Departamento de Filología Inglesa
URI permanente para esta comunidadhttps://hdl.handle.net/10953/32
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Ítem A Checklist Proposal for Assessing the Potential of Language Teaching Apps(Springer, 2023-05) Luque-Agulló, Gloria; Almazán-Ruiz, EncarnaciónThe 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.Ítem A Corpus Study of Brexit Political Discourse: Exploring Modality through Lexical Modals(2024-12-16) Almazán-Ruiz, Encarnación; Orrequia-Barea, AroaThis 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.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 A pilot study of the flipped classroom approach in higher education(2020-12-15) Almazán-Ruiz, Encarnación; Fuentes-Martínez, RaquelTeaching 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.Ítem A preliminary overview of ellipsis in English predicative prepositional phrases(Sociedad Española de Lingüística, 2024) Casas Pedrosa, Antonio VicenteThis paper focuses on the analysis of ellipsis in predicative prepositional phrases (PPPs) in English. Although their syntax can be complex, scholars have not paid enough attention to some of their features yet. Different examples illustrating the main types of ellipsis and their characteristics will be obtained from various corpora, grammars, and dictionaries. First, they can be described as those phrases which are headed by a preposition whose Complement (C) is a Noun Phrase (NP) and which act as Subject Complement (Cs) at clause level. Such is the case of “of value” in [1]: [1] It can be concluded that Adomnan's life of Columba is of value for the structure of society which seems not to have changed greatly between Columba's time and Adomnan (ICE-GB:W1A-002 #115:1). Therefore, an intensive relationship is established between the Subject (S) and this unit since the latter predicates something of the S, thus conveying a condition, feature, quality, or state which is attached to the S. Secondly, a distinction should be drawn between textual and structural ellipsis (Quirk et al., 1985: 900). In the former, the omitted word(s) can be retrieved from the immediate context, whereas that is not the case in the latter. Examples [2] and [3] illustrate these phenomena, respectively. Thus, the words omitted after the copulative verb “is” in [2] are “an aspect”, but “speaking” or “talking” is missing after “was” in [3]: [2] And uh o one particular aspect <,> o of the delays uh i is uh uh of considerable relevance uh on this occasion <,> (ICE-GB:S2A-063 #7:1:A). [3] I was on the phone for over 2 hrs (ICE-GB:W1B-005 #43:3). A concept closely related to that of “structural ellipsis” is the so-called “structural recoverability”, which can be defined as the cases in which “the full form is recoverable not through knowledge of context, but simply through knowledge of grammatical structure” (op. cit.: 861). Finally, a third group of PPPs consists of those which are the result of a more complex process since they are subsequently retrieved from a longer PPP. Therefore, they are obtained after a double ellipsis. Thus, the words “left” and “a state of” have been omitted after “and are” and “in” in [4] and [5]: [4] If it is not, then they are asked to leave for a year and are in a state of limbo, unable to play on the Tour and unable to play in amateur events (BNC:G2C 747). [5] I felt as if I was in limbo (BNC:CDS 833). The study of further examples lets us draw different conclusions. It can be highlighted, among others, that in some cases the omission of “a state of” may involve a change in the preposition heading the PPP (e.g. “in” is replaced by “under”), as can be seen in [6] and [7]: [6] Chicago was in a state of siege in the aftermath of the Haymarket trial (BNC:A0U 2482). [7] Is it to be wondered that the parrots which depend upon such places are under siege? (ICE-GB:W2B-028 #68:1).