which networks are frequently established
among scholars from different linguacultural backgrounds who use English for
international communication. The analysis is based on a corpus of 48 RAs, 24 of
which constitute the EFLBM subcorpus and were taken from journals in which a high
percentage of RAs are published by scholars representing different similects, that is,
ELF users; the other 24 RAs constitute the ENGBM subcorpus and were taken from
journals in which the majority of RAs are published by English native scholars based
at Anglophone institutions. It is my aim to look into how ELF users in this discipline
express tentativeness by means of hedging modal verbs in their international
publications. Both the frequency of use of these interpersonal features and their
particular phraseological realizations are looked into. Results obtained from the
analysis of the ELFBM RAs are compared with those obtained from the analysis of the
ENGBM RAs in an attempt to unveil possible lexico-grammatical innovations (Dewey
2007), creative expressions (Seidlhofer 2011) or emerging patterns (Jenkins et al.
2011) regarding the authors’ expression of lack of commitment to their knowledge
claims and statements when using ELF. The findings of this study can be considered
to contribute to ELF literature and are believed to have important implications for EAP
teaching in general and for EAP instruction directed to Spanish Business
Management scholars using ELF in their academic publications in particular.
References
Dewey, M. 2007. English as a lingua franca and globalization: An interconnected
perspective. International Journal of Applied Linguistics 17 (3): 332-354.
Jenkins, J., A. Cogo and M. Dewey. 2011. Review of developments in research into English as
a lingua franca.Language Teaching, 44(3), 281-315.
Mauranen, A. 2012. Exploring ELF: Academic English shaped by non-native speakers.
Cambridge: Cambridge University Press.
Petersen, M. and P. Shaw. 2002. Disciplinary differences and language of publication in a
biliterate environment. World Englishses 2 (3): 357-374.
Seidlhofer, B., A. Breiteneder and M.L. Pitzl. 2006. English as a lingua franca in Europe:
Challenges for applied linguistics. Annual Review of Applied Linguistics 26: 3-34.
Título: The role of text in the identification of visual metaphor in advertising
Autores: Negro Alousque, Isabel ([email protected])
In the last decades visual metaphor has been considerably researched, particularly in
advertising. Several methods have been developed for the identification and analysis of visual
metaphor (e.g. Forceville 1996, 2008; Phillips 2003; Gkiouzepas & Hogg 2011). Identifying the
metaphorical meaning of the image on the basis of formal and conceptual categories is quite
straightforward in these methods. In this paper we provide an insight into the role of text in
277
identifying visual metaphor in ads through an empirical study. Although the image may stand
out as a separate unit, the verbal element often helps to determine the metaphoricity of the
image. The image-text interaction has been discussed by several scholars such as Barthes
(1977) and Kress and van Leeuwen (1996). Whereas Barthes sees the relationship in terms of
dependence of the image on the text, Kress and van Leeuwen claim that they are connected
but independent. Our study leads us to postulate a metaphoricity scale of the image on the
basis of its relationship with the text.
Título: Graduate students joining a global academic community: a biliteracy
agenda for genre learning
Autores: Perez-Llantada Auria, M Carmen (Universidad De Zaragoza [email protected])
There is little dispute that English has become the lingua franca of academic and
research communication. The EAP literature lends ample credence of this linguistic
phenomenon, initially described as a kind of ‘linguistic imperialism’ or ‘prescriptive
English-monolingualism’ (Phillipson, 1992; Ammon, 2001), and at present viewed as
geolinguistically more complex and multifaceted than originally envisaged. Both junior
and senior researchers from non-Anglophone linguistic environments worldwide
perceive the shared use of English positively. English helps researchers reach the
wide audience, gain international prestige and recognition and build an academic
career (Ferguson, 2009; Jarc & Godnic Vicic, 2012; Englander & Uzuner-Smith, 2013;
Buckingham, 2014).
While suggestions for language planning such as a campaign for raising awareness
among Anglophones of the difficulties faced by non-Anglophones, a gradual change
in the norms of the international language of science or even a new ‘Globalish with a
pluricentric structure’ (Ammon, 2006, van Parijs, 2007, Fiedler, 2010) might become
feasible, help on the spot is needed to cater to the junior researchers’ linguistic
demands and help them join the global academic community successfully.
In this presentation I will briefly comment on Gentil’s (2011) richly nuanced exploration
of a biliteracy agenda for genre research. Following Gentil, I propose a pedagogy
based on genre learning in two or more languages and discuss the potential of genre
knowledge and genre literacies in L1 and L2 as transferable skills to develop
academic writing programmes at a graduate level. I will also illustrate why, as Wingate
(2012) suggests, it is desirable to draw on theoretical models to design effective
methods for L1/L2 writing development. Reconciling the division between L1 and L2
instruction may bring in awareness of the diversity of academic languages in the EAP
classroom and, concurrently, sensitize graduate students of the nature, role and
functions of English as a Lingua Franca in non-Anglophone academic environments
today.
References
Ammon U. (Ed.) 2001. The Dominance of English as a Language of Science: Effects on Other
Languages and Language Communities. Berlin: Mouton de Gruyter.
278
Ammon U. 2006. "Language planning for international scientific communication: An overview
of questions and potential solutions", Current Issues in Language Planning, 7, 1: 1–30.
Buckingham L. 2014. "Building a career in English: users of English as an Additional Language
in academia in the Arabian Gulf", TESOL Quarterly, 48: 6–33.
Englander K., Uzuner-Smith S. 2013. "The role of policy in constructing the peripheral scientist
in the era of globalization", Language Policy, 12: 231–250.
Ferguson G. 2009. "Issues in researching English as a Lingua Franca: a conceptual
enquiry", International Journal of Applied Linguistics, 19, 2: 117–135.
Fiedler, S. 2010. "The English-as-a-lingua-franca approach. Linguistic fair play?", Language
Problems and Language Planning, 34, 3: 201–221.
Gentil G. 2011. "A biliteracy agenda for genre research", Journal of Second Language Writing,
20, 1: 6–23.
Jarc M., Godnic Vicic S. 2012. "The long and winding road to international academic
recognition: The case of Slovene social sciences authors". In S. Starc (Ed.), Academic
Languages in the Era of Globalization (pp. 229–241). Koper: Univerzitetna založba Annales.
Phillipson R. 1992. Linguistic Imperalism. Oxford: Oxford University Press.
van Parijs P. 2007. "Tackling the Anglophones ‘free ride’: fair linguistic co-operation with a
global lingua franca". In A. Carli, & U. Ammon (Eds.), Linguistic Inequality in Scientific
Communication Today (pp. 72–86). Amsterdam: John Benjamins.
Wingate U. 2012. "Using academic literacies and genre-based models for academic writing
instruction: a ‘literacy’ journey", Journal of English for Academic Purposes, 11, 1: 26–37.
Título: The Use of Social Media in ESP Teaching: A Detailed Analysis of a
TBL Activity Using Facebook
Autores: Pineda Hernández, Inmaculada (Universidad de Málaga [email protected]); Muñoz Luna, Rosa (Universidad de Málaga [email protected])
The use of technology and social media has proven to be a motivating factor in the
learning of a foreign language (Grandgenett, 1997; Monteith, 2004; Ruiz, 2006). In the
Higher Education context, undergraduate students have shown both interest and
maturity in the employment of social interfaces for academic purposes (Bach, et al.,
2007; Cabero, 2002; Palomo, et al., 2007; Román, et al., 1987). However, Ventura
and Quero (2013) point out to the need of conducting more empirical research on the
impact of the use of Social Networks for educational purposes in the tertiary level. For
these reasons, the present paper aims to describe an experimental study carried out
in a course of English for Specific Purposes (ESP) at university level, using social
media as proper learning context.
279
As part of our undergraduate course “ESP” devoted to training pre-experience
teachers on how to design and implement ESP courses, we have included a TaskBased-Learning (TBL) activity. In this task, approximately 75 students need to
participate providing ideas on how to incorporate social media into their future
teaching practice. TBL provides the perfect ground for autonomous and practical
learning, as our results show.
Subjects were divided into 10 groups, and for four weeks they needed to regularly
engage in a facebook page, purposely created for the occasion, in which they would
include multimedia tools, ideas and comments on several topics, including, Specialist
Discourse Analysis, Syllabus and Curriculum design, and teaching methodologies.
The main purpose of this activity was to integrate several teaching methodologies and
strategies. On the one hand, we wanted to expose our students to the basics of TBL,
and Collaborative Learning, as applied to ESP teaching. On the other hand we
wanted to encourage them to use and create multimedia tools for ESP. We
considered that, given the specific technical features of facebook, and its popularity
among our students, it would be the best platform to fulfill our aims.
References
Bach, S., Haynes, P., & Lewis Smith, J. (2007). Online Learning and Teaching in Higher
Education. Maidenhead: Open University Press.
Cabero Almenara, J. (Ed). (2002). Las TICs en la universidad. Alcalá de Guadaira: MAD.
Grandgenett, N. et al. (1997). Integrating Technology into Teaching and Learning: the Three
Keys to the Kingdom.Educational and Training Technology International 34 (4), 252-256.
Monteith, M. (2004). ICT for Curriculum Enhancement. Bristol: Intellect.
Palomo López, R., Ruiz Palmero, J., & Sánchez Rodríguez, J. (2007). Las TIC como agentes
de innovación educativa. Sevilla: Junta de Andalucía.
Roman Sánchez, J., Musitu Ochoa, G., & Pastor Mallol, E. (1987). Métodos activos para
enseñanzas medias y universitarias. Madrid: Cincel-Kapelusz.
Ruiz Madrid, M. (2006). The ICT and Applied Linguistics: an Integrative Perspective for the L2
Learning Process. RAEL: revista electrónica de lingüística aplicada 5, 173-198.
Ventura, Rafael & María José Quero (2013). “Using Facebook in University Teaching: A
Practical Case Study.”Procedia: Social and Behavioral Sciences 83, 1032 – 1038.
280
Título: Clasificación del lenguaje profesional y académico en la universidad:
una propuesta orientada a la convergencia europea
.Autores: Polyakova Nesterenko, Oksana (Universitat Politècnica de València
- [email protected]); Candel Mora, Miguel Ángel (Universitat politècnica de
València - [email protected])
En el entorno de la educación superior, cabe destacar los inseparables vínculos que
unen las lenguas académicas con el área profesional (Bhatia, 1993). A pesar de ello,
el cauce de la investigación llevada a cabo hasta el momento busca acotar el amplio
campo especializado a nivel de las peculiaridades de la terminología académica, lo
que conlleva una subdivisión formal entre la especialización y la didáctica.
Necesariamente presente en el espacio educativo, la expresión lingüística
perteneciente al dominio representa una mezcla de la formalidad administrativojurídica y, en mayor medida, lógico-científica (Alcaraz, 2000).
Uno de los aspectos cruciales de la colaboración europea consiste en formar un
mercado común de bienes y servicios: todo un reto, debido a la multiculturalidad de la
UE. No obstante, la creación del terreno educativo común pretende homogenizar la
enseñanza superior en la Europa comunitaria para cumplir los principales objetivos:
promover la educación equivalente y reconocible fuera del lugar inicial de la
formación, ofrecer a los jóvenes posibilidades de movilidad educativa y,
posteriormente, laboral.
El estudio del contexto especializado de este trabajo, se inicia en el examen de las
lenguas profesionales (Alcaraz, 2000: Lerat, 1997) y su sucesivo desarrollo estilístico
en el dominio universitario. Con respecto al último apartado, el contenido formativo
superior se contempla desde la perspectiva de los estilos funcionales de la lengua y
la distribución clasificatoria ideada especialmente para la presente investigación.
Por tanto, el objetivo de este trabajo consiste en estudiar la tipología estilística y
clasificatoria de la documentación académica a fin de obtener una sistematización
propia;
El interés de este trabajo consiste en vincular las lenguas especializadas (Lerat,
1997) con el entorno de formación superior educativo e investigador, en línea con la
idea interdisciplinaria de Alcaraz (2007) de lenguas profesionales y académicas.
Partiendo de los aspectos definitorios de las lenguas académico-profesionales
universitarias en conjunto con el análisis del registro comunicativo desde la
perspectiva de los estilos funcionales (Bhatia, 1993; Lerat, 1997; Swales, 2004), se
procede a estudiar las clasificaciones del ámbito documentario académico-profesional
con la intención de elaborar una propuesta de categorización aplicada al entorno
universitario.
La finalidad empírica del trabajo comprende el empeño por vincular la teoría con la
práctica, en forma de una propuesta clasificatoria. Considerando la documentación
universitaria en el contexto administrativo, académico y profesional como la piedra
angular de la comunicación especializada, se han de profundizar sus propiedades
desde la metodología del estudio, con la elaboración de un producto terminográfico y
el subsecuente análisis de sus peculiaridades.
281
Referencias
Alcaraz Varó, E. (2007). La sociedad del conocimiento, marco de las lenguas profesionales y
académicas. En E. Alcaraz Varó, J. Mateo Martínez y F. Ramos Yus (Eds.), Las lenguas
profesionales y académicas (pp. 3-12). Barcelona: Ariel.
Alcaraz Varó, E. (2000). El inglés profesional y académico. Madrid: Alianza Editorial.
Bhatia, V.K. (1993). Analysing genre: language use in professional settings. London:
Longman.
Lerat, P. (1997). Las lenguas especializadas. Barcelona: Ariel.
Swales, J. (2004). Research Genres: Explorations and Applications. Cambridge: Cambridge
University Press.
Título: Metaphor and figurative meaning construction in science and
technology (English and Spanish)
Autores: Roldán Riejos, Ana ([email protected]);
Esclapez,
Georgina
(Universidad
Politécnica
de
[email protected])
Cuadrado
Madrid-
This paper deals with a bilingual terminological and semantic study of science and
technology metaphors (Cuadrado et al. forthcoming). The theoretical approach
adopted is grounded in Cognitive Linguistics and the Conceptual Theory of Metaphor
(Lakoff 1993), and not only focuses on the word level, but on the mental operations
and structures involved in scientific language, reasoning and meaning. Thus, through
a study that takes into account the diachronic and synchronic aspects of language,
this paper establishes the main terminological metaphors in both English and Spanish
found in databases and specialized dictionaries. Terminological metaphors are the
result of either metaphorical expression or of image metaphors. In this approach,
metaphorical expressions are described as the linguistic expressions of conceptual
metaphors, while image metaphors are defined as metaphors resulting from the
mapping of an image schema from a source domain onto the image schema from a
target domain (Lakoff, 1987). Our brain uses the internal structure of the mental
images in mapping one image onto another. This mapping is only possible when both
images are structured in terms of a general shape of the same sort; for this reason
this shape must be represented in a flexible manner to fit in an image mapping.
According to Lakoff (1987) it is a more topological than picture-like, in the sense of
generalizing over specific geometric shapes. However, the concept of image
metaphor adopted in this study differs with Lakoff´s one-shot mappings in some
important ways: firstly, they are conventionalized, and secondly, they can generate
more metaphors or be semantically related to other metaphors. They can also be
mapped as metaphor-metonymies being both figures often interlinked in a continuum.
Results show the most imaginative image metaphors and the most outstanding and
consistent conceptual metaphors from the point of view of its lexical productivity within
282
the areas studied. Examples of the image metaphors and metonymies found are “tree
structure”, in computer programming, “teeth” in machinery, or “crown” in botany. Since
non verbal and image metaphors are considered as structure mappings at the
conceptual level, special attention is paid to their interaction with conceptual
metaphors. This study contributes to support the hypothesis of the metaphor-based
scientific and technical communication, and especially of the importance of the role of
imagination and mental imagery in the construction of meaning in this field.
References
Cuadrado, G., Argüelles, I., Durán, P., Gómez, M-J, Molina, S., Pierce, J., Robisco, M.,
Roldán, A. & Úbeda, P. (Forthcoming) Diccionario Científico-Técnico de Metáforas y
Metonimias (Español-Inglés/Inglés-Español). Oxford. Routledge.
Lakoff, G, (1987) “Image Metaphor". In Metaphor and Symbolic Activity, II: 3, 219-222.
Lakoff, G. (1993) “The contemporary theory of metaphor". In Metaphor and thought, 2, 202251.
Título: Uso del campus virtual para la enseñanza-aprendizaje de grupos
nominales en inglés científico-técnico
Autores: Rubio Moreda, Ana Luz (UPM - [email protected])
Las tecnologías de la información (TICs) han permitido plantear el proceso de
enseñanza-aprendizaje desde un enfoque diferente al modelo presencial de
enseñanza en el aula. El ICT, lejos de permanecer al margen, ha integrado las
tecnologías en dicho proceso. En el trabajo llevado a cabo en la Escuela Técnica
Superior de Ingenieros Industriales (ETSII) de la Universidad Politécnica de Madrid
(UPM), se ha demostrado la eficacia de las TICs en la enseñanza de un rasgo
concreto de ICT, los grupos nominales simples y complejos (GN) mediante un estudio
empírico con materiales y procedimientos generados para la ocasión. El trabajo se
basa en el análisis de los GN en artículos de la especialidad de Automática tanto
desde el punto de vista de la complejidad por número de elementos como de las
categorías gramaticales de los premodificadores. Junto con las competencias
lingüísticas adquiridas durante el proceso, el resto de competencias generales
desarrollas por los alumnos responden a las directrices de Bolonia: trabajo
colaborativo, selección y organización de la información y control del propio
aprendizaje, entre otras.
Título: El análisis de necesidades para un curso español online orientado al
turismo
Autores: Sedano Cuevas, Beatriz (UNED - [email protected])
283
En este proyecto de tesis doctoral se plantea la investigación teórica y práctica de la
enseñanza y el aprendizaje del español como lengua extranjera a distancia con un fin
específico, el turismo lingüístico o idiomático, orientado a personas que viajan para
aprender una lengua y viceversa, es decir, personas que quieren tomar contacto con
la misma antes del viaje.
Los motivos que han llevado a este planteamiento a la autora de esta investigación
se basan en su propia experiencia como docente de español como lengua extranjera
(ELE), en la que ha podido observar una falta de atención y dedicación a este tipo de
alumnado y a este tipo de enseñanza para fines específicos como es la del turismo
lingüístico. Se ha observado que muchos cursos generales no cubren las
necesidades de este tipo de aprendizaje y que existe una considerable demanda de
la enseñanza del español a distancia con fines turísticos.
El eje central de la investigación es por lo tanto el análisis de necesidades, primer
paso en cualquier proceso de diseño curricular de un curso de lengua extranjera,
sobre todo de fines específicos (Flowerdew, 2012). De forma simplificada, el análisis
de necesidades es un proceso de diseño de un pre-curso en el que se reúne toda la
información posible para ayudar al profesor o al diseñador del curso a decidir en qué
se debería centrar el diseño instruccional, qué contenidos en términos de lengua o
destrezas se deberían incluir y qué métodos de enseñanza- aprendizaje se deberían
emplear. El análisis de necesidades propuesto está orientado a la acción y centrado
en el aprendiente y en el proceso, de acuerdo con las últimas tendencias
metodológicas propuestas en el Marco Común Europeo de Referencia para las
Lenguas (MCERL) (Consejo de Europa, 2002).
Por lo tanto, la investigación se centrará en analizar a través de distintos métodos
cuáles son las necesidades objetivas (situaciones meta y carencias) y las
necesidades subjetivas (deseos y estrategias de aprendizaje de los alumnos
(Castellanos, 2002), para este ámbito específico, del turismo idiomático, ya que el
objetivo final de la investigación es el de diseñar cursos a distancia adaptados a los
diferentes niveles del MCERL y a las necesidades específicas de este colectivo.
La hipótesis planteada es que la enseñanza y el aprendizaje del español como
lengua extranjera a distancia y en línea puede ser una opción válida y provechosa
para aprendientes de español con fines específicos (turísticos) que quieren tomar
contacto con la lengua antes de viajar y no pueden por razones temporales o
espaciales.
La metodología de investigación utilizada se basa en un enfoque mixto que combina
técnicas cualitativas como el uso de cuestionarios, y técnicas cuantitativas como el
seguimiento del progreso de alumnos en el curso en línea. Se asegurará la fiabilidad
de los resultados obtenidos mediante un proceso de triangulación de datos.
En cuanto a los resultados, se espera que con este análisis de necesidades se
consigan identificar los fines y objetivos de los alumnos, determinar los contenidos
que van a incluirse en los cursos y seleccionar las actividades de aprendizaje,
materiales y métodos de evaluación que mejor se van a adaptar a este tipo de
alumnado, esperando que el diseño de estos cursos repercuta de forma positiva en la
mejora de la competencia comunicativa de los estudiantes como agentes sociales.
284
Referencias
Castellanos Vega, I. (2002). Análisis de necesidades y establecimiento de objetivos. Didáctica
del español como lengua extranjera. Colección Expolingua, 5, 23-36.
Flowerdew, L. (2012). Needs Analysis and Curriculum Development in ESP. En B. Paltridge y
S. Starfield (Eds.), The Handbook of English for Specific Purposes (325-347). Chichester, UK:
John Wiley & Sons.
Consejo de Europa (2002). Marco común europeo de referencia para las lenguas:
aprendizaje, enseñanza, evaluación. Madrid: Instituto Cervantes, Ministerio de Educación,
Cultura y Deporte, Anaya.
Título: The influence of discipline, culture and the level of expertise on
citations in research writing
Autores: Sinkuniene, Jolanta (Vilnius University - [email protected])
Within the last few decades numerous cross-disciplinary and cross-linguistic studies
of research writing confirmed interesting trends in the ways knowledge is reported in
different science fields and different cultures (Berkenkotter & Huckin 1995; Fløttum et
al. 2006; Hyland 2008; Lorés–Sanz et al. 2010, inter alia). One of the features central
to research writing is citations as they enable authors to embed their new work in
literature, to justify its significance and to demonstrate disciplinary knowledge and
understanding of the field (Swales 1990; Hyland 2004). Cross-disciplinary studies
show that there are clear differences in the use of citations between disciplines,
especially between soft and hard science fields (Hyland 2004). Cross-linguistic
studies (Fløttum et al. 2006; Mur-Dueñas 2009) reveal interesting similarities and
differences in the way authors make references to the work of others. One more field
of citation research within ESP is related to learner writing. Scholars investigating
student writing note difficulties learners face while incorporating citations into their
own writing (Hyland 2002; Petric 2007).
The present paper attempts to address the issue of disciplinary, cultural and level of
expertise factors and their influence on citation in research writing. It is based on a
self-compiled comparable corpus of 90 texts in two disciplines (Literature and
Linguistics), two languages (Lithuanian and English), two levels of expertise
(researchers and students) and two genres (BA papers and research articles). The
focus of the study is on the types, distributional patterns and reporting structures of
citations. The results suggest clearer disciplinary trends rather than national culture
influence on citation use in the texts under study. The analysis also points towards
specific difficulties students face in using citations to construct effective research
argumentation.
285
References
Berkenkotter, C. & Huckin, T. 1995. Genre knowledge in disciplinary communication. Hillsdale:
Lawrence Erlbaum.
Fløttum, K., Dahl, T. & Kinn, T. 2006. Academic voices: across languages and
disciplines. Amsterdam/Philadelphia: John Benjamins.
Hyland, K. 2002. Activity and evaluation: Reporting practices in academic writing. In
J.Flowerdew (ed.), Academic Discourse, 115-130, London: Longman.
Hyland, K. 2004. A convincing argument: Corpus analysis and academic persuasion. In
U.Connor & T.A.Upton (eds),Discourse in the Professions: Perspectives from Corpus
Linguistics, 87-112. Amsterdam/Philadelpia: John Benjamins.
Hyland, K. 2008. Persuasion, interaction and the construction of knowledge: Representing self
and others in research writing. International Journal of English Studies 8(2): 1-23.
Lorés–Sanz, R., Mur–Dueñas, P. & Lafuente Millán, E. (eds). 2010. Constructing
Interpersonality: Multiple Perspectives on Written Academic Genres. Newcastle: Cambridge
Scholars Publishing.
Mur Dueñas, P. 2009. Citation in business management research articles: A contrastive
(English-Spanish) corpus-based analysis. In E.Suomela-Salmi & F.Dervin (eds), Crosslinguistic
and
cross-cultural
perspectives
on
academic
discourse,
4960.Amsterdam/Philadelphia: John Benjamins.
Petric, B. 2007. Rhetorical functions of citations in high- and low-rated master’s
theses. Journal of English for Academic Purposes 6(3): 238-253.
Swales, J.M. 1990. Genre Analysis: English in academic and research settings. Cambridge:
CUP.
Título: Some Insights on the Teaching of English for Architecture
Autores: Soneira Beloso, Begoña (Universidad de Santiago de Compostela [email protected])
Nowadays, there is an increasing need to encourage technical English learning and
teaching at university, and indeed many schools and departments in Spain offer
disciplines in English in their study programs; this need is clearly marked in the field of
Architecture since, according to Knox and Taylor (2005:23, 31) the fact that
architectural practice involves a significant global dimension has deep implications in
terms of architects’ education. In the study and teaching of professional languages in
general and more specifically in Architecture, lexis plays a central role due to its
representative function and also because it embodies the cornerstone for the
construction of technicality. According to Crawford (2007:127), this explains why a
study of the specialized lexical environment of a discipline is crucial from the
perspective of applied linguistics. Technical terms are produced by a number of
286
different mechanisms which include word-formation, semantic neology, and
borrowings. The study of the specific use of these devices in English for Architecture
is crucial when teaching and designing pedagogical materials to enable Architecture
students to become “insiders” within this discipline’s discourse.
The production of relevant academic strategies and materials for teaching English for
Architecture has to be based on the study of Architecture lexis found in authentic and
current sources. This approach is achievable in my case thanks to a self-compiled
corpus of 500.000 words of real, relevant, and up-to-date linguistic materials,
specifically designed for the lexical scrunity of English for Architecture according to
objective criteria (representativeness and accessibility) out of recognized sources
from the contemporary world of international architecture such as AIA Journal,
Architecture Magazine, Architectural Review, RIBA Journal, among others.
Once the terminology of Architecture has been closely examined, it may be claimed
that word-forming processes in this specialized discourse (compounding, borrowing,
derivation, metaphor, specialization, acronymy, analogy, etc.) are not essentially
different from those found in general English or in other specialized languages: the
crucial distinction here falls on the frequency in their occurrence and the discourse
identity to which they conform. Architecture discourse displays a tendency towards
using compacting devices such as compounding (channel glass, engineering brick,
fiberglass), blending (tensegrity, glulam, plexiglas), clipping (specs, high-res, lowtech), and acronymy (OLED –Organic Light-Emitting Diode). Lexical gaps are often
filled by means of metaphors (exoskeleton, blob, T-figure) and terminologization
(dense, slab, bach). The importance of interdisciplinarity and context in Architecture
are reflected in borrowings not only from other languages (mandir, hamman, terrazzo)
but also in internal borrowings from other disciplines (sculpture, syntax, dialogue, all of
them used as Architecture terms according to Porter (2004). There is also a high
propensity for rule-bending creativity (furniphobia, façade-ectomy), ex-nihilo (many of
them out of brand names like kevlar or lucite) and analogical formations (roofscape,
scalator, superscraper).
The close study of the lexical mechanisms in Architecture discourse by means of a
special purpose corpus approach will lead to the improvement of the teaching of this
technical variety whose core element, Architecture lexis, responds to the very nature
of the discipline and the linguistic identity of its actors.
References
Crawford,
Belinda.
2007. The
Language
Amsterdam/Philadelphia: John Benjamins.
of
Business
Studies
Lectures.
Knox Paul L. and Peter J. Taylor. 2005. Toward a geography of the globalization of
architecture office networks. Journal of Architecture Education 58(3): 23-32.
Porter, Tom. 2004. Archispeak: an illustrated guide to architectural terms. New York: Spon
Press
Título: La administración de justicia en la era de la imagen: la sentencia
judicial como género multimodal
287
Autores: Taranilla, Raquel (Hamad bin Khalifa - [email protected])
Es un hecho que, hasta fechas recientes, las actividades jurídicas se han
desarrollado casi por completo mediante textos escritos en los que otros modos de
significación han sido considerados extemporáneos. Eso ha llevado a hablar de la
“iconofobia” de la disciplina jurídica (Gearey 2001). Ahora bien, todo apunta a que el
derecho empieza a verse afectado por la preponderancia de la imagen en el resto de
prácticas culturales y sociales, lo que supone que debería iniciarse una reflexión
crítica sobre el uso y las implicaciones de los nuevos modos de significación en la
justicia. En ese sentido, Sherwin, uno de los pioneros en el campo de estudio que se
ha dado en llamar “Derecho e Imagen” (Douzinas & Nead 1999, Porter 2007),
sostiene que la legitimidad del derecho en el futuro cercano depende en buena
medida de que los operadores del derecho se esfuercen por incorporar a sus
producciones la representación de la información por medios distintos a la escritura
(Sherwin 2011, 2012). Así, ya han comenzado a realizarse investigaciones sobre el
uso de elementos visuales en los textos que producen los juristas (véase, por
ejemplo, Curtotti y McCreath 2012, Rosman 2013).
En esa línea, y como parte de un estudio más amplio sobre los cambios de la
administración de justicia en la era de la imagen, esta comunicación aborda el modo
como el género de la sentencia judicial en España ha comenzado a incorporar
recursos visuales (fundamentalmente fotografías, tablas y gráficos). Para ello se
emplea un corpus de 20 sentencias dictadas en diversos juzgados españoles entre
2004 y 2013, que constituirán la base empírica de un análisis de tipo cualitativo. El
propósito es describir cómo la construcción de significados de la administración de
justicia está virando hacia lo multimodal. De forma específica, se tratarán los
aspectos siguientes:
Tipos de contenido para los que se recurre a elementos visuales,
1.
Mecanismos metadiscursivos empleados para aludir a los elementos visuales,
2.
Uso argumentativo de los elementos visuales, e
3.
Interpretación de los elementos visuales.
Como paso siguiente a la descripción, se plantea la necesidad de emprender una
teoría sobre la imagen en el proceso judicial que ha de redundar en el
perfeccionamiento de lo que, siguiendo a Sherwin (2012), se ha llamado
“jurisprudencia visual”, esto es, es la dimensión de la práctica jurídica vinculada a las
competencias visuales y textuales requeridas por la era digital. Según ese autor, ya
que las pruebas y argumentos visuales están cada vez más presentes en la
administración de justicia actual, los juristas deberían recibir formación en
visualización de la información y construcción multimodal de los textos. Eso supone
poner en marcha habilidades que en la enseñanza canónica del derecho han sido
tradicionalmente orilladas. En ese sentido, esta comunicación pretende tener
repercusión en la capacitación de los jueces a la hora de elaborar textos eficaces y
precisos, en consonancia con otros trabajos ya existentes (Taranilla 2012, Taranilla y
Yúfera 2012a, 2012b).
