DFI-Artículos

URI permanente para esta colecciónhttps://hdl.handle.net/10953/206

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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, Ramón
This 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.
Interview with Mike Baynham
(GRETA, 2003) Casas-Pedrosa, Antonio Vicente
Mike Baynham is Projessor of TESOL in the School ofEducatlon of the University of Leeds. He ·is currently Chair of the British Association Jor Applied Linguistics (BAAL) for the period 2001-2003, and co-convenor with MastÃn Prinsloo of the Intemational Applied Lingulstics Association (AlLA) Scientific Commission on Literacy. Befare that, he worked in both London (where he was involved in Adult and Higher Education) and Sydney (as Director of tht Centre Jor Language and Literacy at the University of Technology). Although his academic background is in Sociolinguistics, he has always been involved in Applied Linguistics, his main research intaests including oral narrative, speech represtntation, and socially situated ô€‚‡ectives on llteracy. He has published a substantial number of research articles and books, among which it is worth highlighting Literacy Practices (Longman, 1995), and nNarrative as evidence in literacy research" (Llnguistics in Education, 2000). Professor Baynham gave a talk at the XX Congreso Nacional de AESLA, held at the Univmity of JaÃ©n in April 2002. His lecture was entit!ed "T aking the social tum: the New Literacy Studies and SLA â€¢ and this interview is aimed at discussing more deqÂ¡Iy sorne of the main aspects dealt with in that ta!k.
Net Ideas: Grammar
(GRETA, 2004) Casas-Pedrosa, Antonio Vicente
NET IDEAS is a new section that will be aimed at offering both ESL teachers and learners different websites which have been selected on the basis of the resources they offer. If you use a search engine in order to look for them, the number of results will be very high. However, just sorne of the hits may be useful to you. Moreover, you will have to go through all of them and choose the most suitable ones for your particular purposes. For the sake of clarity and coherence, it has been decided that each issue will be devoted to a specific linguistic skill or area. This issue will focus on English grammar. The best websites dealing with this area will be not only provided but also commented on, taking into account different aspects, such as their target audience, the presence or absence of different levels, glossaries of linguistic terms, examples, extra exercises, the kind of accivities exploited, etc. Due to limitations of space, we will just concentrate on sorne websites that have been selected among a varied range of links.
Acercamiento a la obra de Graham Greene
(2004-11) Valverde, Beatriz
Teaching English prepositions to Spanish speakers: Some aspects to bear in mind
(GRETA, 2005) Casas Pedrosa, Antonio Vicente
This 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.
Symbolic numbers and their function in Sir Gawain and the Green Knight (I)
(Universidad de Las Palmas de Gran Canaria, 2007) Casas Pedrosa, Antonio Vicente
This 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.
Net Ideas: ECTS links
(GRETA, 2008) Casas Pedrosa, Antonio Vicente
When 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.
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 Vicente
Este 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.
La orientación profesional en Filología Inglesa
(Centre d'Estudis Vall de Segó, 2012) Casas Pedrosa, Antonio Vicente
Esta 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.
Información sobre becas, estudios de postgrado y empleabilidad dirigida al alumnado de titulaciones filológicas
(GRETA, 2012) Casas Pedrosa, Antonio Vicente
Además 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.
Introduction: the use of corpora for language teaching and learning
(Academy Publisher, 2013) Casas, Antonio Vicente; Fernández-Domínguez, Jesús; Alcaraz-Sintes, Alejandro
This paper aims at contextualizing and presenting the first volume of the journal Research in Corpus Linguistics and is, therefore, divided into two main parts. First of all, it provides an introduction to the field of corpus linguistics and its increasingly relevant role in language teaching and learning. Secondly, it briefly introduces and discusses the six articles of the volume. Stemming from oral presentations delivered at the 4th International Conference on Corpus Linguistics (CILC2012, Jaén, Spain), these articles have a number of features in common. They all make extensive use of corpora and at the same time deal with language teaching and language learning, the underlying assumption being that a genuine and mutually beneficial connection can be established between teaching and research. For this reason, each of them constitutes an illustrative sample of how different corpora can be exploited for different research purposes.
