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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Examinando Departamento de Filología Inglesa por Autor "Díez-Bedmar, María Belén"
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Ítem Certainty adverbs in spoken learner language The role of tasks and proficiency(John Benjamins, 2019-09-24) Pérez-Paredes, Pascual; Díez-Bedmar, María BelénOur research examines the use of three stance adverbs of certainty (actually, really and obviously) across B1, B2 and C1 levels in the Trinity Lancaster Corpus (TLC). Particularly, we examined the occurrence of these adverbs in the subset of Spanish L1 speakers from Mexico and Spain. Really, actually and obviously were found to display a distinctive frequency of use across different proficiency levels and the different speaking tasks analysed. Dialogic tasks favoured a more frequent use of really and actually, while obviously was hardly used. Qualitative analyses of the pragmatic functions of really and actually revealed that there is an increase in the use of meanings to express hedging in really and factualness in actually across the proficiency levels. Our research confirms the finding in Gablasova et al. (2017) that the type of speaking task conditions speakers’ repertoire of linguistic devices, although we argue that this conditioning operates on different levels.Ítem Differences and similarities between oral and written competence in Spanish pre-university students a correlational study(Pontificia Universidad Católica de Chile, 2018) García Laborda, Jesús; Díez-Bedmar, María Belén; Martín Monje, Elena; Fernández Álvarez, MiguelThe Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evalua-tion, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correla-tion between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students’ foreign language learning con-text, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in sec-ondary school classroomsÍtem Expressing emotion. A pragmatic analysis of L1 German and L1 Brazilian ELF users.(John Benjamins, 2022-08-12) Mestre-Mestre, Eva; Díez-Bedmar, María BelénThe acquisition of pragmatic competence, namely, the capability to ‘produce and comprehend […] discourse that is adequate to the L2 socio-cultural context’ (Istvan Kecskes, 2013, p.64) is a major challenge for learners with a medium-to-advanced level of language proficiency, and a main concern for teachers. To study it, two approaches exist: the ethnopragmatic perspective (Anna Wierzbicka, 2004) and the intercultural pragmatics perspective (Laura Maguire & Jesús Romero-Trillo, 2013). Because of its complexity, the study of emotions is core in pragmatic competence acquisition. This paper explores the way English as a lingua franca (ELF) users with different L1s express their emotions, as compiled in the Corpus of Language and Nature (Romero-Trillo et al., 2013). To do so, 115 texts from L1 German speakers and 115 texts from L1 Brazilian Portuguese speakers are explored following corpus-based and corpus-driven approaches. The former was conducted by analysing the presence in the subcorpora of the items in two emotion word lexicons. To complement the information obtained, further corpus-based analyses of the use of modals and intensifiers employed by the participants to express emotion were conducted. The corpus-driven approach allowed the manual identification of any linguistic unit employed by ELF users to express emotion which had not been previously considered. The results cast light on the linguistic units that ELF users from the two backgrounds employ to express emotion in the same situations. The findings highlight the differences and similarities in their use of the language as well as the suitability of the lexicons to study emotion in ELFÍtem Fine-tuning descriptors for CEFR B1 level: insights from learner corpora(Oxford University Press, 2018-04) Díez-Bedmar, María BelénDespite the current importance of the Common European Framework of Reference for Languages (CEFR) in the learning, teaching, and assessment of languages, limitations arise in the use of the CEFR descriptors, which are also present in the European Language Portfolio (ELP). This article highlights the main challenges posed to CEFR and ELP users by the linguistic competence descriptors—with a particular focus on the grammatical accuracy descriptors, and strategy descriptors for monitoring and repair at B1 level—when they try to self-assess their written production activities. In order to address these limitations, a Computer-aided Error Analysis (CEA) was performed on a learner corpus comprising B1-level texts produced by Spanish learners of English. The results obtained enabled the reformulation of the descriptors for written production activities at CEFR B1 level aimed at L1 Spanish learners of English, by complementing the existing descriptors with further linguistic information on the most frequent errors at that level.Ítem Noun phrase complexity in young Spanish EFL learners’ writing Complementing syntactic complexity indices with corpus-driven analyses(John Benjamins, 2020-04-16) Díez-Bedmar, María Belén; Pérez-Paredes, PascualThe research reported in this article examines Noun Phrase (NP) syntactic complexity in the writing of Spanish EFL secondary school learners in Grades 7, 8, 11 and 12 in the International Corpus of Crosslinguistic Interlanguage. Two methods were combined: a manual parsing of NPs and an automatic analysis of NP indices using the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC). Our results revealed that it is in premodifying slots that syntactic complexity in NPs develops. We argue that two measures, (i) nouns and modifiers (a syntactic complexity index) and (ii) determiner + multiple premodification + head (a NP type obtained as a result of a corpus-driven analysis), can be used as indices of syntactic complexity in young Spanish EFL learner language development. Besides offering a learner-language-driven taxonomy of NP syntactic complexity, the paper underscores the strength of using combined methods in SLA research.Ítem The current influence of the CEFR in secondary education: teachers’ perceptions(Taylor & Francis Online, 2018-07-02) Díez-Bedmar, María Belén; Byram, MichaelThe Common European Framework of Reference for Languages (CEFR) began to have an influence on language teaching some 20 years ago. However, in spite of the title referring to learning, teaching and assessment of languages, the CEFR has had a far more pronounced impact on language testing than on any other aspect of language learning/teaching. In contrast, this article focuses on the impact of the CEFR on teachers by analysing the beliefs about and perceptions of the CEFR held by a group of Spanish teachers about to take a Masters course module on the CEFR. A 35-item questionnaire was administered to these in-service teachers online to analyse their familiarity with the CEFR, their perceptions of the impact of the CEFR and their knowledge of the contents of the CEFR. The analysis shows that teachers’ degree of familiarity with the CEFR as a whole was superficial. They reported a high degree of familiarity with levels of competences, but limited knowledge of changes that the CEFR proposes, despite the fact that they perceived the general impact of the CEFR on syllabi, curricula and methods to be substantial. There are clear implications for teacher education to ensure more thorough understanding of the CEFR.