288
Referencias
Curtotti, Michael & McCreath, Eric (2012): “Enhancing the visualization of law”. Paper
presented at the 2012 Law via the Internet Twentieth Anniversary Conference, Cornell
University, October 9, 2012. Available at SSRN: http://ssrn.com/abstract=2160614
Douzinas, Costas & Nead, Lynda (eds.) (1999): Law and the Image: The Authority of Art and
the Aesthetics of Law. Londres/Chicago: University of Chicago Press.
Gearey, Adam (2001): Laws and Aesthetics. Oxford/Portland: Hart.
Porter, Glenn (2007): “Visual Culture in Forensic Science”, Australian Journal of Forensic
Sciences 39: 81-91.
Rosman, Adam (2013): “Visualizing the Law: using Charts, Diagrams, and Other Images to
Improve Legal Briefs”,Journal of Legal Education 63(1): 70-81.
Sherwin, Richard (2011): Visualizing Law in the Age of the Digital Baroque: Arabesques &
Entanglements. Londres: Routledge.
Sherwin,
Richard
(2012):
“Visual
http://ssrn.com/abstract=2135801.
Jurisprudence”.
Disponible
en
SSRN:
Taranilla, Raquel (2012): “La enseñanza de habilidades comunicativas para la práctica del
derecho: la técnica narrativa en contextos judiciales”, Revista de Educación y Derecho 6.
Taranilla, Raquel y Yúfera, Irene (2012a): “Historias y argumentos: operaciones textuales para
narrar y argumentar en los textos jurídicos”, en Montolío, Estrella (ed.) Hacia la modernización
del discurso jurídico. Barcelona: Universitat de Barcelona,161-178.
Taranilla, Raquel y Yúfera, Irene (2012b): “La tipología textual en la enseñanza de la lengua
del derecho: consideraciones a partir de una experiencia docente”, Revista de Llengua i
Dret 58: 35-52.
.
Título: Raising metaphor awareness in ESP: English for Law Enforcement
Autores: Torregrosa Benavent, Gabriela (Universidad de Salamanca [email protected]);
Sánchez-Reyes
Peñamaría,
Sonsoles
(Universidad de Salamanca - [email protected])
Theoretical background: Metaphor awareness is an asset for the ESP teacher,
although it is not usually present in the second language curriculum and materials
(Doiz and Elizari 2013). The use of euphemism and metaphor avoids direct
references to embarrassing or distressing subjects. Therefore, the discourse of
technical expert groups in the field of crime is saturated with metaphor. Recognizing
and contributing to metaphorical networks is a necessary skill for second language
learning (Littlemore and Low 2006). However, the pedagogical exploitation of
metaphors in ESP for Law Enforcement has not been studied in depth.
289
Research question: Students at the Police Training Centre benefit from becoming
familiar with conceptual metaphors common in English for law enforcers. This enables
them to understand in context new specialized terms, enhances L2 vocabulary
retention (Boers 2000, Littlemore 2001), improves motivation (Velasco Sacristán
2009), learner’s autonomy (Beréndi, Csábi and Kövecses 2008, Boers 2004) and
intercultural competence.
Method: Metaphor awareness raising activities are included in the police ESP
syllabus as a language learning strategy, following a Presentation – Practice –
Production sequence in a first class period, which is continued the next day: 1.
Students in the second course of the Executive Scale of the Spanish National Police
(CEFR B1) receive input in conceptual metaphors related to drugs, offences and
offenders, police officers and equipment, and penalties and penitentiaries. 2. They
approach short slang texts containing underlined metaphorical expressions and infer
their meanings. 3. They look them up in ESP dictionaries and glossaries to finely tune
the definitions and find similar expressions, and discuss whether the English
metaphor occurs in Spanish or is a different cultural construct.
In the subsequent class period, students are presented with two lists of crime-related
metaphorical terms, with their Spanish translations. One contains figurative
vocabulary based on the conventionalized conceptual metaphors the students are
already acquainted with, and the other comprehends linguistic metaphors for which no
previous conceptual explanation has been provided. They are asked to memorize
both lists in five minutes.
Results: The students are introduced to these conceptual metaphors belonging to the
world of drugs:
DRUG IS A WOMAN
DRUGS ARE HAPPINESS
DRUGS ARE A CHILDHOOD ACTIVITY
DRUGS ARE A JOURNEY
DRUGS ARE HIGH PLACES
DRUGS ARE ANIMALS
DRUGS ARE AFTERLIFE CREATURES
DRUG DEALERS ARE AUTHORITY FIGURES
COCAINE IS WHITENESS
ECSTASY IS A HERO
290
These, and similar metaphors, allow trainee police officers to understand in context
connected metaphorical ESP expressions such as 'Aunt Nora', 'Joy powder', 'Go on a
sleigh ride', 'Take a cruise', 'Cloud nine', 'Puff the dragon', 'Ghost', 'Sugar daddy',
'Snow', and 'Bart Simpson'. They realize they score better in the word list associated
to prior metaphorical input.
Discussion / Conclusions: Metaphor inspires ESP culture and language awareness
activities which prove beneficial for police students and is a highly recommended
resource for building skills in specialized lexicon. Trainee officers rate it as relevant for
their professional performance and feel more confident in their own capacities.
Metaphors are entitled to find their way into any law enforcers’ foreign language
teaching curriculum.
References
BERÉNDI, M., Szilvia Csábi and Zoltán Kövecses 2008: “Using conceptual metaphors and
metonymies in vocabulary teaching”. In F. Boers & S. Lindstromberg (Eds.), Cognitive
linguistics approaches to teaching vocabulary and phraseology (pp. 65-99). Berlin: Mouton de
Gruyter.
BOERS, Frank 2000: “Enhancing metaphoric awareness in specialised reading”. English for
Specific Purposes 19: 137-147.
BOERS, Frank 2004: “Expanding learners’ vocabulary through metaphor awareness: What
expansion, what learners, what vocabulary?” In S. Niemeier & M. Achard (Eds.), Cognitive
linguistics, second language acquisition, and foreign language teaching (pp. 211-234). Berlin:
Mouton de Gruyter.
DOIZ, Aintzane and Carmen Elizari 2013: “Metaphoric competence and the acquisition of
figurative vocabulary in foreign language learning”. ELIA 13: 47-82.
LITTLEMORE, Jeannette 2001: “Metaphoric intelligence and
learning”. Humanising
Language
Teaching3
(2):
from http://www.hltmag.co.uk/mar01/mart1.htm.
foreign
1.
language
Retrieved
LITTLEMORE, Jeannette and Graham D. Low 2006: Figurative Thinking and Foreign
Language Learning. Basingstoke: Palgrave Macmillan.
VELASCO SACRISTÁN, Marisol 2009: ‘A translation approach to metaphor teaching in the
LSP classroom: Sample exercises from a Business English syllabus’. Ibérica 17: 83-98.
Título: Graphic visualization as a tool for meaning making in higher education
CLIL
Autores: Vdovina,
[email protected])
Elena
(St.
Petersburg
Polytechnic
University
-
Internationalization of higher education brings about new opportunities for students to
participate in international mobility with a number of significant benefits of widening
291
academic, social, and cultural horizons. A rapid increase in the use of English as a
medium of instruction in tertiary education appears a high barrier for most Russian
non-linguistic students who leave school with the English language proficiency
ranging from A2 to B1 (CEFR). A longitudinal study shows that introductory courses
integrating content and language have a considerable potential for the creation of a
favourable framework not only for the intensification of the academic domain-specific
English language development but also for the compensation of the deficiency of the
students’ language skills in general. The task, however, is extremely challenging as
the academic input is heavily dominated by theoretical concepts and generalizations.
According to the study, the first-year students tend to rely on both linear information
processing when dealing with such texts and on memorization as a way of learning
the new content.
The introduction of such cognitive tools as graphic organizers in order to involve the
economics students in active knowledge construction through a medium of a foreign
language does not solve the problems automatically. Meaning making in academic
texts requires recurring mental steps in an attempt to pack a verbal text into a
graphically organized multilayered image consisting of both conventional and
situational abbreviations, symbols, arrows, and other non-verbal means of
compressing the input. Constant scaffolding of the meaning making processes and of
the emerging academic language skills facilitates the students with higher language
proficiency levels first. Understandably, it takes much longer for ‘weaker’ students to
feel more confident in visualizing conceptual knowledge. However, their ability to use
visualization for understanding correlates not only with the continuous accumulation of
the domain-specific knowledge and of the English language of this domain, but also
with their collaboration with each other in asking questions in order to understand the
links between the topical key terms incorporated in graphic organizers.
The paper will discuss the findings of the research that processing written academic
input and learning how to apply questioning to speaking based on graphic organizers
is gradual but noticeable, and that the progress may not be consistent with all the
groups of learners in the short run. Nevertheless, when regularly applied in an
interactive and cooperative way, it ensures a learning mode of inquiry and creativity in
the classroom, which eventually leads to an apparent improvement of the academic
outcome for all the students.
Título: El uso de video digital en la enseñanza del inglés para fines
específicos: una experiencia docente en el Máster en Ingeniería de
Telecomunicación
Autores: Vera Cazorla, Maria (Universidad de Las Palmas de Gran Canaria [email protected])
Arnó-Macià (2014) menciona la autenticidad y la motivación como las principales
fuerzas motrices en la enseñanza de lenguas para fines específicos. Teniendo
presente esta idea, internet parece ser una fuente lógica para encontrar nuevos
materiales atractivos que utilizar en el aula. Los recursos de internet están
disponibles de inmediato, son generalmente gratis, auténticos, pero además hay un
amplio abanico de posibilidades donde elegir. Entre estos recursos, las tecnologías
digitales de video destacan por su inmediatez, su flexibilidad y porque, al ser un
292
medio audiovisual, son un importante apoyo para que los alumnos comprendan mejor
sobre lo que se está tratando; siempre y cuando se cumplan ciertos criterios en el uso
de esta tecnología para fines pedagógicos.
Uno de nuestros retos como profesores de inglés para fines específicos radica en ser
capaces de involucrar a nuestros estudiantes de postgrado en el uso de inglés como
herramienta para compartir sus proyectos y expresar sus opiniones técnicas, sin
perder de vista el uso de la lengua extranjera para la vida cotidiana. La
asignatura Inglés para Ingenieros en Telecomunicación del Máster de Ingeniería de
Telecomunicación en la Universidad de Las Palmas de Gran Canaria fue diseñada en
respuesta a las necesidades comunicativas de los estudiantes dentro de su propia
especialidad teniendo en cuenta, dentro de lo posible, los requisitos particulares de
cada estudiante e incluyendo la enseñanza de gramática y léxico, entre otras
herramientas lingüísticas.
El objetivo de este póster es compartir una experiencia docente en la utilización del
videoclip digital para la enseñanza de esta asignatura de lengua inglesa. En este
trabajo, explicaremos los criterios para seleccionar tanto los temas como las páginas
web, el proceso de elección y creación de materiales, las destrezas desarrolladas, el
diseño de ejercicios y los resultados obtenidos.
Referencias
Arnó-Macià, E. (2014). “Information Technology and Languages for Specific Purposes in the
EHEA: Options and Challenges”, en Bárcena, E., Read, T. & Arús, J. (eds.) Languages for
Specific Purposes in the Digital Era: 3-26. New York-Dordrecht-London: Springer.
Bielousova, R.; “Gearing English for Specific Purposes teaching to the Requirements of
Engineering Practice”. Education and Acreditation. 12th International Multidisciplinary
Scientific Geo-Conference SGEM 2012, 2012; 1101-1104.
Kantonidou, M. M.; "English for Specific Purposes in the Context of Electrical Engineering
Curricula: A Case Study". EAEEIE Annual Conference, 2008:48-53.
Krauskopf, K., Zahn, C., Hesse, F. W.; “Leveraging the affordances of Youtube: The role of the
pedagogical knowledge and mental models of technology functions for lesson planning with
technology”. Computers & Education, 2012; 58:1194-1206.
Pérez Cañado, M.L.; "Reengineering English Language Teaching: Making the Shift towards
'Real' English". English Language Teaching, 2009; 2:3-10.
Scrivener, J.; Learning Teaching. A guidebook for English language teachers. Hong Kong,
MacMillan-Heinemann, 2004.
293
Lexicología y lexicografía
Título: Finding and analyzing corpus evidence for frame element relations
Autores:
Almela
Sánchez,
Moisés (Universidad
de
Murcia
[email protected]); Alcaraz Mármol, Gema (Universidad de Castilla-La Mancha
[email protected]); Keshabyan, Irina (Universidad de Murcia [email protected])
In his seminal 1992 paper on the structure of knowledge representation, Barsalou
argued compellingly against “feature list representations” and contended that “people
do not store representational components independently of one another. Instead,
people have extensive knowledge about relations between them” (p. 27). In the same
paper Barsalou provided a detailed classification of frame element relations, the two
main types of which he proposed to call structural invariantsand constraints.
More than two decades later, the proposal laid out by Barsalou (1992) has received
surprisingly scarce attention in the frame semantics literature. In the mainstream
models of semantic frame description, the elements of each frame coexist at a single
level of analysis. Framenet, for instance, has developed a system for codifying frameto-frame relations, but so far it has not incorporated any systematic description of
“frame element relations” in the sense defined by Barsalou. Thus, in Framenet the
concepts POSSESSOR, USE and MEANS_OF_PROPULSION are listed as elements
of the frame VEHICLE, but the relations holding among these three elements are not
recorded in the database. A closer examination reveals the existence of value
constraints connecting these three elements of the frame: when the value of
POSSESSOR is ‘Airline,’ then the values of USE will most likely be ‘To take
passengers’ or ‘To take goods,’ and the value of MEANS_OF_PROPULSION will
most likely be ‘Engine.’ These aspects of the structure of the frame cannot be
recorded in a database unless a system for describing frame element relations is
designed and implemented.
The goal of this paper is to propose a corpus-based method that could serve as a first
step to fill the aforementioned gap. The arguments for using corpus evidence in
cognitive linguistic research are well established today –although, admittedly, they are
not exempt from controversy– and have been explained by several authors (Arppe et
al., 2010; Divjak & Gries, 2012; Gries, 2010, 2012; among many others). The method
put forward in this study combines insights both from lexical-constellation analysis
(Almela, 2011; Almela et al., 2011a, 2011b; Cantos & Sánchez, 2001) and
fromcovarying-collexeme analysis (Stefanowitsch & Gries, 2005), one of the
developments of collostructional analysis. We claim that the phenomenon of cocollocation described in lexical-constellation analysis is a typical manifestation of
frame element relations at the surface level of discourse, but unlike previous studies
of lexical constellations, the technique that we use for extracting co-collocates relies
on chi-square score statistics instead of conditional probabilities.
294
The application of the method will be illustrated through an analysis of the semantic
frame VEHICLE based on collocational data from the corpus enTenTen08, a web
corpus of English accessed at SketchEngine corpus query system.
References
Almela, M. (2011). Improving corpus-driven methods of semantic analysis: A case study of the
collocational profile of ‘incidence’. English Studies, 92(1), 84-99.
Almela, M., Cantos, P. & Sánchez, A. (2011a). From collocation to meaning: Revising corpusbased techniques of lexical semantic analysis. In I. Balteiro (ed.) New Approaches to
Specialized English Lexicology and Lexicography (pp. 47-62). Newcastle u. T.: Cambridge
Scholars Press.
Almela, M., Cantos, P. & Sánchez, A. (2011b). Towards a dynamic combinatorial dictionary: a
proposal for introducing interactions between collocations in an electronic dictionary of English
word combinations. In I. Kosem & K. Kosem (eds.) Electronic Lexicography in the 21st
Century: New Applications for New Users. Proceedigns of eLex 2011, Bled, 10-12 November
2011. Ljubljana: Trojína, pp. 1-11.
Arppe, A., Gilquin. G., Glynn, D., Hilpert, M. & Zeschel, A. (2010). Cognitive Corpus
Linguistics: Five points of debate on current theory and methodology. Corpora, 5(1), 1-27.
Barsalou, L.. (1992): Frames, concepts and conceptual fields. In A. Lehrer & E. Kittay
(eds.) Frames, Fields and Contrasts (pp. 21-74). Hillsdale, NJ: Lawrence Erlbaum.
Cantos, P., Sánchez, A. (2001). Lexical constellations: What collocates fail to tell. International
Journal of Corpus Linguistics, 6(2), pp. 199-228.
Divjak, D. & Gries, S. (Eds.) (2012). Frequency Effects in Language Representation. Berlin: De
Gruyter.
Gries, S. Th. (2010). Corpus linguistics and theoretical linguistics: A love-hate relationship?
Not necessarily….International Journal of Corpus Linguistics, 15(3), 327-343.
Gries, S. Th. (2012). Corpus linguistics, theoretical linguistics, and cognitive/psycholinguistics:
Towards more and more fruitful exchanges. In J. Mukherjee & M. Huber (Eds.), Corpus
linguistics and variation in English: Theory and description (pp. 41-63). Amsterdam: Rodopi.
Stefanowitsch, A. & Gries, S. (2005). Covarying collexemes. Corpus Linguistics and Linguistic
Theory, 1(1), 1-43.
Título: Aportes del enfoque cognitivo en la instrucción del léxico en la clase de
L2
Autores: Cheikh-Khamis
[email protected])
Cases,
Fátima (Universidad
de
Zaragoza
-
295
La tradición en la enseñanza de segundas lenguas (L2) ha dado frecuentemente un
papel predominante a la instrucción de contenido gramatical, relegando la enseñanza
del léxico a un segundo plano. Sin embargo, nuevos enfoques surgidos en las últimas
décadas retoman la atención sobre el desarrollo de la competencia léxica en L2,
otorgan la importancia que merece su enseñanza explícita y ponen el foco en cómo
se procesa el léxico aprendido. En esta línea, la lingüística cognitiva puede contribuir
con su enfoque a facilitar la instrucción del léxico en el aula de segundas lenguas. En
esta comunicación se hará un acercamiento a qué aportan los principios de la
lingüística cognitiva a la práctica de aula, así como también señalará las dificultades
con las que un docente puede encontrarse a la hora de aplicarlos.
La competencia léxica resulta primordial para un hablante de L2. Los errores
gramaticales en su producción pueden tolerarse, pero los errores de léxico pueden
ocasionar malentendidos e incluso una ruptura abrupta de la comunicación. Atender
este aspecto es importante desde el primer contacto con la L2, ya que las
deficiencias en los procesos cognitivos realizados en un nivel básico pueden afectar a
los procesos cognitivos de niveles avanzados.
Recurrir a estrategias cognitivas para la enseñanza de vocabulario facilita el proceso
y ayuda a que el conocimiento receptivo se convierta en productivo de manera
natural. La clave del éxito del aprendizaje está en la disponibilidad que el hablante
tenga del léxico a la hora de comunicarse. Adoptar un enfoque cognitivo en la
enseñanza puede ayudar al alumno a mejorar su competencia léxica orientándole
para reestructurar su lexicón mental, donde confluyen la lengua materna y la L2,
mediante subprocesos que ocurren paralelamente como la categorización por
elementos prototípicos y su agrupación, la conexión con imágenes, la construcción de
redes o la asociación con conocimientos previos.
Para la práctica docente, además de seguir el paradigma de presentar-practicarproducir del enfoque léxico, se propone inculcar al alumno competencias para saber
observar, formular hipótesis y experimentar el uso. Este sistema tiene que ver con
procesos cognitivos de identificación o reconocimiento, de codificación, de
representación mental, de retención (fijación en la memoria a largo plazo) y de
recuperación para su posterior uso. Las actividades que se propongan deben ofrecer
oportunidades para que el alumno se reencuentre perceptiva y productivamente con
el léxico que ha adquirido para que lo fije y amplíe sus redes asociativas.
Particularmente, en esta propuesta se centra la atención en estimular la toma de
conciencia de las colocaciones léxicas en una clase de español como L2 porque
permiten trabajar aspectos semánticos, sintácticos y pragmáticos de forma holística,
como un continuum. Fomentar la competencia colocacional desde niveles iniciales le
permite al alumno procesar y producir de forma más fluida su L2 y desarrollar
además su competencia metafórica para construir nuevos significados posibles y
comprender las anomalías semánticas.
Título: "Metáfora y metonimia en la expresión de novedades gastronómicas:
estudio de cartas y menús"
296
Autores: Estornell Pons, María (Universidad Católica de Valencia [email protected]);Soto Nieto, Almudena (Universidad Católica de
Valencia - [email protected])
En los últimos años, el mundo de la restauración ha experimentado cambios
importantes en cuanto al tipo de platos que se preparan y la manera de presentarlos,
en relación con la llamada nouvelle cousine, cocina creativa, cocina de autor o cocina
de intuición. No es objeto de este estudio ocuparse de tales denominaciones, sino de
otras relacionadas con la transformación que se ha dado, y se sigue dando, en el
lenguaje gastronómico, impulsada por este nuevo concepto de cocina. Las cartas y
menús de restaurantes y hoteles exhiben expresiones representativas de la
incorporación de dichas novedades culinarias que reflejan cambios semánticos y
combinaciones morfosintácticas poco frecuentes, a priori inesperadas en tales textos,
con el fin de atraer la atención del consumidor. El objetivo del presente estudio es
analizar el destacado papel que desempeñan importantes estrategias como la
metáfora y la metonimia conceptual en la creación de estas nuevas formas léxicas y
nuevos significados. Para llevar a cabo el análisis hemos reunido un conjunto de
ejemplos extraídos de un corpus de cartas y menús de restaurantes de categoría alta
y medio alta y, desde la perspectiva de la lingüística cognitiva, hemos aplicado la
Teoría Conceptual de la Metáfora y la Metonimia (TCMM), una metodología de
carácter eminentemente lingüístico. Nuestro propósito es examinar cuáles son las
proyecciones metafóricas y metonímicas más frecuentes y averiguar qué conceptos
aparecen asociados al dominio de la gastronomía en estos casos de cambio
semántico.
Referencias
Benczes, R., Barcelona, A. y Ruiz de Mendoza Ibáñez, F. J. (2011). Defining Metonymy in
Cognitive Linguistics. Towards a consensus view. Amsterdam. John Benjamins.
Cabré, M. T., Freixa, J. y Solé, E. (coords.) (2002). Lèxic i neologia. Barcelona. Universitat
Pompeu Fabra.
Kövecses, Z. (2010). “A new look at metaphorical creativity in cognitive linguistics”. Cognitive
Linguistics21 (4): 663-697.
Lakoff, G. y Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Montoro del Arco, E. T. (2012): Neología y creatividad lingüística. Valencia. Universidad de
Valencia.
Título: La evolución de las unidades fraseológicas en los diccionarios
didácticos y bilingües del español
Autores: García Rodríguez, Joseph (Universidad Autónoma de Barcelona [email protected])
297
El estudio de la fraseología se encuentra en auge, sin embargo, la indefinición y la
falta de unanimidad por lo que se refiere a algunos aspectos relacionados con esta
disciplina, siguen vigentes.
En esta comunicación nos centraremos en dos partes bien diferenciadas:
- Se repasarán las definiciones de fraseología y unidades fraseológicas (UFS), las
propuestas de clasificación que se han presentado y los consejos de aplicación en la
lexicografía didáctica y bilingüe que los diferentes autores han aportado a lo largo de
los años (basándonos en Isabel Santamaría, Gloria Corpas, Mario García-Page, entre
otros).
- Se seleccionará un corpus determinado de unidades fraseológicas (situándonos en
la concepción amplia de la fraseología) de cinco obras didácticas y cinco obras
bilingües que andan a caballo entre el siglo XX y el XXI. A partir de lo que aportan los
autores citados en el apartado anterior, así como de las aportaciones propias, se
analizarán estas unidades pluriverbales. A continuación, se reflexionará acerca de si
las investigaciones que se han desarrollado han influido de manera directa en el
tratamiento de dichas unidades en los diccionarios escogidos y de si, en el transcurso
de los años, estas obras han optimizado este tratamiento (algunos de los criterios que
se tendrán en cuenta son: se incluyen ejemplos que ayudan a comprender de mejor
manera las UFS; se utilizan marcas de registro; cómo y dónde se recogen -¿en la
macroestructura o en la microestructura?-; entre otros).
Título: Los rasgos flexivos de los pronombres del español en un diccionario
en línea
Autores: Gil, Irene ([email protected]); Gutiérrez Rodríguez, Edita (Universidad
Nacional de Educación a Distancia - [email protected])
Esta investigación surge al observar que los diccionarios no marcan, o no lo hacen
sistemáticamente, los rasgos flexivos de los pronombres. En algunos diccionarios, el
género se codifica solo en los nombres. De hecho, en el DRAEy el DEA se prescinde
de una marca categorial para los sustantivos y se indica la categoría nominal
directamente a través de la marca de género. El número no suele aparecer, aunque
algunos diccionarios incluyen información sobre las irregularidades morfológicas de
los sustantivos: pluralia tantum, singularia tantum o plurales dobles.
En cuanto a los pronombres, en los diccionarios en los que se codifican el género y el
número, estos rasgos figuran como información de distinta naturaleza: información
subcategorial, tras la etiqueta categorial de cada acepción; comentario de uso; o
información morfológica referida a la entrada. Además, la codificación de estos
rasgos pronominales no es sistemática incluso dentro de una misma obra.
Consideramos que la información sobre el género y el número debería ser exhaustiva
en los pronombres. Un diccionario en línea permite desarrollar los paradigmas
completos sin limitaciones de espacio. La razón gramatical por la que se debería
incluir el género de los pronombres es que, al igual que en los sustantivos, se trata de
un rasgo inherente y, en este sentido, determina la concordancia con otras palabras.
298
El motivo para incluir el rasgo de número es que, frente a sustantivos y
determinantes, la mayoría de los pronombres no tienen plural.
A partir del análisis gramatical de la categoría pronominal y sus rasgos flexivos
hacemos una propuesta de codificación lexicográfica del género y el número para un
diccionario en línea.
Referencias
Ambadiang, T. (1999) “La flexión nominal. Género y número” en I. Bosque y V. Demonte,
capítulo 74, págs. 4843-4913.
Bosque, I. (1989), Las categorías gramaticales, Madrid, Síntesis.
-------- (en prensa), “Los rasgos gramaticales” en Á. Gallego (ed.), Perspectivas de la
sintaxis, Madrid, Akal.
Bosque, I. y V. Demonte (1999) (dirs.), Gramática descriptiva de la lengua española, Madrid,
Espasa.
Fernández Ordóñez, I. (1999), “Leísmo, laísmo y loísmo” en I. Bosque y V. Demonte, capítulo
21, págs. 1317-1398.
-------- (2007), “El ‘neutro de materia’ en Asturias y Cantabria. Análisis gramatical y nuevos
datos” en A. Puigvert e I. Delgado (coord.), Ex admiratione et amicitia. Homenaje a Ramón
Santiago, Madrid, Ediciones del Orto.
Leonetti, M. (1999), “El artículo” en Bosque, I. y V. Demonte (dirs.), capítulo 12, págs. 787890.
Pena, J. (1999), “Partes de la morfología. Las unidades del análisis morfológico” en Bosque, I.
y V. Demonte (dirs.), capítulo 66, págs. 4305-4366.
Rae (2014), Diccionario de la lengua española, Madrid, Espasa (cit. como DRAE).
Rae-Asale (2009), Nueva gramática de la lengua española, Madrid, Espasa.
Seco, M. (et al.) (1999), Diccionario del español actual, Madrid, Aguilar (cit. como DEA).
VV. AA. (2002), Diccionario Clave de uso del español actual, Madrid, SM
Título: Discourse constructions in English: the case of complementarycontrastive constructions
Autores: Iza Erviti, Aneider (Universidad de La Rioja - [email protected])
299
In Construction Grammar a construction is understood as a syntactic template that is
paired with conventionalized semantic and pragmatic content. Within this perspective,
discourse constructions refer to form-meaning pairings capturing relational meaning
such as addition, exemplification, contrast, etc. grounded in high-level cognitive
models (Ruiz de Mendoza & Gómez-González, 2014: 303). There have been many
works that have studied constructions at the levels of argument structure and
illocution in language (cf. Baicchi & Ruiz de Mendoza 2010; Del Campo, 2013; Mairal
& Ruiz de Mendoza, 2009; Pérez-Hernández, 2013; Pérez-Hernández & Ruiz de
Mendoza, 2011; and the references therein), but no previous study has so far
investigated the classification of constructions at discourse level.
This paper presents the findings of a study on a group of constructions at discourse
level that point to a relationship between two opposing elements in the world (X and
Y) that are not exclusive of each other (i.e. In spite of poor health, my father was
always cheerful). I have labelled this group of constructions complementarycontrastive discourse constructions. Within this category there are configurations that
can make the second point of the construction seem more important (i.e. Whatever
they have done, they are still your parents), constructions that correct or modify a
particular opinion (i.e. That’s all it ever did. As far as we knew, anyhow), constructions
that are used to change the topic or return to a previous topic (i.e. I wonder where my
purse is. Anyway, where would you like to go?), etc. With the purpose of reaching a
thorough classification of such constructions, this presentation specifically focuses on
the complementary-contrastive constructions that suggest that a statement is true or
relevant in spite of other things that have been or will be said (e.g. Although I advise
the children about money, I never actually pay their debts; Even he was late he
stopped to buy a sandwich; For all their differences among themselves, they reached
some kind of consensusetc.).
Amid the configurations that suggest this meaning in question, the following
constructions have been identified: X After All Y, X All The Same Y, X Although Y, X
Anyhow Y, X But Still Y, X Even Y, X Even Then Y, X For All Y, X However Y, X In
Spite Of Y, X Nonetheless Y, X Notwithstanding Y, X Regardless Y, X Still Y, X
Though Y, and X While Admitting Y. In common lexicographic practice the
connectives that participate in such constructions (e.g. although, even, while admitting
etc.) have frequently been treated as fully interchangeable. However, this paper
argues that these alternations differ in subtle but decisive ways, resulting in important
meaning differences that prove useful to classify discourse connectors.
References
Baicchi, A. & Ruiz de Mendoza, F.J. (2010). The cognitive grounding of illocutionary
constructions within the theoretical perspective of the Lexical-Constructional Model. Textus:
English Studies in Italy 23(3), 543-563.
Del Campo, N. (2013). Illocutionary Constructions in English: Cognitive Motivation and
Linguistic Realization. Bern: Peter Lang.
Mairal, Ricardo & F. Ruiz de Mendoza. (2009). Levels of description and explanation in
meaning construction. In Deconstructing Constructions, C. S. Butler and J. Martín Arista
(eds.), 153-198. Amsterdam: John Benjamins.
Pérez-Hernández, L. & Ruiz de Mendoza, F. J. (2011). A Lexical-Constructional Model
Account of Illocution. Vigo International Journal of Applied Linguistics 8, 99-138.
300
Pérez-Hernández, L. 2013. Illocutionary constructions: (multiple source)-in-target metonymies,
illocutionary ICMs, and specification links. Language & Communication, 33(2):128–149.
Ruiz de Mendoza, F. J. & Gómez González, M.A. (2014). Constructing discourse and
discourse constructions. In Theory and Practice in Functional-Cognitive Space, M. A. Gómez
González, F. J. Ruiz de Mendoza Ibáñez, F. Gonzálvez García and A. Downing (eds.), 295314. Amsterdam/Philadelphia: John Benjamins.
