DFI-Comunicaciones a Congresos, Conferencias...

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Introducing ESECS: English Studies in the European Credit System
(Association for the Advancement of Computing in Education, 2008) Pérez Cañado, María Luisa; Casas Pedrosa, Antonio Vicente; Ráez Padilla, Juan
This poster reports on a pan-European quantitative and qualitative study to determine the effectiveness of the new European Credit Transfer System in English language teaching, the effects it is exerting on teachers and students, and the difficulties it is encountering, all with a view to introducing the necessary adjustments to meet Bologna standards in full by the year 2010.
Main features of English predicative prepositional phrases in ICE-GB
(CILC2011, 2011) Casas Pedrosa, Antonio Vicente
This paper is aimed at identifying which are the main characteristics of those English prepositional phrases which perform the function of subject complement in the British component of ICE. Such is the case of "She first fell in love with Will when she was eighteen, and she adores him still" (ICE-GB:W2F-019 #47:1 ). After introducing the notions of prepositional phrase and subject complement, these structures will be described from the morphological, syntactic, semantic, lexical, and socio-pragmatic points of view and examples will be provided. Although in terms of frequency this is not the syntactic function prepositional phrases more often perform, they are taken into account because of their complexity and due to the lack of detailed analyses. In most cases they are described as isolated examples and this phenomenon is not considered to be a very productive one. Morphologically speaking, prepositional phrases can be defined as those phrases headed by a preposition which requires another unit following it and acting as its complement. Even though there is a wide range of units that can perform the function of complement of a preposition, attention will only be paid to noun phrases. They can be very simple (consisting of a single noun, as "on fire") or more complex (for instance, "in the pink of health"). From the syntactic point of view, prepositional phrases usually perform the functions of adverbial, postmodifier of noun phrases and complement of adjective and prepositional phrases. Nevertheless, they can also behave as subject and object complements: "That is of no importance" (Quirk et alii, 1985: 732) and "I don't consider myself at risk" (op.cit.: 733). As far as semantics is concerned, when acting as subject and object complements, prepositional phrases convey meanings which are similar to those of adjectives, since they express qualities or characteristics. Thus "on cloud nine" and "in the doldrums" can be replaced by "very happy" and "depressed", respectively. Lexically speaking, some of the examples under analysis are idiomatic, their meaning being metaphorical. Such is the case of "(be) on tenterhooks", which is defined as follows in OALD6 (1340) as "(to be) very anxious or excited while you are waiting to find out sth or see what will happen". More information is provided as regards its origin: "From tenterhook, a hook which in the past was used to keep material stretched on a drying frame during manufacture". As far as socio-pragmatics is concerned, sometimes these structures are selected because they allow speakers to express the same meaning by means of a lower number of words. This is the case of "in hand", defined as "receiving attention and being dealt with" (OALD5: 537). Moreover, many of these structures are labelled as "colloquial", "informal", "old-fashioned", or "slang" in dictionaries. In sorne cases they can even convey two different meanings, one being neutral and the other, informal; the phrase "on the job" in OALD6 (697), is thus defined as "while doing a particular job" and "(BrE, slang) Having sex".