Ítem A preliminary overview of English vocabulary learning and teaching. The case of collocations and idioms in CSE in Andalusia(Octaedro, 2023) Casas Pedrosa, Antonio Vicente; Lendínez Carrillo de Albornoz, MartaThe present proposal aims to reflect on the Teaching of English as a Foreign Language in Andalusian secondary schools. More specifically, attention is paid to vocabulary learning and teaching from a communicative approach as opposed to other possibilities, such as the Grammar Translation method. For the development of this topic, the context in which English is studied has been considered (namely, a public bilingual high school in the province of Málaga). Students’ profiles and their socio-cultural context are contemplated too. In fact, this project is aimed at 4th year of Compulsory Secondary Education (CSE) students, with an average of a B1 level according to the CEFRL, who are 15-16 years old. Thus, this paper is aimed at various objectives. Firstly, its main intent is to cover effective methods to enhance students’ communicative competence in English and help them expand their vocabulary in the target language by fostering their involvement in different communicative situations in class. Another crucial purpose is to research on activities, routines, and techniques to be promoted in class to improve learners’ motivation, a key element in CSE. One more goal is to suggest general measures and a suitable method to cater for mixed abilities and respond to the learners’ real needs and interests. Each of them will be discussed in the literature review, together with semantic relationships such as “antonymy”, “homonymy”, and "synonymy”, which play a relevant role in vocabulary learning and teaching. In addition, for the sake of clarity, an analysis of the context in which English is studied in this project will be provided. Moreover, other ideas, such as the fact that words do not have to be treated and taught in an isolated way when learning/teaching any foreign language, will be considered. Furthermore, it is also taken into account that the meaning of words depends on their relationships with other words and that they also group together to belong to more complex structures, such as collocations and idioms. Thus, in vocabulary learning and teaching it seems essential not only to work with words and the relationships established between each other, but also to focus on how they collocate and group to form meaning, instead of studying the meaning of lexical items separately. Taking this idea as a starting point, a wide range of approaches and techniques to teach vocabulary in the English as a Foreign Language (EFL) context will be detailed. Therefore, some of the main activities, resources, routines, and tools that can improve these intermediate level students’ motivation and willingness to participate in all the tasks will be included, as well. To conclude, vocabulary is not just a matter of writing down in a notebook a long list of words with their translation into the students’ mother tongue. Vocabulary learning will be achieved through experiencing situations in which they will see how native speakers use the language. What is more, students need to learn both collocations and idioms because they will help them speak and write English more accurately and naturally. Learning them will help them increase their range of English vocabulary, too. Dialogues seem to be the optimal method for mastering vocabulary, as learners will find themselves in such a communicative situation in the future. Since EFL teachers often face large multilevel classes which are as varied as the students in them, it appears to be necessary to integrate all the aforementioned resources and tools to facilitate learners’ comprehension of oral and written texts. Those should also encourage their active involvement as well as their inclusion and participation, thus allowing students to work and cooperate with each other and learn from one another.Ítem A relevance-theoretic account of translating jokes with sexual innuendos in Modern Family into Spanish(2021) Díaz-Pérez, Francisco JavierThe main purpose of this paper is to analyse jokes containing sexual innuendos in ambiguous utterances from the first two seasons of Modern Family and their translation into Spanish using relevance theory. More often than not, the ambiguity and sexual innuendos are also reflected in the Spanish versions analysed. Hence, in all those cases, in relevance-theoretical terms, the cognitive effects intended in the source text (ST), including humorous ones, will also be accessible to target text (TT) viewers. It, therefore, follows that the pragmatic scenario is preserved in the TT, sometimes at the expense of a sacrifice in the semantic scenario. In audio-visual texts, ambiguity may also impact the visual channel. Although in some cases the visual component may render the translator’s task difficult, in others it may act as an aid to both the translator and TT viewer, contributing to the yielding of humorous effects.Ítem Accommodating diversity in linguistic and intercultural teaching: can CLIL do the job?