DFI-Artículos

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

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A Corpus Study of Brexit Political Discourse: Exploring Modality through Lexical Modals
(2024-12-16) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
This 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.
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.
A pilot study of the flipped classroom approach in higher education
(2020-12-15) Almazán-Ruiz, Encarnación; Fuentes-Martínez, Raquel
Teaching 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.
A relevance-theoretic account of translating jokes with sexual innuendos in Modern Family into Spanish
(2021) Díaz-Pérez, Francisco Javier
The 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.
Accommodating diversity in linguistic and intercultural teaching: can CLIL do the job?
(Routledge Taylor & Francis, 2024) Pérez Cañado, María Luisa
This 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.
Acercamiento a la obra de Graham Greene
(2004-11) Valverde, Beatriz
Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts
(Elsevier, 2020) Pérez Cañado, María Luisa
This 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.
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.
Attaining inclusion in bilingual programs: Key factors for success
(Ministerio de Educación y Formación Profesional, 2024) Pérez Cañado, María Luisa
This 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.
Attention to diversity in bilingual education: Student and teacher perspectives in Spain
(Taylor & Francis, 2023) Casas Pedrosa, Antonio Vicente; Rascón Moreno, Diego
This 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.
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, Ángel
Traditional 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.
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, Yolanda
En 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.
Certainty adverbs in spoken learner language The role of tasks and proficiency
(John Benjamins, 2019-09-24) Pérez-Paredes, Pascual; Díez-Bedmar, María Belén
Our 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.
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.
La “Clase Invertida” como modelo innovador en la enseñanza de la gramática inglesa
(2020) Almazán-Ruiz, Encarnación; Fuentes-Martínez, Raquel; Pérez-Porras, Ana
La enseñanza de la gramática resulta un reto en el aula de inglés, ya que los alumnos piensan que no es esencial para la comunicación, mientras que el profesor considera que esta es crucial para lograr un uso efectivo de la lengua. Por ello, el profesorado de inglés debería considerar en su metodología no sólo los contenidos gramaticales, sino también un enfoque centrado en el alumno. El presente artículo profundiza en la implementación del modelo de “clase invertida” para la enseñanza de la gramática puesto en práctica con alumnos de segundo curso del Grado de Educación Primaria. La experiencia fue desarrollada durante el segundo cuatrimestre del curso académico 2017-18 y se encuentra enmarcada en un Proyecto de Innovación Docente llevado a cabo en la Universidad de Jaén.
CLIL and elitism: Myth or reality?
(Routledge Taylor & Francis, 2020) Pérez Cañado, María Luisa
This article aims to shed light on the question of elitism in CLIL by exploring empirical evidence taken from a large-scale longitudinal investigation based in Spain. To this end, it reports on a quantitative study into the effects of CLIL programmes on the English language attainment of primary and secondary education students in monolingual contexts. The study uses a sample of 2024 students from twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups; and has factored in several intervening variables. It approaches the topic from a three-pronged perspective: by determining whether the most motivated, intelligent, and linguistically proficient students are in fact found in CLIL groups; by analysing the possible differential effect of socio-economic variables on L2 attainment; and by examining whether CLIL has the potential to work even in disadvantaged contexts. The results suggest that, while certain variables impact on language education in both CLIL and non-CLIL settings, others do not have such a substantial effect in CLIL scenarios as in non-bilingual settings. Thus the broader take-away is that commonly harboured beliefs vis-à-vis the elitism of bilingual programmes need to be re-examined and a possible future research agenda is suggested to continue advancing in this area.
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
English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges
(Universidad de Alicante, 2020-12) Caballero Aceituno, Yolanda; Orrequia Barea, Aroa
This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.
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, Eva
The 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.
Expressing emotion. A pragmatic analysis of L1 German and L1 Brazilian ELF users.
(John Benjamins, 2022-08-12) Mestre-Mestre, Eva; Díez-Bedmar, María Belén
The 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

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