Main syntactic features of English predicative prepositional phrases
(Universidad de Valencia, 2019) Casas Pedrosa, Antonio Vicente
This paper is aimed at analyzing the main syntactic features of predicative prepositional phrases (henceforth, PPPs) in English. Little attention has been paid to them so far since neither their relevance nor their frequency are supposed to be enough. Different examples illustrating those syntactic characteristics will be obtained from the BNC and the ICE-GB as well as from various grammars and monolingual dictionaries. First of all, they can be described as those phrases which are headed by a preposition whose Complement (C) is a Noun Phrase (NP) and which perform the function of Subject Complement (Cs) at clause level. Such is the case of “of value” in [1]: [1] It can be concluded that Adomnan's life of Columba is of value for the structure of society which seems not to have changed greatly between Columba's time and Adomnan (ICE-GB:W1A-002 #115:1). Thus, there is an intensive relationship between the Subject (S) and this unit since the latter predicates something of the S, thus conveying a condition, feature, quality, or state which is attached to the S. Secondly, depending on the nature of the meaning they express, the examples in italics below can be replaced by the Adjective Phrases, Verb Phrases, and clauses included between square brackets: [2] If you do not listen your responses may be "off beam" [wrong] and you may appear to others to be rather stupid (BNC:EEB 603). [3] Mary then came to see me and was at this point in tears [crying] over the incident and her treatment by Mr Smith (ICE-GB:W1B-021 #72:5). [4] He was a little out of breath [breathing fast and with difficulty], having hurried to the town meeting (BNC:CFJ 311). Moreover, it is possible to find examples of PPPs in coordination, what is an argument proving the similarities between them and Adjective Phrases: [5] Doctors at the hospital say Mr Crowther is continuing to show signs of slight improvement although he's still in intensive care and in a critical condition (BNC:K22 1981). [6] She is young and in good health (Quirk et alii, 1985, p. 732). Many examples of PPPs are the result of a previous process of ellipsis (whereby some words have been omitted from a given structure; e.g. “an aspect” after the copulative verb “is” in [7]) or fronting (for instance, [8]): [7] And uh o one particular aspect <,> o of the delays uh i is uh uh of considerable relevance uh on this occasion <,> (ICE-GB:S2A-063 #7:1:A). [8] At odds with the mayor remain the rendents of the condos, who are willing to fight a long battle over the additional taxes (Huddleston & Pullum, 2002, p. 1389). In addition, there are examples of stranded prepositions in exclamative, interrogative, and relative clauses, as shown in sentences [9]-[11]: [9] What a mess she was in […] (ICE-GB:W2F-003 #107:1). [10] What stature is she of? (Jespersen, 1909-49, vol. III, p. 398). [11] But I think Heseltine's got what it takes to win the next election and get us out of this mess that we are in (ICE-GB:S2B-003 #77:1:M). Finally different conclusions will be drawn on the previous analysis. It can be highlighted, among others, that the syntactic behaviour of PPPs is very similar to that of Adjective Phrases.
New terms for a new time: Vocabulary teaching and how society shapes the English lexicon
(Universidad de Almería, 2018) Casas Pedrosa, Antonio Vicente
This paper is aimed at focusing on the issue of the creation of new words to provide new concepts with a linguistic shape in genres such as mass media. More often than not, English vocabulary, since this is a lingua franca, will be the starting point for the naming of gadgets in the case of new technologies, for example. For that reason, many concepts such as “Internet”, “software”, “wi-fi”, etc. are not translated into other languages (e.g. Spanish). However, nowadays other languages also provide certain social phenomena with a word which is later being translated and incorporated into English. Such is the case, for instance, of the Spanish noun “austericidio”. The English counterpart is “austericide” and it can be briefly defined as “economic self-destruction”. According to Google, “austericidio” was used 102,000 times on the Internet in 2014, whereas the number of hits retrieved for “austericide” is 60,100 (now the figures have been reduced to 42,000 and 2,140, respectively). Due to the impact of the current crisis on many countries, governments have adopted new measures whose implementation is provoking new situations which require new vocabulary. For that reason, new words are being coined as a reply to this context. A good English example illustrating this phenomenon could be the noun “staycation”, which, in fact, has not been included in some dictionaries yet. It is now also possible to check that a given word is being used with a specific meaning which did not use to be the most frequent one. Such is the case of the Spanish verb “desahuciar”. Many examples (mainly from both English and Spanish) will be provided and classified into different groups. Some of these instances illustrate word formation processes such as blending and borrowings, and they all should be taken into account for vocabulary teaching.