Título: The compilation of the first Slovene contemporary dictionary of
abbreviations
Autores:
Kompara
Kompara,
[email protected])
Mojca (University
of
Primorska
-
Abbreviations are present in almost every language and are part of our everyday life.
We find and use them almost everywhere. Some abbreviations are formed on daily
base; some remain in use while other disappear after some time. In English, French,
German, Italian and Spanish language there are several dictionaries of abbreviations
available (Kompara 2012) but in Slovene language a comparable dictionary of
abbreviation has just been complied and is going to be published in 2015. The paper
presents the compilation of the first Slovene contemporary dictionary of abbreviations,
the type of entries, the structure of the entry and some related compilation problems.
Abbreviations are a growing phenomena which is dealt, until 2006 when the online
dictionary of abbreviations Slovar?ek krajšav was published, mainly by the Slovene
orthographic dictionaries and the monolingual dictionaries of Slovene language. In
Slovene the first abbreviation’s dictionary was published in 1948 with no computer
support or Internet, in 2006 the online dictionary of abbreviations Slovar?ek krajšav
(Kompara 2006) was published as a non-revised collection of abbreviations without an
adequate dictionary structure but simply providing around 6.000 entries. In 2011 the
automatically compiled online dictionary of abbreviations Slovar krajšav (Kompara
2011), covering around 2.000 entries, was published. Both attempts lead to the
compilation a contemporary dictionary of abbreviations, covering more than 10.000
entries and over 30.000 meanings, comparable to English, German, French, Italian
and Spanish dictionaries, which is going to be published in 2015.
In the contemporary dictionary of abbreviations a special approach is devoted to the
compilation of Slovene abbreviations in simple dictionary entries, placing them at the
beginning of the dictionary entry, followed by the alphabetically ordered foreign
expansions. An official translation or a description, in cases where we have no official
translation or when dealing with a culturally specific abbreviation, of every foreign
expansion is provided. Next to the expansions the language qualifiers as well as other
qualifiers are provided. At the end of the dictionary there is a reversed dictionaries
from expansions to abbreviations. The section covers only Slovene expansions and
abbreviations as the contemporary dictionary of abbreviations is primarily intended for
Slovene users. The main problem in compiling the contemporary dictionary of
abbreviations is represented by cross references and culturally specific abbreviations.
After almost 70 years the contemporary dictionary of abbreviations will finally be
available to the users and will represent an important achievement in Slovene
lexicography.
301
References
Kompara, M., (2006) Slovar?ek krajšav. SAZU. [URL: http://bos.zrc-sazu.si/kratice.html].
Kompara,
M.,
(2011)
Slovar
krajšav.
Kamnik,
Amebis.
[URL: http://www.termania.net/Search.aspx/Dictionary?dictionaryId=66&searchOption=Simple]
.
Kompara, M., (2012) Dictionaries of Abbreviations, Linguists of Tomorrow, 1st International
Postgraduate Conference in Linguistics at the University of Cyprus, Nicosia, Cyprus.
Título: Using eyetracking to study the consultation behaviour of dictionary
users
Autores: Lew, Robert;,
[email protected])
Adam
Mickiewicz
(University
in
Poznan
-
Recent advances in eye-movement research have made eyetracking techniques
much more accessible to researchers and less invasive, allowing for more naturalistic
applicatons. One such potential application is the study of the process of dictionary
consultation. Researchers in lexicography have always wanted to know which
elements of the entry dictionary users attend to and in what sequence. They have also
wanted to know if elaborate guiding elements included in the more ambitious
dictionaries (often at a considerable expense of time and effort on the part of
lexicographers) in the hope thaty they would assist dictionary users, are actually
utilized. The eye-movement technique makes it possible to address these questions in
a way that has not been possible with other techniques. An important advantage of
the eyetracking technique is that it requires no special action from the dictionary user,
unlike traditional techniques so far employed in dictionary user research, such as
underlining or verbalizing (as in the thinking aloud protocol). Interest in eyetracking in
dictionary user research started merely a few years ago, with only a small number of
exploratory
studies
available
so
far
(Kaneta,
2011; Simonsen,
2009a, 2009b, 2011; Tono, 2011).
In the study I will report on during the conference, two groups of Polish learners of
English were asked to consult bilingual Polish-to-English entries for the meaning of a
less frequent sense or phrase of a fairly common vocabulary item embedded in a
Polish sentence. I will attempt to verify whether semantic guiding elements supplied in
bilingual entries of the more sophisticated dictionaries, in an attempt to guide
dictionary users to the appropriate sense, actually help users in ways envisaged by
lexicographers. At a more general level, I will present and discuss typical visual scan
patterns for dictionary pages and entries, and will also assess the usefulness of this
methodological approach for the study of dictionary use.
References
Kaneta, T. (2011). Folded or unfolded: Eye-tracking analysis of L2 learners' reference behavior
with different types of dictionary. In K. Akasu & S. Uchida (Eds.), ASIALEX2011 Proceedings
Lexicography: Theoretical and practical perspectives (pp. 219–224). Kyoto: Asian Association
for Lexicography.
302
Simonsen, H. K. (2009a). Se – og du skal finde: en eyetracking-undersøgelse med særlig
fokus på de leksikografiske funktioner Nordiske studier i leksikografi 11. Rapport fra
Konference om leksikografi i Norden. Finland 3.-5. juni 2009 (pp. 274–288). Tampere: Nordisk
forening for leksikografi.
Simonsen, H. K. (2009b). Vertical or horizontal? That is the question: An eye-track study of
data presentation in internet dictionaries. Paper presented at the Eye-to-IT conference on
translation processes, Copenhagen Business School, Denmark.
Simonsen, H. K. (2011). User consultation behaviour in internet dictionaries: An eye-tracking
study. Hermes, 46, 75–101.
Tono, Y. (2011). Application of eye-tracking in EFL learners’ dictionary look-up process
research. International Journal of Lexicography, 24(1), 124–153.
Título: La definición enciclopédica y el uso del diccionario en la clase de ele
para brasileños
Autores: Lima Moreira, Glauber (Universidade Federal do Piauí(UFPI) /
Universitat Pompeu Fabra(UPF)/CAPES - [email protected])
El presente trabajo pretende realizar un breve acercamiento teórico sobre la
enseñanza del español como lengua extranjera (ELE) y sobre la utilización e
importancia del diccionario en las clases de ELE, en Brasil, como más una
herramienta de apoyo al aprendizaje de ELE. Los diccionarios muy consultados
actualmente por los profesores y estudiantes brasileños de Turismo no responden del
todo al perfil de estos usuarios. Como ejemplo de ello, podemos presentar la
siguiente definición de paella extraída de uno de los repertorios lexicográficos:
“Comida elaborada con arroz y con otros ingredientes esp. carne, mariscos y
legumbres”. En este artículo lexicográfico podemos afirmar que las informaciones no
favorecen la comprensión por parte del usuario y, tampoco, son suficientes para
proporcionar la descodificación para el aprendiente brasileño de ELE, pues no facilita
una rápida comprensión exacta del significado del artículo por la falta de otras
informaciones más precisas. A partir de esta constatación, se analizarán 5 voces,
extraídas de los repertorios lexicográficos, Diccionario para la enseñanza de la
lengua española (Señas) y Diccionario de uso del español actual (Clave, en línea),
obras muy utilizadas en el ámbito de la enseñanza brasileña de ELE, para saber
cómo definen dichos lemas de turismo y comprobar si las definiciones son claras para
la audiencia en cuestión. Creemos que, para dichos usuarios, será relevante que se
incorpore la información lexicográfica en las definiciones de los artículos
lexicográficos para el público de turismo. Presentaremos una investigación de
naturaleza descriptiva. Los datos serán provenientes de cuestionarios de alumnos de
ELE en facultades de Turismo en Brasil que demuestren que el tratamiento actual de
estas voces en los diccionarios no satisface las necesidades de los usuarios. De
hecho, proponemos un modelo de artículo lexicográfico que incluya informaciones
enciclopédicas y culturales para los repertorios lexicográficos, pues pensamos que la
inclusión de dichas informaciones en los diccionarios será de gran importancia en el
marco de la enseñanza-aprendizaje de ELE.
303
.
Título: I’ve married me a pretty little wife: A preliminary analysis of the ‘selfaffected’ English construction
Autores: Luzondo Oyón, Alba (UNED - [email protected]);
Teomiro García, Ismael Iván ( Universidad Nacional de Educación a Distancia
- [email protected])
This paper provides readers with an analysis of the ins and outs of the selfaffected construction, as realized by I’ve married me a pretty little wife, I got me a
sandwich, I need me a gun, I bought me a car for my son, etc. (see Webelhuth and
Dannenberg 2006; Conroy 2007; Horn 2008; Teomiro 2013). Examples of this kind,
which are clearly disallowed in Standard American and British English, are however
attested in Southern American English and Appalachian English (cf. Nagle and
Sanders 2003).
Formally, the self-affected construction, which appears to be patterned after the
ditransitive configuration (e.g. Sue gave Kelly a book), is characterized by the
inclusion of a personal dative pronoun (PD) or non-subcategorized dative argument
which must be coindexed with the clausal subject. This, in turn, contrasts with the
case of Spanish in which so-called ethical datives can never co-refer to the subject of
the clause (e.g. Este niño no me lee nada.). Semantically, the self-affected
construction reveals idiosyncrasies not derivable from the semantics of the parts.
More concretely, it conveys the meaning that the Subject referent is somehow
affected by the whole predication (i.e. I’ve married me a pretty little wife = ‘My
marrying a pretty little wife causes me to be affected either positively or negatively’).
With this in mind, the aim of the present article is to offer a fine-nuanced study of the
formal and functional properties of the self-affected argument-structure construction in
two varieties of English, namely, Southern American English and Appalachian
English. The analysis is carried out within the scope of Construction Grammar
(Hoffman and Trousdale 2013), and more particularly, following Goldberg’s (1995)
work on argument structure constructions.
The structure of this paper is as follows. First, we detail the lexical nature and
syntactic properties of PDs. Second, a brief overview of Goldberg’s (1995) approach
to the English ditransitive is supplied. Next, we briefly present the four major types of
inheritance links posited by this author (i.e. polysemy, metaphorical, subpart and
instance links) in order to find out which of these link-types may be applied to the
relationship holding between the ditransitive and the self-affected syntactic patterns.
Third, we present a skeletal representation of the construction under scrutiny, to finally
deal with the semantic and pragmatic features of the self-affected construction.
References
Conroy, A. (2007). Personal datives in Appalachian English as a reflexive pronoun. University
of Maryland Working Papers in Linguistics 16:63-88.
304
Goldberg, A. (1995). Constructions. A Construction Grammar Approach to Argument
Structure. Chicago: University of Chicago Press.
Hoffmann, T. & G. Trousdale (eds.) (2013). The Oxford Handbook of Construction Grammar.
New York: Oxford University Press.
Horn, L. (2008). “I love me some him”: The landscape of non-argument datives. Empirical
Issues in Syntax and Semantics 7: 169-192.
Nagel, S. J. & L. Sanders (eds.) (2003). English in the Southern United States. Cambridge:
Cambridge University Press.
Teomiro, I. (2013). Non-selected reflexive datives in Southern American and Appalachian
English vs. Spanish. Estudios Ingleses de la Universidad Complutense 21: 31-47.
Webelhuth, G. & C. Dannenberg (2006). Southern American personal datives: The theoretical
significance of syntactic variation. American Speech 81: 31-55.
Título: ¿Nos hacemos un/una selfie con la/el tablet? Cross-linguistic lexical
influence and gender assignment in Spanish
Autores: Muñoz-Basols, Javier (University of Oxford - [email protected]); Salazar, Danica (Oxford University Press [email protected])
One of the most immediate consequences of cross-linguistic lexical influence (MuñozBasols and Salazar 2016) in a language with explicit grammatical gender is the need
to assign newly-borrowed lexical items to either a masculine or feminine noun class.
While in Spanish there is a tendency for Anglicisms referring to inanimate nouns to
adopt the masculine gender, as observed in many technological-related words such
as el blog, el pendrive or el router, this is not always governed by clear-cut rules.
Indeed, there may even be instances where a new loanword is assigned both
genders, such as the case of el/la Internet.
The process of assigning gender to lexical borrowings is often driven by speakers
taking advantage of the regularities in their language (Corbett 1991, 70), usually by
attempting to establish a phonological or morphological analogy with existing words in
the language, e.g., el chalet > el Internet. Gender may also be assigned based on a
semantic connection with the generic category of the new word, e.g., la red >
la Internet. In cases like these, words may undergo a phase of “transitional gender,”
during which they are used both as masculine and as feminine nouns until one of the
two genders prevails. Alternatively, the gender may remain ambiguous (Rini 2014). In
such
cases,
language
institutions
such
as
the Real
Academia
Española or Fundéu (Fundación
del
español
urgente)
often
establish
recommendations on usage.
In this paper, we analyse gender ambivalence in Spanish as observed in English
loanwords referring to new technologies. Specifically, we focus on two very recent
305
borrowings, tablet(a) and selfie, by taking samples from linguistic corpora and the
mass media. Tracing the incorporation and use of these two lexical items in the
Spanish lexicon helps to uncover language institutions’ attitudes towards Anglicisms
and how the divergence between the behaviour of speakers and the
recommendations of language institutions may ultimately impact language use. This
research is especially relevant in light of the recent publication of the 23rd edition of
the Diccionario de la lengua española (DRAE) (2014).
References
Corbett, G. 1991. Gender. Cambridge: Cambridge University Press.
Muñoz-Basols, J. and D. Salazar. 2016. “The English in Spanish and the Spanish in English: A
Comparative Analysis of Cross-Linguistic Lexical Influence.” Spanish in Context 13
(forthcoming).
Rini, J. 2014. “The Enigmatic Morphology
Feminine el’.” Iberoromania 80: 244-260.
of
Spanish azúcar and
the
‘New
Título: La base imagístico-esquemática de la construcción de camino en
inglés
Autores: Peña Cervel, Mª Sandra ([email protected])
La construcción de camino ha generado un buen número de trabajos basados en
diferentes perspectivas teóricas (Jackendoff 1992, Marantz 1992, Goldberg 1995,
Israel 1996, Luzondo 2011, 2013, Szczesniak 2013). Dichos estudios tratan aspectos
varios como el de la relación de la construcción de camino con la construcción
resultativa reflexiva falsa (por ej. The rat chewed his way through the wall vs. The rat
chewed himself through the wall) (Christie 2011, Mondorf 2011), las restricciones
semánticas de la construcción en cuestión (Goldberg 1995, Luzondo 2011, 2013) o
los tipos de predicados que son compatibles con esta construcción (Israel 1996). Esta
propuesta analiza el papel que juegan los esquemas de imagen, definidos como
patrones recurrentes en nuestra experiencia que son abstractos (en el sentido de
esquemáticos) y topológicos (Johnson 1987, Lakoff 1989), en las expresiones que
son realizaciones lingüísticas de la construcción de camino en inglés. Si bien es
evidente que el esquema de CAMINO subyace a esta construcción debido a la
presencia del sustantivo way, existen otros esquemas de imagen que son relevantes
en la conceptualización de esta construcción. En relación con esto, por ejemplo, una
de las restricciones semánticas postuladas por Goldberg (1995: 203-204) relacionada
con esta construcción estipula que existe movimiento a pesar de la existencia de
obstáculos externos y que el camino es creado por la acción que denota el verbo. Por
tanto, teniendo en cuenta estas afirmaciones, cabría asegurar que el esquema de
imagen de OBSTÁCULO, un tipo de fuerza (Johnson 1987, Peña 2003), subyacería a
todas las expresiones lingüísticas que sean ejemplos de la construcción de camino.
Sin embargo, Luzondo (2013: 358) presenta evidencia por medio de ejemplos
como Staying on the New Jersey side, the train chugged its way along the rails de
que los obstáculos no son un elemento indispensable para la creación del camino en
estas expresiones de la construcción en cuestión. Por tanto, es lógico concluir que la
306
existencia del esquema de imagen de ELIMINACIÓN DE BARRERAS no es siempre
imprescindible en estas expresiones. Por otro lado, en ocasiones, el obstáculo no lo
crea la construcción en sí, sino el verbo (por ejemplo, si comparamos (i)He struggled
his way up and now can't get down con (ii) He felt his way to the low hall-table and
found the lamp, observamos que el verbo de (i) implica dificultad en sí mismo y
también implica la presencia de un obstáculo en realizaciones que no son casos de la
construcción de camino – como en rough road holding son -, cosa que no ocurre en
(ii), donde ni el verbo ni la construcción implican ningún tipo de obstáculo).Esta
propuesta corroborará estas afirmaciones por medio de un estudio cuantitativo
basado en un conjunto de datos extraído del Corpus of Contemporary American
English. Otros esquemas de imagen que se estudiarán en relación con esta
construcción son los de SUPERFICIE (He could hit his way onto the roster),
RECIPIENTE (It's going to beat its way out of your chest), DELANTE-DETRÁS (He hit
his way back to Braves), VERTICALIDAD (The car slowly bumped its way down the
drive) y CERCA-LEJOS (Guests muscled their way closer to the table), entre otros.
Referencias
Christie, E. 2011. Investigating the differences between the English way- construction and the
fake reflexive resultative construction. Proceedings of the 2011 Annual Conference of the
Canadian Linguistic Association.
Goldberg, A. 1995. A Construction Grammar Approach to Argument Structure. Chicago:
University of Chicago Press.
Israel, M. 1996. The way constructions grow. En A. Goldberg (ed.), Conceptual Structure,
Discourse, and Language. Stanford: CSLI.
Jackendoff, R.F. 1992. Babe Ruth homered his way into the hearts of America. En T. Stowell y
E.Wehrli (eds.), Syntax and the lexicon. Syntax and Semantics 26. Nueva York: Academic
Press.
Luzondo, A. 2011. Construcciones resultativas del inglés en el Modelo Léxico Construccional:
Implicaciones para la modelación de una base de conocimiento léxico conceptual. Tesis
doctoral. Universidad de La Rioja.
Luzondo, A. 2013. Revisiting
construction. RESLA 26: 349-364.
Goldberg’s
semantic
constraints
on
the
‘way’
Marantz, A. 1992. The way-construction and the semantics of direct arguments in English: A
reply to Jackendoff. En T. Stowell y E.Wehrli (eds.), Syntax and the lexicon. Syntax and
Semantics 26. Nueva York: Academic Press.
Mondorf, B. 2011. Variation and change in English resultative constructions. Language
Variation and Change 22: 397-421.
Szczesniak, K. 2013. You can’t cry your way to candy: Motion events and paths in the x’s way
construction. Cognitive Linguistics 24(1): 159-194.
307
Título: Assessing productive vocabulary: An in-depth analysis of learners'
associations
Autores: Piquer Píriz, Ana Mª (Universidad de Extremadura [email protected]); Alejo González, Rafael (Universidad de Extremadura [email protected])
Measuring vocabulary size or breadth in a foreign language is a relevant activity.
Assessing the extent to which the measure used reflects the different vocabulary
levels is difficult since there are many aspects involved in word knowledge (Nation
2001) and the tasks designed to obtain the data from the learners determine which
elements are focussed on (Schmitt 2010). This is why the research has focussed on
providing evidence that the existing measures are both reliable and valid and that
therefore they actually correspond to the construct they intend to measure. A
commonly used test to measure L2 learners' productive vocabulary is LEX30, which,
as shown by Fitzpatrick and Clenton (2010), has been considered valid and reliable.
However, the validity of a test is an ongoing process as the test is analysed in
different situations and used with different types of students. In this paper, explore the
ability of LEX30 to measure variability between groups and between times by
analysing the elicited responses provided by the students, by focusing on: 1) the
idiosyncrasy of the responses provided by the students and 2) the stability of their
associations within a time span of two years. The idiosyncratic nature of the L2
learners responses was assessed by comparing them with those provided in the
Edinburgh Association Thesaurus (EAT, Kiss et. al. 1973) and their stability was
established by comparing the responses at time 1 and 2. The statistical analysis
shows that certain cue words such as stupid, board, disease and fruit elicit a greater
number (above 10%) of low frequency words in the L2 learners responses, which
contrasts with the responses elicited by other cue word (e.g.: hope, pot, hold,
habit, etc.) which belong to the more frequent vocabulary group. The analysis of the
responses at the two different times shows that there is a certain stability although
there is also variation restricted to specific cue words (e.g.: substance or disease).
Factor such as the age, the L1 culture of the learners and the instructional context
may explain some of these results.
Título: Estudio contrastivo del léxico técnico de la bicicleta en español y
alemán
Autores: Serra Pfennig, Isabel (Universidad Politécnica de Madrid [email protected])
El mecanismo de la bicicleta presenta una gran dificultad en cuanto al léxico,
fundamentalmente debido a la falta de información de carácter técnico, para ello
presento en este estudio un análisis del léxico contrastivo en español y en alemán de
las distintas piezas que componen el mecanismo de la bicicleta. Para ello, el objetivo
fundamental del presente trabajo consistirá en mostrar por medio de
ejemplos, distintos procedimientos morfológicos como son la composición, la
derivación y la abreviación con el fin de designar elementos y piezas concretas de la
bicicleta. Así como también el uso de préstamos de otras lenguas para poder
especificar piezas concretas del lenguaje especializado de la bicicleta. El corpus
utilizado está constituido por textos e imágenes procedentes de ediciones técnicas
308
normativas, manuales y enciclopedias en ambas lenguas así como se han revisado
otros términos provenientes de áreas innovadoras como puede ser la normalización
técnica.
En suma, el objetivo de este estudio son dos. Por una parte dar a conocer el léxico
desde el punto lingüístico del mecanismo de la bicicleta en alemán y español y por
otro matizar conceptualmente sobre el lenguaje especializado de la bicicleta.
Título: Evolución de los métodos franceses de enseñanza de la lengua china.
Una análisis comparativo de los diccionarios de Chrétien de Guignes y de
Paul Perny
Autores: Trujiilo González, Verónica Cristina (Universidad de Las Palmas de
Gran Canaria - [email protected]); Lee-Lee, Xavier Lee-Lee
(Universidad de Las Palmas de Gran Canaria - [email protected])
En este póster presentamos, a través de las obras lexicográficas de dos sinólogos
franceses, la evolución de los métodos de enseñanza franceses, empleados en el
siglo XIX, para el aprendizaje de la lengua china. Así, nuestro trabajo se centrará en
analizar dos obras lexicográficas, el Dictionnaire Chinois, Français et Latin (1813) de
Chrétien Louis-Joseph de Guignes y el diccionario elaborado por Paul Perny
(1869) Dictionnaire français-latin.chinois de la langue mandarine parlée.
Cabe destacar, no obstante, que el diccionario de Paul Perny forma parte de una
obra más amplia con un claro componente didáctico. Así, Perny no solo compuso su
diccionario, sino que también elaboró la Grammaire de la langue chinoise orale et
écrite (1873), un suplemento, de corte enciclopédico, a su diccionario: el Appendice
du Dictionnaire français-latin.chinois de la langue mandarine parlée y un compendio
de proverbios chinos: Proverbes chinois et mis en ordre (1869).
El análisis comparativo de ambas obras que estableceremos en este póster, servirá,
entre otras cuestiones, para mostrar cómo el diccionario de Perny resulta una
innovación lexicográfica, respectos a sus antecesores, principalmente, de Guignes[1].
De esta manera, partiendo de la metodología propuesta por Haensch (1997),
mostraremos cómo la distribución, selección y organización del material léxico
supone una concepción lexicográfica muy novedosa para la época, tanto desde un
prisma filológico como didáctico. El diccionario que Perny ideó es un repertorio
concebido para el uso y la comunicación. Así pues, mientras que el repertorio de
Perny destaca principalmente por su enfoque hacia el registro hablado, el diccionario
de Chrétien de Guines se caracteriza por ser una es una obra más orientada hacia el
chino clásico de los textos formales. La comparación entre ambos repertorios nos
permitirá mostrar cómo el diccionario de Perny fue concebido y estructurado con una
finalidad eminentemente práctica para facilitar el aprendizaje del chino a las personas
interesadas en ello.
Referencias
Guignes, Chrétien-Louis-Joseph (1813): Dictionnaire Chinois, Français et Latin. Paris:
Imprimerie Impérial.
309
Haensch, Günther (1997): Los diccionarios del español en el umbral del siglo XXI. Salamanca:
Ediciones Universidad de Salamanca.
Perny, Paul (1869): Dictionnaire francais-latin-chinois de la langue mandarine parlée.
Paris: Librairie de Firmin Didot Frères, fils et Cie.
__________ (1872). Appendice du Dictionnaire francais-latin-chinois de la langue mandarine
parlée. Paris: Maissonneuve & Cie / Ernest Leroux.
__________ (1873): Grammaire de la langue chinois oral et écrite. Paris: Maissonneuve & Cie
/ Ernest Leroux.
[1] Seguimos la genealogía lexicográfica propuesta por Yong y Peng (2008): Chinese
Lexicography: A History from 1046 BC to AD 1911. Nueva York: Oxford University Press Inc.
Título: Extracción terminológica bilingüe y análisis relacional de la
combinatoria
Autores:
Vargas
[email protected])
Sierra,
Chelo
(Universidad
de
Alicante
-
El objetivo de este estudio es doble. En primer lugar, realizaremos la extracción
terminológica a partir de córpora paralelos disponibles en TMX. Seguidamente,
llevaremos a cabo un análisis contrastivo de los bigramas y trigramas extraídos de
dos córpora en las lenguas de trabajo inglés y español. Los corpus empleados serán
el EMEA —de la Agencia Europea del Medicamento—, y el ECB —del Banco Central
Europeo—. Tras la extracción, los bigramas y trigramas paralelos se clasificarán
según sus respectivos patrones morfosintácticos. Una vez que cuenten con su
patrón, emplearemos la metodología de análisis de relaciones con el fin de detectar,
por una parte, qué patrones morfosintácticos son más frecuentes y cuáles son sus
equivalentes en español, y, por la otra, qué patrones son más variables a la hora de
establecer sus correspondencias al otro idioma. Pensamos que este tipo de análisis
contrastivo a partir de corpus especializados paralelos resulta de interés para
detectar las diferencias combinatorias entre las lenguas en contraste de cara a la
producción de diccionarios combinatorios terminológicos de uso multilingües
(DICTUM).
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Lingüística de corpus, computacional e
ingeniería lingüística
Título: Lexicalizing ontologies: the issues behind the labels
Autores: Aguado de Cea, Guadalupe (Universidad Politécnica de Madrid [email protected])
In information science, ontologies are used to capture knowledge about some domain of
interest, by formally naming and defining the types, properties and interrelationships
of the concepts that describe that domain. They are the building blocks of the Linked
Data initiative (Bizer et al., 2009) in which datasets of related domains are linked to
each other, and also to more general datasets, resulting in a huge space of
interconnected data. This space is at the core of the Semantic Web vision (BernersLee et al., 2001), “a web [in which computers] become capable of analyzing all the
data on the Web – the content, links, and transactions between people and
computers”.
It is precisely in the linking step that the natural language descriptions used to term or
“label” ontology entities (i.e., concepts, properties, relations) become undeniably
significant. In ontological engineering, labels –specifically in RDFs syntax[1]- are
defined as properties “used to provide a human-readable version of a resource's
name”. They not only facilitate the matching of ontologies, but also contribute to a
better understanding of the knowledge represented by those ontologies and to a quick
adoption by users who develop applications on top of them. However, the not-alwayssuitable type of descriptions, and the lack of guidelines or recommendations to carry
out this task turns the assignment of labels to ontology entities into a non-trivial task.
So, the need of a coherent, consistent naming process is even more critical,
especially if we take into account that there is an urgent demand for translating these
vocabularies into other languages,.
Based on our experience in the translation of several well adopted ontologies
(FOAF[2], GoodRelations[3], and the Organization ontology[4], amongst others) from
English into Spanish, and also on previous literature in the field (Noy and McGuiness,
2001; Théreaux, 2003; Shober et al., 2009; Fliedl et al., 2007; Montiel-Ponsoda et al.,
2011), we propose a preliminary set of principled reflections with a twofold goal.
Firstly, to guide users in the label assignment task of ontology entities, also known as
ontology lexicalization. Secondly, to help general users, terminologists and translators
in the translation of these specific resources by providing them with coherent, userfriendly examples on how to apply the above mentioned principles.
In this paper, we will focus on certain linguistic problems derived from the concision
typically specific of such ontology labels. This concision has its origin in the URI or
(uniform resource identifier), i.e., the name given to the ontology entities, in other
words, the one the computer processes and “understands”. The fact that the name in
the URI and the label usually coincide results in labels being short and concise.
311
Furthermore, most ontologies have been described in English, and this language is
particularly keen on concise word formation. However, this does not work for other
languages, in which a tradeoff between conciseness and precision may be utterly
required to capture the essence of the label. A thornier problem lies in translating
properties, since conciseness usually hides the directionality of the relation. Moreover,
that relation is syntactically realized with different syntagmatic structures in different
languages. Finally we also propose some steps that should be taken before facing the
lexicalization process.
References
Berners-Lee, T., J. Hendler, and O. Lassila. (2001) The semantic web. Scientific American,
284(5), 34-43, May 2001.
Bizer, C., T. Heath, and T. Berners-Lee. Linked data - the story so far. (2009) Special Issue on
Linked Data, International Journal on Semantic Web and Information Systems (IJSWIS). 5(3),
1-22,
Brickley, D. And Guha, R.V. (2014) RDF Schema 1.1
Fliedl G. Fliedl, C. Kop, and J. Vöhringer. (2007)From owl class and property labels to human
understandable natural language. In Natural Language Processing and Information Systems,
pages 156–167. Springer.
Montiel-Ponsoda, E. D. Vila Suero, B. Villazón-Terrazas,G. Dunsire, E. Escolano Rodríguez,
and A. Gómez-Pérez (2011) Style guidelines for naming and labeling ontologies, in The
multilingual web. in International Conference on Dublin Core and Metadata, Dublin.
Noy N. F. and L. McGuiness, (2001) Ontology development 101: A guide to creating your first
ontology.
Shober, D., B. Smith, S. E. Lewis, W. Kusnierczyk, J. Lomax,C. Mungall, C. F. Taylor, P.
Rocca-Serra, and S.-A. Sansone.(2009) Survey-based naming conventions for use in obo
foundry ontology development. BMC Bioinformatics, 10 :125.
Théreaux, O. (2003). Common http implementation problems. W3C note, World Wide Web
Consortium. Retrieved 27 November 2014 http://www.w3.org/TR/chips/
[1] http://www.w3.org/TR/rdf-schema/
[2] http://xmlns.com/foaf/spec/
[3] http://www.heppnetz.de/projects/goodrelations/
[4] http://www.w3.org/TR/vocab-org/
312
Título: A European Corpus of Academic Talk (EuroCoAT): compilation,
description reliability and applications.
