Revista de Lingüística y Lenguas Aplicadas- Vol. 08 (2013)

Tabla de contenidos

Artículos

Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University
Adverbial stance marking in the introduction and conclusion sections of legal research articles
Enfoque pedagógico en la propuesta de un diccionario electrónico de Comercio internacional español-inglés
La responsabilidad del profesorado en la enseñanza de la puntuación
An overview of translation in language teaching methods: implications for EFL in secondary education in the region of Murcia
The “I” in interaction: authorial presense in academic writing
Textual, intertextual and rhetorical features in political discourse: the case of president Obama in Europe
Receptive vocabulary size of secondary spanish efl learners
Cognition and context of legal texts: spanish and english judgments compared
Un estudio exploratorio de las convenciones discursivas en el parlamento europeo: los agradecimientos en español, francés y neerlandés
El enfoque cognitivista en la fraseología
The derivational map of Old English and the limits of gradual derivation
La utilización de rúbricas para la evaluación del trabajo colaborativo del alumnado en las wikis
Les traductions de "donc" dans un corpus littéraire
Low applicatives and optional se in Spanish non-anticausative intransitive verbs
Learning verbs of movement in a Foreign Language: Spanish students of English in a formal context

Reseñas

Reseña de Paradis, J., Genesee, F. y Crago, M. B. (2011). Dual language development and disorders. A Handbook of bilingualism and second language learning. Baltimore, Maryland (USA): Paul H. Brookes Publishing Co.
Reseña de Baker, P. (2010). Sociolinguistics and Corpus Linguistics. Edinburgh, Scotland: Edinburgh University Press.

