ELIA: Estudios de Lingüística Inglesa Aplicada

URI permanente para esta comunidadhttps://hdl.handle.net/11441/2476

Consejo Editorial	Consejo editorial
ISSN	1576-5059
e-ISSN	2253-8283
DOI	https://dx.doi.org/10.12795/elia
OJS	Acceso directo revista OJS
Centro	UNED - 623 Edif. Humanidades
Departamento	Filologías Extranjeras y sus Lingüísticas UNED
Dirección Postal	Pº Senda del Rey, 7, Sevilla. España
Correo	rchacon@flog.uned.es
Áreas de Conocimiento	Lingüística

Those interested in submitting a paper for publication in ELIA must send the full manuscript to the below address. Proposals related to any field within applied (English/Hispanic) linguistics will be given consideration, particularly those related to the teaching, learning/acquisition, and interactive uses of English (either independently or in contact with Spanish or some other language). All submissions will be reviewed anonymously by members of the editorial board as well as external referees. Papers submitted for publication –only one per author– may be written in English or Spanish and must follow ELIA’s Guidelines for publication (see below). Submission of a paper implies that it has not been published elsewhere in the submitted form. A brief cover letter (including institutional affiliation and present position) along with the full manuscript should be submitted in a Word document and sent by email as an attachment to either of the following addresses: rchacon@flog.uned.es