Autores: Alejo González, Rafael (Universidad de Extremadura [email protected]); Piquer Píriz, Ana Mª (Universidad de Extremadura [email protected])
There is an increasing number of corpora related to academic language (MICASE,
MICUSP, BASE) English as a lingua franca (ELFA and VOICE) and learner language
(ICLE, LINDSEI for example) that have allowed researchers to systematically explore
wide ranging linguistic phenomena from different psycholinguistic, sociolinguistic and
discourse analysis perspectives.
However, there is also a need for corpora dealing with context-situated
communication. For example, the genre of office hours consultation has been
documented by several researchers (Limberg, 2010, Limberg and Locher, 2012,
ADVICe) . Within this line of research, a corpus on academic interaction between
Spanish undergraduate Erasmus students and their lecturers at different European
universities has been compiled. The aim of this presentation is to introduce this
corpus, providing a full description of how it was gathered, the protocols developed for
the semi-guided conversations recorded, the transcription conventions used, and the
reliability of the data it contains. As will be explained, each transcript is accompanied
by a file containing all the relevant contextual background, which includes not only
details about the participants, the settings and the topics talked about, but also the
results of the follow-up questionnaires administered to the participants, which sought
their subjective impressions of the conversation they had just had. These
questionnaires have also been subjected to statistical analysis, which demonstrated
the reliability and naturalness of the language recorded. This corpus will allow
researchers to identify the main communication problems that Spanish students
encounter when interacting with their lecturers during their Erasmus exchanges.
References
ADVICe. Academic Discourse Verbal Interaction Corpus. Director: Vaclav Brezina. http://
http://lknol.com/advice.php
BASE. British Academic Spoken English. Corpus developed at the Universities of
Warwick and Reading, UK.
ELFA. The Corpus of English as a Lingua Franca in Academic Settings. Director: Anna
Mauranen. http://www.helsinki.fi/elfa/elfacorpus
ICLE. International Corpus of Learner English. Université Catholique de Louvain
http://cecl.fltr.ucl.ac.be/Cecl-Projects/Icle/icle.htm
Limberg, H. (2010). The Interactional Organization of Academic Talk. Amsterdam: John
Benjamins.
313
Limberg, H. and M. Locher (2012) (eds.). Advice in Discourse. Amsterdam: John Benjamins.
LINDSEI Louvain International Database of Spoken English Interlanguage
http://www.uclouvain.be/en-cecl-lindsei.html
MICASE. Michigan Corpus of Academic Spoken English. University of Michigan,
USA http://quod.lib.umich.edu/m/micase/ 13
MICUSP . Michigan Corpus of Upper-level Student Papers. University of Michigan,
USA http://www.micusp.org/home
VOICE. The Vienna-Oxford International Corpus of English (version 2.0 Online). Director:
Barbara Seidlhofer; Researchers: Angelika Breiteneder, Theresa Klimpfinger, Stefan
Majewski, Ruth Osimk-Teasdale, Marie-Luise Pitzl, Michael Radeka http://voice.univie.ac.at
Título: Uso de indicativo y de subjuntivo en los adverbios de modalidad
epistémica de incertidumbre. Estudio en un corpus informatizado
Autores: Barrios Sabador,
[email protected])
María
José
(Universidad
Nebrija
-
La aproximación al estudio del modo en la lengua española contempla un ingente
caudal de criterios sintácticos, semánticos, pragmáticos y cognitivos a la hora de
delimitar las propiedades esenciales de indicativo y subjuntivo. Uno de los rasgos con
que se ha caracterizado el subjuntivo es el de modo de la no aserción. Es esta
propiedad la que justifica el uso de subjuntivo con los operadores de
probabilidad seguramente, probablemente, posiblemente, quizá(s) ytal vez. La
gramática descriptiva ha aportado diversos intentos explicativos para dar cuenta de
las derivaciones semánticas o pragmáticas que implica la alternancia modal en
aquellos elementos que la permiten, entre ellos, los adverbios objeto de nuestro
estudio. No obstante, no parece haberse hallado una solución que dé cuenta
uniforme de las implicaciones que conlleva el uso de indicativo y subjuntivo. En suma,
la cuestión dista de estar resuelta en el plano teórico y tal problemática se refleja en
el aula de lengua extranjera. Simplificando enormemente la cuestión, se ha señalado,
tanto en la gramática descriptiva como en su vertiente pedagógica, que la aparición
de subjuntivo con estos adverbios conlleva un significado de mayor incertidumbre que
la construcción con indicativo.
Con el fin de averiguar el uso nativo de los modos con estos operadores de
probabilidad, se acudió al Corpus de Referencia del Español Actual (CREA), donde
se analizaron 2314 textos orales de hablantes españoles: seguramente
(285), probablemente (330), posiblemente (188), quizá (767), quizás (516)
y tal
vez (228). Para valorar en su justa medida el porcentaje de aparición de los modos,
previamente se analizó el emplazamiento del operador en la oración – en posición
preverbal o posverbal –, así como las coincidencias desprovistas de verbo. Esta
314
revisión confirmó la general inclinación del operador por la posición preverbal (caso
donde cuenta con capacidad rectora), seguida de la ubicación posverbal.
El estudio de los operadores de probabilidad de doble selección evidencia, dentro de
los límites de nuestra investigación, circunscrita a las producciones orales
del CREA en la geografía española, una preferencia general por el empleo del
indicativo con todos ellos. Debe señalarse que el estudio del contexto de aparición no
muestra una inclinación al uso de uno u condicionada por la presencia de marcas
dubitativas, elementos asertivos, justificaciones o por el morfema temporal (pretérito,
presente o futuro) del verbo afectado por el operador. La elección de indicativo es
eminente
en seguramente (90,6%)
y
notable
en probablemente (75,4%). Es posiblemente el operador que menor contraste revela
en la selección de uno u otro modo, con un 52% de uso de indicativo y un 48% de
empleo de subjuntivo. La general predilección por el indicativo en todos ellos impide
inferir una relación entre la expresión de una baja certeza y un mayor uso de
subjuntivo, si bien es verdad que en operadores de alto grado de incertitud como
quizá(s) y tal vez el predominio de indicativo (60,7% y 59%, respectivamente) es
menos acentuado que en seguramente y probablemente, de superior certidumbre.
Título: Propuesta de trabajo preparatorio para la creación de ontologías
basadas en corpus
Autores: Bautista Zambrana, María Rosario (Universidad de Málaga [email protected])
Se puede considerar que el estudio de las ontologías[1] se ha hecho un hueco importante en
los últimos años dentro del campo de la Terminología. De este modo, han suscitado
el interés de no pocos investigadores, que han estudiado cómo aprovechar sus
características y ventajas para crear recursos terminológicos. Entre otros, se han
ocupado de este ámbito grupos de investigación como el Centrum voor Vaktaal en
Communicatie de Bruselas, el equipo Condillac de la Université de Savoie, el grupo
LexiCon de la Universidad de Granada, el grupo TecnoLeTTra de la Universitat
Jaume I de Castellón, o el grupo Lexytrad de la Universidad de Málaga.
Elaborar una ontología con fines terminológicos requiere de varios pasos: entre ellos,
adquirir el conocimiento necesario para crear la ontología, conceptualizar el dominio e
implementar la ontología propiamente dicha. Esta comunicación se centra en la
primera actividad y propone un protocolo de trabajo para, a partir de un corpus de
textos especializados del ámbito jurídico-turístico, extraer términos, detectar
equivalentes lingüísticos y extraer relaciones conceptuales, con vistas a crear una
ontología, que será a su vez la base de un diccionario ontoterminológico trilingüe
(español-inglés-alemán). Dado que nuestro trabajo vendrá ilustrado por medio de un
caso del ámbito jurídico-turístico —por tanto un dominio culturalmente dependiente—,
nuestro protocolo tendrá en cuenta qué hacer con los términos y relaciones
conceptuales que son comunes a las tres lenguas (y culturas) estudiadas, y las que
son específicas de cada una de ellas.
315
Referencias
Moreno Ortiz, A. 2008. «Ontologías para la Terminología: Por Qué, Cuándo, Cómo» [en
línea]. Tradumàtica.
6.
Disponible
en
http://www.fti.uab.cat/tradumatica/revista/num6/articles/03/03central.htm.
Weigand, H. 1997. «Multilingual Ontology-Based Lexicon for News Filtering – The TREVI
Project». En: K. Mahesh (ed.). 1997. Ontologies and Multilingual NLP. Proceedings from the
15th International Joint Conference on Artificial Intelligence (IJCAI), August 23-29, 1997.
Nagoya, Japón. 138-159.
[1] Las ontologías tienen su origen en el campo de la Filosofía; hace unas décadas fueron
importadas por la Ingeniería del Conocimiento, rama de la Inteligencia Artificial. Dentro de
esta disciplina, una ontología se define como “a database describing the concepts in the world
or some domain, some of their properties, and how the concepts relate to each other”
(Weigand, 1997: 138). Posteriormente las ontologías fueron adoptadas por corrientes de la
Terminología que buscaban una mayor formalización en la estructuración conceptual del
dominio. Dentro de esta corriente se inscribe por ejemplo la definición de Moreno Ortiz (2008:
2): “las ontologías son descripciones conceptuales y terminológicas de un entendimiento
compartido sobre un dominio específico”.
Título: Semantic Annotation: A model for its application to images
Autores: Bosque Gil,
[email protected])
Julia (Universidad
Politécnica
de
Madrid
-
Con el auge de la Web, la búsqueda precisa de imágenes en Internet se hace cada
vez más necesaria. Los motores de búsqueda basados en texto devuelven una
imagen si los términos de la consulta coinciden con el pie de la imagen o con el texto
que la rodea en la página web. Como con este método no siempre se obtienen
resultados satisfactorios, y dada la necesidad de algún tipo de anotación en las
imágenes para mejorar los resultados, la consulta de imágenes mediante ejemplo
aborda la recuperación de imágenes a través de su contenido, entendiendo como tal
el color, la textura, el contorno de los objetos de la imagen, etc. De manera
complementaria, la anotación semántica de imágenes pretende anotar el contenido
semántico de la situación representada en la imagen, ya sea manual o
automáticamente, mediante etiquetas (niño, jugar, pelota), con ontologías o dentro
del marco del formato MPEG-7. Estos enfoques capturan, con mayor o menor detalle,
la información básica relativa a los participantes, la acción, el lugar y el momento o
fecha en los que se sitúa la escena de la foto. Partiendo de esquemas de anotación
del lenguaje natural como ISO-Space (Pustejovsky et al., 2013), SpatialML (Mani et
al., 2010) o Spatial Role Labeling (Kordamshidi et al., 2010) en este trabajo se
esboza un modelo de anotación semántica de imágenes de actividades desde el
punto de vista lingüístico. Una anotación que incorpore nociones como la fase del
evento representado, sus sub-eventos, el movimiento implicado en el evento o el
papel semántico y las características visuales de sus participantes puede ayudar en
la detección de objetos y acciones en el área de la visión artificial, y, por ende,
contribuir a una mejor recuperación de imágenes.
316
Referencias
Kordjamshidi, P., Moens, M.F., van Otterlo, M. 2010. “Spatial role labeling: Task definition and
annotation scheme”.Proceedings of the Seventh conference on International Language
Resources and Evaluation (LREC’10): 413-420.
Mani, I., Doran, C., Harris, D., Hitzeman, J., Quimby, R., Richer, J., Wellner, B., Mardis, S.,
Clancy, S. 2010. “SpatialML: annotation scheme, resources, and evaluation”. Language
Resources and Evaluation 44 (3): 263-280.
Pustejovsky, J., Moszkowicz, J., Verhagen, M. 2013. “A linguistically grounded annotation
language for spatial information”. TAL 53: 87-113.
Título: Collocation-based extraction of conceptual networks: A case study of
nouns expressing CAUSE/EFFECT
Autores: Cantos Gómez, Pascual ([email protected]); Almela Sánchez,
Moisés (Universidad de Murcia - [email protected])
The WSD community has long debated whether the criteria for representing polysemy
in general purpose dictionaries meet the specific demands of sense disambiguation
tasks.
Concern is growing that pre-defined sense inventories might not adjust well to the
needs of WSD, because word occurrences can rarely be paired with rigid sense
classes in a one-toone fashion. A second cause for concern is the level of sense
granularity adopted in conventional dictionary entries. Fine-grained distinctions can be
useful for a dictionary user but complicate the design and evaluation of WSD systems
in a way that is often unnecessary. As a result of these objections, many experts have
voiced the opinion that dictionaries are not adequate sources of sense inventories for
WSD. However, the problem of word sense overlaps can also be resolved by
modifying the way in which dictionary entries are processed by WSD programs. This
is the solution applied in the LACELL WSD system. The algorithm selects
simultaneously two or more dictionary senses if the context does not allow sufficient
discrimination between/among them. This article explains the underpinnings of such
proposal, as well as discussing some advantages and disadvantages.
Título: Representación conceptual de conocimiento especializado en
FunGramKB: El proceso de derivación en varios delitos típicos del derecho
penal
Autores:
Carrión
Delgado,
[email protected])
María
de
Gracia
(UNED
-
317
FunGramKB es una base de conocimiento léxico-conceptual multipropósito y
multilingüe diseñada para su reutilización en diversas tareas de Procesamiento del
Lenguaje Natural (PLN) tales como la extracción y recuperación de información, la
traducción automática o el razonamiento artificial (Periñán y Arcas 2004; Mairal y
Periñán, 2009; 2010). Su estructura modular refleja tres niveles de conocimiento —
léxico, gramatical y ontológico— que, aunque independientes, están relacionados
entre sí a través del módulo conceptual, el cual está a su vez dividido en otros tres: la
Ontología, el Cognicón y el Onomasticón. Además, la Ontología representa un
catálogo jerárquico de conceptos que describen conocimiento semántico organizados
en tres subontologías, cuyos metaconceptos se corresponden con#ENTITY,
#EVENT y #QUALITY, que permiten la organización interna de nombres, verbos y
adjetivos respectivamente. Cada una de estas subontologías está dividida en tres
grupos: metaconceptos (representan dimensiones cognitivas), conceptos básicos
(incorporan conocimiento del sentido común) y conceptos terminales (aportan
conocimiento especializado). En la presente contribución analizamos varios delitos
del
dominio
penal[1] tales
como corruption,
extortion,
forgery,
money
laundering y prevarication, derivados de sus correspondientes verbos, como ejemplos
de conceptos terminales que demuestran que es posible integrar conocimiento
especializado
en FunGramKB gracias
al
lenguaje
de
representación
conceptual COREL, común a los tres módulos que componen el nivel conceptual.
Mediante el análisis detallado de dichas entidades especializadas demostraremos
que la reutilización de la información de los Postulados de Significado (PS) de los
eventos de los que derivan, no sólo evita la redundancia informativa sino también
maximiza la información en la base de conocimiento.
[1] Este trabajo forma parte del proyecto de investigación denominado “Elaboración de una
ontología terminológica en un contexto multilingüe (español, inglés e italiano) a partir de la
base de conocimiento FunGramKB en el ámbito de la cooperación internacional en materia
penal: terrorismo y crimen organizado”, financiado por el Ministerio de Economía y
Competitividad. Código: FI2010-15983.
Referencias
Felices, A., P. Ureña y A. Alameda. 2011.
terminológica. Anglogermánica Online 2011: 66-86.
FunGramKB
y
Jiménez, R., A. Luzondo and M. Pérez.
ontológica. Anglogermánica Online: 16-36.
FunGramKB
y
2011.
la
la
adquisición
organización
Mairal, R. y C. Periñán. 2009. The anatomy of the lexicon component within the framework of
a conceptual knowledge base. Revista Española de Lingüística Aplicada 22: 217-244.
Periñán, C. y F. Arcas. 2010. The architecture of FunGramKB, en Proceedings of the Seventh
International Conference on Language Resources and Evaluation. 17-23 mayo 2010, Valeta
(Malta). European Language Resources Association (ELRA). 2667-2674.
Periñán, C. y F. Arcas. 2004. Meaning postulates in a lexico-conceptual knowledge base, 15th
International Workshop on Databases and Expert Systems Applications, IEEE, Los Alamitos
(California): 38-42.
318
Periñán, C. y R. Mairal. 2010. La gramática de COREL: un lenguaje de representación
conceptual. Onomázein 21: 11-45.
Periñán, C. y R. Mairal. 2011. The COHERENT methodology in FunGramKB. Onomázein 24:
13-33.
Ureña, P., A. Alameda y A. Felices. 2011. Towards a specialised corpus of organized crime
and terrorism. María Luisa Carrió y otros (Eds.), La investigación y la enseñanza aplicadas a
las lenguas de especialidad y a la tecnología. Universitat Politècnica de Valencia, Valencia,
págs. 301-306.
Título: Stylistic authorship comparison and attribution of Spanish news forum
messages based on the TreeTagger POS tagger.
Autores: Crespo, Mario (Universidad de Cádiz - [email protected]);
Frías Delgado, Antonio (Universidad de Cádiz - [email protected])
Forensic stylistics is the application of the science of stylistics to forensic contexts and
purposes. Main assumption in the identification of the author of a certain text is that
any writer has an individual style or idiolect by the observation of his/her unique set of
linguist choices (Guillén Nieto, V. et al., 2008). Electronic texts like emails, social
networks and messages from mobile phones are currently of interest to investigators
in Forensic Linguistics and the wider judicial process (Grant, T., 2008). Many of these
texts analysed in Forensic Linguistics are well under 200 words long and many
consist of fewer than 100 words (Coulthard, M. y Johnson, A., 2007)
This work aims at studying, comparing and identifying linguistic authorship profiles by
using a list of linguistics features. The task of the linguistic attribution is never one of
identifying an author from millions based on the linguistic evidence alone, but rather of
selecting (or deselecting) from a small number of candidate authors (Coulthard, M. y
Johnson, A., 2007). Our corpus consists of 28 texts, 14 for testing and 14 used as
author reference. Elpais.com allowed us to collect opinion messages from its forum
messages system called ‘eskup’. This system organizes the different readers’
comments to the news articles over time. 14 authors were selected randomly and a
set of opinions-conversations from each writer was extracted ( 2000 words each
author, 28.000-words corpus in total). Then, each of the 14 writer messages sets was
divided into two groups: 90% of the comments were used for training and reference
(around 1800 words from each author) and 10% of messages were used for testing
(around 200 words from each author).
The tokens of our corpora were annotated with parts of speech (POS) and lemmas
provided by TreeTagger (Schmid, 1995). A frequency vector based on the
TreeTagger POS features was created for each corpus and it was used to make
comparisons among authors. Contrasts among texts reveal how texts belonging to the
same authors share certain linguistic properties and proportions. Finally, the
Euclidean distance among texts was calculated by using the feature frequencies of
our vector. Results show how 11 of the 14 (75, 5%) test texts were correctly assigned
to their corresponding reference text.
319
Título: La Gramática Sintagmática Nuclear y su aplicación a las lenguas
criolloides: elaboración de un corpus del "jopará" paraguayo
Autores: Fernández
[email protected])
García,
Ramsés
(Universidad
de
Oviedo
-
Que Paraguay es un país bilingüe es un hecho evidente, aunque en algunos
aspectos todavía dicho bilingüismo sea considerado como diglósico. Sin embargo, en
las zonas urbanas de este país se habla también una tercera lengua de tipo criolloide
denominada "jopará" (=mezcla en guaraní, haciendo referencia a su carácter
mixto)que es fruto del contacto lingüístico entre el guaraní, la lengua indígena propia
del país, y el español. El carácter de lengua criolloide o mixta del "jopará" no ha
gozado de consenso entre los lingüistas que lo han estudiado, ya que las opiniones al
respecto van desde considerarlo una simple alternancia de códigos hasta una lengua
de tipo pidgin. Sin embargo, gracias a la aplicación de la Gramática Sintagmática
Nuclear como algoritmo, se ha podido determinar que el "jopará" paraguayo presenta
una serie de estructuras que permiten clasificarlo dentro del grupo de las lenguas
mixtas o, en palabras de Trudgill, criolloides.
El propósito de la presente ponencia es exponer el corpus lingüístico realizado sobre
el"jopará" aplicando en él la denominada Gramática Sintagmática Nuclear y
comparándolo con otras lenguas cuya pertenencia a los criolloides está fuera de toda
duda o disensión, con el fin de demostrar que, efectivamente, esta lengua se debe
considerar uno más de los criolloides que existen en el mundo.
Título: "The population of lexical units corresponding to Globalcrimeterm
concepts in the FunGramKB’s lexico-grammatical module”
Autores: Fernández Lloret, Diana (Universidad de Granada [email protected]); Gómez Castejón, María Ángeles (UNED/Universidad
de Lovaina - [email protected])
There is a constant need for specialized knowledge organization and accessibility for
Natural Language Processing purposes, Knowledge Bases and Artificial Intelligence
systems and, among other valid alternatives, FunGramKB (a multilingual,
multipurpose knowledge base rooted in a deep semantics approach) which could play
a leading role in this context. In the present paper, we will focus on some aspects of
the development of the lexico-grammatical module of FunGramKB as an interface
between syntax and semantics and applied to a domain-specific field under
construction.
In this sense, most theories on lexical knowledge representation present a collection
of grammatically salient characteristics as the unique components in a lexical
representation theory, on the grounds that only those aspects which are
grammatically relevant serve as the input for grammatical processes. As an example
of analysis of different types of verbs, Pesetsky (1995: 14) and Grimshaw (1993: 3),
320
in their studies of speech act verbs and verbs of color respectively, stated that the
parameters “loud” and “soft” or the color parameters do not have any role in
grammatical processes (Mairal, 2003). The approach presented in this paper diverges
from such proposals since we believe that there are certain semantic patterns which
do not actively interact in the different structural realizations, but there are others
which highly limit the different syntactic configurations, e.g. the manner vs. result
constants (Mairal, 2003). Consequently, in our opinion, lexical representations
according to the Lexical Constructional Model (LCM) should apprehend those aspects
of meaning which are grammatically relevant and should also provide a
comprehensive description of the full inventory of parameters involved in meaning
construction, including those related to pragmatic, semantic and discourse
information. Therefore, we use the term lexical template to refer to this new lexical
notational device that combines the set of grammatically, semantically and
pragmatically relevant features (Mairal and Ruiz de Mendoza, 2008).
The purpose of this paper is to describe the lexical templates where lexical units are
stored in the FunGramKB Suite (the lexico-grammatical module) and how each lexical
unit is linked to an underlying meaning representation or concept, which is, in turn,
linked to other concepts by means of a subsumption relation. The lexico-grammatical
module is made up of lexical templates for the lexical units corresponding to specific
entities, events and qualities, and we will enumerate their main characteristics. In
order to populate the lexico-grammatical module with the appropriate lexical units, we
have first selected a number of relevant concepts from FunGramKB Core Ontology or
the Satellite Ontology under construction. Then, we will describe how the lexicogrammatical module is linked to the Core Ontology or the “Globalcrimeterm” satellite
ontology, depending on the level of specificity of the concepts. In the “population
process” we will fill in the slots and describe the main pragmatic and syntactic
characteristics of the relevant lexical units, including aktionsarten or other complex
syntactic patterns. We will conclude with statistical considerations of the results
obtained and possible suggestions for a better functioning of this lexical module.
References
Felices Lago, Ángel and Ureña Gómez-Moreno, Pedro (2012). Fundamentos metodológicos
de la creación subontológica en FunGramKB. Onomázein 26, 49-67.
Mairal Usón, Ricardo & Ruiz de Mendoza Ibáñez, Francisco José (2008). New challenges for
lexical representation within the Lexical-Constructional Model (LCM). In Revista Canaria de
Estudios Ingleses, no. 57.
Mairal Usón, Ricardo (2003). Why the notion of lexical template? In: Anglogermanica online:
Revista electrónica periódica de filología alemana e inglesa. UNED, Madrid (Spain)
Mairal Usón, Ricardo (2006). Plantillas léxicas, construcciones y reglas de enlace. In: Filología
y Lingüística. Estudios ofrecidos a Antonio Quilis. Volumen I, Publisher: CSIC, UNED,
Universidad de Valladolid, pp.245-254.
Mairal Usón, Ricardo and Cortés, Francisco (2009).Modelos teóricos del estudio del léxico: los
modelos funcionales. In:Panorama de la Lexicología, Publisher: Ariel, Editors: Elena de
Miguel, pp.247-280.
Mairal Usón, Ricardo, Periñán-Pascual, Carlos and Pérez Cabello de Alba, María Beatriz
(2012). La representación léxica. Hacia un enfoque ontológico.In: El funcionalismo en la teoría
321
lingüística. La Gramática del Papel y la Referencia. Introducción, avances y aplicaciones.,
Publisher: AKAL, Editors: R. Mairal Usón, L. Guerrero y C. González (eds, pp.85-102).
Mairal, R. (2001) “En torno a la interficie léxico-gramática en los modelos gramaticales”. In
Durán, P. and Aguado, G. (eds.), 115-151.
Mairal, R. and Faber, P. (2002). Lexical Templates and Functional Grammar. In R. Mairal and
Pérez, M.J. (eds), 39-94.
Periñán Pascual, Carlos and Arcas Túnez, Francisco (2010). The architecture of FunGramKB.
In: 7th International Conference on Language Resources and Evaluation, Valeta
(Malta). Proceedings of the Seventh International Conference on Language Resources and
Evaluation, European Language Resources Association (ELRA), 2667-2674
Ureña Gómez-Moreno, Pedro, Alameda Hernández, Ángela and Felices Lago, Ángel (2011)
"Towards a specialised corpus of organized crime and terrorism". María Luisa Carrió et al.
(eds.) La investigación y la enseñanza aplicadas a las lenguas de especialidad y a la
tecnología. Universitat Politècnica de Valencia, Valencia, 301-306
Vendler, Z. (1967). Linguistics in Philosophy. New York: Cornell University Press
Título: Analyzing expletives in l2 English: A corpus study
Autores: Ferrandis Estrella, Esther (Universidad Autónoma de Madrid [email protected])
Much of Second Language Acquisition (SLA) research has traditionally relied on
elicited data and understated the role of natural language use data. The consequence
of this is that SLA studies are often conducted on a very limited number of subjects,
which, as pointed out by Granger (2002:6), raises questions about the generalizability
of results. This situation started to change thanks to the compilation of linguistic
databases and learner corpora from a variety of mediums, genres and varying sizes,
which provide a much wider empirical base than has previously been available.
Thanks to these large databases we can find structures which are rarely found in
small studies and discover patterns which may influence the learner (Myles, 2005:5).
This study aims at contributing to the debate about the nature of transfer or crosslinguistic influence by focusing on the acquisition of overt expletive
subjects (it and there) in L1-Spanish – L2 English grammars in a compiled learner
corpus.
English and Spanish differ as to the setting of the Null Subject Parameter. Following
previous corpus and experimental work on Verb-Subject constructions in L2 English, I
analysed the role the L1 (Spanish), a [+ pro-drop] language, has in the acquisition of
overt expletives (it, there) in L2 English, a [-pro-drop] language. Experimental work in
the L2 literature has shown that full resetting of the Null Subject Parameter involves
acquisition on expletive subjects in L2 English (Ruiz de Zarobe, 1986). A corpus
study was carried out using the WriCLE corpus, a written corpus of academic essays
with 700.000 words written by L1 Spanish learners of L2 English and compiled at the
Universidad Autónoma de Madrid (Rollinson & Mendikoetxea, 2010). 75 texts from 75
different university students of English Studies and English Philology with different
322
proficiency levels were randomly selected and manually annotated using the software
UAM Corpus Tool (version 2.7.2) (O’Donnell, 2008). Three research questions were
proposed: (RQ1) Are overt expletives of English (it, there) problematic for Spanish
learners? If so, are they problematic at all proficiency levels? (RQ2) Do Spanish
natives initially transfer their L1 parameter value (use of Ø expletive) when acquiring
English as a second language? (RQ3) If they do so, are learners able to reset
completely their L1 parameter [+ pro-drop] to the English one [-pro-drop]? An
annotation scheme was designed in order to account for the referentiality of the
subject, the type of predicate it appeared with, the word order it appeared in and its
overall grammaticality or ungrammaticality. A total of 681 expletive subjects were
found in the texts selected for the study (expletives there, it and use of Ø expletive)
and the results found confirmed partially RQ1 and RQ2, as only expletive it was
problematic in all levels, whereas expletive therewas not. However, all groups used Ø
expletive, which shows that Spanish learners tend to transfer their L1 parameter
value. As for RQ3, we did not expect a full acquisition of this parameter and thus not a
full resetting of their L1 setting. This hypothesis was confirmed, as my results
indicated that though Spanish learners of L2 English acquire referential subjects early
in the acquisition process, they never fully master the use of expletive subjects, not
even in advanced stages.
References
Granger, S. (2002). A bird’s-eye view of learner corpus research. In Granger, S., Hung, J., &
Petch-Tyson, S. (Eds.),Computer Learner Corpora, Second Language Acquisition and Foreign
Language Teaching (3-33). Amsterdam: John Benjamins.
O’Donnell, M. (2008). The UAM Corpus Tool: Software for corpus annotation and exploration.
Paper presented at theXXVI Congreso de AESLA, Almería, Spain, 3-5 April 2008.
Rollinson, P. & Mendikoetxea, A. (2010). Learner corpora and second language acquisition:
Introducing WriCLE In: J. L. Bueno Alonso, D. Gonzáliz Álvarez, U. Kirsten Torrado, A. E.
Martínez Insua, J. Pérez-Guerra, E. Rama Martínez & R. Rodríguez Vázquez (eds.) Analizar
datos>Describir variación/Analysing data>Describing variation. Vigo: Universidade de Vigo
(Servizo de Publicacións), pp. 1-12.
Ruiz de Zarobe, Y. (1998). El parámetro pro-drop y la adquisición del inglés como segunda
lengua. ITL: International Journal of Applied Linguistics 119-120:49-64.
Título: El uso de la estructura argumental del verbo en inteligencia artificial:
una propuesta
Autores: Figueroa Colín,
[email protected])
Alfonso (Universidad
de
Salamanca
-
Esta investigación nace de una inquietud por modelar la gramática del español en un
sistema virtual capaz de comprender y producir lenguaje. De esta idea surgieron
preguntas como « ¿De qué sirve que un ordenador “hable”? », « ¿Qué necesita un
ordenador para “hablar”, para procesar el lenguaje? » o « ¿Cómo hacer que un
ordenador procese el conocimiento del mundo? ». Como es de esperarse, las
respuestas a estas preguntas entrañan una complejidad que difícilmente puede
323
resolverse en un proyecto de dimensiones limitadas. No obstante, han servido para
establecer un punto de partida.
La hipótesis de este trabajo es que es posible formalizar y sistematizar la selección
de argumentos de un verbo, así como las variables que condicionan dicha selección y
la de sus adjuntos sintácticos, todo esto con la finalidad de trasladar las estructuras
gramaticales del lenguaje natural a modelos computacionales de la lengua.