Recursos para la descripción del inglés en la asignatura `Técnicas de Estudio y Análisis en Lengua Inglesa´/Resources for English description in the course `Study and Analysis Techniques in the English Language´
(Universidad de Cádiz, 2012) Casas Pedrosa, Antonio Vicente
Esta comunicación pretende compartir algunas experiencias didácticas en la asignatura 'Técnicas de Estudio y Análisis en Lengua Inglesa", del Grado en Estudios Ingleses de la Universidad de Jaén. Se han explorado diversas posibilidades para dotar al alumnado de herramientas gratuitas para realizar exitosamente tareas relacionadas con el estudio y el análisis del inglés. Se ha adoptado una postura socrática en el tratamiento de todos los temas (excepto el introductorio) presentando un objetivo descriptivo y facilitando al alumnado un subcorpus con oraciones en inglés cuidadosamente seleccionadas para que deduzcan la teoría subyacente. Estas tareas solamente le permiten familiarizarse con numerosas técnicas para describir la lengua inglesa. No solamente conocen pruebas para obtener conclusiones lingüísticas, sino también los recursos gratuitos adecuados.
Similarities between English predicative prepositional phrases and adjective phrases
(Universidad de Alcalá de Henares, 2013) Casas Pedrosa, Antonio Vicente
This paper is aimed at identifying which are the main similarities between English predicative prepositional phrases and adjective phrases. First of all, predicative PPs are defined as those groups of words which are headed by a preposition and which perform the function of subject complement; such is the case of “She first fell in love with Will when she was eighteen, and she adores him still” (ICE-GB:W2F-019 #47:1). These structures will be described from the morphological, syntactic, semantic, and socio-pragmatic points of view and examples will be provided highlighting the similarities between these two types of phrases. Morphologically speaking, rather than classifying different words as “adjectives” as opposed to other word classes, a gradation should be established so that certain units are “central adjectives” whereas others are considered as “peripheral”, depending on the number of characteristics they share. It is also possible to describe different predicative prepositional phrases along that continuum. From the syntactic point of view, many adjective phrases as well as some prepositional phrases can occur in both attributive and predicative positions, thus performing the functions of subject complements and premodifiers of the head of a noun phrase, respectively. As far as semantics is concerned, the fact that certain prepositional phrases can act as subject and object complements, among other functions, proves that they convey meanings which are similar to those of adjectives. Thus “in the doldrums” and “on cloud nine” can be replaced by “depressed” and “very happy”, respectively. As for socio-pragmatics, sometimes the prepositional structures are selected because they allow speakers to express subtle nuances which may not be conveyed by the adjective phrases available for those meanings. This is the case of “in La La Land”, defined as “silly or unreasonable” but also labelled as “informal”.
Substitution of English predicative prepositional phrases by other structures
(Universidad de Jaén, 2017) Casas Pedrosa, Antonio Vicente
This paper is aimed at analyzing the different units which can replace predicative prepositional phrases (henceforth, PPPs) in English, a group of structures which have received little attention so far since neither their relevance nor their frequency are supposed to be enough. They can be defined as those phrases which are headed by a preposition whose Complement (C) is a Noun Phrase (NP) and which perform the function of Subject Complement (Cs) at clause level. Such is the case of “under arrest” in [1]: [1] The vessel remained under arrest from September the twenty-sixth until October the nineteenth (ICE-GB:S2A-065 #18:1:A). Therefore, there is an intensive relationship between the subject and this unit since the latter predicates something of the subject, thus expressing a quality, condition, state, or feature which is attached to the subject. However, this does not imply that they should always be substituted by adjectives. Depending on the nature of the meaning they convey, the examples in italics in the following sentences can be replaced by the adjective phrases, verb phrases and clauses included between square brackets: [2] Again, supplier's catalogues will be of help [helpful] when determining distances and pinouts (BNC:C91 1000). [3] My Lord <,,> as far as his credit and the importance of his credit is concerned it also [sic] is of relevance [relevant] when considering the evidence given by Mr Holt <,> because there is a clear conflict between the two of them (ICE-GB:S2A-068 #40:1:A). [4] Mary then came to see me and was at this point in tears [crying] over the incident and her treatment by Mr Smith (ICE-GB:W1B-021 #72:5). [5] When officers arrived he had climbed into the back yard and the Volvo was seen to be on fire [burning] (BNC:K47 313). [6] But before my brain got into gear [started working in an efficient way] after finding you'd cleared the wardrobe in the lobby of your belongings and I realised you'd gone, I went through half a dozen possibilities before I rang Reception (BNC:JYF 2472). [7] He was a little out of breath [breathing fast and with difficulty], having hurried to the town meeting (BNC:CFJ 311). Many more examples will be included and they will also be classified according to other morphological, syntactic and semantic criteria which will be underlined. These examples will be obtained from the BNC and the ICE-GB as well as from different monolingual dictionaries whose descriptions of the structures under study will also provide us with more information for further research. Finally different conclusions will be drawn on the previous analysis. Some of them are closely related to the economy principle, that is to say, certain examples prove that PPPs are chosen by speakers because they allow them to convey a given idea by means of a more reduced number of words.