(Routledge Taylor & Francis, 2024) Pérez Cañado, María LuisaThis article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across cohort comparisons in order to determine the potential of CLIL to provide diversity-sensitive teaching. This study positively disrupts some previous trends and evinces that, as mainstream bilingual programs become ingrained in our education systems, measures to cater for diversity are also increasingly apparent.Ítem Acercamiento a la obra de Graham Greene(2004-11) Valverde, BeatrizÍtem Adaptación de la Enseñanza de Lenguas al EEES (ADELEEES): Análisis del Estado Actual, Establecimiento de Redes Europeas y Aplicación a los Nuevos Títulos de Grado(2009) Pérez-Cañado, María Luisa ; Casas, Antonio Vicente; Ráez-Padilla, Juan; Rascón, Diego; Revueltas, María DoloresEl aprendizaje de lenguas es un tema clave en la educación terciaria de nuestra sociedad actual. Tanto en Europa (a través de proyectos como ENLU ‐ Promoting Language Learning Among Undergraduates of All Disciplines) como en Estados Unidos (con el informe de la MLA “Foreign Languages and Higher Education: New Structures for a Changed World”), se reconoce la necesidad acuciante de realizar los cambios metodológicos requeridos para optimizar la enseñanza de lenguas en la Educación Superior. En España nos encontramos en un momento crucial para realizar las mejoras necesarias a través de la aplicación de la filosofía del EEES al diseño de los nuevos planes de estudio. Sin embargo, nuestras decisiones en este terreno han de estar guiadas por datos empíricos que procedan del análisis de la situación actual, óptima al llevarse ya varios años pilotando el sistema ECTS en universidades europeas. Además, han de apoyarse en referentes externos (europeos e incluso norteamericanos), de los que se puedan incorporar iniciativas valiosas, superando así las actuaciones inconexas y dispares que tan a menudo se señalan como características de la implantación del crédito europeo en nuestro país (Michavila Pitarch, 2007; Zabalza Beraza, 2004). El proyecto tiene tres objetivos principales. El primero consiste en realizar un análisis del estado actual de la aplicación del sistema ECTS a la enseñanza de lenguas en España y Europa, como punto de partida necesario para la toma de decisiones en la elaboración de los nuevos planes de estudio. Con este fin, se propone diseñar, validar y aplicar cuatro series de cuestionarios que permitan realizar un seguimiento pormenorizado del funcionamiento del pilotaje ECTS y que implicará a ambos agentes del proceso de enseñanza‐aprendizaje: profesorado y alumnado. Se diseñarán cuestionarios para medir la satisfacción de ambos, para determinar los aspectos metodológicos del proceso de enseñanza‐aprendizaje, para estimar el tiempo real de dedicación de ambos agentes implicados y para analizar las competencias que realmente se trabajan en este ámbito, comparándolas posteriormente con las que figuran en el borrador del libro blanco de la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA) y con las que aparecen en las guías docentes. Una vez validados los cuestionarios, se aplicarán en todas las universidades españolas y europeas que estén pilotando el sistema ECTS en el área de Language Studies, con el fin de crear una red temática en este campo. Se pondrán los instrumentos diseñados y validados a disposición de la universidad española para su utilización en un diagnóstico del funcionamiento del sistema ECTS en todos los ámbitos. Asimismo, el proyecto pretende potenciar la circulación de los conocimientos relativos a la enseñanza de lenguas en relación con el desarrollo del sistema ECTS en el territorio español, europeo y norteamericano para encontrar referentes que puedan mejorar su funcionamiento y coadyuvar a las decisiones que hayan de adoptarse de cara a la elaboración de los nuevos planes de estudio y al establecimiento del sistema ECTS en el año 2010. La proyección del trabajo también se constata en su objetivo de proporcionar modelos de elaboración de instrumentos y pruebas para medir aspectos esenciales en el desarrollo del sistema ECTS y que puedan ser diseminables en investigaciones de otros ámbitos. Por último, aplicará los resultados obtenidos a la elaboración de los nuevos planes de estudio, y ofrecerá una serie de valiosas conclusiones a incorporar en las guías docentes de los nuevos títulos universitarios oficiales. Los hallazgos del estudio permitirán ofrecer orientaciones generales empíricamente fundamentadas sobre aspectos tales como los referentes nacionales e