Revista de Lingüística y Lenguas Aplicadas- Vol. 12 (2017)

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Artículos

Evidentials and advertising: a sample study
Genre and text-type conventions in Early Modern Women´s recipe books
Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français)
The interaction of parsing rules and argument – Predicate constructions: implications for the structure of the Grammaticon in FunGramKB
Enfoque plurilingüe integrador: una experiencia educativa interdisciplinar en el tratamiento integrado de lenguas en la ESO
Training teachers for English Medium Instruction: lessons from research on second language listening comprehension
Lemas de verbos fuertes desde un corpus de inglés antiguo: avances y problemas
The types and categories of Old English recursive compounding
Competencia traductora y recursos informáticos: por qué las tecnologías no sustituyen la formación en traducción
Généralités syntaxiques des titres sportifs dans des journaux en ligne
Influència de la immersió lingüística en la competència lectora. Estudi de tres models d'aprenentatge en la realitat plurilingüe valenciana.
Metodología de corpus y formación en la traducción especializada (inglés-español): una propuesta para la mejora de la adquisición de vocabulario especializado
MOOC y el aprendizaje de una lengua extranjera: ¿Back to the future?

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/85848

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Mostrando 1 - 13 de 13

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MOOC y el aprendizaje de una lengua extranjera: ¿Back to the future?
(Editorial Universitat Politècnica de València, 2017-07-11) Varela Salinas, María José; Burbat, Ruth; Universidad de Málaga
[EN] The MOOC offer is growing exponentially, little by little also in the field of foreign language acquisition. Due to the characteristics of MOOC as a way of teaching and learning that addresses a potentially unlimited audience, its methodology is subject to these particularities, which necessarily influences the achievement of competencies in communication skills such as speaking and writing as well as listening and reading comprehension. Our contribution deals with these limits of MOOC and raises the question, to what extent the related methodology is a step backwards towards essentially formal approaches already surpassed in foreign language teaching.
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Metodología de corpus y formación en la traducción especializada (inglés-español): una propuesta para la mejora de la adquisición de vocabulario especializado
(Editorial Universitat Politècnica de València, 2017-07-11) Sánchez Ramos, María del Mar; Universidad de Alcalá; Universidad de Málaga
[EN] The main goal of this article is to illustrate the use of a corpus methodology in the specialized vocabulary acquisition initial stage. The first section delves into the lexical translation concept. It follows to describe the important role corpus methodology occupies in translator training and its use in the initial translation stage of a scientific text. The article concludes with the proposal of a didactic approach aimed at using a virtual corpus as a first-step documental resource for specialized vocabulary acquisition and the final results of an initial survey conducted among the students to evaluate the approach
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Généralités syntaxiques des titres sportifs dans des journaux en ligne
(Editorial Universitat Politècnica de València, 2017-07-11) Quintero-Ramírez, Sara
[EN] In this paper, we present the syntactic features that characterize sports headlines in six online newspapers. For this study, a corpus of 300 sports headlines has been constructed from six newspapers: Le Monde, Le Figaro, La Croix, L’Équipe, Sport.fr and Compétition. All the sports headlines appeared in June 2014. Based on previous studies focused on newspapers headlines (Mouillaud, 1982; Vinet, 1993; Furet, 1995; Engel, 2000; Abouda, 2001; Tahar, 2012; among others), first, we analyze if headlines are written as a verbal construction, a noun phrase, a prepositional phrase or follow other formula. Then, we determine the configuration of the different linguistic elements that constitute the headlines. Finally, we examine if the writer of the headline has omitted some grammar categories.
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Competencia traductora y recursos informáticos: por qué las tecnologías no sustituyen la formación en traducción
(Editorial Universitat Politècnica de València, 2017-07-11) Piccioni, Sara; Pontrandolfo, Gianluca
