Grado en Estudios Ingleses

URI permanente para esta colecciónhttps://hdl.handle.net/11441/40693

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Mostrando 1 - 20 de 44

The Side-lined Women of the Beat Generation: Diane Di Prima and Her Poetry as a Female Representative of the Movement
(2023) Santos Moreno, Andrea; Toda Iglesia, María de los Ángeles
This essay will focus on the female artists of the Beat Generation, the difficulties faced by women of that movement, and the secondary position in which they were placed due to the predominant role of male artists. Examples given by the women themselves, such as Joyce Johnson's or Hettie Jones, will be used to discuss this. The main focus will be on Diane di Prima and her poems 'The Practice of Magical Evocation' and Loba, where the principal topics will be analyzed and discussed, and where she will serve as an example of a Beat woman.
Appalachian English: Language, Culture and Attitudes towards the dialect
(2023) Cadenas Rodríguez, Gloria María; Fernández Cuesta, Julia María
Spoiling the Memes: A Semantic-Pragmatic Analysis of Spanish and English Social Media Jokes
(2025-05-26) Laguna Benítez, María de los Ángeles; García García, Luisa; Filología Inglesa (Lengua Inglesa)
Phonological Difficulties in Spanish Dyslexic Children Learning English as a Foreign Language: A Case Study
(2025-05-28) García León, Paloma; Cuenca Villarín, María Heliodora; Filología Inglesa (Lengua Inglesa)
This study aims to detect phonological challenges in Spanish-speaking children with dyslexia who are learning English as a FL and to design a tailored intervention to help with their learning issues. Using a screening test as a starting point, the research identified one participant, an 8-year-old boy, who was confirmed to have dyslexia, both through the test and official medical diagnosis. Given the limited time, a qualitative methodology was adopted, focusing on an individualized intervention. The researcher conducted three sessions with the student for the intervention period, playing interactive learning games and creating activities specifically designed to meet his needs and strengthen his phonological awareness, letter-sound correspondences and other core language skills. The Orton-Gillingham approach served as a guiding framework, emphasizing direct, personalized, and multisensory instruction, which is an essential strategy for engaging dyslexic learners who often struggle with traditional paper-based methods. The results show that the most challenging aspects of learning English as a foreign language for the dyslexic child are writing and reading. This is due to the complexity of the grapheme-phoneme correspondence in English, which is an opaque language, in difference with Spanish, which is transparent. Despite the short duration of the intervention, notable improvements were observed in the student's ability to manipulate letters and sounds (phonological awareness). This suggests that when children with learning difficulties receive appropriate and personalized educational support, they can make significant improvement at the same rate as their classmates.
Nonverbal Communication in Close Liaison with Emotions: A Case Study of the Animated Series of Arcane
(2025-05-26) Cristóbal Navarro, Ana; García González, José Enrique; Filología Inglesa (Lengua Inglesa)
Adolescence Mental Development and its Possible Connotations on Second Language Acquisition: A literature review
(2023) Fernández Rodríguez, Juan Carlos; López Soto, Teresa
Adolescence is a phase characterised by significant physical and cognitive growth. During this period, the brain undergoes notable transformations, with one of the most crucial being the maturation of the prefrontal cortex. Responsible for executive functions like impulse control and decision-making, the prefrontal cortex might not perform optimally due to its relative immaturity. Conversely, the limbic system, governing hormone secretion and emotional regulation, is more developed during adolescence than in any other life stage. This imbalance in the functioning of these brain constituents lead to cognitive, emotional, and social challenges, influencing adolescent behaviour and conduct. Despite these complexities, adolescence is also a time when the brain displays the highest level of neuroplasticity, alongside childhood. This characteristic makes it an ideal period for acquiring new skills, particularly second language acquisition. Understanding the brain development and the factors involved in language learning during this stage is crucial in developing effective strategies to facilitate language acquisition for teenagers. Educators will consequently be greatly benefited from this knowledge, as it will make the learning process more efficient and less troublesome for young learners.