internacionales; las competencias generales y específicas; la estructura de las nuevas enseñanzas y sus métodos de enseñanza‐aprendizaje, materias, módulos, tipos de agrupamiento, modalidades organizativas, técnicas de evaluación y organización temporal; o los sistemas de garantía de calidad relacionados con la satisfacción respecto de la formación recibida. El presente proyecto de investigación desea, por tanto, aportar datos al importante reto que suponen la implantación en 2010 del Espacio Europeo de Educación Superior en la universidad española y la elaboración de los nuevos planes de estudio. La finalidad de todo ello es mejorar el funcionamiento del sistema ECTS y garantizar que las decisiones tomadas en relación con las nuevas enseñanzas universitarias oficiales se basen en datos empíricos y en referentes tanto nacionales como internacionales. Así podremos contribuir a subsanar el déficit actual de nuestro país en materia de aprendizaje de lenguas.Ítem Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts(Elsevier, 2020) Pérez Cañado, María LuisaThis article reports on a cross-sectional concurrent triangulation mixed methods study which has been conducted with 153 teachers involved in EMI programs at the University of Jaen, in southern Spain. Four types of triangulation have been employed to determine teachers’ perspectives through questionnaires and semi-structured interviews in 165 subjects, 28 Bachelor’s Degrees, and 8 Master’s Degrees vis-a-vis their training needs on the theoretical underpinnings of EMI, linguistic competence, methodology, materials and resources, evaluation, ongoing professional development, and mobility. Based on those outcomes, a specific teacher education proposal has been articulated to address the chief areas in need of attention and its success has been gauged via a satisfaction survey. The outcomes provide a comprehensive picture of the main teacher training needs in this monolingual setting and point to the desirability of “CLIL-izing” EMI, that is, of including an overt language focus (especially on EAP) in the training provided.Ítem ANALYSING THE CEFR/CV IN UNIVERSITY LANGUAGE CENTRES IN SPAIN: THE RATERS' PERSPECTIVE(IGI Global, 2023-08) Díez Bedmar, Belén; Luque Agulló, GloriaAlthough the use of the CEFR and CV in language assessment has been extensively discussed, there is little information regarding the actual raters' viewpoint. Thus, the objective of this chapter is to analyse how the raters perceive the documents, their level of knowledge of the CEFR/CV, their opinions on the documents' effectiveness, clarity and impact, and the degree of implementation of the CEFR and the CV in the evaluation of candidates in University Language Centres in Spain. To do so, data was elicited by means of a previously expert-validated 38-item questionnaire distributed to University Language Centres accredited by ACLES in Spain. The results confirm that the raters in this study are familiar with the CEFR and, to a lesser extent, the CV. However, the findings also highlight the need for continuous training to focus on some communicative language competences, the use of descriptors in rubrics, mediation and the action-oriented approach.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 La aplicación del crédito europeo a la titulación de Filología Inglesa en la Universidad de Jaén: Análisis de debilidades y fortalezas(Universidad de Granada, 2009) Pérez Cañado, María Luisa; Casas Pedrosa, Antonio Vicente; Ráez Padilla, Juan; Rascón Moreno, DiegoLa presente comunicación presenta los resultados obtenidos en un estudio cualitativo etnográfico con más de 200 sujetos para diagnosticar el funcionamiento del sistema ECTS en la Licenciatura en Filología Inglesa de la Universidad de Jaén. La investigación ha estado motivada por tres grandes factores: la necesidad de realizar un diagnóstico profundo del funcionamiento del sistema ECTS en dicha titulación, dado que no se había realizado un estudio general del mismo desde 2004-2005; la idoneidad en la aplicación del nuevo sistema de créditos, tras la graduación de la primera promoción de egresados ECTS e inmediatamente antes de la implantación de los nuevos títulos de grado; y la situación privilegiada de la Universidad de Jaén, que permite la comparación del funcionamiento del sistema ECTS en Filología Inglesa con el tradicional en Filología Inglesa + Turismo (al estarse impartiendo la misma licenciatura con dos metodologías diferentes). 