Pese a su título, la idea de que esta comunicación se enmarca en el campo de la
lingüística computacional, obedece más a sus posibles aplicaciones y objetivos
ulteriores que al desarrollo de la investigación en sí, que se centra más, actualmente,
en aspectos de lingüística formal.
El tema objeto de estudio de esta investigación es la estructura argumental del verbo
en español y su susceptibilidad de ser empleada como elemento axial en el posible
desarrollo de un programa informático de procesamiento del lenguaje. Lo que se
pretende es que este sea un pequeño y primer paso en lo que se convertirá, con
suerte, en un largo proyecto que culmine con la elaboración de un sistema de
inteligencia artificial capaz de emular a un hablante nativo de español en su variedad
estándar.
Los principales objetivos de esta investigación son dos. El primero, dar cuenta del
fundamento teórico necesario para contextualizar y justificar el uso de la teoría de
valencias, o teoría argumental del verbo, en el campo de la inteligencia artificial. El
segundo, desarrollar un modelo operativo que describa formalmente el
funcionamiento de la estructura argumental de un grupo de verbos en español, así
como un sistema de variables, etiquetas y parámetros que permitan estandarizar este
modelo y, potencialmente, aplicarlo a cualquier otro verbo del español.
Se busca, por tanto, obtener un modelo, de operaciones y etiquetas, que describa
formalmente el funcionamiento de la estructura verbal, así como una propuesta de
cómo podría utilizarse. Dadas la complejidad y extensión del tema, resultaría
desatinado y excesivo intentar hacer un análisis exhaustivo de la estructura
argumental de todos los verbos del español, por lo que se ha establecido un grupo de
control que sirve como patrón para la investigación.
Título: Aspectos cuantitativos del lenguaje de los Quijotes
Autores:
Frías
Delgado,
[email protected])
Antonio
(Universidad
de
Cádiz
-
1.- Introducción
En 2014 y 2015 se conmemora el cuarto centenario de la aparición del Quijote de
Avellaneda y del segundo de Cervantes. Pretendemos contribuir a dichas efemérides
con una contribución sobre estudios cuantitativos de distintos aspectos del lenguaje
de los tres Quijotes. Son numerosos los estudios dedicados al análisis del lenguaje
del Quijote desde un punto de vista cualitativo y/o histórico. Cualquier lector atento,
324
sin necesidad de ser especialista, repara en los grandes rasgos de los perfiles
lingüísticos, sobre todo de Sancho y de don Quijote: el uso de refranes, la tendencia
a trabucar vocablos, el uso de arcaísmos, la emulación del lenguaje de los libros de
caballerías, etc. La talla gigantesca de estos personajes -don Quijote y Sancho- casi
que entierra el interés por otros personajes que tienen una cierta importancia en las
novelas. Se carece casi por completo de amplios estudios cuantitativos.
2.- Los personajes y su lenguaje
Una primera cuestión que abordamos es tan simple como esto: ¿cuántos personajes
hay en los Quijotes y cómo es su lenguaje? La pregunta es sencilla y parecería que
hubiera de haber una respuesta simple e inmediata. No es así. El número de
personajes e intervenciones depende del criterio que se adopte. Puede variar si
consideramos una misma voz o tres diferenciadas, por ejemplo, a Sansón Carrasco,
el Caballero del Bosque y el Caballero de la Blanca Luna; si diferenciamos los
personajes que hablan en estilo directo o indirecto en las narraciones, etc. A veces el
autor no especifica, cuando se trata de un grupo, quién interviene. En la segunda
parte del Quijote cervantino, por ejemplo, el juego de espejos llega a la complicación
de que el narrador se presente como copista de una traducción del relato de Cid
Hamete Benengeli (‘en este punto dice el traductor que Benengeli dice…’). En
nuestro trabajo (a) diferenciamos los distintos personajes y sus intervenciones, (b)
analizamos los lenguajes de cada personaje, (c) investigamos comparativamente las
características de los lenguajes por sexo y clase social
3.- Estudios cuantitativos de lenguajes y sublenguajes
Nuestra investigación construye modelos de lenguaje de los narradores y de los
personajes con más intervención. Además presentamos análisis de métricas usadas
y que pueden resultar de interés para un estudio comparativo de los personajes de
los tres Quijotes: entropía, medidas de divergencia, rasgos clasificadores, etc.
Utilizando recursos de FreeLing, etiquetamos los textos con categorías gramaticales
con un doble objetivo: (a) comparar los resultados obtenidos con las tendencias
observadas por Pennebaker en el lenguaje de distintos grupos sociales, (b) construir
un perfil lingüístico para el lenguaje de cada personaje y agrupar los perfiles
obtenidos.
Título: Hunting for Post-Auxiliary Ellipsis in a Parsed Corpus of English
Autores: Gandón Chapela, Evelyn ([email protected])
Despite the existence of a great number of studies that have analysed the properties
of VP Ellipsis and Pseudogapping from a theoretical point of view (Lobeck 1995;
Johnson 2001; Gengel 2007; Aelbrecht 2010; Gengel 2013; Merchant 2013), it has
been only recently that these ellipsis types have been studied empirically by means of
corpora (see Hardt and Rambow 2001; Nielsen 2003; Bos and Spenader 2011).
These corpus studies have tried to discover new methods and algorithms for the
automatic detection and retrieval of examples of the above-mentioned ellipsis types in
Present-Day English. Hence, this empirical approach has served as a tool in order to
325
test and reformulate theoretical hypotheses on ellipsis. In this paper, I extend these
studies by presenting an automatic retrieval algorithm for cases of Post-Auxiliary
Ellipsis (PAE) in Late Modern English, using data from the Penn Parsed Corpus of
Modern British English (1700–1914) (PPCMBE).
PAE (Miller 2011; Miller and Pullum 2013) covers those cases in which a VP, PP, NP
or AP is elided after one of the following licensors: modal auxiliaries,
auxiliaries be, have and do, and infinitival marker to. This study focuses on three
subtypes of PAE, i.e. VP Ellipsis (VPE), Predicate Phrase Ellipsis (PPE) and
Pseudogapping, illustrated in (1) to (3), respectively:
(1) I have written a squib but he hasn’t written a squib.
(2) John is talkative but Sara is not talkative.
(3) John kissed Sarah, and Mary did kiss Paul.
I have manually analysed 12 raw texts out of 102 files (112,347 words analysed out of
almost one million words), all belonging to different genres and periods of time of the
PPCMBE. The examples of PAE obtained were stored in a database and sorted by
genre, period and a number of co-textual and structural variables like the type of
anaphora –anaphoric, cataphoric, exophoric–, mismatches in polarity, aspect, voice,
modality and tense between the antecedent and the ellipsis site, antecedent and
ellipsis clause types –declarative, interrogative, imperative–, distance between the
antecedent and the ellipsis site, the type of focus–auxiliary-choice, subject-choice or
both, etc. After that, I examined the syntactic patterns followed by the examples of
PAE in order to draw some generalisations that would allow the creation of an
algorithm for their automatic retrieval. The general patterns found showed that
auxiliaries be, have and dowere licensors of VPE which had already been tagged in
the parsed texts in the vast majority of cases. As a result, I created an algorithm that
would retrieve both those syntactic contexts of ellipsis that had already been tagged,
as well as those that had not been but were prone to contain examples of ellipsis. The
examples which had been found manually were compared with an automatic search of
the parsed files by means of CorpusSearch. The recall achieved by this algorithm was
0.92 and its precision 0.55. Since some examples of ellipsis like Since the Law was
given by Moses, Grace and Truth was given by Jesus Christ could not be retrieved, I
included in the algorithm the condition that would also retrieve cases of be followed by
APs, PPs, AdPs. Successfully, the improved algorithm achieved a recall of 0.97 and a
precision of 0.25 (precision was also lowered due to some wrong analyses in the
parsed files, probably because of the existence of many different annotators).
References
Aelbrecht, Lobke. 2010.The Syntactic Licensing of Ellipsis. Amsterdam: John Benjamins.
Bos, Johan and Jennifer Spenader. 2011. An annotated corpus for the analysis of VP ellipsis.
Language Resources and Evaluation 45(4): 463–494.
Gengel, Kirsten. 2007. Focus and ellipsis. A Generative Analysis of Pseudogapping and other
Elliptical Structures. PhD Dissertation, University of Stuttgart.
326
Gengel, Kirsten. 2013. Pseudogapping and Ellipsis. Oxford: Oxford University Press.
Hardt, Daniel and Owen Rambow. 2001. “Generation of VP Ellipsis: a Corpus-based
Approach.” In Proceedings of the 39th Annual Meeting on Association for Computational
Linguistics. Toulouse: CNRS Institut de Recherche en Informatique de Toulouse and
Université des Sciences Sociales,290–297.
Johnson, Kyle. 2001. “What VP Ellipsis Can Do, and What it Can’t, But Not Why,” in The
Handbook of Contemporary Syntactic Theory, edited by Mark Baltin and Chris Collins, 439–
480. Oxford: Blackwell Publishers Ltd.
Lobeck, Anne. 1995. Ellipsis. Functional heads, licensing and identification. Oxford: Oxford
UP.
Merchant, Jason. 2013. “Voice and ellipsis.” Linguistic Inquiry 44.1: 77–108.
Miller, Philip. 2011. “The choice between verbal anaphors in discourse,” in Anaphora
Processing and Applications: 8th Discourse Anaphora and Anaphor Resolution Colloquium,
DAARC 2011, volume 7099 of Lecture Notes in Arti?cial Intelligence, edited by Iris Hendrickx,
Sobha Lalitha Devi, António Branco, and Ruslan Mitkov, 82–95, Berlin: Springer.
Miller, Philip, and Geoffrey K. Pullum. 2013. “Exophoric VP Ellipsis,” in The Core and the
Periphery: Data-Driven Perspectives on Syntax Inspired by Ivan A. Sag, edited by Philip
Hofmeister and Elisabeth Norcliffe, 5–32, Stanford, CA: CSLI Publications.
Nielsen, Leif Arda. 2003. “A corpus-based study of verb phrase ellipsis,” in Proceedings of the
6th Annual CLUK Research Colloquium, 109-115, Edinburgh.
Título: Adjusting Language for specific use in ELT Teacher-Talk through
Microteaching in the ZPD: Effects of computer supportive technology
Autores: Garcia Laborda, Jesus ([email protected])
Microteaching has been widely used in teacher education. However, little evidence
has been provided supporting the use of technology in the Zone of Proximal
Development to enhance their accuracy and fluency in micro-lessons (Johnson, 2009;
Johnson and Worden, 2014). This presentation addresses and shows recordings that
evidence that the use of visual computer supportive technology enhances teacher
trainees’ production in terms of accuracy and fluency. 36 4th-year students delivered a
micro-lesson followed by a moderation session and re-delivered a similar lesson. The
moderation session was video-recorded and supported by the use of computer apps
and websites for the trainees’ use in the preparation of the second performance. The
dialogic relation established in the Zone of Proximal Development is based on two
aspects: 1) it is non-threatening (non-evaluative) session where the teacher, the
trainees and the other teacher trainees participate to provide details for change; 2)
The trainees re-doing the second micro-lesson get the review recording as well as
their own first performance. Moderation sessions are acknowledged as supportive and
welcome. The results indicate that students do not feel at risk, their anxiety lowers and
do not fear error. The results indicate that whether overall competence may not
327
increase, but the use of image facilitates the use of monitor positively and thus
enhances fluency and accuracy (Hall, 2009).
References
Hall, J.K. (2009) Interaction as method and result of language learning,Language
Teaching,43,1-14.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New
York: Routledge.
Johnson, K.E., & Worden, D. (2014) Cognitive/emotional dissonance as growth points in
learning to teach. Language and Sociocultural Theory, 2(1), 125-150.
Título: Trialing a tablet PC based language test
Autores: Garcia Laborda, Jesus ([email protected])
Designing tests is a sophisticated task due to issues such as rubrics, validation and
impact. To this, delivery has become another key issue over the last years. Current
research projects in Spain (Authors, 2010, 2012; García Laborda et al., 2014; Bueno
Alastuey et al., 2014) have worked especially in technological devices. However,
technology has changed in the last three years indicating that desktops for holistic
tests and mobile phones for speaking tasks are quite limited due to space in the
former and practicality in the latter. The use of tablet PC might be an effective
combination of both devices. This paper investigated the perception of 15 future
language teachers towards the use of tablet PC’s for language tests delivery.
Questionnaire on their opinions after taking a Final Test of Baccalaureate sample test
were collected indicating that this new delivery device could be adequate for high
school high-stakes tests (2nd and 4th ESO and 2nd Baccalaureate). The presentation
will address the rationale, the questionnaire design, the process of delivery (including
visuals taken from trials) and questionnaire results.
References
Authors (2014). Setting the Standards for the Foreign Language Speaking Tasks of the New
Baccalaureate General Test. Theory and Practice in Language Studies, 4( 9), 1763-1769.
Authors (2010). ¿Necesitan las universidades españolas una prueba de acceso
informatizada? El caso de la definición del constructo y la previsión del efecto en la enseñanza
para idiomas extranjeros. Revista de orientación y Psicopadagogía, 21(1),71-80.
Authors (2012). Preliminary Findings of the PAULEX Project: A Proposal for the Internet-based
Valencian University Entrance Examination. Journal of language teaching & Research, 3 (2),
250-255.
Authors (2014). Mobile phones for a University Entrance Examination language test in
Spain. Educational Technology & Society, 17(2), 17-30.
328
Título: Semantic Transitivity: A Corpus Based Case Study
Autores: Gómez Castejón, María Ángeles (UNED/Universidad de Lovaina [email protected])
There have been remarkable works on semantic transitivity although they are limited
to a certain extent. Firstly, a number of definitions have been proposed that converge
on essentially the same semantic properties (e.g. Hopper and Thompson, 1980;
Givón, 2001), but still there is no accepted definition and there is no certainty as to
how these particular semantic properties correlate and are associated with a particular
kind of structure. Secondly, most of these works have focused on syntactic
constructions in which the second participant, syntactic direct object, is a Noun
Phrase. Furthermore, those few works dealing with gerunds as syntactic direct
objects, they do not cover all aspects of semantic transitivity.
We claim that gerund complements in the composite structure [subject] [main verb]
[gerund] can be explained by taking as a reference the notion of semantic transitivity.
In this sense, semantic transitivity is here understood in line with Hopper and
Thomson’s list of parameters (1980) and Naess (2007). The features largely coincide
in both works, which are based on features relevant to two-participant events. In this
context, a prototypical transitive event implies an event instigated by a volitionally
acting agent that causes a salient change in an affected patient. Consequently, a
basic transitive sentence is described as a syntactically and semantically independent
sentence that describes a single, concrete and dynamic event in which an agent acts
on a patient which is directly affected by the action in a perceptible manner (Kittilä,
2002).
With the aid of a corpus, we aim to analyse the structure [subject] [main verb] [gerund]
in relation to the most relevant features involved in coding semantic transitivity. In this
regard, the most relevant features are the volitionality of the Agent and the
affectedness of the Patient. One might say that these parameters relate to the
inherent semantic transitivity of the event described and are then more likely to show
high transitivity. According to our corpus data, it can be ascertained that although the
structure [subject] [main verb] [gerund] can evoke, in some particular aspects, a
transitive event, basically it differs somewhat from this type of event in terms of the
Agent and the Patient, and can therefore be described according to its own specific
features.
References
GIVÓN, T. 2001. Syntax. Vol. I. Amsterdam: John Benjamins
HOPPER, P. J. & S. A.
Discourse. Language 56: 251-299.
Thompson.
1980.
Transitivity
in
Grammar
and
KITTILÄ, S. 2002. Remarks on the basic transitive sentence. Language Sciences 24(2): 107130.
NAESS, Å. (2007). Prototypical transitivity. Amsterdam: Benjamins
329
Título: L3-Task. A multilingual language corpus under construction. Some
samples of a CA-based analysis of oral online interaction transcribed with
annotation tools (Folker)
Autores: Grümpel, Claudia (Universidad Alicante - [email protected])
Interaction, explicit and implicit Corrective Feedback (CF) has been studied recently in
a tecnology-oriented approach using online tandems (Bower & Kawaguchi, 2011;
Iwasaki & Oliver, 2003), messenger (Sotillo, 2005) and videconferencing (Zhao &
Angelova, 2010). All results support the importance of interaction and therefore the
application of notions of CA as CF and NoM. Similar studies, such as Mackey, Oliver,
& Leeman (2003) and Varonis & Gass (1985), show positive outcomes in adult peer
interaction, and Satomi Kawaguchi and Yuan Ma (2012) analyzed evidence between
no native speakers with different language competences.
New technologies provide a new framework for interaction outside of the classroom.
This might have methodological implications and could be a new approach from
individual to collaborative learning. In this paper we present samples of case studies
of the project L3-Task (LLP), a multilingual corpus in process of construction,
transcribed by FOLKER an annotation tool developed for the efficient transcription of
natural, multi-party interaction in a conversation analysis framework. As we try to
point out, this tool seems to be ideal for a minimal transcription of a multilingual
corpus study on audio recordings as it is required for L3-Task (German, Spanish,
Chinese and English as an auxiliary language).
Título: Modelos de Gramaticalidad Difusa: Una Herramienta para Analizar el
Lenguaje de las Redes Sociales
Autores: Jiménez López, M. Dolores (Universitat Rovira i Virgili [email protected]); Torrens Urrutia, Adrià (Universitat Rovira i
Virgili - [email protected])
Este trabajo se centra en el problema que el lenguaje utilizado en la comunicación
mediatizada por ordenador plantea a las técnicas tradicionales de procesamiento del lenguaje
natural, en concreto a las herramientas de análisis sintáctico.
El desarrollo de las tecnologías de la información, el auge de la web social y la generalización
del uso de dispositivos electrónicos en nuestra comunicación diaria han convertido a la web
en un gran "depósito" de datos que atrae la atención de quienes necesitan obtener
información sobre gustos, intereses y opiniones de la población. Nacen así ámbitos como la
Minería de Datos Web, que tiene como objetivo el desarrollo de herramientas para la
extracción de información de la web (Ferrara 2014). Las aplicaciones de estas nuevas
disciplinas son múltiples y su interés económico y estratégico es muy elevado.
Para extraer información de la web es necesario utilizar técnicas de procesamiento del
lenguaje natural. Es ahí donde encontramos uno de los principales problemas a los que se
enfrenta esta nueva disciplina. Las herramientas tradicionales de parsing están diseñadas
330
para analizar construcciones gramaticales y para detectar el input agramatical y rechazarlo
(Lavie 1996). Frente a esto, el lenguaje de la red se presenta como un lenguaje susceptible de
presentar "incorrecciones" o desviaciones de las reglas. Es lo que los especialistas
denominan "noisy text" (Baldwin et al. 2013). Este input "no-canónico" plantea dificultades a
los analizadores sintácticos que deben adaptarse para analizar el nuevo tipo de lenguaje
(Khan et al. 2013a, 2013b; McCloskys et al. 2012; Eisenstein 2013).
Las soluciones que se han propuesto son variadas y se pueden agrupar en dos líneas de
actuación (Eisenstein 2013): 1) la "normalización" del lenguaje de las redes sociales para
adecuarlo al lenguaje analizable por las técnicas tradicionales; 2) la adaptación específica de
las herramientas existentes a los diferentes tipos de lenguaje de la red.
En este trabajo proponemos otra vía de solución al problema. Defendemos la necesidad de
proponer herramientas de parsing que estén inspiradas en modelos lingüísticos sólidamente
definidos. De hecho, las dificultades a las que se enfrentan las herramientas de parsing
cuando abordan el análisis del lenguaje de la red no son nuevas. Son las mismas a las que se
han enfrentado quienes se han interesado por el análisis del lenguaje oral/espontáneo (Hayes
1981). Esta problemática se deriva de una concepción del lenguaje en términos de
gramaticalidad discreta. Los algoritmos de análisis sintáctico se basan en modelos lingüísticos
que definen la gramaticalidad como una noción categórica: una frase o es gramatical o es nogramatical.
Creemos que la solución al problema de análisis del lenguaje de la web exige la introducción
de nuevos modelos gramaticales que definan mediante herramientas formales –
computacionalmente válidas— la idea de gramaticalidad difusa, esto es, de distintos niveles
de gramaticalidad.
El reto que el lenguaje utilizado en internet plantea a los algoritmos de parsing abre un gran
abanico de oportunidades al procesamiento del lenguaje natural y permite que el lingüista se
vuelva a plantear, desde una nueva perspectiva, el problema de la noción de gramaticalidad.
Referencias
Aarts, B. (2004). Conceptions of gradience in the history of linguistics. Language Sciences, 26:
343-389.
Aarts, B. (2004). Fuzzy Grammar: A reader. Oxford University Press.
Baldwin, T., Cook, P., Lui, M., MacKinlay, A., Wang, L. (2013). How Noisy Social Media Text,
How Differnt Social Media Sources? Proceedings of the 6th International Joint Conference on
Natural Language Processing (IJCNLP 2013).Nagoya.
Baldwin, T. (2012). Social Media: Friend or Foe of Natural Language Processing? 26th Pacific
Asia Conference on Language, Information and Computation (pp. 58–59).
Eisenstein, J. (2013). What to do about bad language on the internet. Proceedings of NAACLHLT 2013 (pp. 359–369). Atlanta.
Fanselow, G., Fery, C., Vogel, R. & Schelsewsky, M. (eds.) (2006). Gradience in Grammar:
Generative Perspectives. Oxford University Press.
Ferrara, E., De Meob, P., Fiumarac, G., Baumgartnerd, R. (2014). Web Data Extraction,
Applications and Techniques: A Survey. Knowledge-based systems, 70: 301–323.
331
Hayes, P. (1981). Flexible Parsing. American Journal of Computational Linguistics, 7 (4): 232242.
Keller, F. (2000). Gradience in grammar: experimental and computational aspects of degrees
of grammaticality, PhD thesis, University of Edinburgh.
Khan, M., Dickinson, M., Kübler, S. (2013a). Does Size Matter? Text and Grammar Revision
for Parsing Social Media Data. Proceedings of the Workshop on Language in Social Media
(LASM 2013) (pp. 1–10). Atlanta.
Khan, M., Dickinson, M., Kübler, S. (2013b). Towards Domain Adaptation for Parsing Web
Data. In Angelova, G., Bontcheva, K., Mitkov, R. (eds.). RANLP 2011 (pp.357–364). Sofia.
Lavie, A. (1996). GLR: A Robust GrammarFocused Parser for Spontaneously Spoken
Language. PhD Thesis. Pittsburgh: Carnegie Mellon University
McCloskys, D., Cheh, W., Recasens, M., Wangs, M., Sochers, R., Manning, C.D. (2012).
Stanford’s System for Parsing the English Web. Notes of First Workshop on Syntactic Analysis
of Non-Canonical Language (SANCL 2012) at NAACL 2012. Montreal.
Título: Creación de tesauros: una herramienta informática aplicada a la
enseñanza de lengua
Autores: Martín-Pérez, Laura ([email protected])
La ingeniería aprovecha el conocimiento científico para resolver cuestiones prácticas
en cualquier área de conocimiento. Por ello, puede ayudar, indudablemente, a los
profesionales de la lengua en el proceso de enseñanza de la lengua.
De manera más concreta, se propone el uso de la herramienta informática TesaurVAI
para la creación de Tesauros multilingües a partir de textos dentro del panorama de
la didáctica de la lengua en la Enseñanza Secundaria española. Dado que un tesauro
es "un vocabulario controlado y dinámico, compuesto por términos que tienen entre
ellos relaciones semánticas y genéricas y que se aplica a un dominio particular del
conocimiento (Norma ISO 2788-1986), se pueden trabajar las relaciones semánticas
de los términos (hiperónimos/hipónimos, sinonimia/antonimia y términos
relacionados), la tarea de la definición y, por supuesto, la polisemia. Tras este
objetivo inmediato, se pretende indagar en las posibilidades que la Ingeniería nos
ofrece para resolver cuestiones prácticas aplicadas a la Didáctica de la lengua.
Título: Automatic extraction of domain-specific glossaries: the case of
DEXTER
Autores: Mestre Mestre, Eva M. ([email protected]); Periñán
Pascual, Carlos (Universidad Politécnica de Valencia - [email protected])
332
The use of corpora in terminography is currently a requirement for specialized
knowledge acquisition. Identifying those lexical units which belong to a given specific
domain is a complex task, where simple introspection or concordance analysis does
not really become effective. For instance, applying standard frequency criteria to a
corpus tends to extract general-purpose vocabulary and is therefore of limited use in
identifying technical words. Today, there is a variety of open-source corpus analysis
software, e.g. IMS Open Corpus Workbench [1], PhiloLogic [2], Poliqarp [3] or XAIRA
[4], among many others. These tools, most of them aimed to be used for linguistic or
lexicographic research, usually integrate a set of utilities which enable users to check
word frequency, concordances and collocations. However, there are not many tools
available that can really meet the need of terminographers, i.e. the automatic
extraction of specialized lexical units from a corpus and the subsequent cognitive
modelling of those lexical units. The goal of this paper is to describe the design of
DEXTER (Discovering and EXtracting TERminology), an open-access platform for
data mining and terminology management, whose aim is not only the search, retrieval,
exploration and analysis of texts in domain-specific corpora but also the automatic
extraction of specialized words from that domain. DEXTER adopts a hybrid approach
to term extraction from unstructured data collections, where lexical filters for unithood
are applied together with a set of termhood statistical measures, e.g. TF-IDF [5], to
validate candidates on the basis of stemmed ngrams (i.e. unigrams, bigrams and
trigrams). The modular architecture of this terminology workbench facilitates the
processing of corpora in any language and about any specialized domain. This
workbench falls within the framework of automatic term extraction, which is currently a
priority field of research in the language industries. In this regard, the benefits of this
project are immediate, particularly in areas such as document categorization, machine
translation or ontology development. Indeed, due to the possibility of exporting
specialized terms from DEXTER to FunGramKB [6, 7], a knowledge base for the
development of natural language understanding systems, the whole list of terms can
be structured as a terminological ontology grounded on FunGramKB Core Ontology,
helping improve specialized language processing. Among the many potential
applications of DEXTER, this paper focuses on the automatic extraction of domainspecific glossaries for Language-for-Specific-Purpose courses, where scientific and
technical documentation is often used instead of a textbook. Because separating
specialized words from the general-purpose vocabulary is a labor-intensive and timeconsuming task, DEXTER can become very useful for all those teachers who intend
to design their own LSP courses.
References
[1] cwb.sourceforge.net/download.php
[2] sites.google.com/site/philologic3/home
[3] poliqarp.sourceforge.net
[4] xaira.sourceforge.net
[5] Singhal, A., Salton, G. & Buckley, C. (1996). Length normalization in degraded text
collections. In Fifth Annual Symposium on Document Analysis and Information Retrieval, 149162.
[6] Periñán-Pascual, C. & Arcas-Túnez, F. (2007). Cognitive modules of an NLP knowledge
base for language understanding. Procesamiento del Lenguaje Natural 39: 197-204.
333
[7] Periñán-Pascual, C. & Arcas-Túnez, F. (2010). The architecture of FunGramKB. In
Proceedings of the 7th International Conference on Language Resources and Evaluation,
2667-2674. Malta: European Language Resources Association.
Título: Addressing the Challenges posed by Irish Sign Language in the
Development of a Computational Framework
Autores: Murtagh, Irene
[email protected])
(Institute
of
Technology
Blanchardstown
-
This paper is concerned with the challenges involved with the development of a
computational framework for Irish Sign Language (ISL). We use Role and Reference
Grammar (RRG) (Van Valin and LaPolla 1997) in the development of a lexicon
architecture that is sufficiently robust and universal enough to accommodate
information pertinent to ISL and the lexical definition of a Sign Language word
(Zenshan 2007). RRG can be characterised as a descriptive framework for the
analysis of languages and also an explanatory framework for the analysis of language
acquisition (Van Valin 2005).
The morphology of sign languages is concerned with manual and non-manual
features. The manual feature phonemes of ISL encompass various hand-shapes,
location and position of the hands in relation to the signer’s body, movement of the
hands and also palm orientation. The non-manual feature phonemes encompass eye
movement, eyebrow movement, blowing of cheeks, lip movement, head tilt and
position and also upper body and lower body movement (Murtagh 2013).
We propose that In order to adequately represent ISL within the RRG lexicon we must
first extend qualia theory as expressed in RRG (Van Valin 2005, Van Valin and
LaPolla 1997) to provide a detailed lexical description of ISL lexemes and words.
Using our extended qualia model we then describe the definition for the linking system
from the lexicon to the spatial morphosyntax in the RRG model for ISL nouns and
verbs.
References
Murtagh, Irene. 2011a. Developing a Linguistically Motivated Avatar for ISL
VIsualisation. Workshop on Sign Language Translation and Avatar Technology, University of
Dundee 2011. Dundee, Scotland.
Murtagh, Irene. 2011b. Building an Irish Sign Language Conversational Avatar: Linguistic and
Human Interface Challenges. Conference on Irish Human Computer Interaction, Cork institute
of Technology 2011. Cork, Ireland.
Murtagh, Irene. 2011c. Towards an RRG-enabled Irish Sign Language Avatar. Paper
presented at the International Conference on Role and Reference Grammar on "Functional
Linguistics: Grammar, Communication & Cognition". Facultad de Letras, at the Pontificia
Universidad Católica de Chile, in Santiago de Chile.
334
Nolan, Brian. 2011a. Constructions as grammatical objects: A new perspective on
constructions in RRG. Paper presented at the International Conference on Role and
Reference Grammar on "Functional Linguistics: Grammar, Communication & Cognition".
Facultad de Letras, at the Pontificia Universidad Católica de Chile, in Santiago de Chile.
Nolan, Brian. 2011b. Constructional templates at the morphology-lexicon interface – meaning
and the layered structure of the Irish word.Paper presented at the workshop on Meaning
construction at the crossroads of grammar, cognition and communication. Societas Linguistica
Europaea, University of La Rioja, Logroño, Spain.
Nolan, Brian. 2011c. Meaning Construction and Grammatical Inflection in the Layered
Structure of the Irish Word: An RRG Account of Morphological Constructions. In: Wataru
Nakamura (ed.). New perspectives in Role and Reference Grammar. Newcastle upon Tyne:
Cambridge Scholars Publishing. 64–103.
Van Valin, R. and R. La Polla. 1997. Syntax: Structure, Meaning and Function. Cambridge:
Cambridge University Press.
Van Valin, R. 2005. Exploring the Syntax-Semantics interface. Cambridge: Cambridge
University Press.
Zenshan, Ulrike. 2007. Towards a notion of ‘word’ in sign languages. In Dixon, R.M. W and A.
Y. Aikenvald. Word: A cross-linguistic typology. Cambridge: Cambridge University Press.
Título: Natural Language Processing and the study of semantic memory loss
Autores: Pérez Cabello de Alba, María Beatriz (UNED - [email protected]); Teomiro García, Ismael Iván (Universidad Nacional de
Educación a Distancia - [email protected])
Peraita and Grasso (2010a,b) have conducted studies on semantic categories in
healthy individuals and patients with Alzheimer to analyse damage to the conceptual
system of the latter. The authors propose a model based on empirical data, which
concludes that a healthy subject will be able to verbalize a category with a number of
characteristics based on very general relations such as evaluation, taxonomy or
function.
