Departamento de Filología Inglesa

URI permanente para esta comunidadhttps://hdl.handle.net/10953/32

En esta Comunidad se recogen los documentos generados por el Departamento de Filología Inglesa y que cumplen los requisitos de Copyright para su difusión en acceso abierto.

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Mostrando 1 - 7 de 7

A Checklist Proposal for Assessing the Potential of Language Teaching Apps
(Springer, 2023-05) Luque-Agulló, Gloria; Almazán-Ruiz, Encarnación
The use of mobile applications for English as a Foreign Language (EFL) teaching and learning has become widespread at all educational levels, increasing the difficulty in identifying the most technically and pedagogically suitable application for a specific teaching context. Although digital skills should be a central component in (prospective) FL teachers’ qualifications as one of their twenty-first-century skills, teachers may be inadequately prepared to select, evaluate, and use some of the newer technologies, namely mobile apps, to improve the language learning process within their teaching frameworks. Although there is a growing body of research on the evaluation of apps using checklists, very few studies focus on easily applicable, hands-on criteria for selecting and evaluating apps specifically for TEFL. Therefore, this chapter aims to provide a functional, accessible checklist to evaluate apps, enabling prospective and novice teachers to incorporate them into their instruction. The checklist considers technical, methodological, and linguistic features but maintains a focus on pedagogically relevant criteria.
A Corpus Study of Brexit Political Discourse: Exploring Modality through Lexical Modals
(2024-12-16) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
This paper aims to analyse the lexical modals used in the political speeches given by Boris Johnson and Jeremy Corbyn during the final months of the Brexit process. This study explores whether lexical choice shows the politicians’ commitment to their constituents, particularly to determine which lexical modals each politician uses and which semantic implication(s) these modals convey. The study is descriptive-interpretative and uses the corpus-assisted discourse studies approach. It contributes to research on modality in the English language by examining parts of speech other than (semi)auxiliary modal verbs. As the corpus analysis shows, lexical modals are a prominent resource employed by politicians to present facts to their audience.
A pilot study of the flipped classroom approach in higher education
(2020-12-15) Almazán-Ruiz, Encarnación; Fuentes-Martínez, Raquel
Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.
La “Clase Invertida” como modelo innovador en la enseñanza de la gramática inglesa
(2020) Almazán-Ruiz, Encarnación; Fuentes-Martínez, Raquel; Pérez-Porras, Ana
La enseñanza de la gramática resulta un reto en el aula de inglés, ya que los alumnos piensan que no es esencial para la comunicación, mientras que el profesor considera que esta es crucial para lograr un uso efectivo de la lengua. Por ello, el profesorado de inglés debería considerar en su metodología no sólo los contenidos gramaticales, sino también un enfoque centrado en el alumno. El presente artículo profundiza en la implementación del modelo de “clase invertida” para la enseñanza de la gramática puesto en práctica con alumnos de segundo curso del Grado de Educación Primaria. La experiencia fue desarrollada durante el segundo cuatrimestre del curso académico 2017-18 y se encuentra enmarcada en un Proyecto de Innovación Docente llevado a cabo en la Universidad de Jaén.
El genitivo agente como la interpretación semántica más prototípica del genitivo inglés: un estudio de corpus
(2021-04-15) Almazán-Ruiz, Encarnación
La construcción de genitivo en inglés [NP’s + N] puede ser interpretada de diversas maneras atendiendo no solo a factores léxicos y semánticos, sino también pragmáticos. El objetivo principal de este estudio es plantear que el genitivo agente (John’s claim) es más habitual en inglés que el de posesión (John’s car), a pesar de lo que tradicionalmente se mantiene. El estudio demuestra este hecho analizando ejemplos de dos corpus de lengua escrita: el Brown y el Lobtag. Además de relacionar el genitivo agente con el proceso de nominalización, se ofrece una posible explicación de la frecuencia de esta interpretación semántica
Modelling through Modality: (Re)shaping Brexit
(2021-11-09) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
Due to Brexit, the UK has been involved in a continuous political debate between Boris Johnson, the Prime Minister, and Jeremy Corbyn, the leader of the opposition. This paper compares and analyses the modality used in a corpus consisting of their political speeches until Brexit day. Modal verbs are used to express ability, possibility, willingness, certainty, obligation and necessity. Politicians’ choice of certain words can be a useful tool to affect voters’ decisions and modality is a resource which reinforces that influence. The findings show remarkable similarities between both politicians and reveal that possibility is the most frequent meaning of the modal verbs used in the corpus.
The British press’ coverage of coronavirus threat: a comparative analysis based on corpus linguistics.
(2020-06-25) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
The world is living one of the most difficult times at the moment since a pandemic has been declared by the World Health Organisation (WHO, henceforth). In this scenario, information is one of the most powerful tools, not only just to inform, but also to alarm people and create panic. The aim of this paper is to make a comparative linguistic analysis of headlines from serious and sensationalist journalism in the UK. The corpus consists of a compilation of headlines published over the period of one month (from 20th January to 20th February), which have been extracted from four broadsheets: The Guardian, The Independent, The Financial Times and The Telegraph; and four tabloids: The Sun, The Mirror, The Express and The Daily Mail. The corpus management tool Sketch Engine and the programming language R have been used since they allow the user to carry out both an automatic analysis of the text and basic statistics from Corpus Linguistics.

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Examinando Departamento de Filología Inglesa por Autor "Almazán-Ruiz, Encarnación"