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/31248

Examinar

Mostrando 1 - 18 de 18

Access status: Abierto ,
Reseña de Baker, P. (2010). Sociolinguistics and corpus linguistics. Edimburgo, Escocia: Edinburgh University Press
(Editorial Universitat Politècnica de València, 2013-07) Díaz Romero, Camilo E.
[ES] En este documento, el profesor Paul Baker (Universidad de Manchester) nos informa acerca del papel que están jugando los estudios sobre lingüística del corpus en la caracterización de la variación y el cambio de las formas y los significados de todo tipo de ítems lingüísticos dentro de un contexto social.
Access status: Abierto ,
Reseña de Paradis, J., Genesee, F. y Crago, M. B. (2011). Dual language development and disorders. A Handbook of bilingualism and second language learning. Baltimore, Maryland (USA): Paul H. Brookes Publishing Co
(Editorial Universitat Politècnica de València, 2013-07) Mariscal Ríos, Alicia María
[ES] Reseña de la obra Dual language development and disorders. A Handbook of bilingualism and second language learning. (2011), de Paradis, J., Genesee, F. y Crago, M. B.
Access status: Abierto ,
Les traductions de "donc" dans un corpus littéraire
(Editorial Universitat Politècnica de València, 2013-07) Delgar Farrés, Gemma
[EN] The aim of this study is the analysis of the different translations in Spanish of "donc" considering the semanticpragmatic and textual properties of this connective in a literary corpus and, more particularly, in two different genres: theatre and novel. It is obvious, therefore, that the choice of literary discourse, and of these two genres, will condition completely our analysis and this fact justifies our choice. The following words by Dominique Maingueneau (1986: 135) illustrate the coherence of the dichotomy theatre/novel: "A la différence de la littérature narrative, le théâtre offre le spectacle de scènes d'interlocution véritable, où les énonciateurs s'affrontent. Certes, il n'en va pas autrement dans les autres genres de discours, mais dans la littérature dramatique les stratégies argumentatives se développent avec une netteté particulière".
Access status: Abierto ,
Learning verbs of movement in a foreign language: spanish students of english in a formal context
(Editorial Universitat Politècnica de València, 2013-07) Alcaraz Mármol, Gema
[EN] Native speakers of different languages may conflate reality in different ways. One of the most illustrative examples of this idea is movement and the divergences in its lexicalization on the part of the native speakers of English and Spanish. The present study focuses on the lexicalization of motion events in the learners¿ interlanguage. We compare the use of Path and Manner verbs in two groups of native speakers of Spanish studying English at elementary and advanced levels. The way movement was conflated by the advanced group was reasonably close to the English way, whereas the elementary group was still far from the English lexicalization of movement. These results support the language-based theories on cognition as they show that differences of L2 proficiency may have an influence in the way motion is lexicalized in the L2.
Access status: Abierto ,
La utilización de rúbricas para la evaluación del trabajo colaborativo del alumnado en las wikis
(Editorial Universitat Politècnica de València, 2013-07) Santana Quintana, María Cristina; Vera Cazorla, María Jesús
[EN] The aim of this article is to address the complex issue of the evaluation of educational activities offered by new technology resources. One of these innovations is related to social software tools, specifically with the use of Wikis as a space for communication and presentation tasks. The establishment of tools such as wikis is causing many teachers to redefine not only the educational aspects of their teaching, but also to delineate consistent assessment criteria. For this reason, it is important to use rubrics as an evaluation method since rubrics enable teachers to qualify students according to some criteria already specified, making the evaluation process more transparent and simple.
Access status: Abierto ,
La responsabilidad del profesorado en la enseñanza de la puntuación
(Editorial Universitat Politècnica de València, 2013-07) Rosello Verdeguer, Jorge
[EN] Proper usage of punctuation marks is fundamental for good writing. Teachers are a key factor in the learning process of students¿ command of punctuation marks as they are the major source of information for learners. This article offers various studies which show the teachers¿ command of the usage of punctuation marks and the most important difficulties they encounter in their teaching experience. Similary, we review also some research that are far from the normative point of view and focus on psycholinguistic aspects in which it is to see how children learn to score and how adults can get better use of signs.
Access status: Abierto ,
Enfoque pedagógico en la propuesta de un diccionario electrónico de comercio internacional español-inglés
(Editorial Universitat Politècnica de València, 2013-07) García Llamas, Begoña Inmaculada
[EN] The present article represents a part of a more comprehensive project which entails the proposal for the elaboration of an International Trade Dictionary inside the theoretical framework of the Functional Theory of Lexicography. This project proposes the creation of a specialised electronic pedagogical dictionary in English and Spanish for Spanish university students. We present here those sections in the study which focus on the pedagogic approach of the proposed reference tool. After a brief overview of the state-of-the-arts, we summarize the theoretical framework where our proposal is included. Next, we state the pedagogical facts that justify our work and the objectives that we intend to meet. In a following section, we offer a list of the information categories and structural elements considered as relevant for our target user. Finally, we present a set of illustrations showing the possible layout for the dictionary interface in different phases of the search process.
Access status: Abierto ,
El enfoque cognitivista en la fraseología
(Editorial Universitat Politècnica de València, 2013-07) Recio Ariza, María Ángeles