Humanities meets Natural Science: Entropy and the Prediction of Language Change
(2023) González Del Valle Mezo, Francisco Javier; Fernández Cuesta, Julia María
The use of technologies in the EFL classroom and its effect on learner´s motivation
(2023) Bellido Cárdenas, María Dolores; de Amores Carredano, José Gabriel
Overcoming Trauma and Alienation in My Year of Rest and Relaxation by Ottessa Moshfegh
(2025-05-27) Hedzyk Vasus, Diana; Crews, Brian; Universidad de Sevilla. Departamento de Filología Inglesa (Literatura Inglesa y Norteamericana)
Contrastive study of english voiceless stops by native and non-native speakers
(2025-05-29) Rosillo García, Clara María; Barrera Pardo, Darío; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This study investigates the production of the voiceless stops consonants of English (/p/, /t/, /k/) by native speakers of Spanish who are learning English as a second language (L2), comparing them with native speakers of English. Although there is no doubt that these phonemes exist in both languages, the way in which they are articulated differs significantly between the two languages, specifically in terms of the time interval between the release of the sound and the onset of vocal fold vibration (VOT). The present experiment analyzed the VOT in 15 English words produced by two groups: five native English speakers and five native Spanish learners, who are aged between 20 and 26 years. Each participant recorded the word list a total of four times, resulting in approximately 600 samples. The results of the recordings revealed that native Spanish speakers produced the voiceless stops with shorter VOT values compared to native English speakers. These findings support previous research with conclusions similar to those of this study, as they suggest that second language learners tend to face difficulties in accurately imitating the phonetic patterns of the target language, due to the influence of their native language, even after some years of exposure to the target language
Contrastive study of stops in english and spanish
(2025-05-28) Vilches Gómez, Carla; Barrera Pardo, Darío; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This study explores the phonetic differences between English and Spanish through a contrastive analysis of stop consonants, focusing on their Voice Onset Time (VOT) patterns. Taking into consideration previous cross-linguistic research, it aims to identify how the production of voiced and voiceless stops differs between native speakers of each language. By examining carefully recorded speech data from both English and Spanish speakers, the study highlights articulatory patterns that distinguish the two languages. Particular attention is given to how these differences impact language learning, especially in second language pronunciation. The study combines controlled word lists and acoustic analysis using specialized software, making sure that the results are both precise and accurate. Beyond describing how stop consonants behave acoustically, the study shows the implications of these findings for language instruction. It discusses how awareness of phonetic contrasts like VOT can support more effective teaching strategies and help learners overcome common pronunciation challenges. Overall, the research contributes to a better understanding of the role of phonetic detail in cross-linguistic speech production and offers insights that are relevant not only for linguists, but also for educators and learners involved in second language acquisition.
The Morphosyntax and Semantics of the Indirect Object: A Corpus-based Contrastive Study in English and Spanish
(2025-05-28) Soriano Víbora, Francisco; Tamayo Morillo, Francisco Javier; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This paper provides a contrastive analysis of the morphological, syntactic, and semantic properties of the English and Spanish indirect objects. In order to reach conclusions and provide sufficient evidence, multiple descriptive grammars and a corpus have been utilized. The corpus encompasses one hundred sentences in Spanish containing indirect objects from the novel La Sombra del Viento by Ruiz Zafón, and its English counterparts from the English translation of the novel. Through their use, both a qualitative and a quantitative perspective are given on the way in which the same syntactic pattern behaves differently in the two languages, focusing on aspects like the concept of transitivity, formal realization, passivization, and the semantics of the indirect object. The Spanish indirect object shows itself to be more productive than the English one, with results revealing that only 35% of the indirect objects were maintained in English. This paper may serve as an aid or guide for Spanish and English L2 teachers to approach the indirect object and the errors concerning it in a more informed way
Estudio contrastivo de las fricativas inglesas producidas por hablantes nativos y no nativos
(2025-05-28) Del Pino Guerrero, Carmen; Barrera Pardo, Darío; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This present study investigates the production of English fricative consonants (/f, s, θ/) by native and non-native speakers of English to the identify key differences in pronunciation, which constitutes the primary aim. A contrastive study between native and non-native speakers was carried out by recording some of the volunteer participants, native and non-native speakers of English with different linguistic backgrounds, taking part into a short questionnaire in a supervised context delivered by the Faculty of Phonetics, in which they had to read out loud and clear a list of words several times. The acoustic analysis focused on properties such as duration, intensity, and center of gravity (COG). The results demonstrated some differences between the subjects’ productions with respect to the characteristics of the fricatives
Un estudio contrastivo de los verbos de deseo en inglés y español
(2025-05-26) Bastida Sánchez, Yolanda; Comesaña Rincón, Joaquín; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This paper presents a contrastive study of verbs of desire in English and Spanish, focusing on their grammatical patterns and their relation with modality. These verbs are used to express wishes, intentions, and unrealized events. The aim of this study is to examine how these verbs function syntactically and semantically, and see their connection with the epistemic and deontic modality. The analysis for these verbs is based on studies by different linguists such as Levin (1993), Dixon (2005), Palmer (2001), the RAE (2009), and Bosque and Demonte (1999) among others. The structures used in each language to express desire are compared in order to show that while there are similarities, Spanish tends to use the subjunctive mood in subordinate clauses, although English prefers the use of infinitive constructions. These differences are important to understand how each language expresses desires and intentions.