The Search for Utopia and its Consequences: Political Commitment in Historia de Mayta by Mario Vargas Llosa and The Honorary Consul by Graham Greene
(2013) Valverde, Beatriz
This article compares the political evolution of Graham Greene and Mario Vargas Llosa, concretely through the analysis of their novels The Honorary Consul (1973) and Historia de Mayta (1984). We examine how, on the one hand, Greene values positively the search for a utopian society of León Rivas, as a means of founding a fairer society. On the other hand, Vargas Llosa, totally disillusioned with his former belief in Socialism, condemns that same search by Alejandro Mayta, since from his point of view, searching a utopian society only leads to failure and death.
Civilizing Africa: Livingstone's Inheritance in a Burt-Out Case, by Graham Greene and El sueño del celta, by Mario Vargas Llosa
(2015) Valverde, Beatriz
In this article the concept of „semiosphere‟, developed by the Russian-Estonian scholar Juri Lotman, is used to examine the relationship between the African and the European communities in the Congo portrayed by Graham Greene in A Burnt-Out Case and by Mario Vargas Llosa in El sueño del celta. With this analysis I will prove that even though both authors denounce the terrible consequences of the European colonization had for the African people, the native communities in the novels are still depicted from a western paternalistic perspective.
Modelo dialógico de resolución de conflictos
(2016) Pulido, Miguel Ángel; Melgar, Patricia; Valverde, Beatriz
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, Miguel
The 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 classrooms
Sorority without Solidarity: Control in the Patriarchal Utopia of Margaret Atwood's The Handmaid's Tal
(2018) Machado Jiménez, Almudena
Despite all variables, the subjugation of the female figure has always been the constant in the conceptualisation of patriarchal utopias. To ensure that subjugation women must undergo a process of reformation and surrender into normative sororities that are at the mercy of the state. It is argued here that such patriarchal utopias involve the elimination of solidarity with and between members of the sororal collective. This ensures the isolation of women and, consequently, eliminates the emancipation of womanhood from patriarchal idealisations. Sororities without solidarity are subjected to a comparative analysis of various classical utopian/dystopian texts and Atwood’s feminist dystopia The Handmaid’s Tale in order to foreground the problem concerning the construction of normative female beings. Moreover, the figure of (e)merging women in contemporary feminist utopian/dystopian discourses paves the way for female empowerment within patriarchal society by combining sorority and solidarity.
Teacher perspectives on CLIL implementation: A within-group comparison of key variables
(GEU, 2018) Milla Lara, María Dolores; Casas Pedrosa, Antonio Vicente
This 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.
The Ethics of Facing Western Notions in Graham Greene's A Burnt-Out Case
(2018) Valverde, Beatriz
Taking as a basis Søren Kierkegaard’s narrative strategy of attack and defence, this paper will analyse the representation of western civilization in connection with the worldview of the native people living in a leper colony in Belgian Congo in Graham Greene’s novel A Burnt-Out Case. I will examine concretely the way in which Greene attacks in the novel the hegemonic structure of the European colonizers, which both ignores and imposes itself on the African native society, considering it a no-structure. Additionally, I will study the cases of the priests in the leper colony and of doctor Colin, characters that, being on the frontier between both value systems, become cultural translators and thus make communication possible. These characters acknowledge that the native way of life is as legitimate as the European and represent the possibility of an empathic side of western civilization. In contrast with the attack mentioned above, with the priests and Dr Colin Greene defends the European community living in the area. Through the use of the narrative strategy of attack and defence, therefore, contradictory messages are inserted in the text so that the readers take an active role solving the paradoxes they find in their reading. Finally, I will focus on the main protagonist, Querry, whose internal journey starts with his contact with Deo Gratias, a member of the native society, and whose spiritual evolution throughout the novel cannot be explained without his experience with the native culture.
Syllabus Design for Pre-service English Language Teachers in Spain
(Universidad de Valencia, 2018) Luque Agullo, Gloria
This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.
Fine-tuning descriptors for CEFR B1 level: insights from learner corpora
(Oxford University Press, 2018-04) Díez-Bedmar, María Belén
Despite 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.

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