DFI-Artículos
URI permanente para esta colecciónhttps://hdl.handle.net/10953/206
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Examinando DFI-Artículos por Autor "Casas Pedrosa, Antonio Vicente"
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Ítem A corpus-based preliminary overview of noun-premodifying adverbs, or adverb shift(Servicio de Publicaciones de la Universidad de Jaén, 2000) Viera Huertas, Rosa María; Casas Pedrosa, Antonio Vicente; Mesa Carmona, RamónThis paper aims to describe the basics of the relationship between nominal heads and their premodifying adverbs (adverb shift). Our study is partly based on Levi 's (1978) study of the rule adjective shift in complex nominals. An overview of adverb shift is then attempted ftom examples taken ftom the LOB corpus. The resulting classification of ten predicates shows a range of syntactico-semantic relationships between the noun and the premodifying adverb.Ítem La aplicación del crédito europeo a la titulación de Filología Inglesa en la Universidad de Jaén: Análisis de debilidades y fortalezas(Horsori, 2010) Pérez Cañado, María Luisa; Casas Pedrosa, Antonio VicenteEste artículo presenta los resultados obtenidos en un estudio cualitativo con más de 200 sujetos para diagnosticar el funcionamiento del sistema ECTS en la Licenciatura en Filología Inglesa de la Universidad de Jaén. Tras una breve introducción, se detallan los objetivos del estudio, sus variables, la muestra con la que se ha trabajado, el método y los materiales utilizados y el procedimiento seguido. Se ofrecen, a continuación, los resultados del diagnóstico, clasificándolos en términos de debilidades y fortalezas y contrastándolos con la metodología tradicional. Tras extraer las principales conclusiones, se realizan propuestas de mejora y se señalan futuras líneas de actuación.Ítem Attention to diversity in bilingual education: Student and teacher perspectives in Spain(Taylor & Francis, 2023) Casas Pedrosa, Antonio Vicente; Rascón Moreno, DiegoThis paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project ‘CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)’. The research has involved the administration of two sets of questionnaires to 926 informants (742 students and 184 teachers) within 15 secondary schools of four provinces. After framing the topic against the backdrop of the project, the paper will expound on the objectives, methodology, variables, and procedure employed in this particular study in Spain. The bulk of the article will outline its main findings in relation to the five main fields of interest which have been canvassed: linguistic aspects, methodology and types of groupings, materials and resources, assessment, and teacher coordination and development. Across-group comparisons will be carried out to determine whether there are statistically significant differences between both cohorts. A diagnosis of where we currently stand in Spain in the process of catering for diversity in CLIL will be provided in light of these results and a future CLIL agenda will be carved out on the basis of these findings.Ítem Información sobre becas, estudios de postgrado y empleabilidad dirigida al alumnado de titulaciones filológicas(GRETA, 2012) Casas Pedrosa, Antonio VicenteAdemás de prepararse las “famosas” oposiciones para convertirse en funcionariado docente de una lengua, un amplio abanico de opciones se abre ante el alumnado de estudios filológicos así como los/as egresados/as de esas carreras. Puesto que es imposible solicitar una beca o participar en procesos de selección para cualquier puesto si se desconoce la existencia de convocatorias, en primer lugar se aborda la importancia de acceder a la ingente cantidad de información disponible a través de las fuentes apropiadas. Luego se distinguen dos principales grupos de becas y ayudas según los requisitos exigidos: las de grado y las de postgrado. Algunas facilitan experiencias en el mundo laboral mientras que otras permiten la especialización mediante la formación continua. Finalmente también se analiza la posibilidad de cursar otros estudios de postgrado (tanto de máster como de doctorado) y se presentan algunas de las principales salidas profesionales de los estudios filológicos.