Our proposal is to enrich the studies of semantic memory using FunGramKB ontology
(Periñán y Arcas 2004, 2005, 2006, 2007). We start from the premise that the two
types of long-term memory distinguished in Cognitive Psychology, namely episodic
memory and semantic memory, are correlated in FunGramKB with the Onomasticon
and Cognicon modules and the Ontology module, respectively. Thus, the concepts in
FunGramKB ontology would account for Peraita and Grasso's categories, and the
predications that define each concept in FunGramKB would substantially enrich the
characteristics of the categories used by them. Therefore, since studies on conceptual
system impairment have concluded that there are semantic category-specific deficits,
i.e. not all concepts are affected in the same way, we can identify recoverable or lost
cognitive strips through the networks established between concepts in FunGramKB
and contribute to a more detailed diagnosis of semantic memory loss.
335
Título: Verbal Anaphora in Professional and Non-professional English Texts:
The Case of Do So
Autores: Prado Alonso, Carlos (Universidad de Valencia - [email protected])
Do so constructions, as in ‘I ate an Apple yesterday in the park, and Peter did so last
week’, are verbal anaphors that have been extensively studied from a theoretical
perspective. Research on do so anaphora has mainly focused on the categorical
factors —i.e. semantic, syntactic, and grammatical— that determine the use of the
construction. It has been argued, for instance, that the extent of application of do
so anaphora depends principally on factors such as: (a) non-stativity of the
antecedent (Guimier 1981); (b) antecedent not headed by be (Levin 1986); (c)
coreferentiality of subjects in the antecedent and do so clauses (Souesme 1987), (d)
adjunct status of any “orphan” in the do so clause (Culicover & Jackendoff (2005);
and/or (e) non-contrastive status of any adjunct in the do so clause (Stirling &
Huddleston 2002), among others.
Very little research, however, deals with the analysis of do so anaphora in
naturally occurring discourse. Overall, scholars have devoted little attention to the
examination of the textual factors affecting the distribution and use of do
soconstructions in Present-day English, apart from a few isolated hints here and there
(cf. Houser 2010).
In order to bridge this gap, this paper presents an in-depth corpus-based analysis of
the factors that determine the use and distribution of do so constructions in different
contemporary written English texts. The data for the study are taken from six
computerised corpora of British and American Present-day English, namely the LOB,
FLOB, FLOB, FROWN, BE06, and AmE06 corpora (for details see Hofland et al. 1999
and Baker 2009).
As a rule, do so has been regarded typical of formal registers, with the elliptical
alternative omitting so being preferred in informal contexts (cf. Stirling and Huddleston
2002: 1531). Beyond that, however, the analysis of the data retrieved from the
corpora will show that the frequency and distribution of do so constructions in written
English is not only dependent on the degree of formality but also on the narrative,
endophoric and abstract nature of the texts in which they occur.
References
Baker, P. 2009. The BE06 Corpus of British English and
Change. International Journal of Corpus Linguistics. 14,3: 312-337.
Recent
Language
Culicover, P.W., Jackendoff, R. 2005. Simpler Syntax. Oxford: Oxford University Press.
Hofland, K., A. Lindebjerg and J. Thunestvedt. 1999. ICAME Collection of English Language
Corpora. 2nd edition, CD-ROM version. Bergen: The HIT Centre.
Houser, M. J. 2010. The Syntax and Semantics of Do So Anaphora. PhD dissertation,
University of California at Berkeley.
336
Guimier, C. 1981. Sur la Substitution Verbale en Anglais. Modèles Linguistiques 3.1: 135-161.
Levin, L. 1986. Operations on Lexical Forms: Unaccusative Rules in Germanic Languages.
PhD dissertation. Cambridge, MA, MIT.
Souesme, J. 1987. Valeurs et Emplois Respectifs de DO et DO SO. Modèles Linguistiques 9:
65-92.
Título: The -s plural Symmetry in the Asian Varieties of English
Autores: Romero Barranco, Jesús (Universidad de Málaga - [email protected]);
Calle Martín, Javier (Universidad de Málaga - [email protected])
Number is a rather impoverished category in the Standard English verb phrase, being
just limited to the use of the –sending to mark 3rd person singular and present tense.
This category, however, is subject to a high level of variation in many varieties of
World Englishes in the light of the following attested phenomena: a) the alternation of
3rd person singular with zero forms; and b) the –s plural symmetry, consisting of the
use of zero for the singular and –s for the plural. Even though a widespread practice
in some Asian English varieties (Deterding 2007: 44-45; Setter, Wong and Chan
2010: 55-56), the study of the–s plural symmetry has not been hitherto undertaken
quantitatively (Mesthrie and Bhatt 2008: 66-67).
The present paper therefore investigates number agreement between the subject and
the verb in the use of the present tense in the Asian varieties of English in order to
evaluate the diffusion of the –s plural symmetry in these emerging varieties of English.
The paper has been conceived with the following objectives: a) to analyse the use of
the 3rd person inflection and compare its distribution both across the different
varieties of English and across speech and writing and text types; and b) to classify
the instances in terms of the typology of the subject, whether nominal or pronominal.
The corpus used as source of evidence is The International Corpus of English, and in
particular the varieties spoken in India, Hong Kong and Singapore.
References
Deterding, David. 2007. Singapore English. Edinburgh: Edinburgh University Press.
Mesthrie, Rajend and Rakesj M. Bhatt. 2008. World Englishes. The Study of New Linguistic
Varieties. Cambridge: Cambridge University Press.
Setter, Jane, Cathy S.P. Wong and Brian H.S. Chan. 2010. Hong Kong English. Edinburgh:
Edinburgh University Press.
Título: Obviation at the interface: A corpus study of L2 Spanish
337
Autores: Romero Mérida, Rocío (Universidad Autónoma de Madrid [email protected])
Introduction: In some Romance languages and other languages like Icelandic or
Russian, certain embedded contexts require that the matrix and the embedded
subject be disjoint in reference, as shown in (1):
Ronaldo se enteró de que Messi no quería que jugase.
Ronaldoj heard
that
Messii didn’t
want
(‘Ronaldo heard that Messi didn’t want him to play’)
(Spanish)
that pro*i/j played.3sg.pst.subj.
In Generative Grammar this restriction was labeled ‘Obviation’ (Chomsky, 1981).
Obviation occurs in very specific linguistic contexts like that in (1). In contexts like (2)
there is no obviation and the matrix and the embedded subjects can freely corefer:
Ronaldo se enteró de que Messi no sabía que jugase. Ronaldoj heard that
Messii didn’t know that proi/j played.3sg.pst.subj. (‘Ronaldo heard that Messi didn’t know
that he played.’)
Background: Recent studies have shown that obviation cannot be explained
throughout semantics or syntax exclusively but it is a product of the interface between
these components and the discourse (Sánchez-Naranjo, 2013). In line with
(Kempchinsky, 2009) we assume obviation occurs when the main predicate is
volitional but not epistemic. Research in L2-acquisition of structures similar to (1) and
(2) have shown that purely syntactic structures like (1), i.e. obligatory use of
subjunctive embedded clauses with volitional verbs, are more easily discriminated in a
scalar grammaticality judgement task by L2 learners (Iverson, Kempchinsky and
Rothman, 2008) compared to structures like (2) where the choice of indicative or
subjunctive depends on interpretive difference.
Proposal: Producing structures with volitional predicates require knowledge of the
prerequisite of the main predicate over the embedded subject, i.e. obviation, of
sequence-of-tense restrictions between clauses and the obligatory use of subjunctive
in the embedded clause. We propose that L2 learners of Spanish will incorrectly
produce structures like those in (1) when the intention is that subjects are
coreferential. A corpus learner study of obviation production will show different results
as to those obtained in a comprehension test.
Methods: CEDEL2 (Lozano 2009a; Lozano & Mendikoetxea, forthcoming)is a written
L1 English – L2 Spanish corpus sampling learners of all proficiency levels. It counts
with 750,000 words to date coming from 2,400 participants. The UAM Corpus Tool
software (O’Donnell, M., 2008) was used to annotate the corpus.
Results: Results show that the performance of L2ers of Spanish in structures similar
to (2), i.e. sentences with epistemic main predicate and no referential restriction over
the embedded subject, was 74,4% correct and only 35,7% correct on structures
similar to (1), i.e. sentences with volitional main predicate and thus, obviation. A rate
of 42% of the errors produced in structures with volitionals are caused because
participants used the obviative structure, i.e. (1), when the intention was to co-refer
subjects.
338
Conclusion: Structures where obviation occurs are more difficult to be produced by
L2ers of Spanish than those structures without obviation. A unifying account for the
acquisition of Obviation at the interface should provide research on both
comprehension and production.
Further research: In order to shed some light on the discussion about variability of L2
acquisition at the interface level (cf. Sorace 2011, White 2011), we would like to
answer the following question: do L2ers of Spanish show a difference in processing
between (1) and (2)? For this matter, we would carry out a visual world paradigm
online exercise.
References
Chomsky, N. (1981). Lectures on Government and Binding. Dordrecht: Foris. ? Iverson, M.,
Kempchinsky, P. & Rothman, J. (2008). Interface Vulnerability and Knowledge of the
Subjunctive/Indicative
Distinction
with
Negated
Epistemic
Predicates
in
L2
Spanish. EUROSLA Yearbook, 8, 135-163. ? Kempchinsky, P. (2009). What can the
subjunctive disjoint reference effect tell us about the subjunctive? Lingua 119, 1788-1810. ?
Lozano, C. (2009a). ‘CEDEL2: Corpus Escrito del Español como L2’ In Applied Linguistics
Now: Understanding Language and Mind/La Lingüística Aplicada actual: Comprendiendo el
Lenguaje y la Mente, edited by Bretones Callejas, C., Fernández Sánchez, J.F., Ibáñez
Ibáñez, J.R., García Sanchez, M.E., Cortés de los Rios, M.E., Slaberri, S., Cruz Martínez, M.,
Perdú Honeyman, P. & Cantizano Márquez, B., 197-212. Almería: Universidad de Almería. ?
Lozano, C. & Mendikoetxea, A., (Forthcoming) ‘‘Learner Corpora and Second Language
Acquisition: The Design and Collection of CEDEL2.’’ In Automatic Treatment and Analysis of
Learner Corpus Data, edited by Ana Díaz Negrillo, Nicolas Ballier, and Paul Thompson.
Amsterdam and Philadelphia: John Benjamins. ? O’Donnell, M. (2008) The UAM Corpus Tool:
Software for corpus annotation and exploration. In Bretones Callejas, Carmen M et al. (eds)
Applied Linguistics Now: Understanding Language and Mind/ La Lingüística Aplicada Hoy:
Comprendiendo el Lenguaje y la Mente. Almería: Universidad de Almería, pp. 1433-1447. ?
Sánchez-Naramjo, J. (2013). El efecto de referencia disjunta en español: diversas
perspectivas sobre un fenómeno complejo. Lingüística y Literatura, 64, pp 13-32.
Título: Readers’s Perception of Characters in Dickens’s Barnaby Rudge: A
Computer-Assisted Approach
Autores: Ruano San Segundo, Pablo ([email protected])
By bridging the gap between corpus linguistics and literary stylistics, corpus stylistics
has made new avenues of analysis available for the study of literary authors (cf.
Mahlberg 2007). Despite some scholars’s initial reluctance to accept these statistical
studies, the truth is that they satisfy that demand for empirical evidence that, when it
comes to the demonstration of certain aspects, can only be at best hinted at by an
attentive reading. One of its major contributions is “to further our understanding of the
linguistic units in literary texts and the effects these have on the way in which readers
create meanings from texts” (Mahlberg et al. 2013: 36), since such approaches may
reveal new “patterns that we as readers may not be aware of, although such patterns
might still contribute to the effects we perceive” (Mahlberg 2013: 27). Using a corpusbased approach, this study will explore an important aspect when shaping readers’s
perception of characters: speech verbs.
339
Indeed, “the discourse of ‘character speaking to character’ in written narrative texts is
a discourse fictively reported as it was supposedly uttered” (Caldas-Coulthard 1987:
149), that is to say, it is not actually interactive. Given this imitative nature, there will
always be someone –the narrator– glossing the words of the characters that populate
the novelist’s fictive universe. Through its agency, the author has at his disposal a
wide range of speech verbs to build that discourse, thanks to which he “intervenes
with a commentary on what is supposedly said” (ibid.). This intercession, of course, is
gradable –it will depend on the very verbs chosen to report the exchanges– and may
play a role in aspects such as characterization: if, for instance, a character
constantly roars, growls and thunders, the image he projects will be completely
different from someone who sobs or pouts on a regular basis.
It is this authorial interference that will be herein assessed in Dickens’s fifth
novel: Barnaby Rudge. In his never-ending spirit of providing the reader with “minute
stage descriptions” (Tillotson 1978: 139) and within the frame of his conception of
discourse as “not merely a string of words but words accompanied by gesture, tone,
expression” (Lambert 1981: 41), Dickens makes use of an extensive catalogue of
reporting verbs in relation to aspects that surpass the communicative role they play by
definition. Some of these verbs, for instance, are repeatedly used to gloss the words
of a single character, resulting in a sort of collocation from which certain
characterizing traits might be drawn and which may affect the way in which readers
perceive characters. The software tool used to carry out the analysis is WordSmith
Tools 6 © (Scott 2013), which allows a systematic retrieval of this element.
References
Caldas-Coulthard, C.R. 1987. “Reported Speech in Written Narrative Texts”. In Discussing
Discourse, edited by R. M. Coulthard, 149-167. Birmingham: University of Birmingham.
Lambert, M. 1981. Dickens and the Suspended Quotation. New Haven: Yale University Press.
Mahlberg, M. 2007. “Corpus Linguistics: Bridging the Gap between Linguistic and Literary
Studies”. Text, Discourse and Corpora, edited by M. Hoey, M. Mahlberg, M. Stubbs & W.
Teubert, 219-246. London: Continuum.
Mahlberg, M. 2013. Corpus Stylistics and Dickens’s Fiction. London: Routledge.
Mahlberg, M., C. Smith & S. Preston. 2013. “Phrases in literary contexts: Patterns and
distributions of suspensions in Dickens’s novels”. International Journal of Corpus Linguistics18
(1): 35-56.
Scott, M. 2013. Wordsmith Tools version 4. Oxford: Oxford University Press.
Tillotson, G. 1978. A view of Victorian Literature. London: Oxford University Press.
Título: The progressive in three varieties of Asian Englishes: a corpus-based
study
340
Autores:
Salles
Bernal,
[email protected])
Soluna
(Universidad
de
Málaga
-
The colonial expansion of English world-wide has derived in the development of
different dialectal varieties, which have been eventually labelled as new Englishes.
Particular interest has raised the study of South and South East Asian varieties of
English as appropriate models to test some divergent constructions of English (Platt,
Weber and Ho 1984; Kortmann and Szmrecsanyi 2004; Schilk & Hammel, 2014). In
the light of this, morpho-syntactic structures, the progressive aspect among others,
serve to characterize these new varieties of English. In general, it is considered that
Outer Circle varieties present a higher frequency of use of the progressive, justified in
part by its extension to non-standard contexts motivated by basilectal transference
(Sharma 2009) or SLA features (Ranta 2006). At the same time, it also widely
accepted that the progressive aspect has increased its frequency in native varieties
since the Early Modern Period (Elsness, 1994; Smitterberg 2005; Leech et al. 2009).
This study therefore analyses the use and distribution of the progressive aspect in
three Asian varieties: Hong Kong, Singapore and India, taking BrE as a point of
departure, both from a quantitative and a qualitative perspective. On methodological
grounds, the parallel components of the International Corpus of English (ICE) have
been taken as the source of analysis.
The results obtained demonstrate that the progressive aspect is found to be a
distinctive feature in the Asian varieties of English, especially if compared with the
standard BrE practice, both in terms of frequency and usage. In addition to this,
particular non-standard patterns of use of the verbs having and being have been
detected in IndE and SingE.
References
Elsness, J. (1994). On the progression of the progressive in early Modern English. ICAME
Journal, 18, 5-25.
Kortmann, B., & Szmrecsanyi, B. 2004. “Global synopsis – morphological and syntactic
variation in English”. In Bernd Kortmann, Kate Burridge, Raj Mesthrie and Edgar Schneider,
eds. A Handbook of Varieties of English, Vol. 2:Morphology and Syntax. Berlin, New York:
Mouton de Gruyter, 1122-82.
Leech, G., Hundt, M., Mair, C., & Smith, N. (2009). Change in contemporary English: a
grammatical study. Cambridge University Press.
Platt, J., Weber, H., & Ho, M. L. (1983). Singapore and Malaysia (Vol. 4). Amsterdam/
Philadelphia: John Benjamins Publishing.
Ranta, E. (2006). “The 'attractive' progressive – Why use the -ing form in English as a lingua
franca?” Nordic Journal of English Studies, 5 (2): 95–116.
Schilk, M., & Hammel, M. (2014). The progressive in South Asian and Southeast Asian
varieties of English–mapping areal homogeneity and heterogeneity. Language and
Computers, 78(1), 147-171.
341
Sharma, D. (2009). “The typological diversity in New Englishes”. English World Wide, 30 (2):
170-195.
Smitterberg, E. (2005). The Progressive in 19th-Century English: A Process of Integration.
Amsterdam and New York: Rodopi.
Título: ¿Cómo sacarle mayor partido a CorrectMe, un corrector ortográfico y
gramatical basado en análisis estadísticos?
Autores: San Mateo Valdehita, Alicia (Universidad Nacional de Educación a
Distancia - [email protected])
CorrectMe es un corrector ortográfico y gramatical para textos escritos en español
elaborado en la UNED. El destinatario es tanto el hablante nativo como el aprendiz de
español como L2. A diferencia de la mayor parte de correctores, este programa
identifica los posibles errores por medio de análisis estadísticos: en vez de emplear el
sistema de etiquetado y análisis sintáctico, compara los pares de palabras, o
bigramas, utilizadas en el texto en cuestión con un corpus de referencia de cien
millones de vocablos procedente de muestras de lengua correctas. De esta manera,
identifica los pares de palabras poco o muy poco frecuentes y los señala. En la mayor
parte de los casos, esas combinaciones contienen algún error, de ahí su escasa o
nula frecuencia. La limitación principal de CorrectMe es que no detecta las faltas que
no puedan ser deducidas del análisis de palabras adyacentes.
El estudiante de L2 dispone de una herramienta adicional que le permite consultar las
palabras con las que se combinan habitualmente los vocablos que está utilizando en
su texto. Por ejemplo, si escribe “toda la viaje”, el corrector le indicará que la
combinación “la viaje” no aparece en el corpus; y si consulta las combinaciones más
frecuentes comprobará que son “el viaje” y “este viaje”, con lo cual, se dará cuenta de
que ha cometido un error de concordancia.
Como vemos, el corrector no ofrece soluciones concretas al usuario, no incluye
traducciones, sino que presenta un abanico de posibilidades y es el estudiante,
necesariamente de nivel intermedio, el que debe reflexionar y elegir la opción más
adecuada. CorrectMe, por lo tanto, es una herramienta de trabajo y de aprendizaje,
de ahí su utilidad didáctica; con la cual el alumno es capaz de confirmar sus hipótesis
lingüísticas y contrastarlas con las combinaciones de palabras que efectivamente han
utilizado los hablantes nativos de la lengua.
References
Athanaselis, T., Bakamidis, S. & Dologlou, I. (2006). An automatic method for revising illformed sentences based on N -grams. Speech Prosody. ISCA Archive.
Chen, H.-J. H. (2009). Evaluating two web-based grammar checkers - Microsoft ESL Assistant
and NTNU Statistical Grammar Checker. Computational Linguistics and Chinese Language
Processing, 14(2), 161-180.
342
García-Heras Muñoz, A. (2007). Programas informáticos de corrección gramatical en el
aprendizaje de una lengua extranjera (inglés): expresión escrita. Docencia e Investigación:
Revista de la Escuela Universitaria de Magisterio de Toledo, 17, 71-101.
Hernández García, F. (2012). Palabras problemáticas y frases incorrectas: una solución
autónoma para detectar lo indetectable. Revista electrónica de lingüística aplicada, 1, 41-55.
Jacobs, G. & Rodgers, C. (1999). Treacherous Allies: foreign language grammar
checkers. CALICO Journal, 16(4), 509-531.
Lawley, J. & Martin, R. (2006). Corrector de gramática para estudiantes autodidactas de inglés
como lengua extranjera.Revista de Educación, 340, 1171-1191.
Moré, J. (2006). A grammar checker based on web searching. Digithum, 8, 1-5.
Nazar, R.; Renau, I. (2012). Google Books N-gram Corpus used as a Grammar
Checker. Proceedings of EACL 2012: Second Workshop on Computational Linguistics and
Writing. Avignon, France.
Título: A Linguistic Non-Manual Feature Framework for Synthesising Signed
Language Avatars: A Proposed Research Agenda
Autores: Smith Smith, Robert (Institute of Technology Blanchardstown [email protected])
This research paper investigates the linguistic and extra-linguistic aspects of NonManual Features in Sign Languages (SL), more specifically, Irish Sign Language
(ISL). Unlike spoken language, Sign languages have many articulators. Movements of
the hands and arms are referred to as Manual Features (MFs) and are often
considered, by non-signers, to carry the highest quantity of linguistic information. In
fact, many native SL users believe this to be untrue. An unproven fact that is
commonly accepted amongst SL users is that a higher percentage of linguistic
meaning is delivered through the non-manual articulators. Often referred to as Nonmanual Features (NMFs), these articulators include: the head, facial components
(such as lips, tongue, teeth, jaw, eyes, eyebrows, forehead and nose), shoulders and
upper torso.
We explicitly identify the NMFs of ISL that carry linguistic information. Furthermore,
we utilise a combination of linguistic theories such as Role and Reference Grammar
(RRG) (Van Valin, 2005), Construction Grammar (Goldberg, 1994) and Fauconnier’s
Theory of Blending (Fauconnier, 1994) to isolate those NMFs and categorise as being
of the syntax, semantic or pragmatic level.
Motivating this research is the requirement for a linguistic framework with the specific
task of synthesising Non-Manual Features (NMFs) through signing avatar
technologies. With the exception of work carried out by Murtagh (2011), to the
author’s knowledge, no existing SL avatar uses linguistic theory to underpin synthesis.
References
343
Fauconnier, Gilles. 1994. Mental spaces: Aspects of meaning construction in natural language.
Cambridge University Press.
Goldberg, Adele. 1994. Constructions, A Construction Grammar Approach to Argument
Structure. University of Chicago Press.
Murtagh, Irene. 2011. Developing a Linguistically Motivated Avatar for Irish Sign Language
Visualisation. International Workshop on Sign Language Translation and Avatar Technology
(SLTAT 2011), Dundee, Scotland.
Van Valin, Robert D. 2005. Exploring the syntax-semantics interface. Cambridge University
Press.
Título: El fenómeno de la inmigración en la prensa española: estudio
comparativo de la prosodia semántica en dos periódicos nacionales
Autores: Soto Almela, Jorge (Universidad Católica de Murcia [email protected]); Alcaraz Mármol, Gema (Universidad de Castilla-La
Mancha - [email protected])
Los medios de comunicación constituyen un reflejo ideológico de lo que ocurre en
nuestra sociedad. Así, según Bañón (2002), en lo que respecta al controvertido
fenómeno de la inmigración, los medios desempeñan un papel decisivo a la hora de
configurar una opinión pública sobre este asunto. El fenómeno de la inmigración en la
prensa ya se ha estudiado desde una perspectiva lingüística, pero estrechamente
vinculada a la gramática visual y al análisis crítico del discurso (López-Maestre y
Scheu-Lottgen, 2003; Martínez Lirola, 2008; Crespo Fernández y Martínez Lirola,
2012).
Sin embargo, en un estudio previo realizado por Alcaraz-Mármol y Soto-Almela (en
prensa), los autores plantearon otra perspectiva basada en el análisis de corpus y, en
concreto, en la prosodia semántica. Dichos autores observaron que la inmigración en
el lenguaje mediático aparecía asociada a un número significativo de unidades
léxicas que despertaban un sentimiento negativo, desfavorable u hostil (ilegal, contra,
lucha, problema, delito, delincuencia, etc.).
Para estudiar la actitud del emisor hacia una determinada unidad léxica desde el
punto de vista lingüístico, examinamos la prosodia semántica de dicha unidad, que,
en nuestro caso, corresponde a “inmigración”. La prosodia semántica hace referencia
a un aura de significado (Louw, 1993) o halo de significado (Bublitz, 1996) que afecta
a las palabras que se encuentran cercanas al nodo (Gavioli, 2005). Se trata, en
definitiva, de explorar el comportamiento colocacional de una unidad léxica
aparentemente neutra, como “inmigración”, que puede adquirir asociaciones
semánticas negativas o positivas dependiendo de las palabras con las que
normalmente se combina en un género concreto como es el periodístico.
Nuestro objetivo es comparar la prosodia semántica de “inmigración” en dos
periódicos de tirada nacional española de distinta ideología, con la finalidad ulterior
de determinar si existen diferencias significativas en el modo en que la palabra
344
“inmigración” es abordada por cada uno de los periódicos. En caso de confirmarse
tales diferencias, pretendemos, además, desvelar dónde se concentra un mayor
grado de prosodia negativa referida a la inmigración.
El análisis se centra en los periódicos El País (calificado de centro-izquierda) y El
Mundo (calificado de centro-derecha). Ambos medios cuentan con una sólida
trayectoria en la historia reciente de España y, según un estudio realizado por La
Oficina de Justificación y Difusión en 2012, estos periódicos son los más leídos y
distribuidos en territorio español rebasando el millón y medio de lectores cada uno. La
suma de los dos corpora analizados asciende a 278.836 palabras, de las cuales
aproximadamente el 50% corresponde a cada periódico. El análisis comprende una
década, desde el año 2003 hasta el 2013, donde se analizan más de 400 noticias
sobre inmigración a través de las hemerotecas digitales de los dos periódicos. El
corpus de noticias fue analizado con el programa WordSmith, donde se prestó
atención a la frecuencia de aparición de palabras con significado negativo,
especialmente las colocaciones de éstas con la palabra “inmigración”. Los resultados
preliminares apuntan a que la palabra “inmigración” presenta una prosodia negativa
en ambos periódicos, independientemente de su ideología. No obstante, la prosodia
negativa parece darse en mayor medida en el periódico El Mundo.
Referencias
Alcaraz-Mármol, Gema & Soto-Almela, Jorge (in press), The Semantic Prosody of the words
‘inmigración’ and ‘inmigrante’ in the Spanish written media: a corpus-based study of two
national newspapers. Revista Signos. Estudios de Lingüística.
Bañón Hernández, Antonio M. (2002), Discurso e inmigración. Propuestas para el análisis de
un debate social. Murcia. Universidad de Murcia.
Bublitz, Wolfram (1996), Semantic Prosody
Predictable. Leuvense Bijdragen 85:1-32.
and
Cohesive
Company:
Somewhat
Crespo Fernández, Eliecer & María Martínez Lirola (2012), Lexical and visual choices in the
representation of immigration in the Spanish press. Spanish in Context 9:27-57.
Diario El Mundo. http://www.elmundo.es/
Diario El País. http://elpais.com/
Gavioli, Laura (2005), Exploring corpora for ESP learning. Amsterdam. John Benjamins.
López-Maestre, María D. & Dagmar Scheu Lottgen (2003), Student’s Discourse on
Immigration Attitudes and Ideological Values: A Critical View. International Journal of English
Studies 3:209-233.
Louw, Bill (1993), Irony in the Text or Insincerity in the Writer? The Diagnostic Potential of
Semantic Prosodies. In Mona Baker, Gill Francis and Elena Tognini-Bonelli (eds.), Text and
Technology: In Honour of John Sinclair. John Benjamins Publishing. Amsterdam. 157-175.
Martínez Lirola, María (2008), Las relaciones entre las características lingüísticas y visuales
de las noticias sobre inmigración en la prensa gratuita y su relación con la audiencia. Discurso
& Sociedad 2: 799-815.
345
OJyD (2012), Oficina de Justificación y Difusión. http://www.ojd.es/ (accessed 15 January
2014).
Título: 2L English texts and cohesion in upper CEFR levels: a corpus-based
approach
Autores: Zarco Tejada, María Ángeles (Universidad de Cádiz
[email protected]); Noya Gallardo, Carmen (Universidad de Cádiz
[email protected]);
Merino
Ferrada,
MCarmen
(Universidad
de
Cadiz,
Cadiz
[email protected]); Calderón López, Isabel (Universidad de Cádiz
[email protected])
-
This study presents an on-going project on corpus linguistics held at the University of
Cádiz (UCA) which tries to identify discourse proficiency of B1, B2, C1 CEFR levels in
the CLEC corpus (CEFR Labeled English Corpus).
The CLEC corpus is a corpus of more than 100000 words of CEFR-labeled 2L English
texts built up at the UCA for NLP applications. As a linguistic resource it has been
formed to train statistical models for automatic proficiency assessment following a
similar approach carried out for linguistic profiling of texts in Italian by Montemagni
(2013) and Dell’Orletta et al. (2013). In this work we analyze from B1 to C1 subcorpus of CLEC and try to give a picture of the linguistic features that discriminate
between levels and represent cohesion and discourse proficiency. In order to do our
analysis, we have tested our corpus with the software AntConc, a freeware
concordance program, and TagAnt, a freeware POS tagger, to examine linguistic
data.
When referring to proficiency scales of discourse competence, the Council of Europe
ranges from mentioning the use of a variety of linking words efficiently to mark clearly
the relationships between ideas in B1 and B2 levels, to the appropriate or controlled
use of organizational patterns, connectors and cohesive devices in C2 and C1, when
describing the scale of Coherence and Cohesion (p.125). Our question is, how is
coherence achieved? Can it be described in terms of lexical choices or syntactic
complexity? What does this document mean by organizational patterns? Following
Carlsen (2010: 204) final remark “…The mere presence of connectives does not
necessarily make a text coherent…” and taking into account her study on some linking
words through CEFR levels, as well as Blakemore’s (2002) suggestion on the need to
give qualitative studies on the use of connectives, we have tried to give an answer to
the questions posed above.
In this sense, and within Halliday’s (2004) functional grammar framework, we have
analyzed how the different lexicogrammatical cohesive devices are present in CLEC
and, thus, establish distinguishing linguistic parameters among levels. In a first step of
our study we have analyzed B1 and B2 levels of the CLEC, paying attention to how
cohesion is achieved in terms of lexical choice and syntactic structures within the
trend of the English Profile programme and its goal to identify criterial features that
discriminate among levels (Hendriks, 2008). Secondly, we have compared results with
the C1 level and have reflected on the discourse proficiency differences among levels.
Finally, we make some conclusions on the text cohesive features and discourse
devices of teaching materials.