Synonymous and antonymous predicative prepositional phrases
(Edicions de la Universitat de Lleida, 2012) Casas Pedrosa, Antonio Vicente
This paper is aimed at analyzing the phenomena of synonymy and antonymy in English predicative prepositional phrases obtained from the BNC and ICE-GB corpora. These structures can be defined as those phrases which are headed by a preposition whose complement is a noun phrase and which perform the function of subject complement at clause level, that is to say, there is an intensive relationship between the subject and this unit since the latter predicates something of the subject, thus expressing a quality, condition, state, or feature which is attached to the subject. As far as the first group is concerned, attention will be paid to the similarities between these types of phrases regarding their structure, syntax and meaning. That is the case of, for example, out of a job and out of work in "They might all be out of a job if the Factory Commission came and shut the place down" (BNC: AEB 3300) and "Put your head above the parapet in the European Commission and you're out of work <,> (ICE-GB:S2B-040 #105:3:A)", respectively. From the point of view of forrn, the structure of these prepositional phrases consists of "preposition" + "zero article or a"+ "noun". Semantically speaking the above-mentioned examples can be replaced by "unemployed" in these sentences. Nevertheless, from the pragmatic point of view these predicative prepositional and adjective phrases are not completely interchangeable since there are different nuances which are conveyed by the prepositional structures which cannot be found, for instance, in the word ''unemployed". As for the second, it is possible to express the opposite meaning in four main different ways: i) by means of the opposite prepositíon (such is the case of in control vs out of control in "The Iraqis said they had held off all of those attacks and were still in control of the island <,>" (ICE-GB:S2B-018 #67:2:B) and "Yet, at a pest control conference in 1989, scientists were told that four of the majar weed pests of cereals were out of controf' (ICE-GB:W2B-027 #97: l)); ii) by means of the opposite noun (for instance, in order vs in disorder in "What is happening is is [sic] perfectly in order" (ICE-GB:S 1B-051 #16: 1 :C) and "Everything was in disorder, but I could not see that anything had been taken" (BNC:HGS 2995)); iii) by using the opposite adjective (such is the case of general and private in "I used to do criminal work when I was in general practice but I haven't done criminal work now for about four or five years" (BNC:CMS 1397) vs "Most are in prívate practice, though several thousand work in commerce, industry, local and central government" (BNC:HAJ 48)); iv) other processes such as the insertion of the determiner no between the preposition and the noun: "In Germany, most companies are partnerships, rather than quoted companies, and they are exempt from disclosing information which could be of use to competitors" (BNC: AMK 99) vs "In others, central research laboratories produce wonderful results which are of no use to the business" (BNC:K9J 611 ).