[EN] This article presents the results of an experiment jointly carried out at the Universities of Trieste and Chieti (Italy) with the aim to explore the relationship between translation competence and the use of ICT (including language corpora). Two groups were involved in the experiment: a group of students specialising in translation (Trieste) and a group of students with limited translation training (Chieti). Both groups carried out two translation tasks (into and from their native language), while compiling a questionnaire illustrating the reasoning behind the translation of a number of problematic points previously identified by the authors. Results shed light on the decision-making process involved in translation and on the link between translation quality and type of ICT resources used. In particular, data suggest that ICT resources do not compensate the gap in language skills, specialised knowledge and specialised training in translation. The final discussion proposes a number of classroom considerations that address the problems detected in the experiment.
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Strong verb lemmas from a corpus of old english. Advances and issues
(Editorial Universitat Politècnica de València, 2017-07-11) Metola Rodríguez, Darío; Ministerio de Economía y Competitividad
[EN] The aim of this article is to devise the method of lemmatisation of strong verbs from a corpus of Old English with a view to maximising the automatic search for the inflectional forms, with the corresponding minimisation of manual revision of the verbs under analysis. The search algorithm, which consists of query strings and filters, is launched on the lemmatiser Norna, a component of the lexical database of Old English Nerthus. The conclusions of the article insist on the limits of automatic lemmatisation as well as the paths of refinement of the lemmatisation method in order to accomodate less predictable forms.
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Training teachers for English Medium Instruction: lessons from research on second language listening comprehension
(Editorial Universitat Politècnica de València, 2017-07-11) Martín del Pozo, María Ángeles
[EN] CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL
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Enfoque plurilingüe integrador: una experiencia educativa interdisciplinar en el tratamiento integrado de lenguas en la ESO
(Editorial Universitat Politècnica de València, 2017-07-11) Mallol, Cristina; Alsina, Miquel
[EN] One of the main worries of our education system nowadays is how to reach a meaningful learning of languages in schools. The main aim of the investigation presented here was to analyze the perceptions of both students and teachers in a secondary school, where a Integrative Plurilingual Approach was applied. A participative action research was carried out in Vilafant High School. All school linguistic departments worked collaboratively to teach languages synchronically. Questionnaires and interviews were used among other data gathering instruments. The data collected showed that with a global, transversal and interdisciplinary approach which includes mother tongue learning, second language learning and foreign language learning, students feel more confident as they can use previous linguistic resources, knowledge and experiences to learn. Therefore, students are more motivated to acquire the plurilingual and multicultural competences; two outstanding generic competence decisive for the future of our adolescents.
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Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français)
(Editorial Universitat Politècnica de València, 2017-07-11) Delgar-Farrés, Gemma
[EN] This article is at the crossroads of the fields of computer-mediated oral interaction and Task-Based Language Teaching (TBLT) in foreign language learning. From an experimental study, we aim to analyse the effects of a videoconferencing environment in the production of two types of learning tasks (jigsaw and ranking) in French (L3) from the perspective of verbal communication and nonverbal communication.
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Genre and text-type conventions in Early Modern Women´s recipe books
(Editorial Universitat Politècnica de València, 2017-07-11) de la Cruz Cabanillas, Isabel
[EN] Early Modern recipe books map onto women’s roles in the period. Women were responsible for the health and care of all their household members. This explains the women´s interest in gathering information on the topic, usually put together in manuscripts which circulated in the women´s intellectual and domestic circles to serve this purpose. The manuscript is viewed as an artefact likely to be changed to meet the needs of its users. The article seeks to explore genre and text-type conventions in a corpus of medical and culinary recipes written or compiled by women in the seventeenth and eighteenth centuries of Early Modern Britain. The recipes in this period show patterns of continuity from medieval times but also patterns of variation to foreshadow the shape of modern recipes.
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The types and categories of old english recursive compounding