346
Pragmática
Título: Perspectivas actuales en la enseñanza de la competencia pragmática:
¿reciben los futuros profesores de ELE la formación adecuada?
Autores: Bausells Espin, Adriana (National University of Ireland at Galway [email protected])
En los últimos años, se observa un cambio de perspectiva en las publicaciones sobre
metodología docente de ELE/2, debido principalmente al auge de los estudios
interculturales (Barros García, 2002; Vacas Hermida y Benavente, 2002; Solís,
2012) y de la pragmática aplicada a la enseñanza de ELE (Escandell Vidal, 2004,
2010; De Pablos Ortega, 2006). La creciente inquietud por investigar cómo estas
disciplinas pueden contribuir a enriquecer el proceso de enseñanza/aprendizaje (E/A)
en su conjunto surge de la necesidad de complementar los principios del enfoque
comunicativo, y así culminar el diseño de una metodología de enseñanza que
responda a las demandas sociales actuales. Tal enfoque deberá perseguir el
desarrollo de la competencia comunicativa del discente en el sentido más completo, a
fin de ayudarle a convertirse no solo en un usuario plenamente competente de la LM,
sino en un hablante intercultural preparado para enfrentarse con garantías a los retos
comunicativos de la sociedad global.
En el campo de la enseñanza de ELE, dichos retos adquieren un matiz tanto
académico, en lo que concierne a la investigación, como profesional, en lo relativo a
la práctica docente. Esta concepción holística de la competencia comunicativa, que
otorga especial relevancia a los aspectos de naturaleza cultural y pragmática, exige
un cambio de actitud y perspectiva, así como modificaciones curriculares y
metodológicas (Fernández Silva, 2002; Gutiérrez Ordóñez, 2005). Esta comunicación
defiende que, para que la renovación sea completa y efectiva, los cambios
curriculares deben contemplarse tanto en el ámbito de la enseñanza de ELE como en
el de la formación del profesorado especializado. Las investigaciones acerca de la
inclusión de aspectos de interculturalidad en los programas de formación docente
reflejan que efectivamente se incorporan las últimas tendencias (Gómez Parra y
Raigón Rodríguez, 2009; Hernández Muñoz, 2014) y, además, proporcionan
directrices o sugerencias para los formadores de profesores. Sin embargo, un repaso
a la literatura publicada acerca de la enseñanza de la competencia pragmática en
ELE permite observar un predominio de publicaciones sobre su incorporación y
tratamiento en el aula (Mir, 2001; Sessarego, 2007; Urbina Vargas, 2008; Romero
Betancourt, 2012), y una llamativa escasez de estudios acerca de la instrucción en la
enseñanza de esta competencia a los futuros profesores, limitados al análisis de
materiales (Sánchez Sarmiento, 2005) o a sugerencias curriculares (Gutiérrez
Quintana, 2006).
El acuerdo generalizado sobre la necesidad de que los docentes cuenten con
nociones de pragmática ha generado numerosas publicaciones, mayoritariamente de
carácter teórico, centradas en justificar dicha afirmación (Pons Bordería, 2005; Pérez
Cordón, 2008; Escandell Vidal, 2013). Asimismo, abundan los trabajos que abordan
347
el paso siguiente: cómo ese conocimiento al aula de ELE, cómo adoptar un enfoque
pragmático. Sorprende, por tanto, la ausencia de un estudio exhaustivo sobre el
modo en que se produce la instrucción en enseñanza de la pragmática a futuros
docentes y sobre su tratamiento en el currículo de formación de profesores de ELE a
nivel de máster, algo que sí se ha realizado en el caso del inglés como LE (Vásquez y
Sharpless, 2009; Vásquez y Fioramonte, 2011). La pragmática tiene un potencial
extraordinario para enriquecer la experiencia de E/A, y puede revertir de forma muy
positiva en el desarrollo de las competencias comunicativas del aprendiente. A fin de
poder exprimir este potencial al máximo, resulta fundamental contar con un
profesorado formado adecuadamente. La presente comunicación pretende reflexionar
sobre la necesidad de llevar a cabo un estudio de esas características. A partir del
análisis de una muestra de programas docentes de másteres de ELE en España, se
plantean algunas propuestas sobre cómo realizarlo, teniendo en cuenta objetivos,
metodología y beneficios potenciales.
Referencias
Barros García, P. L. (2003). La lengua en su entorno. Implicaciones intra e interculturales
aplicadas a la enseñanza de las lenguas. XIII Congreso Internacional de ASELE: El español,
lengua del mestizaje y la interculturalidad. Murcia, 2 al 5 de octubre de 2002. Madrid:
Ediciones del Centro Virtual Cervantes, 165-173.
De Pablos Ortega, C. (2006). La enseñanza de aspectos sociopragmáticos en el aula de ELE.
XVI Congreso Internacional de ASELE. La competencia pragmática en la enseñanza del
español como lengua extranjera. Oviedo, 22-25 de septiembre de 2005. Oviedo: Ediciones de
la Universidad de Oviedo, pp. 515-519.
Escandell Vidal, M. (2004). Aportaciones de la pragmática. Enseñar español como segunda
lengua (L2)/lengua extranjera (LE). Vademécum para la formación de profesores. Madrid:
SGEL, 179-198.
Escandell Vidal, M. (2010). La pragmática en la enseñanza de lenguas extranjeras. La
pragmática en la enseñanza. Sofía (Bulgaria), Universidad de Sofía. Editorial Universitaria
San Clemente de Ojrid, 5-17.
Escandell Vidal, M. (2013). Introducción a la pragmática. Madrid: Anthropos.
Fernández Silva, C. (2002). La programación de cursos y el desarrollo de la competencia
pragmática. XI Encuentro práctico de profesores de ELE. International House y
Difusión. Barcelona,
13
y
14
de
diciembre.
Disponible
en: http://encuentropractico.com/encuentro-2002.html. Última consulta: 29/12/2014.
Gómez Parra, M. E. y Raigón Rodríguez, A. (2009). The Intercultural Training of Foreign
Language Teachers. The Spanish Case. El Guiniguada, 18. Las Palmas de Gran Canaria, 5366.
Gutiérrez Ordóñez, S. (2006). Ejercitarás la competencia pragmática. XVI Congreso
Internacional de ASELE. La competencia pragmática en la enseñanza del español como
lengua extranjera. Oviedo, 22-25 de septiembre de 2005. Oviedo: Ediciones de la Universidad
de Oviedo, 25-44.
Gutiérrez Quintana, E. (2006). Cómo integrar los contenidos nocio-funcionales en nuestras
programaciones: criterios de selección y secuenciación de funciones y exponentes desde un
348
punto de vista pragmático. XVI Congreso Internacional de ASELE. La competencia
pragmática en la enseñanza del español como lengua extranjera. Oviedo, 22-25 de
septiembre de 2005. Oviedo: Ediciones de la Universidad de Oviedo, 363-371.
Hernández Muñoz, N. (2014). El choque intracultural en español. Perspectivas desde la
formación de profesores de E/LE. Porta Lingua, 22, junio, 109-126.
Mir, M. (2001). Un Modelo Didáctico para la Enseñanza de la Pragmática. Hispania, Vol. 84,
núm. 3. Septiembre. 542-549.
Pérez Cordón, C. (2008). Un sencillo acercamiento a la pragmática. RedELE, 14, 1-27.
Pons Bordería, S. (2005). La enseñanza de la pragmática en la clase de E/LE. Madrid: Arco
Libros.
Romero Betancourt, M. V. (2012). Adquisición de pragmática en segunda lengua: un modelo
didáctico para la enseñanza de la pragmática. IUPUI Scholar Works. World Languages and
Cultures Department Theses and Dissertations. Indiana University-Purdue University,
Indianapolis, EE.UU.
Sánchez Sarmiento, R. (2006). El reflejo de la competencia sociopragmática en materiales de
ELE. XVI Congreso Internacional de ASELE. La Competencia Pragmática o la Enseñanza del
Español como Lengua Extranjera. Oviedo, 22-25 de septiembre de 2005. Oviedo: Ediciones
de la Universidad de Oviedo, 142-149.
Sessarego, C. (2007). La enseñanza de la pragmática: Principios de un enfoque didáctico
para nivel principiante en un entorno universitario anglófono. Hispania. Núm. 90.2. 316-327.
Solís, L. (2012). La enseñanza de la competencia intercultural en el aula de E/LE:
Consideraciones didácticas para programas de inmersión lingüístico-cultural (PILC). Revista
Nebrija de Lingüística Aplicada, 11, 6, 174-192.
Vacas Hermida, A. y Benavente, J.C. (2002). Hacia la competencia intercultural en el
aprendizaje del español. Biblioteca de enseñanza y aprendizaje. Cuadernos Tierra Abierta.
Publicación digital. Disponible en: http://www.tierradenadie.de/articulos/intercultura.htm. Última
consulta: 29/12/2014.
Vásquez, C. y Sharpless, D. (2009). The Role of Pragmatics in the Master's TESOL
Curriculum: Findings from a National Survey. TESOL Quarterly, 43, 1, marzo, 5-28
Vásquez, C. y Fioramonte, A. (2011). Integrating Pragmatics into the MA-TESL Program:
Perspectives from Former Students. TESL-EJ. The Electronic Journal for English as a Second
Language, 15, 2, septiembre. Publicación digital. Disponible en: http://www.teslej.org/wordpress/issues/volume15/ej58/ej58a1. Última consulta: 29/12/2014.
Título: Politeness (and indirect requests) in native and non-native interaction:
a corpus-based analysis of service requests for language learning
349
Autores: Caballero Benavente, Mónica ([email protected]); Díaz
Rodríguez,
Lourdes (Universitat
Pompeu
Fabra
/
CLiC_UB
[email protected]); Taulé Delor, Mariona (Universitat de Barcelona [email protected])
The aim of this paper is to identify and describe how the use of politeness strategies
creates distance between native and non-native speakers in transactions, basing our
analysis on empirical data extracted from a Spanish oral corpus (FerroviELE). These
differences are key to identify particular non-native sequences of productions, which
despite being grammatically correct do not reflect native use in the selected
communicative context. Exchanges in this communicative situation constitute an
asymmetric or complementary interaction (Brown and Levinson 1987; Haverkate
1994; Vion 1992) which varies cross-linguistically. By asymmetric, we mean an
unequal relationship established between customer and operator in a transaction
(ticket sales in our corpus). Data analysis points out to interesting and clear-cut
differences between native and non-native strategies. These findings are potentially
useful to build up Spanish L2 data-driven core grammars where intercultural
competence plays a central role, as recent approaches in foreign language learning
point out.
Our study combines an experimental pragmatics corpus-based approach (Noveck and
Sperber 2004), and a foreign language teaching methodology based
on scenarios (North et al. 2010). No substantial research on the topic has been
reported so far, though. Methodologically, our proposal allows us to address both
direct and indirect speech acts that are specific to service transactions (direct and
indirect requests, refusals), as well as opening and closing ritual formulas in
transactions (greetings, farewells, acknowledgements), based on L1 and L2
information extracted from corpus.
FerroviELE consists of 30 transactional dialogues between a train ticket seller and a
customer: 24 of them were simulated and 6 were non-simulated. Simulated dialogues
were produced by both native and non-native speakers of Spanish, whereas the 6
non-simulated dialogues were produced by native speakers. Non-native subjects were
Anglophones, Francophones and speakers of Asian languages. All were B1 and B2
Spanish learners according to CEFR level.
The corpus was transcribed and morphologically analysed in order to carry out
statistical analysis to establish the differences in the use of politeness strategies by
both groups.
Crucial to distance have been: a) lexical modality; b) verb inflection modality; c) use of
direct and indirect questions; d) indirect expressions of refusal; and e) formulaic
expressions of politeness. Our data confirm and expand on the range of polite and
indirect forms compiled by Haverkate 1994; Fraser and Nolan 1981; Márquez 2000;
Márquez and Placencia 2005; Bravo and Briz 2004, coinciding with the recent
remarks of Akutsu (2009) for English-Japanese.
The results of these analyses highlight the need to emphasize these communicative
elements in language teaching, both in terms of materials (Akutsu 2009) and in the
creation of core-grammars, a pending task due to a lack of situation-based corpora.
References
350
Bravo, D. and Briz, A. (eds.) (2004), Pragmática sociocultural: estudios sobre el discurso de
cortesía en español.Barcelona: Ariel.
Brown, P. and Levinson, S. (1987), Politeness.
usage. Cambridge: Cambridge University Press.
Some
universals
in
language
Fraser, B. and Nolan, W. (1981), The Association of Deference with Linguistic Form. In
Walters, J. (Ed.), The Sociolinguistics of Deference and Politeness. Special issue of The
International Journal of the Sociology of Language27. The Hague.
Haverkate, H. (1994), La cortesía verbal. Estudio pragmalingüístico. Madrid: Gredos.
Márquez, R. and Placencia, M.E. (2005), Spanish Pragmatics. London: Palgrave MacMillan.
Márquez, R. (2000), Linguistic Politeness in Britain and Uruguay. A Contrastive Study of
Requests and Apologies.Amsterdam: Benjamins.
North, B. et al., (2010), A core inventory for general English. British Council/EAQUALS.
Noveck, I.A. and D. Sperber (2004), Experimental Pragmatics. London: Palgrave MacMillan.
Vion, R. (1992), La communication verbale. Analyse des interactions. Paris: Hachette
Supérieur.
Akutsu, Y. (2009), Positive Politeness Strategies in Oral Communication I Textbooks:
Focusing on Terms of Address.The Economic Journal of Takasaki City University of
Economics, 52.
Título: No me entero, pero tiene gracia. La apreciación sin comprensión total
de viñetas cómicas.
Autores: Carbajal Carrera, Beatriz (Universidad de Salamanca/Flinders
University of South Australia - [email protected])
La comprensión y apreciación del humor han sido abordadas por campos tan
dispares como la semántica cognitiva, la pragmática o la psicología. De acuerdo con
la tradición académica, la apreciación del humor se basa en el requisito de una fase
previa de comprensión. Sin embargo, la experiencia demuestra inconsistencias con
esta teoría. A menudo, los hablantes aprecian muestras de humor que no
comprenden en su totalidad. Esta situación es especialmente recurrente entre
hablantes no nativos.
El presente estudio aborda los casos de apreciación sin comprensión total en las
viñetas cómicas y propone una explicación a esta anomalía en la resolución de
incongruencias secundarias. Desde la óptica de las teorías de la incongruencia, la
incapacidad de resolver la incongruencia central constituye un obstáculo en la
comprensión del discurso humorístico. Sin embargo, existe un tipo adicional de
incongruencia que no es central para el efecto humorístico. Se trata una incoherencia
351
no resuelta, aceptada por el público y apoyo crucial para el humor, denominada
incongruencia secundaria.
En el humor gráfico, la multimodalidad incorpora referencias en un doble plano
palabra-imagen. Las viñetas cómicas son unidades a menudo dotadas de múltiples
referencias implícitas al contexto. Este trabajo ha hallado una correspondencia entre
la incongruencia secundaria y los índices de contextualización, rasgos estructurales
prototípicos del tipo textualviñetas cómicas. En concreto, selecciona los índices de
contextualización personificación y deshumanización y discute su papel como
elementos-estímulo en la apreciación del humor.
Título: La comunicación en lengua española en entornos académicos a través
de las redes sociales: Una primera aproximación
Autores:
Jiménez
García,
Elena (Universidad
de
Valladolid
[email protected]); Ortego Antón, María Teresa (Universidad de Valladolid [email protected]);
y Purificación Fernández Nistal (Universidad de
Valladolid [email protected])
El uso de las redes sociales en el ámbito universitario está bastante extendido,
especialmente entre los discentes universitarios, como queda demostrado por
algunos estudios previos (Espuny et al. 2011, Gómez et al. 2012, Cancelo y Almansa
2013). En consecuencia, este estudio forma parte de un proyecto de mayor
envergadura, cuyo objetivo es obtener una aproximación a los hábitos lingüísticos de
los discentes universitarios en las redes sociales como medios de comunicación
académica y educativa. De hecho, las redes sociales han propiciado nuevas formas
de interacción entre iguales y entre docente-discente (Almansa et al. 2013: 128).
Dada la relevancia de estos nuevos escenarios de comunicación en las aulas de
educación superior, en este estudio pretendemos establecer los criterios para diseñar
un corpus representativo de los hábitos lingüísticos de nuestros estudiantes. La
muestra se compondrá de estudiantes de los grados en Traducción e Interpretación y
en Educación Primaria de la Universidad de Valladolid. Para ello, nos centraremos
en analizar cómo usan la lengua española para distribuir información académica,
gestionarla o asociarla con sus propios conocimientos.
El protocolo de recogida de muestras representativas tendrá tres momentos
diferenciados: a principio del curso académico, al final del primer cuatrimestre y al
final del segundo cuatrimestre. En este estudio, nos centraremos en interpretar los
resultados que se desprenden del análisis de la muestra tomada al principio de curso.
Para llevarlo a cabo, los parámetros que tendremos en cuenta estarán relacionados
con los comportamientos morfosintácticos y discursivos más frecuentes. A su vez, los
contrastaremos con los empleados en escenarios de comunicación menos
novedosos, como el correo electrónico o los mensajes electrónicos enviados a través
de la plataforma de apoyo virtual a la docencia UVa.
Las conclusiones extraídas de este estudio nos permitirán elaborar una serie de
pautas para mejorar los hábitos lingüísticos de nuestros estudiantes a la hora de
comunicarse académicamente a través de las redes sociales.
352
Título: Evidentiality as conversational implicature: implications for corpus
annotation
Autores: Carretero, Marta (Universidad Complutense de Madrid [email protected]);
Zamorano-Mansilla,
Juan
Rafael
(Universidad
Complutense de Madrid - [email protected])
In this paper we discuss a number of issues involved in the annotation of evidentiality
communicated as a conversational implicature in authentic texts. Evidentiality can be
defined as the linguistic expression of the kind, source and/or evaluation of the
evidence for or against the truth of the proposition that the speaker or writer has at his
/ her disposal (Chafe 1986, Ifantidou 2001, Boye 2012, Carretero and ZamoranoMansilla 2013). In our approach, evidentiality is a functional-conceptual substance
domain, whose scope includes its expression by grammatical, semantic and
pragmatic means (Boye and Harder 2009, Wiemer and Stathi 2010). Consequently,
its potential markables in an annotation scheme include not only grammatical and
lexical items (for example, the Conditional tense in newspapers and adverbials such
as apparently), but also linguistic expressions that can communicate the meaning of
evidentiality through conversational implicature, such as certain reporting verbs and
epistemic modal expressions.
The corpus used in this study consists of comparable English and Spanish texts of an
approximate size of 1,000 words, of which a translation into the other language is
available, from eight registers differing from one another in one or more of the
variables of field, tenor and mode (Halliday and Hasan 1985): popular science texts,
tourism leaflets, prepared speeches, political essays in economics, fiction, corporate
communication, instruction manuals and websites. The compilation of these texts has
been carried out as part of the MULTINOT project (ref. FFI2012-32201, principal
investigator: Julia Lavid), which aims at the creation of a sizeable corpus of English
and Spanish comparable and parallel texts and the ensuing multidimensional
annotation of these texts for various categories, including modality and evidentiality,
for linguistic and computational exploitation.
As a pilot experiment, evidentials were annotated separately by the two authors in
sample texts of the corpus, in order to test the agreement rate and hence the reliability
of the coding scheme, which took into consideration various factors adopted mainly
from Marín-Arrese (2013). These factors include: evidentiality coded in grammar or
semantics, or conversationally implicated; syntactic category; source of evidence
(perceptual, inferential or reportive); direct or indirect evidence; personal or mediated
evidence; degree of reliability of the evidence; implicit or explicit conceptualizer;
subjectivity or intersubjectivity; external or internal source. In this paper,
conversationally implicated evidentiality will be discussed in terms of both the
expressions that provoked inter-author disagreement and the solutions proposed for
each of these expressions, considering the need of a compromise between accuracy
and manageability in the design of the coding scheme.
References
Boye, Kasper (2012). Epistemic Meaning: A Crosslinguistic and Functional-Cognitive
Study. (Empirical Approaches to Language Typology 43). Berlin & Boston: De Gruyter Mouton.
353
Boye, Kasper & Peter Harder (2009). Evidentiality:
grammaticalization. Functions of Language16.1: 9-43.
Linguistic
categories
and
Carretero, Marta & Juan Rafael Zamorano-Mansilla (2013). Annotating English adverbials for
the category of epistemic modality and evidentiality. In English Modality: Core, Periphery and
Evidentiality, eds. Juana I. Marín-Arrese, Marta Carretero, Jorge Arús Hita & Johan van der
Auwera. Berlin & Boston: De Gruyter Mouton. 317-355.
Chafe, Wallace (1986). Evidentiality in English conversation and academic writing.
In Evidentiality: The Linguistic Coding of Epistemology, eds. Wallace Chafe and Johanna
Nichols. Norwood, NJ: Ablex.
Halliday, M.A.K. and Ruqaiya Hasan (1985). Language, Context and Text: Aspects of
Language in a Social-semiotic Perspective. Geelong, Vic.: DeakinUniversity (also published in
1989 by Oxford University Press).
Ifantidou, Elly (2001). Evidentials and Relevance. Amsterdam / Philadelphia: John Benjamins.
Marín-Arrese, Juana I. (2013). Stancetaking and inter/subjectivity in the Iraq Inquiry: Blair vs
Brown. In English Modality: Core, Periphery and Evidentiality, eds. Juana I. Marín-Arrese,
Marta Carretero, Jorge Arú Hita & Johan van der Auwera. Berlin & Boston: De Gruyter
Mouton. 410-445.
Wiemer, Björn & Katerina Stathi (2010). The database of evidential markers in European
languages. A bird’s eye view of the conception of the database (the template and problems
hidden beneath it). STUF, Akademie Verlag, 63.4, 275-289.
Título: Facework and politeness: Theory and practice in group work in primary
school CLIL classrooms
Autores: Evnitskaya, Natalia ( [email protected])
Over the decades, interlanguage pragmatics – including research on politeness – has
been traditionally interested in L2 classrooms and the learners’ use of an array of
speech acts such as directives, apologies or requests (e.g. Ellis 1992; Iedema 1996;
Rose 2000). Yet, up to date pragmatics in CLIL contexts has been an underinvestigated research area. The few studies done on CLIL learners’ pragmatic
development have been conducted from the classroom discourse perspective and
have primarily focused on the analysis of teacher-fronted interaction (e.g. DaltonPuffer 2005; Dalton-Puffer & Nikula 2006; Llinares & Pastrana 2013; Nashaat-Sobhy
2014; Nikula 2002, Nikula 2008). The present case study1 aims to push this area of
research a step forward by examining group work activities in primary CLIL classroom
settings. More specifically, it aims at exploring and characterizing the way CLIL
primary students accomplish facework, politeness and indirectness in peer interaction
deploying a range of semiotic resources (e.g. language, be it L1 or L2, gaze, gesture,
body position, material objects).
To achieve this aim, the study draws on three different but potentially complementary
perspectives on social interaction: Goffman’s (1967) concepts of face andfacework,
the notion of interpersonal language from Systemic Functional Linguistics (SFL, e.g.
354
Halliday 1994; Halliday & Hasan 1985) and the notion of embodied participation from
Multimodal Conversation Analysis (MCA, e.g. Goodwin 2000; Mondada 2007). SFL
and MCA were employed to examine video-recoded data from a bilingual CatalanSpanish primary school classroom in Barcelona (Spain) in which Grade 4 (age 10)
students learn Maths in English as a third language.
Comparative analysis of two fragments of peer interaction (Group 1 and Group 2)
shows different patterns of turn-taking, discourse modalisation and the use of a variety
of face-saving strategies among the group members despite a limited repertoire of
linguistic means available to the learners in the L2. More particularly, the analysis
reveals that while Group 1 was scarcely engaged in facework and displayed little
politeness and indirectness in the L2 both in managing the task and the group work
and in co-constructing relevant subject-specific meanings, Group 2 was seen to
employ diverse face-saving strategies, both verbally and embodily. The findings
indicate therefore that (a) Group 1 lacked essential knowledge of pragmatic aspects of
the L2 which led to a failure in attaining content goals, and (b) students who revealed
this pragmatic knowledge and made efficient use of verbal and non-verbal facework
and politeness (Group 2) strategies displayed their joint orientation towards the
progress and the successful fulfilment of the pedagogical activity.
1. This study is part of a postdoctoral fellowship project, carried out within the UAM-CLIL
research group and funded by the Alianza 4 Universidades (A4U). The study also forms part of
the DALE-APECS research project (ref. EDU2010-15783), funded by the MICINN, and of the
LED research project (ref. 2014-SGR-1190), funded by the AGAUR.
Título: English aspectual verbs: a cognitive and pragmatic analysis
Autores:
Franceschi,
Daniele
[email protected])
(University
of
Pisa
-
The aim of this presentation is to provide a fine-grained description of the most
common ingressive, continuative and egressive aspectual verbs in English,
e.g. start, keep, finish etc., in terms of the cognitive operations and pragmatic
implications associated with their use.
Past studies (cf. Newmeyer 1975, Freed 1979, Ruhl 1989, Brinton 1988, Wierzbicka
1988, Bailey 1993, Tobin 1993, Levin 1993, Schmid 1996, Duffley 1999, Fukuda
2008, Mair 2009, to mention just a few) have mostly concentrated on their temporalsemantic properties and on the two main types of complements that typically follow
them, i.e. the gerund form and/or the to-infinitive, leaving other important aspects out
of the discussion. In addition, only a relatively limited number of verbs has received
due attention. The various non-linguistic factors affecting the formal realizations of
aspectual verbs have not been taken into account, with the exception of those studies
that have examined the role played by metonymy in grammar (Pustejovsky 1995,
Pustejovsky & Bouillon 1995, Verspoor 1997a, 1997b, Egg 2003, Brdar 2007, Ziegeler
2007, Sweep 2010a, 2010b, Falkum 2011, Sweep 2012). However, the broader range
of cognitive and pragmatic factors responsible for the sub-categorization frame of
English aspectual verbs has not been exhaustively explored and research has been
confined to a small set of verbs.
355
Therefore, the present analysis is conducted on a sample of seventeen aspectual
verbs,
namely start, begin,commence, initiate, continue, keep, resume, proceed, stop, end, fi
nish, terminate, cease, halt, quit, discontinue andcomplete, and examines both the
metonymic and metaphoric processes governing their linguistic representations (Ruiz
de Mendoza & Galera Masegosa 2014) as well as the entailed, presupposed and
implicated meanings associated with them. Special attention has been given to the
implicative nature of aspectual verbs and to how the latter changes on the basis of the
‘Aktionsart’ of the predicate following them and the type of complementation they take.
The analysis, which expands on previous research on a subset of aspectual verbs
(Franceschi 2014), draws upon empirical data retrieved in the major corpora of
English and through ad hoc Internet searches. The underlying assumption is that
structural differences or alternations are the reflection of varying conceptualizations of
occurrences (cf. Langacker, 1987, 1999, 2009; Talmy, 2000).
References
Bailey, D. (1993). The Problem of The Alternation of To V/V-ing after ‘aspectual verbs’. In:
Chuquet J. & Roulland, D. (Eds.), Subordination, Subordinations (pp. 185–197). Rennes:
Presses Universitaires de Rennes II.
Brinton, L. J. (1988). The Development of English Aspectual Systems. Cambridge: Cambridge
University Press.
Brdar, M. (2007). Metonymy in Grammar. Towards Motivating Extensions of Grammatical
Categories and Constructions.Osijek: Faculty of Philosophy Josip Juraj Strossmayer
University.
Duffley, P. (1999). The use of the infinitive and the –ing after verbs denoting the beginning,
middle and end of an event.Folia Linguistica, 93: 295–331.
Egg, M. (2003). Beginning Novels and Finishing Hamburgers. Remarks on the Semantics of to
begin. Journal of Semantics, 20: 163–191.
Falkum, I. L. (2011). The semantics and pragmatics of polysemy: A relevance-theoretic
account. [PhD thesis University College London]. London: UCL.
Franceschi, D. (2014). Licensing and blocking factors in the use of begin verbs: a lexicalconstructional and pragmatic analysis. Review of Cognitive Linguistics, 12(2): 302-341.
Freed, A.F. (1979). The semantics of English aspectual complementation. D. Dortrecht:
Reidel.
Fukuda, S. (2007). On the control/raising ambiguity with aspectual verbs: a structural account.
www.zas.gwz-berlin.de/papers/zaspil/articles/zp47/zaspapers47_fukuda.pdf.
Langacker, R. W. (1987). Foundations of cognitive grammar. Volume 1: Theoretical
prerequisites. Stanford, CA: Stanford University Press.?
Langacker, R. W. (1999). Grammar and conceptualization. Berlin, Germany/New York, NY:
Mouton de Gruyter.
356
Langacker, R. W. (2009). Metonymic grammar. In: Panther, K-U., Thornburg, L. & Barcelona,
A. (Eds), Metonymy andmetaphor in grammar (pp. 45–71). Amsterdam/ Philadelphia: John
Benjamins.
Levin, B. (1993). English Verb Classes and Alternations. Chicago/London: University of
Chicago Press.
Mair, C. (2009). Infinitival and gerundial complements. In: Peters, P. Collins, P. & Smith, A.
(Eds), Comparative Studies in Australian and New Zealand English. Grammar and
Beyond (pp. 263-276). Amsterdam/ Philadelphia: John Benjamins.
Newmeyer, F. J. (1975). English Aspectual Verbs. The Hague, The Netherlands: Mouton de
Gruyter.
Pustejovsky, J. (1995). The Generative Lexicon. Cambridge, MA: MIT Press.?
Pustejovsky, J. & Bouillon, P. (1995). Aspectual coercion and logical polysemy. Journal of
Semantics, 12(2): 133–162.
Ruhl, C. (1989), On monosemy: a study in linguistic semantics. Albany: State University of
New York Press.
Ruiz de Mendoza Ibáñez, F. J. & Galera Masegosa, A. (2014), Cognitive Modeling. A linguistic
perspective. Amsterdam/ Philadelphia: John Benjamins.
Schmid, H.-J. (1996). Introspection and computer corpora: the meaning and complementation
of start and begin. In: Zettersen, A. & Petersen, V.H. (Eds), Symposium on Lexicography VII.
Proceedings of the seventh symposium 1994 at the university of Copenhagen (pp. 223-239).
Tübingen: Niemeyer.
Sweep, J. (2010a). A frame-semantic approach to logical metonymy. Constructions and
Frames, 2.1:1–32.
Sweep, J. (2010b). Metonymical object changes in Dutch: lexicographical choices and verb
meaning. In: Dykstra, A. & Schoonheim, T. (Eds.), Proceedings of the XIV Euralex International Congress (pp. 1428–1435). [CD-ROM] Ljouwert: Fryske Akademy/Afuk.
Sweep, J. (2012). Metonymical Object Changes: A Corpus-oriented Study on Dutch and
German. Doctoral dissertation. University of Amsterdam.