Las TIC en el ECTS: el desarrollo de la competencia léxica a través de la enseñanza virtual
(Comisión EEES de Universidades Andaluzas, 2007) Pérez Cañado, María Luisa; Casas Pedrosa, Antonio Vicente; Ráez Padilla, Juan; Lancaster, Nina Karen
El pilotaje del sistema ECTS está potenciando la aplicación de las últimas tendencias metodológicas en la enseñanza de la lengua inglesa. Como exponente de ello, la asignatura de Inglés Instrumental Intermedio (Licenciatura en Filología Inglesa, Universidad de Jaén) ha incorporado, en estos tres últimos años de pilotaje, corrientes pedagógicas tan recientes como CALL (Computer-Assisted Language Learning), VLE (Virtual Learning Environmenrj, CMC ( Computer-Mediated Communication), blended learning, NLP (Neuro-Linguistic Programming), MIT (Multiple lntelligence Theory, el Lexical Approach (enfoque léxico) o el llamado Cooperative Learning (aprendizaje cooperativo) (véase Pérez Cañado, en prensa). Un claro ejemplo de éste último es el proyecto de innovación docente que se está desarrollando en el presente curso académico entre las asignaturas de Inglés Instrumental Intermedio (1°), Iniciación a la Lingüística Inglesa (2º) e Inglés Instrumental Avanzado (2º) en la Licenciatura en Filología Inglesa y la doble titulación en Filología Inglesa+Turismo de la Universidad de Jaén. Mediante esta experiencia, se ha establecido un sistema de tutorización que pretende reforzar los contenidos gramaticales que se abordan en las tres materias en cuestión. Los alumnos de las asignaturas de 2º curso tutorizan a un alumno de 1° (en el caso de Filología Inglesa) o a un grupo de ellos (en el caso de la doble titulación), con el fin de asistirlos en su tarea de elaborar y presentar una exposición oral en PowerPoint sobre un aspecto gramatical del programa. El tutor y los tutorizados han de trabajar de modo cooperativo en un mínimo de 5 sesiones, que pueden ser, por un lado, presenciales o virtuales y, por otro, sincrónicas o asincrónicas, beneficiándose para ello de las herramientas tecnológicas disponibles en la plataforma de docencia virtual ILIAS, tales como el foro o el chat. Por medio de las mismas, habrán de producir un resultado final: una presentación gramatical correcta y completa (tanto desde el punto de vista formal como en lo que se refiere a contenido), con una bibliografía extensa y con ejercicios variados que habrá de exponer ante sus compañeros el alumno de primer curso. Tras cada sesión de trabajo cooperativo, ambos implicados han de cumplimentar y entregar una Activity Feedback Form (ficha de retroalimentación sobre la actividad) donde reflejen por escrito y con total sinceridad el procedimiento seguido, el trabajo acometido y pendiente, los resultados obtenidos y una valoración personal. Los beneficios para todos los participantes en el proceso son patentes. En primer lugar, todos los implicados experimentan las ventajas del aprendizaje cooperativo, tan destacadas en el informe CIDUA (2005: 26, 29, 31 ). Además, el alumno de primer curso recibe un apoyo inestimable (basado principalmente en la experiencia previa de su tutor) a la hora de realizar una de las actividades que más novedosas y complejas les resultan del programa de Inglés Instrumental Intermedio. El tutor, a su vez, consigue afianzar y ampliar, mediante la consulta bibliográfica y la verbalización explícita en sus explicaciones, los conocimientos gramaticales que ya ha tratado en Inglés Instrumental Intermedio y que está completando en Iniciación a la Lingüística Inglesa e Inglés Instrumental Avanzado, favoreciendo así el proceso de Lite Long Learning que tanto se valora en el CIDUA (2005: 23, 27, 31). De este modo, los estudiantes de las tres asignaturas se conciencian de la necesidad de adquirir determinadas competencias y de la relevancia de sus aplicaciones tanto durante su etapa universitaria como en su futura incorporación al mercado laboral. No menos valiosa es la aportación que este proyecto hace al profesorado implicado en dichas asignaturas: favorece el desarrollo de las competencias transversales mencionadas en las guías ECTS; fomenta la coordinación entre asignaturas, tan necesaria para el correcto desarrollo de las experiencias piloto; y permite la incorporación de elementos de innovación pedagógica, con su consiguiente repercusión en la motivación de los dos agentes implicados en el proceso de enseñanza-aprendizaje.

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Examinando DFI-Comunicaciones a Congresos, Conferencias... por Autor "Casas Pedrosa, Antonio Vicente"