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 importantes propuestas de mejora y se señalan futuras líneas de actuación. La finalidad de todo ello es garantizar que las decisiones tomadas en relación con las nuevas enseñanzas universitarias oficiales se basen en datos empíricos y contribuir a mejorar el funcionamiento del sistema ECTS para que, en el año que resta para su implantación en Europa, se puedan detectar y subsanar potenciales dificultades en su desarrollo.Ítem `Are you in the club?’ or should I say `Have you got a bun in the oven’? Different metaphors conveying pregnancy(Universidad de la Rioja, 2013) Casas Pedrosa, Antonio VicenteThis paper is aimed at analyzing sorne of the different expressions available in English to refer to · pregnancy· and the metaphoric nature present in many of them. As Lakoff and Johnson (20032: 244) suggest, "Because we reason in terms of metaphor, the metaphors we use determine a great deal about how we live our lives·. From the point of view of form, most of them are preposilional phrases whose structure is "preposition" + "the" + "monosyllabic noun". Such is the case of "up the duff' in "She has no cravings like girls usually have when they're up the duff' (Simpson, 2010). However, it is also possible to find other instances whose structure is simpler (the phrase "in trouble" lacks a determiner in "She said she consented to come to London to be married to the prisoner as she believed she was in trouble" [Simpson, 2010) or more complex ("in the pudding club"). Syntactically speaking most of them function as subject complement, that is to say, they express a quality, condition, state, or feature which is attached to the subject in an intensive relationship by means of a copular verb. That is the reason why the above mentioned examples can be replaced by the adjective "pregnant" in the sentences in which they occur. Nevertheless, from the semantic viewpoint both predicative prepositional and adjective phrases are not completely interchangeable since there are different nuances which are conveyed by the prepositional structures which cannot be found in the word "pregnant". More often than not these semantic nuances are of a pragmatic nature. These features are closely connected with the notions of economy of language, genre, and register. Thus, there seems to be a conflict between the first one and the fact that the structures under study are morphologically and syntactically heavier than the adjective "pregnant". The reason for this is that in sorne cases the examples could be classified as euphemisms. Moreover, it goes without saying that certain instances are classified, among others, as "impolite" ("up the duff" [Rundell, 2007: 4581), "informal" ("in the family way" [Crowther, 1995: 419]), "old-fashioned" ("up the spout" [Rundell, 2007: 1443]), or "slang" ("in the (pudding) club" [Simpson, 2010]) in advanced learners' dictionaries, although these labels do not always coincide in the different lexicographic works.Ítem Attaining inclusion in bilingual programs: Key factors for success(Ministerio de Educación y Formación Profesional, 2024) Pérez Cañado, María LuisaThis article carries out a comparison of frontline stakeholder perspectives in order to determine the most successful practices to cater to diversity in bilingual education. It conflates school effectiveness research and attention to diversity in CLIL programs for the first time and reports on a cross-sectional concurrent trian gulation mixed methods study with 2,093 teachers and students in 36 Primary and Secondary schools across the whole of Spain. It employs data, methodological, investigator, and location triangulation in order to determine the potential of CLIL to provide diversity-sensitive teaching on the main curricular and organizational levels of bilingual programs. On the basis of this data, it then sets forth an original framework of key success factors for attention to diversity in CLIL, comprising 22 indicators, grouped into input and success factors, macro-/meso-/micro-levels, and encompassing seven main fronts which range from policy and ideological issues to school and teaching practice. Three overarching take-aways ensue from our findings. First, a conspicuous overall alignment of teacher and student views can be discerned as regards successful strategies for inclusive CLIL programs, something which points to the fact that their opinions are a realistic snapshot of grassroots practice. A second conclusion is that headway is notably being made in this area, as key factors for success have increasingly been identified as present in CLIL classrooms by both cohorts. And, finally, there are certain recurrent issues which the specialized literature has repeatedly identified as niches to be filled, but which still stand in need of being adequately addressed (e.g. time for coordination within teachers’ official timetables or the preparation of language assistants). The main pedagogical implications accruing from the data are signposted and future pathways for progression are mapped out to continue reinforcing a success-prone implementation of diversity-sensitive teaching in the CLIL classroom.