Talmy, L. (2000). Towards a Cognitive Semantics. Cambridge, MA: MIT Press.
Tobin, Y. (1993). Aspect in the English Verb: Process and Result in Language. London, UK:
Longman.
Verspoor, C. M. (1997a). Contextually-Dependent Lexical Semantics. [PhD thesis University of
Edinburgh] Edinburgh: University of Edinburgh.
Verspoor, C. M. (1997b). Conventionality-governed logical metonymy. In: Bunt, H. Kievit, L.
Muskens, R. & Verlinden, H. (Eds.), Proceedings of the Second International Workshop on
Computational Semantics (pp. 300–312). Tilburg.
357
Wierzbicka, A. (1988) The semantics of grammar. Amsterdam/ Philadelphia: John Benjamins.
Ziegeler, D. (2007). Arguing the case against coercion. In: Radden, G., Köpcke, K.-M., Berg,
T. & Siedmund, P. (Eds.),Aspects of Meaning Construction (pp. 99–123). Amsterdam/
Philadelphia: John Benjamins.
Título: El uso de las inferencias como método en la adaptación del subtitulado
para sordos
Autores: Ferrández Melero, Layla (Universidad Autónoma de Madrid [email protected])
Los avances tecnológicos de las últimas décadas han ampliado la accesibilidad y la
han acercado al público sordo de manera notable. Sin embargo, a pesar de la
aparición de subtítulos para sordos, que ayuda a que disfruten de los medios
audiovisuales a través de la Televisión Digital, al adquirir películas en formato DVD o
incluso en algunas salas de cine, distintas investigaciones (De Linde y Kay, 1999;
Díaz-Cintas y Remael, 2007; Neves 2005; Pereira y Lorenzo, 2005) e incluso la ley
española sobre subtitulado para sordos a través del teletexto (UNE 153.010, 2003)
dejan entrever las carencias que todavía están presentes en este tipo de subtitulado.
De acuerdo con los problemas cognitivos y niveles de lectura de las personas con
discapacidad auditiva (Herrera, 2005 De Linde y Kay, 1999; Peterson y Siegal, 1999),
estos subtítulos no son suficientes para que el espectador sordo pueda seguir y
comprender el programa audiovisual en cuestión satisfactoriamente. Por ello es
necesario adaptarlos según las necesidades de este público, que se caracteriza,
entre otros, por su nivel de lectura inferior a la media de los oyentes y que, por tanto,
rige un mayor tiempo para la comprensión de textos escritos. En esta ponencia
proponemos un sistema de reducción y simplificación lingüísticas de los subtítulos ya
existentes (recogidos principalmente de películas infantiles en dos corpus de
aproximadamente 3000 palabras y una reducción de un tercio, que varía del 20% al
40% según el contexto lingüístico-audiovisual), basándonos en principios pragmáticos
como la Teoría de la Relevancia (Wilson y Sperber, 2004). Este método se centra en
la existencia de inferencias que posibilitan los cambios gramaticales y posibles
modificaciones semánticas y, en última instancia, permitirá al público sordo llegar a
una mayor comprensión de las obras audiovisuales, puesto que se prescinde del
sobre-estímulo cuantitativo.
Referencias
Carston, Robyn and Uchida, Seiji (Eds.). 1998. Relevance Theory: Applications and
Implications. Vol. 37. Amsterdam-Philadelphia: John Benjamins Publishing.
De Linde, Zoé and Kay, Neil. 1999. The Semiotics of Subtitling. Manchester: St. Jerome
Publishing.
Díaz-Cintas, Jorge and Anderman, Gunilla (Eds.). 2009. Audiovisual Translation. Language
Transfer on Screen. London: Palgrave Macmillan. Pp. 1-20; 151-170.
Díaz-Cintas, Jorge and Remael, Aline. 2007. Audiovisual Translation: Subtitling. Manchester:
St. Jerome Publishing. Pp. 1-33.
358
Halliday, M.A.K. and Matthiessen, Christian.
Grammar. Oxford: Oxford University Press.
2004. An
Introduction
to
Functional
Halliday, M.A.K. and Ruqaiya, Hasan. 1985. Language, Context, and Text: Aspects of
Language in a Social-semiotic Perspective. Oxford: Oxford University Press. Chapter 2. Pp.
15-23.
Herrera F., Valeria. 2009. "Procesos cognitivos implicados en la lectura de los
sordos". Estudios Pedagógicos, XXXV, No. 1. Pp. 79-92.
Neves, Josélia. 2005. Audiovisual Translation: Subtitling for the Deaf and Hard-of-Hearing.
Theses and dissertations from the School of Arts. Roehampton University.
Peterson, Candida C. and Siegal, Michael. 1999. "Representing Inner Worlds: Theory of Mind
in Autistic, Deaf, and Normal Hearing Children." Psychological Science. American
Psychological Society. Vol. 10, No. 2, March 1999. Pp. 126-129.
Pereira Rodríguez, Ana María y Lorenzo Garcia, Lourdes. 2005. "Evaluamos la norma UNE
153.010". Puentes. No. 6, noviembre 2005. Pp. 21-26.
UNE 153.010. 2003. Subtitulado para personas sordas y personas con discapacidad auditiva.
Subtitulado a través del teletexto. Madrid: AENOR.
Wilson, Deirdre and Sperber, Dan. 2004. "Relevance Theory." In Horn and Ward
(eds.) Handbook of Pragmatics. Oxford: Blackwell. Pp. 607-632.
Título: Análisis multimodal de algunos actos valorativos en el cine
Autores: Hernández Toribio, María Isabel (Universidad Complutense de
Madrid - [email protected])
En este trabajo pretendo llevar a cabo un análisis multimodal de algunos actos de
cortesía valorizadora (cumplidos y halagos) en el cine. El discurso cinematográfico
ofrece la posibilidad de realizar no solo un análisis lingüístico de estas estrategias,
como han realizado la mayor parte de los estudios lingüísticos sobre el tema, sino
que permite al mismo tiempo apreciar su contextualización –fruto de la puesta en
escena y la representación– y otros recursos no lingüísticos. Estamos ante productos
audiovisuales en los que convergen diferentes recursos semióticos relacionados
entre sí (Baldry y Thibault 2006, Kress y van Leeuwen 2006, Thibault 2000).
Cumplidos y halagos se integran en una especie de “ritual audiovisual” en el que han
de tenerse en cuenta tanto los recursos lingüísticos como los paralingüísticos,
cinésicos, proxémicos y los propiamente cinematográficos (la puesta en escena –la
coreografía de los movimientos de los actores y la cámara–, la dirección de arte, la
iluminación, la planificación y el montaje audiovisual). Todos ellos permiten la
construcción de escenas en las que estos actos presentan diferentes matices y
pueden desempeñar algunas funciones recurrentes: desde la recreación de un clima
emocional sin más interés que mostrar solidaridad, aprecio o amistad entre los
personajes, hasta el galanteo con el que pretende conseguirse la seducción, pasando
por la compleja reproducción de las relaciones en diferentes ámbitos.
359
Para llevar a cabo el objetivo planteado, seleccionaré como marco teórico: a) las
aportaciones realizadas desde la lingüística sobre el acto valorativo del cumplido y
sus funciones como acto de cortesía valorizadora, normativa, estratégica, e incluso
como acto descortés b) los análisis del cumplido en el cine y c) los estudios
multimodales. Ilustraré los aspectos revisados a partir de un corpus de películas
españolas y argentinas actuales.
Referencias
Baldry, A. and Thibault, P. 2006. Multimodal Transcription and Text Analysis. London:
Equinox.
Bruti, S. 2009. “Translating Compliments and Insults in the Pavia Corpus of Film Dialogue:
Two Sides of The Same Coin”. In M. Freddi and M. Pavesi (eds.), Analysing Audiovisual
Dialogue: Linguistics and Transactional Insights.Bologna: CLUEB, 143-163.
Hernández Toribio, M.ª I. y Deltell Escolar, L. 2014. “Actos de cortesía valorizadora (cumplidos
y halagos) en el cine argentino actual”. Spanish in Context, 11:1, 97-118.
Kress, G. and van Leeuwen, T. 2001.Multimodal discourse. The modes and media of
contemporary communication. Londres: Edward Arnold.
Kress, G. and van Leeuwen, T. 2006. Reading images: The grammar of visual
design. Londres: Routledge.
O’Halloran, K. 2011. “Multimodal discourse analysis”. En Hyland, K. Paltridge, B.
(eds): Continuum companion to discourse, Londres and Nueva York: Continuum, 120-137.
Título: Delayed Domain Creation in Humour: A Cognitive Perspective
Autores: Herrero Ruiz, Javier (Universidad Politécnica de Madrid [email protected])
Over the last few years there has been a rapprochement between Cognitive Linguistics and
semantic theories of humour based on the notion of script or frame[1]. In this paper
we attempt to further examine the interesting contribution Cognitive Linguistics can
make to the discipline of humour research by analysing the stage at which the
domains of jokes based on metaphor are generated. Compare:
(1) “Is the doctor at home?” the patient asked in his bronchial whisper. “No,” the
doctor’s young and pretty wife whispered in reply. “Come right in.” (Raskin, 1985:
159).
360
(2) The mother tells the little girl that the little boy’s penis is a whistle. “No, it ain’t. I
blew it all afternoon and I couldn’t get a sound out of it.”
(3)The numbers of pig livestock is enormous in Spain… among them, we can find
politicians.
In (1), the first part of the joke invokes the DOCTOR-PATIENT script; then, a scriptswitch trigger (the answer given by the doctor’s young and pretty wife) makes the
hearer change to the LOVER script, which allows for the reinterpretation required for
the purposes of humour. Example (2), by contrast, starts with an image metaphor
whose source (a whistle) and target (a penis) are explicit in the text of the joke. This
mapping is humorous in itself for two reasons: first, it is unusual and, second, it
applies in the context of sexual organs, which are often the object of derision arising
from culture-based shame. The humorous effect is reinforced when the metaphor is
taken literally by the girl thus giving rise to a rather shocking scenario (the girl blowing
the boy’s penis, which smacks of a sexual practice that is found unacceptable by
some adults).
In (3) we have the converse situation: the speaker appears to be speaking literally
when, all of a sudden, he reveals that the intended interpretation is metaphorical. The
metaphor in question is a case of PEOPLE ARE ANIMALS, which usually maps
animal (attributed) behaviour onto people’s behaviour. Pigs wallow in the mud, which
makes them dirty and stinky. Most people find their odour repulsive. Moral “filth” is
likewise repulsive for most people, so classifying politicians, as the joke does, as
members of the “pig” family calls up the mapping specified above. Since this happens
unexpectedly, with a sudden change of frames that disrupts thematic expectations,
there is a humorous effect.
In essence, metaphor can be used to produce humorous meaning effects similar to
those achieved through frame shifting. But, whereas the source and target domains in
most metaphors are invoked at roughly the same time, in examples like (3) above,
there is a delay in the creation of the source domain. This phenomenon, which is
typical of the language of humour, can be termed delayed domain creation. Through
this mechanism the resolution of the joke is achieved a posteriori when the new
source domain is generated.
This phenomenon allows us to account for a variety of jokes, monologues, and other
types of humorous discourse which have been extracted from an ad hoc corpus with
more than a hundred instances retrieved from scholarly journals (e.g. Raskin, 1985;
Ritchie, 2005; etc.) and Google searches.
References
Raskin, V., 1985.Semantic Mechanisms of Humor. D. Reidel Publishing Company, Dordrecht.
Ritchie, D., 2005. Frame-Shifting in Humor and Irony. Metaphor and Symbol 20 (4), 275-294.
Schank, R., Abelson, R.P., 1977. Scripts, Plans, Goals, and Understanding. Earlbaum Assoc.,
Hillsdale.
361
[1] In terms of Schank and Abelson (1977), a script comprises all the information (both
semantic and encyclopaedic) that is brought about with a given concept.
Título: ‘¿Es posible tener una tutoría hoy?’: University students’ requests by email in English and in Spanish
Autores: Lazarescu, Raluca Catalina (Universidad Complutense Madrid [email protected])
The use of e-mail as a means of communication in the academic setting seems to
have, to some extent, modified the linguistic behavior of both students and teachers,
since the linguistic strategies used in face- to-face communication may not always be
appropriate in the online setting (Blanchette, 2009: 392). The present paper aims at
contributing to research in this area by focusing on the speech act of requesting in emails written by Economics and Business Administration students to their lecturers,
both within the monolingual (Spanish) and within the English Medium Instruction (EMI)
degrees at the Complutense University of Madrid.
Previous studies on e-mails in the academic setting (Biesembach-Lucas, 2007;
Economidou-Kogetsidis, 2011) have shown that students usually write e-mails to their
lecturers to either ask for some kind of action (requests for action, e.g. deadline
extension) or to request information related to the course content (requests for
information). A pilot study focused on requests written in English by students from the
UCM English Medium of Instruction degrees of Economics and Business
Administration (Lazarescu, 2013), indicated that students use different linguistic
strategies in requests for action and requests for information, the latter being usually
more direct. The next step is to compare request realization patterns in English and in
Spanish.
Drawing on the framework proposed by Blum-Kulka et al. (1989) for request analysis
and adapted to e-mail by Economidou-Kogetsidis (2011), this study aims at answering
the following research questions:
1)
What kind of requests do students display in their e-mails to lecturers in English
and in Spanish?
2)
Are requests for action and requests for information realized linguistically in
different ways in English and in Spanish?
3)
Is there any evidence for pragmatic transfer from Spanish into English?
In order to answer these research questions, requests from a corpus of e-mails written
in English and a corpus of e-mails written in Spanish will be analyzed in terms of
request strategy, perspective and internal and external modification.
The initial findings suggest that requests from the corpus of English e-mails tend to be
realized through more indirect strategies than those from the corpus of Spanish emails. The findings will have implications for raising awareness and helping develop
362
students’ pragmatic competence both in English and in Spanish, as well as for English
Medium Instruction degrees. The study will also contribute to the field of research on
pragmatics, a rather under-researched area in EMI settings (Dalton-Puffer, 2007;
Pyniana and Khan, 2014).
References:
Biesembach-Lucas, S. (2007). Students writing e-mails to faculty: an examination of epoliteness among native and non-native speakers of English. Language Learning and
Technology, 11 (2): 59-81.
Blanchette, J. (2009). Characteristics of teacher talk and learner talk in the online learning
environment. Language and Education, 23 (5): 391-407.
Blum-Kulka, S., House, J. and Kasper, G. (eds.)(1989). Cross-Cultural Pragmatics: Requests
and Apologies. Norwood, N.J: Ablex.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL)
Classrooms. Amsterdam; Philadelphia: John Benjamins.
Economidou-Kogetsidis, M. (2011). ‘Please answer me as soon as possible’: Pragmatic failure
in non-native speakers’ e-mail requests to faculty. Journal of Pragmatics, 43: 3193-3215.
Lazarescu, R. (2013). 'Can you upload as soon as you can please?' A study of university
student requests by e-mail in English Medium Instruction. MA Dissertation, Universidad
Complutense Madrid.
Pinyana, A. and Khan, S. (2014). A review of second language acquisition research in CLIL
contexts in European Higher Education. Paper presented at the HEPCLIL International
conference: Higher Education Perspectives on Content and Language Integrated Learning.
Universidad de Vic-Universidad Central de Catalunya. Vic, España, 27th-28th March, 2014.
Título: Sobre los criterios de profesionales de la lengua en torno a la
retrocarga del euskera
Autores: Maia Larretxea, Julian Jose (UPV-EHU - [email protected])
En el marco de las políticas lingüísticas desplegadas en la Comunidad Autónoma
Vasca y en menor medida en la Comunidad Foral de Navarra, el euskera se
encuentra en un proceso de normalización y revitalización que ha llevado a que la
lengua vasca sea utilizada más profusamente en ámbitos formales de uso en los que
hasta el siglo XX ha desarrollado una tradición relativamente reducida
(Euskaltzaindia, 1977). El incremento del uso del euskera en textos de tipo
explicativo-argumentativo ha puesto de manifiesto algunas dificultades en el
desarrollo de una prosa comunicativamente eficiente. El seguimiento de
determinadas directrices preponderantes a lo largo del siglo XX relativas al modelo
óptimo de ordenación de los elementos de la oración (Altube, 1975) producen un
efecto que se ha denominado “retrocarga” (Esnal & Zubimendi, 1993), cuya
consideración ha experimentado una evolución: de ser considerada una característica
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distintiva del euskera a promocionar como elemento diferenciador explícito, está
siendo cuestionada en cuanto que provoca que la prosa en euskera sea
comunicativamente menos eficiente. Así, se observa una variedad de autores y
propuestas que abogan por reducir la incidencia negativa del fenómeno de la
retrocarga (Alberdi & Sarasola, 2001; Hidalgo, 2002; IVAP, 2005; Berria, 2006;
Kaltzakorta, 2007; Aristegieta, 2009; Esnal, 2009; Euskaltzaindia-Esnal, 2011;
Amuriza, 2012…).
En ese marco, esta investigación aporta datos acerca de la actitud que presentan dos
colectivos del ámbito de la educación respecto al tratamiento de la retrocarga: un
grupo de profesores universitarios y un colectivo de estudiantes del Grado de
Educación Primaria. Ambos colectivos han cumplimentado varias encuestas que nos
han permitido obtener información sobre aspectos tales como sus criterios de
corrección frente a la retrocarga, las preferencias de ordenación que muestran, y las
razones que sustentan las opciones elegidas.
Como datos relevantes globales de la investigación señalamos los siguientes:
a)
respecto a los criterios de corrección el colectivo de expertos presenta una
tendencia a la retrocarga cifrada en un 17%, mientras que en el colectivo de
estudiantes asciende a un 61%;
b)
a través de una encuesta en la que se solicita elegir entre varias ordenaciones
diferentes, el colectivo de expertos prefiere la opción de menor retrocarga en un 71%
de los casos, mientras que los y las estudiantes presentan esa tendencia solamente
en un 23% de los casos;
c)
en una tercera encuesta, el colectivo de estudiantes prefiere las ordenaciones
de mayor retrocarga en un 77% de los casos; preguntados acerca de las razones de
su elección, la respuesta más repetida es precisamente que “en euskera el verbo se
pone al final” (28,1% de las respuestas).
En conjunto, los datos obtenidos apuntan a que el colectivo más joven y menos
experto muestra mayor tendencia a la retrocarga, lo que es coherente con la hipótesis
básica de que se está produciendo una evolución que tiende en general a una
reducción de la retrocarga en la prosa lógico-discursiva en euskera (Maia & Larrea,
2013; Maia, 2014).
Referencias
Alberdi X., Sarasola I. 2001. Euskal estilo libururantz. Gramatika, estiloa eta hiztegia. Bilbao:
Servicio Editorial UPV-EHU.
Altube S. 1975 [1929]. Erderismos. Bilbao: Cinsa.
Amuriza, X. 2012. Zazpi ebidentzia birjaiotzarako. Bilbo: Lanku.
Aristegieta, X. 2012. “Zenbait ohar euskarazko hitz-ordenari buruz”. Euskera, 57, 3: 505-522
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Berria. 2006. Estilo liburua. Andoain: Berria.
Euskaltzaindia. 1977. El libro blanco del euskara. Bilbao: Euskaltzaindia
Euskaltzaindia-Esnal. 2011. Hitz-ordena. Erabilera estrategikoa. Bilbao: Euskaltzaindia.
Hidalgo, V. 2002. “Hitzen ordena esaldian”. Senez, 25, 75-109.
IVAP. 2005. IVAPeko estilo-liburua. Vitoria-Gasteiz: Inst. Vasco de Admón. Pública
Kaltzakorta M. 2007. Prosa komunikagarriago egiten (zenbait proposamen). Bilbao: UEU
Maia, J.; Larrea, K. 2013. “Hitzen hurrenkera ‘gogortuegia’ erabiltzen ote dugu idatzian?”.
Alberdi, X. & Salaburu, P. (eds.). 2013. Terminologia naturala eta terminologia planifikatua
euskararen normalizazioari begira. Bilbao: Servicio de Publicaciones de la UPV-EHU.
Maia, J. 2014.“Euskal hitz-ordenaren norabidea: idealismo ideologikotik pragmatismo
komunikatiborantz”. Fontes Linguae Vasconum, 117, 121-168.
Zubimendi, J. R., Esnal, P. Idazkera-liburua. Vitoria-Gasteiz: Gobierno Vasco-Consejería de
Cultura
Título: Typographic alteration in formal computer-mediated communication
Autores: Maíz Arévalo, Carmen (Universidad Complutense de Madrid [email protected])
Computer-mediated communication (CMC henceforth) is a typical example of
multimodal communication inasmuch as it usually makes use of the textual channel in
combination with the visual one –e.g. layout, colour, emoticons, typographic
alterations of the textual code, etc. Both emoticons and typographic alteration (e.g.
repetition of letters, capitalization, acronyms, abbreviations, etc.) have been described
as oralisation marks aimed at substituting for key elements of face-to-face
communication like intonation or kinesics (Yus, 2011); however, they can also play a
central pragmatic role in the realization of speech acts and politeness. Quite
frequently, these multimodal elements have ordinarily been linked to more informal
computer-mediated exchanges and hence studied in genres such as informal emails,
chats, social networking sites, etc. The question rises whether more formal exchanges
make a similar use of typographic alterations or whether it is indeed limited to informal
CMC. In order to answer this question, the present study focuses on analysing these
multimodal elements –i.e. emoticons and typographic alteration –in a corpus of
pedagogical e-forums, where the transactional function surpasses the interactional
one (Brown and Yule, 1983; Hewitt, 2002). In such a context, formality seems to be
expected for three reasons: participating students vaguely know one another; they are
aware of the constant –albeit not conspicuous –presence of the teacher, and they are
not expected to simply interact but to carry out a common task which will be formally
assessed. The gathered dataset consists of the interaction between classmates in an
e-forum targeted to discuss and negotiate their views whilst carrying out a common
textual analysis demanded by the lecturer. This corpus comprises six e-forums,
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rendering a total of 25,354 words. As for participants, the study involved eleven
master students, who were taking the elective subject “Seminar of English Linguistics”
and whose level of English spanned from B2 to C2 according to the Common
European Framework of Reference (2001). The group consisted of just female
students from an international background, who hence used English as a Lingua
Franca. As for the participants’ age, it ranged from their late twenties to their early
thirties. Focusing thus on intentional typographic variation, the current analysis
combines a quantitative and qualitative approach. More specifically, attention will be
paid to the frequency of use and pragmatic functions of the following: emoticons,
emphatic repetition of letters or punctuation signs, capitalization, abbreviations,
acronyms, typographic renderings of dialect or register (e.g. ‘dunno’) and paraverbal
cues (e.g. haha). The departing hypothesis is that these items will be scarcely present
given the expected formality of the exchanges. Besides, it is also argued that –
precisely given their predictable rarity –their use will be pragmatically marked and
functionally employed as, for example, face work strategies (e.g. face-saving, facerepairing, rapport boosting, etc.).
References
Brown, G. and Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
Common European Framework of Reference or Languages: Learning, Teaching, Assessment
(2001). Available at http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
Hewitt, H. (2002). "How we pay: transactional and interactional features of payment sequences
in service encounters." LEL Postgraduate Conference.
Yus, F. (2011). Cyberpragmatics: Internet-mediated Communication in Context (Vol. 213).
Netherlands: John Benjamins Publishing.
Título: Tematizaciones que introducen referentes en español peninsular y
portugués brasileño: un estudio contrastivo
Autores: Martínez Caro, Elena (Universidad Complutense de Madrid [email protected]); Pinheiro-Correa, Paulo (Universidade federal
Fluminense/Capes - [email protected])
Este trabajo, dentro del marco de la linguística contrastiva y de la gramática funcional,
analiza las características de construcciones de tematización que introducen
referentes en español peninsular (a partir de ahora, EP) y en portugués brasileño
(PB), tomando como referencia datos de lengua oral procedentes de los corpus COral Rom y El español hablado en la ciudad de Madrid para el EP y C-Oral
Brasil para el PB.
A diferencia de los elementos con la función pragmática de tópico, considerados
parte de la oración por autores como Dik 1997, entre otros, las tematizaciones de las
que nos ocupamos aquí son parte de la expresión lingüística pero, a la vez,
elementos extraoracionales ubicados en la periferia izquierda de la oración. En el
caso específico de las tematizaciones que son objeto de estudio en este trabajo, es
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decir aquellas que introducen referentes, han sido caracterizadas funcionalmente
como constituyentes con una función retórica destinada a orientar al interlocutor
respecto al contenido de la oración que sigue (Orientación, Hengeveld y Mackenzie
2008:53-57).
Podemos dividir dichas construcciones en tres tipos, que llamaremos A, B y C. El tipo
A corresponde a las tematizaciones consideradas canónicas del español, como en:
(1) EA: ‘Dice que (...) ya no vamos al pueblo tanto, que la casa la estamos
abandonando, mira’ (CM).
Estas construcciones, donde el elemento tematizado se recupera por un clítico
oblícuo en el interior de la oración, se han venido a llamar tematizaciones o
dislocaciones a la izquierda (Hidalgo Downing 2003, Hernanz y Brucart 1987, Collins
1991) o construcciones de‘tópico correferencial’ (Gutiérrez Ordóñez 1997).
El tipo B presenta un elemento correferente dentro de la oración pero que no es un
clítico, como en el tipo A, sino algún elemento nominal o de otra naturaleza, por lo
que se considera que tiene menos integración sintáctico-semántica que las del tipo
anterior (véase Hernanz y Brucart 1987: 83 (nota), siguiendo a Cinque 1981):
(2) EA: Oye, tú a mí, tu cara me suena. (CM)
(3)PB:Mas isso aqui, lugar aqui é bonito demais, viu? (COB)
(‘Pero esto, el lugar este es muy bonito,¿sabes?')
En (2) el constituyente tu cara dentro de la oración guarda relación metonímica con
el referente introducido en el tema. En (3) el referente oracional lugar aquí especifica
el referente introducido en el tema.
El tipo C, a su vez, se caracteriza por introducir un referente cuya única relación con
la oración es una relación pragmática de relevancia, como en (4) y (5):
(4) EA: Mira esto de las, la Fundación March, hay unos conciertos estupendísimos
eh?(COR)
(5) PB: Sono, cê n… cê só ver a hora que cê capotou. (COB)
(‘Hablando de sueño, sólo te das cuenta de que te dormiste cuando hayas volcado.’)
En las tematizaciones no canónicas (B y C), la periferia izquierda puede integrar uno
o varios elementos sintácticos, en cuyo caso cada elemento a menudo desempeña
una función distinta. En nuestros ejemplos, estas funciones pueden englobar las
siguientes: enlazar formalmente el tema con el enunciado anterior o contexto;
introducir un referente; situar el contenido oracional en el espacio/tiempo o expresar
emociones o sensaciones del interlocutor. Halliday 1985 adopta una perspectiva
similar a la hora de abordar el tema y relaciona las macrofunciones textual,
interpersonal e ideacional con los elementos que éste engloba o puede englobar.
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Así, el objetivo del estudio es el de identificar la complejidad, las propiedades
funcionales y las funciones sintácticas que caracterizan las tematizaciones de tipo B y
C en EP y PB a partir de ejemplos de los corpus, de manera que los resultados
arrojen luz sobre las características relativas al funcionamiento discursivo que
diferencian estas dos lenguas.
Referencias
Beeching, K. y U. Detges (2014) Discourse Functions at the Left and Right Periphery: Crosslinguistic Investigations of Language Use and Language Change. Leiden: Brill
Cinque (1981) Su alcune costruzione a prolessi in italiano (a confronto con l’inglese, il
francese e il tedesco). Annali della Facoltá di Lingue e Letterature Straniere di Cá
Foscari 20:2, 11-34
Collins, P. (1991) Cleft and Pseudo-cleft Constructions in English. Londres y Nueva York:
Routledge.
Cresti, E y M. Moneglia. (2005) C-Oral Rom: Integrated Reference Corpora for Spoken
Romance Languages.Ámsterdam: John Benjamins
Dik, S.C. (1997) The Theory of Functional Grammar. Volumen 2. Complex and Derived
Constructions.Berlín y Nueva York: Mouton de Gruyter
Gutiérrez Ordóñez, S. (1997) Temas, remas, focos, tópicos y comentarios. Madrid: Arco
Libros
Halliday, M.A.K. (1985) An Introduction to Functional Grammar. Londres: Arnold
Hengeveld, K. y J.L. Mackenzie (2008) Functional Discourse Grammar: A TypologicallybasedTheory of LanguageStructure. Oxford: Oxford University Press
Hernanz, M. Ll. y J. M. Brucart (1987) La sintaxis. 1. Principios teóricos. La oración
simple. Barcelona: Editorial Crítica
Hidalgo Downing, R. (2003) La tematización en el español hablado. Madrid: Gredos
Raso, T y H. Melo. (2012). C-Oral Brasil. Corpus de referência do português falado
informal. Belo Horizonte: Editora UFMG
Título: "Trust my word": Multimodal self-presentation and destination image
formation in tourist e-forums.
Autores: Martínez Martínez, María Ángeles (Universidad Complutense de
Madrid - [email protected]); Kraljevic Mujic, Blanca (Universidad Rey
Juan Carlos - [email protected])
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The growing presence of Web 2.0 resources in tourist webpages allows users to
interact with website contents and even contribute to their construction in ways that
call for specific attention to the discourse features of this emerging genre, known as
tourism 2.0. This study uses a corpus of users’ entries to the facebook e-forum of the
official tourist site of the City of London, www.visitlondon com, collected from its openaccess sections, in order to explore the multimodal resources used by contributors to
construe an image of themselves as reliable sources of information when
recommending specific destinations. An underlying assumption is that pragmatic
evidentiality, or the way in which language users interpret the discourse status of
certain linguistic tokens as indicating source of information (Mushin, 2001; Plungian,
2001; Aikhenvald, 2004; Boye 2012), may provide an appropriate theoretical
framework within which to enlighten the process whereby tourist e-forum contributors
present themselves as trustworthy informants when uploading a suggestion or
evaluative comment on a tourist webpage.
Certain multimodal mechanisms seem to play a crucial role in this respect, namely a)
the use of visual information in self-presentation, intendedly and unintendedly
providing relevant clues about the informing self (Raban 2009); b) the use of speech
acts, predominantly assertions (1) and expressives (2) (Austin 1975; Searle 1976;
Weigand 2010; Carretero et al. 2014); and c) the use of autobiographical short-stories
(3):
(1) Harrod’s
(2) Camdem!!
(3) Was there in July and had a great time shopping!
Although some of these multimodal resources could be functioning as expressions of
epistemic stance as well, our main concern is with their evidential role in the projection
of informant reliability. The aim is to explore these visual and linguistic mechanisms
with a focus on the pragmatically derived inferences and implicatures that they may
prompt regarding users’ mental construal of contributors as reliable sources of
information, and the subsequent effects on destination image formation (Reynolds,
1965; Gartner, 1993; Baloglu