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Mostrando 1 - 20 de 211

El uso de los pronombres en el discurso del profesor de inglés como L2
(2000) Torreblanca López, María del Mar; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
Lenguas de compás acentual y lenguas de compás silábico: revisión teórica e implicaciones pedagógicas
(Universidad de Sevilla, 2000) Cuenca Villarín, María Heliodora; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
In this paper the traditional rhythmic classification of stress-timed and syllable-timed languages has been revised by means of the analysis of syllable structure, vowel reduction, intersyllabic compression and the strength of the contrast between stressed and unstressed syllables in an English and Spanish global corpus consisting of carrier sentences, read prose and oral samples of spontaneous speech. Obviously, this theoretical revision involves a pedagogical shift from pyramidal exercises devised to achieve isochronous interstress intervals in English to activities focussed on duration differences between stressed and unstressed syllables.
La función pragmática del acento en la expresión de la emoción
(2000) Narbona Reina, Beatriz; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
El traductor deja su huella: aproximación a la manipulación en las traducciones
(2000) García González, José Enrique; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
Adaptación del discurso del profesor L2 a la competencia transicional del alumno de nivel elemental
(2000) Fonseca Mora, Mª del Carmen; Cuenca Villarín, María Heliodora; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
Análisis metodológico de programas "CALL"
(Universidad de Sevilla, 2000) Sánchez Ortega, Andrés
In an attempt to keep pace with new technology in all aspects of today’s life, we undertook the study of the recent Second Language Acquisition methodological tendency brought about by the use of computers in the language classroom (or at the student’s home). The objective of the work is to develop a questionnaire based on the most outstanding and most generally accepted theories and principles through which one can arrive at the acquisition of the L2 (i.e. input, output, interaction, motivation, error analysis, pedagogical principles, communicative competence). Once we developed the questionnaire, we applied it to CALL programmes through a thorough analysis of their operation. We then will have an objective test of the degree of methodological principles observed in the computer programmes. One conclusion of the research is that this new teaching methodology aide is beginning to attract the attention of the students and educators alike. CALL applications can assume brilliantly the role of the book and improve upon it. We make it clear that, in addition to the linguistic and technological views, the methodological view is one of the components that must be taken into account when making a CALL programme.
El español en el aula de inglés: un estudio empírico
(Universidad de Sevilla, 2000) Martín Martín, José Miguel
This experiment explores the advantages of using the L1 in the EFL classroom in activities such as explicit presentation of form-based content. Two groups of 33 pupils -the control and the experimental- were taught a specific morphosyntactic structure -the passive- in five classes. Three tests were then administered -immediate, delayed and late- and the results compared. The independent variable was the use or non-use of the L1 in the five sessions of presentation and subsequent activities. The results of all parameters analyzed showed differences in favour of the control group; in many cases these differences were statistically significant according to Ttests applied at a significance level of 5% (a < .5). This suggests that, in a monolingual classroom, the minimal role played by the L1 accorded by the current orthodoxy of foreign-language teaching methodology should be revised; it does not, however, undermine the centrality of exposure to the L2 and interaction in it.
Modulating grammar trough modality : a discourse approach.
(Universidad de Sevilla, 2000) Gonzálvez García, Francisco
This paper argues for a dynamic, discourse-based approach to modality which departs from the traditional, monolithic account of modality in a number of interesting respects: (i) modality is characterized as conveying the speaker’s involvement in the propositional content of a given utterance (either in the form of agency or subjectivity) (ii) modality can be said to ramify across the whole lexico-grammatical architecture of the language, (iii) many of the meanings usually ascribed to individual modal verbs are in fact derived either from the verb’s sentential environment or from some wider context of utterance, and (iv) modal meaning in discourse can be said to arise out of the interaction of two closely connected layers of meaning: one embracing the inherent linguistic meaning of the modal verb in conjunction with that of other neighbouring modal devices, and another concerned with principles connected with politeness and face-saving strategies.
Los textos en los gráficos de los artículos médicos: aproximación pragmática
(Universidad de Sevilla, 2000) Gómez Morón, Reyes
The aim of this paper is to present a linguistic analysis of scientific discourse from a pragmatic point of view. The study will focus on texts complementing graphs and diagrams in English medical research articles. A corpus of 25 texts was randomly drawn from 25 medical research papers and studied according to Brown and Levinson‘s linguistic politeness theory (1978, 1987), though only a few illustrative examples are included due to space limitations. The findings of the study point out that these texts are vital ingredients of academic discourse since they have a clear communicative purpose: namely, to help the reader understand the meaning of the visual information included in the graphs. Moreover, the authors' use of politeness strategies indicates that there is an interaction between author and audience since the aim of maintaining social relationships is attached to the transmission of information. Finally, it is suggested that this section of the article, which is often ignored by genre analysts, should be taken into account in the teaching of Language for Academic Purposes due to its important role from a linguistic perspective.
El "hablante nativo" de la lengua meta: ¿qué importancia tiene para la enseñanza de la L2?
(Universidad de Sevilla, 2000) Chacón Beltrán, Manuel Rubén
This paper centers on research related to a concept used very often in the field of foreign language learning and teaching: the belief that native speaker usage is the definite standard of the target language. Too frequently we use it as the ultimate criterion for language correctness and/or appropriateness, especially in the L2 classroom. My goals were to identify some skills ideally attributed to the native speaker, to test them with empirical research and to check their validity. In this paper I deconstruct some of the abilities linguists have traditionally attributed to the native speaker of any language; specifically, I examine the ability to produce fluent spontaneous written discourse. I was able to validate my hypothesis that native speaker’s individal variation accounts for its inadecuacy as a justification for L2 learners’ performance in L2 tests. Finally, I infer some pedagogical implications teachers will need to take into account when evaluating writing achievements in the L2.
Una aproximación pragmática al estudio del texto literario: propuesta de análisis de "Betrayal" desde las teorías de la cortesía y de la relevancia
(Universidad de Sevilla, 2000) Fernández Monterde, Cristina
The aim of this paper is to show, as many authors have done before, that literary discourse is not a special kind of language, but is instead a special use of language. Thus literary discourse can be studied as a conversational corpus, from a pragmatic perspective. For the purpose of this study Pinter´s Betrayal (1978) has been analysed on the grounds that drama is the most interactive literary genre. The theories traditionally used in order to account for the way communication develops in everyday conversation, Brown & Levinson´s Politeness Theory (1978, 1987) and Sperber & Wilson´s Relevance Theory (1986, 1995), are applied to this analysis. These two approaches, social and cognitive respectively, can also be applied to literature and can shed light on both the kind of social relationship existing among the characters and the authors' communicative intentions behind each work of art. Moreover, if literary works can be dealt with as linguistic corpora, they would be useful for linguists who want to study language in context and do not have access to real conversational data.
