DFI-Artículos

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

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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.
Who stole what from whom? A corpus-based, cross-linguistic study of English and Spanish verbs of stealing
(John Benjamins, 2020-01-01) Fernández-Martínez, Nicolás José; Faber, Pamela
Drawing on the Lexical Grammar Model, Frame Semantics and Corpus Pattern Analysis, we analyze and contrast verbs of stealing in English and Spanish from a lexico-semantic perspective. This involves looking at the lexical collocates and their corresponding semantic categories that fill the argument slots of verbs of stealing. Our corpus search is performed with the Word Sketch tool on Sketch Engine. To the best of our knowledge, no study has yet taken advantage of the Word Sketch tool in the study of the selection preferences of verbs of stealing, let alone a semantic, cross-linguistic study of those verbs. Our findings reveal that English and Spanish verbs of stealing map out the same underlying semantic space. This shared conceptual layer can thus be incorporated into an ontology based on deep semantics, which could in turn enhance NLP tasks such as word sense disambiguation, machine translation, semantic tagging, and semantic parsing.
Introducing the NLP task of negative attitudinal function identification
(Sociedad Espanola para el Procesamiento del Lenguaje Natural, 2024) Fernández-Martínez, Nicolás José
On social media, users often express emotions, judgments, and evaluations on various social and private topics, detectable through automated methods. While NLP tasks like emotion detection and dialogue act classification focus on identifying emotions and intentions in texts, little attention has been paid to the attitudinal function of a text, such as expressing dislike, disagreement, pessimism, disapproval, etc. Our main contribution introduces the NLP task of negative attitudinal function identification, going beyond emotion detection and dialogue classification by focusing on users’ intent and the expression of negative emotions, and negative ethical and aesthetic evaluations. We present a basic synthetic dataset for negative attitudinal functions built with foreign language teaching and learning resources. The dataset was used to develop negative attitudinal function models with supervised approaches, which were compared against other baseline models based on social media emotion detection datasets whose emotion categories were mapped to negative attitudinal functions. Our models, though not consistently outperforming baselines due to the qualitative differences of the tasks, use of out-of-domain data, and labeling issues found in the emotion detection datasets, exhibit promising capabilities with unseen data and in multilingual contexts.
The FGLOCTweet Corpus: An English tweet-based corpus for fine-grained location-detection tasks
(Spanish Association for Corpus Linguistics, 2022-01) Fernández-Martínez, Nicolás José
Location detection in social-media microtexts is an important natural language processing task for emergency-based contexts where locative references are identified in text data. Spatial information obtained from texts is essential to understand where an incident happened, where people are in need of help and/or which areas have been affected. This information contributes to raising emergency situation awareness, which is then passed on to emergency responders and competent authorities to act as quickly as possible. Annotated text data are necessary for building and evaluating location-detection systems. The problem is that available corpora of tweets for location-detection tasks are either lacking or, at best, annotated with coarse-grained location types (e.g. cities, towns, countries, some buildings, etc.). To bridge this gap, we present our semi-automatically annotated corpus, the Fine-Grained LOCation Tweet Corpus (FGLOCTweet Corpus), an English tweet-based corpus for fine-grained location-detection tasks, including fine-grained locative references (i.e. geopolitical entities, natural landforms, points of interest and traffic ways) together with their surrounding locative markers (i.e. direction, distance, movement or time). It includes annotated tweet data for training and evaluation purposes, which can be used to advance research in location detection, as well as in the study of the linguistic representation of place or of the microtext genre of social media.
El genitivo agente como la interpretación semántica más prototípica del genitivo inglés: un estudio de corpus
(2021-04-15) Almazán-Ruiz, Encarnación
La construcción de genitivo en inglés [NP’s + N] puede ser interpretada de diversas maneras atendiendo no solo a factores léxicos y semánticos, sino también pragmáticos. El objetivo principal de este estudio es plantear que el genitivo agente (John’s claim) es más habitual en inglés que el de posesión (John’s car), a pesar de lo que tradicionalmente se mantiene. El estudio demuestra este hecho analizando ejemplos de dos corpus de lengua escrita: el Brown y el Lobtag. Además de relacionar el genitivo agente con el proceso de nominalización, se ofrece una posible explicación de la frecuencia de esta interpretación semántica
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.
Knowledge-based rules for the extraction of complex, fine-grained locative references from tweets
(Asociacion Espanola de Linguistica Aplicada, 2020-07-14) Fernández-Martínez, Nicolás José
The automatic analysis of user-generated text content from social media involves the challenge of extracting the locative references mentioned in microtexts, so that their geographic coordinates can be identified and the locations can be pinpointed on a map in geolocation systems. The goal of this article is to describe a knowledge-based model that captures a wide variety of locative references, ranging from geopolitical entities and natural landforms to points of interest and traffic ways, from English and Spanish tweets.
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.
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.
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.
Modelling through Modality: (Re)shaping Brexit
(2021-11-09) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
Due to Brexit, the UK has been involved in a continuous political debate between Boris Johnson, the Prime Minister, and Jeremy Corbyn, the leader of the opposition. This paper compares and analyses the modality used in a corpus consisting of their political speeches until Brexit day. Modal verbs are used to express ability, possibility, willingness, certainty, obligation and necessity. Politicians’ choice of certain words can be a useful tool to affect voters’ decisions and modality is a resource which reinforces that influence. The findings show remarkable similarities between both politicians and reveal that possibility is the most frequent meaning of the modal verbs used in the corpus.
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.
The British press’ coverage of coronavirus threat: a comparative analysis based on corpus linguistics.
(2020-06-25) Almazán-Ruiz, Encarnación; Orrequia-Barea, Aroa
The world is living one of the most difficult times at the moment since a pandemic has been declared by the World Health Organisation (WHO, henceforth). In this scenario, information is one of the most powerful tools, not only just to inform, but also to alarm people and create panic. The aim of this paper is to make a comparative linguistic analysis of headlines from serious and sensationalist journalism in the UK. The corpus consists of a compilation of headlines published over the period of one month (from 20th January to 20th February), which have been extracted from four broadsheets: The Guardian, The Independent, The Financial Times and The Telegraph; and four tabloids: The Sun, The Mirror, The Express and The Daily Mail. The corpus management tool Sketch Engine and the programming language R have been used since they allow the user to carry out both an automatic analysis of the text and basic statistics from Corpus Linguistics.
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.
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.
Introduction: the use of corpora for language teaching and learning
(Academy Publisher, 2013) Casas Pedrosa, 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.
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.
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.
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.

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