[EN] In this paper we will try to answer the following questions, among others: What is the role of Cognitive grammar in phraseology acquisition processes? Is it possible to describe the idiomaticity of a language by means of Cognitive grammar? These issues, together with other relevant ones, seem to gain importance in phraseological research; therefore, in the first place, we will review the state of the art of cognitive perspectives in phraseology research try. Cognitivism has started to develop some strategies that apply to phraseology based, among others, on the concepts of metonymy, metaphor and encyclopedic knowledge. In our study we shall try to determine up to what point these concepts are useful to explain compositionality. In general, phraseological units (PU) tend to be meaningful when interpreting its constituents. That is the reason why in our study we will tackle and try to solve the question of how cognitive strategies as well as Cognitive grammar can shed some light on interpretation and subsequent learning/acquisition of PU.
Access status: Abierto ,
Adverbial stance marking in the introduction and conclusion sections of legal research articles
(Editorial Universitat Politècnica de València, 2013-07) Adams, Heather; Quintana-Toledo, Elena; Ministerio de Ciencia e Innovación; European Regional Development Fund; Universidad de Las Palmas de Gran Canaria
[EN] Although scientific research articles have traditionally been taken as examples of an objective style of writing that aims to minimise researchers' voices in their texts (Gilbert and Mulkay, 1984:42), authors inevitably adopt stances towards the information presented and the target audience when writing their papers. This article explores authorial stance as expressed by adverbial markers in the introduction and conclusion sections of legal research papers. Following Biber et al. (1999), and Conrad and Biber (1999), our aim is to identify the most frequent adverbial markers of stance present in each section as indicators of (i) epistemicity, (ii) attitude, and (iii) style. We will try to show whether or not there are functional differences in the use of adverbial stance markers, and whether or not these are derived from the different communicative purposes of these sections.
Access status: Abierto ,
Un estudio exploratorio de las convenciones discursivas en el parlamento europeo: los agradecimientos en español, francés y neerlandés
(Editorial Universitat Politècnica de València, 2013-07) Goethals, Patrick; Blancke, Babette
[EN] In this paper, we analyze a small-scale corpus with Spanish, French and Dutch interventions in the plenary debates in the European Parliament, in order to verify whether there exist cultural differences in the use and the expression of the particular politeness strategy of thanking somebody. We find that thanking is more frequent in Spanish and French than in Dutch. In addition, it plays a more prominent role, e.g. because the acknowledgements are longer and receive more emphasis. Previous studies found that Dutch speakers tend to use many routine acknowledgements in contexts where there may be a threat to the negative face of one of the speech participants. Our study shows that French and Spanish speakers use more acknowledgements than Dutch when public positive face is at stake. The data also show the relevance of the concept of valuating politeness, as opposed to mitigating politeness, in order to describe the Spanish data.
Access status: Abierto ,
Low applicatives and optional "se" in spanish non-anticausative intransitive verbs
(Editorial Universitat Politècnica de València, 2013-07) Teomiro García, Ismael Iván; Ministerio de Ciencia e Innovación
[EN] This work revolves around a very peculiar set of Spanish verbs ("caer[se]", "morir[se]", "tropezar[se]", and "encallar[se]", among others), which optionally allow the clitic "se" without any significant change of meaning. These verbs do not enter the transitive-inchoative alternation (i.e. they are non-anticausative). Besides, the presence of the clitic has little semantic contribution, if any at all. They are problematic because they cannot be integrated in existing analyses that account for other instances of pronominal verbs like anticausatives and reflexives. What it is proposed in this work is that these verbs are optionally selected by a low applicative head. Moreover, the clitic "se" is thought of as a nominal item. This allows the integration of these verbs in broader analyses of pronominal verbs that consider the clitic a nominal item (whether argumental or expletive-like).
Access status: Abierto ,
Cognition and context of legal texts: spanish and english judgments compared
(Editorial Universitat Politècnica de València, 2013-07) Ruiz Moneva, Mª Angeles
[EN] In this study I have analysed a selection of judgments of courts of appellate jurisdiction of the Spanish and English legal systems. The aim is to trace the main discourse and rhetorical similarities and differences that may be appreciated in this textual genre in the two cultures concerned. The reasons why I have focused on this genre have to do with its recurrence and importance in the most important branches of the legal system, and also with the fact that judgments of appellate courts necessarily involve references to other previous legal documents. At the same time, the Spanish and the English legal systems stand for representative instances of two very different models ¿the continental model, inheritor of the Roman tradition, on the one hand, and on the other hand, the common-law system. The paper will explore the ways in which these judgments illustrate the main features of Spanish or English legal language, respectively, and will analyse how impersonal and interpersonal aspects are covered in the judgments issued in each of these legal systems.
Access status: Abierto ,
Receptive vocabulary size of secondary spanish EFL learners
(Editorial Universitat Politècnica de València, 2013-07) Canga Alonso, Andrés; Ministerio de Ciencia e Innovación
[EN] This paper aims at investigating the receptive vocabulary knowledge of 49 girls and 43 boys, Spanish students learning English as a foreign language in a secondary school located in the north of Spain, and its pedagogical implications for students' understanding of written and spoken discourse in English (Adolphs & Schmitt 2004; Laufer 1992, 1997; Nation 2001). We used the 2,000 frequency band of the Vocabulary Level Test (VLT) (Schmitt, Schmitt & Clapham, 2001, version 2) as the instrument to measure students' receptive vocabulary knowledge. Our results reveal that the means of girls' receptive vocabulary size is below 900 words, which is a bit lower than the estimates proposed by López-Mezquita (2005) for Spanish students of the same age and educational level. On the contrary, the means for boys is slightly above 1,000 words and the differences between boys' and girls' performance in the VLT is statistically relevant in favour of males. Our data also indicate that most of the students analysed in the present study could have problems to understand written and spoken discourse in English due to their low scores in the receptive vocabulary level test.