Native speaker-non-native speaker interaction: the use of discourse makers
(Universidad de Sevilla, 2001) Iglesias Moreno, Ángela Eugenia
Discourse markers have a basic role in oral interactions. Apart from providing coherence and regulating turn-taking, they have important interactive functions that indicate the conversational commitment and the social behaviour of the interlocutors in an interaction. In the case of the L1, discourse markers are acquired as part of our communicative competence, and, therefore, it is important that they also be part of an L2 student’s communicative competence. In this article, I will analyse the use of “well” as a discourse marker (DM) by Spanish students of English in interaction with native speakers. The analysis will indicate that “well” is hardly used as a DM in the students’ discourse, resulting in distinctly non-native discourse, which can negatively affect the students’ images. These results may be significant to teachers and researchers in regard to their approach to the teaching of foreign languages from a pragmatic point of view.
El fallo pragmático en la traducción al español de "Time and the Conways" y "Look back in Anger"
(Universidad de Sevilla, 2001) Fernández Amaya, Lucía
Some bilingual people, although able to use two or more languages and speak correctly grammatically, sometimes use the language inappropriately. Thus, for instance, when a speaker mentions something taboo, the hearer, who has not heard anything ungrammatical, does not interpret the utterance as a mistake but rather as impolite. As can be seen, these mistakes, called by Thomas (1983) pragmatic failures, are very important because they can cause a breakdown in communication. Thomas defines pragmalinguistic failure as “...the inability to understand ‘what is meant by what is said’” (1983: 91). This author argues that a speaker’s linguistic competence is made up of grammatical competence – abstract or decontextualized knowledge of syntax, semantics, etc. – and pragmatic competence – the capacity to use language effectively to achieve a given goal and to understand language in context. Therefore, a bilingual person’s linguistic knowledge must consist of both types of competence. However, this is not always the case, and when pragmatic competence is not present, the result is pragmatic failure. In order to show the kind of pragmatic errors that a bilingual person can make, I will analyze some examples taken from the English plays Look Back in Anger and Time and the Conways and their translations into Spanish.
La incidencia de los procesos de desarrollo en la creación de la fonología de una segunda lengua
(Universidad de Sevilla, 2001) Pavón Vázquez, Víctor
Studies on the processes that shape the learning/acquisition of a second language phonology mainly deal with defining the nature of transfer processes and internal developmental processes and clarifying the roles played by these two different influences. There seems to be disagreement with respect to the importance that should be given to each of these processes. In our opinion, any research to be carried out in this field must take into account the learner's new phonological system, particularly in terms of the existence of clear systematic and structured characteristics. If attention is paid to the nature of the regular properties of interlanguage (IL) phonology, it should be possible to analyze more accurately the influence of the mother tongue (L1), the target language (L2) and the learner's own systematic phonological development. It is our intention, then, to point out the need to study the sometimes neglected, internal developmental processes in the explanation of how interlanguage phonology is created.
Lingüística inglesa aplicada: origen, evolución y futuro
(2001) Abello Contesse, Reynaldo Christián; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
El pensamiento en la clase de inglés: fuente de poder o vulnerabilidad
(Universidad de Sevilla, 2001) Rubio Alcalá, Fernando D.
The students’ thoughts are a source of power when they are used correctly in the EFL classroom, but, on the contrary, they may be an obstacle to learning and cause emotional instability if the students do not use them well. According to general studies of psychology, thoughts can be classified as relevant and irrelevant. A relevant thought takes place when a person dedicates his thinking to a specific task. For instance, a student is doing a multiple-choice exercise about phrasal verbs, and makes hypothesis and deductions from his knowledge of phrasal verbs in order to do the exercise. Then, as those relevant thoughts take place, other thoughts that are not related directly to that exercise emerge. Those can be irrelevant thoughts when they do not help in doing the task, and interfere with relevant thoughts. They refer to intrapersonal matters, as self-efficacy, motivation, self-esteem, etc. For instance, the student thinks: “I won’t be able to do the exercise” or “I should have studied harder”, etc. However, these irrelevant thoughts can be facilitating to the task if the student is able to analyze those thoughts and change them into positive ones: “I will do my best” or “Although I have not studied hard, I will give it a chance” .This paper shows how cognition and emotion relate to each other and how relevant and irrelevant thoughts are created. It will also explain how the language learner employs self-defense mechanisms as s/he finds difficulties or aversion in doing learning tasks. As a general consideration, irrelevant thoughts can be as important as relevant thoughts in learning a language. Moreover, many researchers claim that they are responsible for determining success or failure in ordinary classroom learning tasks.
The relevance of what seems irrelevant: remarks on the relationship between phatic utterances and sociopragmatic failure
(2001) Padilla Cruz, Manuel; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
El discurso del profesor de inglés como L2: diferencias discursivas nativo-no nativo
(2001) Torreblanca López, María del Mar; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
El poder predictivo en la pronunciación de palabras inglesas noveles por hablantes bilingües
(2001) Cuenca Villarín, María Heliodora; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
Teaching English pronunciation should involve not only production and reception exercises but also the formation of predictive power for the pronunciation of novel words. In the analysis of the strategies followed by learners of English in the generation of phonological forms of novel words, three types of actions have been observed: a direct visual word recognition process, an activation of analogous words, and the application of graphemeto-phoneme conversion rules. The reading of a list of words and pseudowords by bilingual speakers of English and Spanish has been analyzed in order to find out to which extent their strategies are similar to those used by EFL learners. In fact, they employ identical strategies, although in different proportions highly correlated with their amount of experience in the language under study: the bilingual speakers studied favored a direct visual word recognition process and the activation of analogous words in the generation of phonological forms for pseudowords.
La incidencia de las imágenes mentales en la comprensión lectora en una L2
(Universidad de Sevilla, 2001) Ávila López, Francisco Javier
Recent neurobiological research points to a new direction in the study of the human mind. Mental imagery seems to be an essential condition of thought that underlies each and every act of knowledge. In light of this research, some educational approaches are incorporating the use of mental images in the classroom, in order to aid in comprehension and recall. In light of the changing conception of knowledge and, ultimately, of thought that is being brought about by neurobiological information, a study was designed at the University of Seville on the incidence of mental imagery instruction on reading comprehension in English as a foreign language. Research methodology included initial reading comprehension tests and tests on the vividness of visual imagery. A quasi-experimental investigation in accordance with the standard educational context in Andalusian secondary schools was designed. The conclusions point towards an improvement in reading comprehension in those experimental groups working with imagery.

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