(Editorial Universitat Politècnica de València, 2017-07-11) Novo Urraca, Carmen; Ministerio de Economía y Competitividad
[EN] This article deals with the recursive compounding of Old English nouns, adjectives, verbs and adverbs. It addresses the question of the textual occurrences of the compounds of Old English by means of a corpus analysis based on the Dictionary of Old English Corpus. The data of qualitative analysis have been retrieved from the lexical database of Old English Nerthus. The analysis shows that the nominal, adjectival and adverbial compounds of Old English can be recursive. Nominal compounding allows double recursivity, whereas adjectival and adverbial compounding do not. The conclusion is reached that both the type and token frequencies of recursive compounds are very low; and recursive compounds from the adjectival class are more exocentric as regards categorisation
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Influència de la immersió lingüística en la competència lectora. Estudi de tres models d'aprenentatge en la realitat plurilingüe valenciana
(Editorial Universitat Politècnica de València, 2017-07-11) Ruiz Gómez, Álvaro R.; Ballester-Roca, Josep
[EN] Throughout the last twenty years, the implementation of bilingual programmes in the Autonomous Region of Valencia has produced diverse results. This calls for an in-depth research to ascertain the actual impact on pupils. Numerous studies, at international level, confirm thatlinguistic immersion is the most successful method for language learning. However the belief that the teaching of the Valencian language is detrimental to learning Castillian Spanish has been an important underlying obstacle. This paper presents research carried out in four schools in Valencia and Teruel to statistically evaluate the influence of different language teaching programmes on Reading comprehension in Castillian Spanish. These programmes included a Programme of Progressive Incorporation (PIP), a Programme of Language Immersion (PIL) and a Castillian Spanish Monolinguistic Programme.
Access status: Abierto ,
Evidentials and advertising: a sample study
(Editorial Universitat Politècnica de València, 2017-07-11) Cruz García, Laura
[EN] This paper explores the use of evidential devices in press adverts in English in a compilation of original advertisements. Due to the appellative nature of advertising discourse, I think that these texts are likely to convey source of knowledge through evidentials as an advertising strategy in order to pragmatically manifest a higher level of credibility and reliability of the information presented concerning the products and the brands. The selected corpus of adverts will allow us to focus special attention on this particular genre and on how evidentials are used, in the fashion of other works carried out in other textual genres (cf. Fox, 2001; Kaplan, 2007; Marín-Arrese, 2004, 2007; Ortega-Barrera and Torres-Ramírez, 2010). Evidentials are studied as part of a set of persuasion strategies used by different linguistic communities in the discourse of advertising (Block de Behar, 1992; Cook, 1992; Cortés de los Ríos, 2001; Pavitt, 2000; Rein, 1982). Conclusions will report on how evidentials are used in print adverts, and whether a type of evidential device prevails over the rest.
Access status: Abierto ,
The interaction of parsing rules and argument-predicate constructions: implications for the structure of the grammaticon in FunGramKB
(Editorial Universitat Politècnica de València, 2017-07-11) Fumero Pérez, María del Carmen; Díaz Galán, Ana; Ministerio de Economía y Competitividad
[EN] The Functional Grammar Knowledge Base (FunGramKB), (Periñán-Pascual and Arcas-Túnez 2010) is a multipurpose lexico-conceptual knowledge base designed to be used in different Natural Language Processing (NLP) tasks. It is complemented with the ARTEMIS (Automatically Representing Text Meaning via an Interlingua–based System) application, a parsing device linguistically grounded on Role and Reference Grammar (RRG) that transduces natural language fragments into their corresponding grammatical and semantic structures. This paper unveils the different phases involved in its parsing routine, paying special attention to the treatment of argumental constructions. As an illustrative case, we will follow all the steps necessary to effectively parse a For-Benefactive structure within ARTEMIS. This methodology will reveal the necessity to distinguish between Kernel constructs and L1-constructions, since the latter involve a modification of the lexical template of the verb. Our definition of L1-constructions leads to the reorganization of the catalogue of FunGramKB L1-constructions, formerly based on Levin’s (1993) alternations. Accordingly, a rearrangement of the internal configuration of the L1-Constructicon within the Grammaticon is proposed.

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