DFI-Artículos
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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 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 Portuguese English as a lingua franca users(John Benjamins, 2022-08-12) Mestre-Mestre, EvaThe 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 ELF.Ítem 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 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 Interview with Mike Baynham(GRETA, 2003) Casas-Pedrosa, Antonio VicenteMike 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 Jaén in April 2002. His lecture was entit!ed "T aking the social tum: the New Literacy Studies and SLA • and this interview is aimed at discussing more deq¡Iy sorne of the main aspects dealt with in that ta!k.Ítem Introduction: the use of corpora for language teaching and learning(Academy Publisher, 2013) Casas, Antonio Vicente; Fernández-Domínguez, Jesús; Alcaraz-Sintes, AlejandroThis 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.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 Net Ideas: Grammar(GRETA, 2004) Casas-Pedrosa, Antonio VicenteNET 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.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 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.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.Ítem The use of the progressive in light of the Aspect Hypothesis in EFL-instructed Spanish learners at university level: a longitudinal learner corpus-based SLA study(Universidad Complutense de Madrid, 2021-06-23) Díez Bedmar, María BelénDespite recent interest in the analysis of the progressive in light of the Aspect Hypothesis (AH), little information is available on the use of the progressive by EFL Spanish learners. To gain a better understanding of the use of the progressive in EFL-instructed Spanish learner writing at advanced levels, this longitudinal learner corpus-based SLA study examines the frequency of use of the progressive, as well as two of the associations of the AH: (i) the progressive with dynamic verbs; (ii) and, no overextension of the progressive to stative verbs. The effects derived from factors or variables such as the tense employed, target– and non-target-like uses, students’ academic year and expected higher proficiency level, task type and individual preferences are also discussed as a way to fine-tuning the strong version of the AH to the use of the progressive by this learner group. Keywords: progressive; Aspect Hypothesis; Spanish learner writing; longitudinal corpus-based SLA study