Access status: Abierto ,
The derivational map of Old English and the limits of gradual derivation
(Editorial Universitat Politècnica de València, 2013-07) Lacalle Palacios, Miguel; Ministerio de Ciencia e Innovación
[EN] This journal article deals with Old English word-formation as represented by a derivational map. In a derivational map, lexical derivation applies gradually, so that a process only occurs at a time and affixes are attached one by one. This theoretical and methodological stance holds good for most derivations but there is also evidence of non-gradual formations with the prefixes ¿-, ge-, or-, twi-, ¿ri-, and un-. After discussing the relevant derivatives with each of the aforementioned affixes, the conclusions are reached that non-gradual formations arise in frequent word-formation patterns; they constitute, with few exceptions, an adjectival phenomenon; and they are mainly associated with secondary derivational functions. Regarding the derivational map of Old English, the conclusion is drawn that non-gradual formations have to be represented by means of reconstructed forms so that each node represents one lexeme and each edge marks one morphological process.
Access status: Abierto ,
Textual, intertextual and rhetorical features in political discourse: the case of President Obama in Europe
(Editorial Universitat Politècnica de València, 2013-07) Hernández-Guerra, Conchi
[EN] A political discourse contains some features that must be constant in them to be recognized and understood by the audience as such but, at the same time, must fulfill the purpose of transmitting the message aimed in that venue with a personal and original style. This is commonly done through layers of direct or subtle content. One of the most important political orators in the twentieth century is undoubtedly President Barack Obama. Even his detractors recognize the high level of his speeches. The aim of this paper is to do a comprehensive analysis of the speech uttered by the President of the United States at Strasbourg, France in a very delicate political moment to reveal the rhetorical and intertextual means used to fulfill the purpose. The reason for his visit to Europe in 2009 was to explain the needs for the collaboration in the Afghan war in a moment in which Europe was against this participation.
Access status: Abierto ,
The "I" in interaction: authorial presence in academic writing
(Editorial Universitat Politècnica de València, 2013-07) Chavez Munoz, Monica; Consejo Nacional de Ciencia y Tecnología, México
[EN] This study explores the discourse functions of personal pronouns and verb forms referring to writer and reader interaction in a corpus of 60 research articles in the fields of linguistics, psychology and educational research in English and Spanish. Drawing on Tang and John¿s (1999) taxonomy I elaborate and refine their categories, and propose I as the Interpreter as a new role in the continuum of writers¿ authorial presence. The analysis reveals that both English and Spanish writers make extensive use of pronominal discourse functions. However, Spanish writers use them more sparingly and prefer different functions when signalling their presence such as pointing to their role as interpreters of data rather than recounters of the research process or originators of an original contribution to the field.
Access status: Abierto ,
Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University
(Editorial Universitat Politècnica de València, 2013-07) Maiz-Arevalo, Carmen; Domínguez Romero, Elena; Universidad Complutense de Madrid; Comunidad de Madrid; Banco Santander
[EN] The implementation of Content and Language Integrated Learning (CLIL) in Spanish education is a natural consequence of the global use of English as a "lingua franca". This affects not only primary and secondary education but also university, where a wide range of degrees are being taught in English as a medium of instruction (hereafter EMI). However, in contrast to Spanish primary and secondary education, which have received more attention (Sierra, 2011; Llinares and Whittaker, 2009; Halbach, 2009, inter alia), there is still a considerable lack of studies focusing on the Spanish university context and the attitude of both lecturers and students to the implementation of these EMI courses (Aguilar and Rodríguez, 2012; Dafouz, 2011; Dafouz and Núñez, 2009; Dafouz et al, 2007; Muñoz 2001). The aim of this paper is to analyse students' response to pro-CLIL implementation in the degrees offered by the Economics and Business Administration school at the Universidad Complutense de Madrid. The data used in the study have been collected by means of a questionnaire addressed to students where aspects like the effects of FL instruction on their own linguistic competence or their general attitude towards instruction in English are considered.
Access status: Abierto ,
An overview of translation in language teaching methods: implications for EFL in secondary education in the region of Murcia
(Editorial Universitat Politècnica de València, 2013-07) Marqués Aguado, Teresa; Solís-Becerra, Juan Antonio
ÈN] Various activities and resources have been used across time to promote and enhance the learning of foreign languages. Among these, translation has been cherished or dismissed depending on the preferred teaching method at each period. With the arrival of the Communicative approach, which focuses on communicative competence, its role has apparently become even more unstable. This article seeks to explore the role of translation in the main teaching methods used in Spain since the late 19th century up to the present time. This will in turn serve as the background against which the current educational scenario (with the Communicative approach and the tenets of the Common European Framework of Reference for Languages) will be measured with a view to ascertaining the role that translation may currently play. The particular situation of Secondary Education in the Region of Murcia will be discussed in the light of the curricula for this stage.

Examinar

Envíos recientes