Ítem Net Ideas: ECTS links(GRETA, 2008) Casas Pedrosa, Antonio VicenteWhen the acronym ECTS (European Credit Transfer System) is googled, the number of hits (6.650.000) is higher than that of EHEA (91.500), which stands for European Higher Education Area. However, both concepts have become increasingly popular nowadays not only within the tertiary education context, but also at primary and secondary levels. The vast amount of information available may make it hard for the reader to become familiarized with the different concepts associated with the Bologna Process. For this reason, the paper will be divided into different sections concemed with sorne of the main aspects related to the ECTS.Ítem La orientación profesional en Filología Inglesa(Centre d'Estudis Vall de Segó, 2012) Casas Pedrosa, Antonio VicenteEsta comunicación presenta las iniciativas relacionadas con la orientación profesional en lo que se refiere al área de Filología Inglesa en la Universidad de Jaén. Especial atención recibirán las actividades emprendidas, en primer lugar, por esta institución a través del Vicerrectorado de Estudiantes e Inserción Laboral. En segundo lugar, nos ocuparemos de las organizadas por la Facultad de Humanidades y Ciencias de la Educación. Mencionaremos, por último, los avances realizados por el Departamento de Filología Inglesa a través de su Dirección, la tutora de titulación (coordinadora del Plan de Acción Tutorial) y su profesorado.Ítem Symbolic numbers and their function in Sir Gawain and the Green Knight (I)(Universidad de Las Palmas de Gran Canaria, 2007) Casas Pedrosa, Antonio VicenteThis paper is aimed at analyzing the symbolic numbers occurring in Sir Gawain and the Green Knight as well as their function. More specifically, we will focus on numbers two and three. When reading this poem, we, readers, become aware of the fact that there are some numbers which are often used by the poet and we may infer that they are exploited for a particular reason. In fact, they are not chosen at random, but their occurrences seem to have been carefully studied. Some scholars think that the author did so on purpose, thoughtfully, and the main reason for this feature could be that these numbers are not simple ones; some of them are, according to medieval tradition, considered to be symbolic, therefore playing a very important role in the poem, i.e., that of giving cohesion to its structure.Ítem Teacher perspectives on CLIL implementation: A within-group comparison of key variables(GEU, 2018) Milla Lara, María Dolores; Casas Pedrosa, Antonio VicenteThis article reports on the outcomes of a qualitative study carried out with teachers in four eastern Andalusian provinces (Granada, Almería, Jaén, and Córdoba) into their perspectives on the implementation of CLIL programmes. Data triangulation, methodological triangulation, and location triangulation have all been employed to obtain a comprehensive and representative picture into the way in which CLIL programmes are playing out in this context. After framing the topic against the backdrop of the projects, the paper expounds on the objectives, methodology, variables, and procedure employed in the study. The bulk of the article is devoted to outlining its main findings in relation to the ten main fields of interest which have been canvassed: L2 use in class, L2 development: discursive functions, competence development, methodology, materials and resources, evaluation, teacher training and motivation, mobility, coordination, organization, workload, and overall appraisal of bilingual programmes. Within-group comparisons are also carried out to determine the existence of statistically significant differences within the cohort of teachers in terms of a series of identification variables. A detailed diagnosis of where we currently stand in this process of adaptation to CLIL models is provided and the main lacunae to be addressed in this area are pinpointed.Ítem Teaching English prepositions to Spanish speakers: Some aspects to bear in mind(GRETA, 2005) Casas Pedrosa, Antonio VicenteThis paper focuses on English preposilions, whose importance is due, among other reasons, to their high frequency of occurrence. Teaching them to Spanish speakers proves to be a hard task which involves dealing with two different disciplines: (Applied) Linguistics and ELT. Firstly, attention will be paid to their morphological, syntactic, and semantic complexity and fuzziness. Secondly, as for ELT, some books concemed with this topic have been published. Moreover, there are projects, such as PrepNet (http://www.iritfrlrecherches/lLPLlprepnet.html), which are aimed al describing the syntax and the semantics of prepositions within a multilingual perspective. From our own teaching experience, we can conclude that this issue is relevant enough so as to make us investigate the problems Spanish speakers face when leaming English prepositions.