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 Automatic lexical collocate extraction for corpus-based ontology building and refinement: A FunGramKB case study of the THEFT conceptual scenario(John Benjamins, 2021-12-15) Fernández-Martínez, Nicolás José; Felices-Lago, ÁngelTraditional corpus-based methods rely on manual inspection and extraction of lexical collocates in the study of selection preferences, which is a very costly, labor-intensive, and time-consuming task. Devising automatic methods for lexical collocate extraction becomes necessary to handle this task and the immensity of corpora available. With a view to leveraging the Sketch Engine platform and in-built corpora, we propose a working prototype of a Lexical Collocate Extractor (LeCoExt) command-line tool that mines lexical collocates from all types of verbs according to their syntactic constituents and Collocate Frequency Score (CFS). This might be the first tool that performs comprehensive corpus-based studies of the selection preferences of individual or groups of verbs exploiting the capabilities offered by Sketch Engine. This tool might facilitate the task of extracting rich lexico-semantic knowledge from diverse corpora in a few seconds and at a click away. We test its performance for ontology building and refinement departing from a previous detailed analysis of stealing verbs carried out by Fernández-Martínez & Faber (2020). We show how the proposed tool is used to extract conceptual-cognitive knowledge from the THEFT scenario and implement it into FunGramKB Core Ontology through the creation and modification of theft-related conceptual units.Ítem Beyond Epistemological Confinement: The Sentimental Ethos of Lady Mary Wortley Montagu's 'The Turkish Embassy Letters'(Centro de Estudios de la Mujer (Universidad de Alicante), 2020-12) Caballero Aceituno, YolandaEn el siglo dieciocho el sentimentalismo emergió como un movimiento ideológico y artístico que subrayó el valor de una episteme alternativa que desafió el culto a la razón. La narrativa epistolar de The Turkish Embassy Letters (1763), de Lady Mary Wortley Montagu, está permeada por una retórica sentimental orientada a materializar un ethos basado en la apertura, la simbiosis cultural y la expansión epistemológica que contribuyó a desestabilizar las narrativas patriarcales anglocéntricas. Siguiendo a Yuri M. Lotman, desde su fructífera posición mediadora entre dos «semiosferas» culturales diferentes (la Oriental y la Occidental), Montagu se configuró como una escritora de frontera que convirtió su viaje físico en un vehículo para literaturizar una cosmovisión vitalista que le permitió transcender limitaciones epistemológicas y emocionales. La ideología de su narrativa epistolar se codificó, de manera efectiva, a través de motivos, tropos e ideas sentimentales que generaron una textualidad única cuya anatomía se analiza en este artículo. // In the eighteenth century sentimentalism emerged as an ideological and artistic movement highlighting the value of an alternative episteme that posed a challenge to the cult of reason. The Turkish Embassy Letters (1763), by Lady Mary Wortley Montagu, are permeated by a sentimental rhetoric aimed at materialising an ethos based on openness, cultural symbiosis and epistemological expansion that contributed to destabilising patriarchal Anglocentric narratives. Following Yuri M. Lotman, in her fruitful mediating position between two different cultural «semiospheres» (Eastern and Western), Montagu could be described as a frontier writer who used her physical journey as a vehicle for literaturising a vitalist cosmovision enabling her to transcend epistemological and emotional constraints. The ideology of her epistolary narrative was effectively encoded by using sentimental motifs, tropes and ideas that generated a unique textuality, the anatomy of which is analysed in this article.