Perception of English Vowel Sounds by Spanish Speakers
(2025-05-29) Fernández Grandes, Mónica; Barrera Pardo, Darío; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This Study investigates how native Spanish speakers perceive English vowel sounds, focusing on contrasts that do not exist in Spanish, such as /iː/–/ɪ/, /ʊ/–/uː/, and /æ/–/ʌ/. The main aim is to identify which phonemes are most difficult to distinguish and how factors like proficiency level, age of acquisition, years of formal instruction, and participation in Erasmus programs influence perception. Twelve Spanish-speaking participants with varying levels of English (B1 to C2) completed a minimal pairs listening test featuring audio recordings by a native English speaker. Each participant selected the word they believed they heard from a pair of options. Results were examined through the number of correct responses and the types of recurring errors. The findings show that /ʊ/–/uː/ and /iː/–/ɪ/ were the most challenging contrasts, supporting previous research on second language phoneme perception. Higher proficiency levels generally led to better results, but other factors also played a role. Participants with early exposure to English or real-life experience abroad performed more accurately, while the number of years spent in language school did not always correlate with improved perception. These results highlight the importance of both linguistic and experiential factors in the development of phonological awareness. They also suggest that pronunciation teaching for Spanish learners of English should go beyond classroom instruction and include more exposure to authentic input and focused listening practice.
A cultural bridge between East and West: the Beat reimagining of Japanese haiku as an American poetic form
(2025-05-27) Gómez Mateos, Miguel; Toda Iglesias, María de los Ángeles; Universidad de Sevilla. Departamento de Filología Inglesa (Literatura Inglesa y Norteamericana)
The dissertation explores the cross-cultural adaptation of the Japanese haiku within the context of the American Beat Generation, illustrating how a traditional Eastern poetic form was reimagined and turned into a different literary and philosophical setting. Tracing the origins from classical definitions by Bashō and Shiki to its popularization in the West by R.H. Blyth, the study first establishes the poetic and philosophical foundations of haiku, including some of its formal features (kigo, kireji, and syllabic structure). The analysis then shifts to examine how key figures of the Beat Generation—Gary Snyder, Jack Kerouac, ruth weiss, and Diane di Prima—engaged with haiku as a medium for poetic innovation and spiritual exploration. Through close readings of selected haikus, the dissertation highlights each poet’s distinctive approach. In doing so, this research challenges the notion that English-language haiku is a diluted imitation of its Japanese counterpart, arguing that Beat poets redefined haiku’s parameters, making it a resource for cultural blending, artistic experimentation, and personal revelation. Lastly, the dissertation demonstrates that the Beat Generation’s use of haiku served as both a literary and philosophical bridge between East and West, expanding the possibilities of poetic expression in the modern world.
Esse Est Percipi: Perception, Construction, and Identity in Being There
(2023) García Fernández, Marta; Almagro Jiménez, Manuel; Universidad de Sevilla. Departamento de Filología Inglesa (Literatura Inglesa y Norteamericana)
Bilingualism and L1 Attrition
(2023) Toscano Rodríguez, Maravilla; Martín González, Javier; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
This essay deals with the topic of lexical L1 attrition and how it can impact on bilingual individuals. The L1 of two adult Spanish women might be changed by frequent exposure to and influence from their L2 (English) due to their residence in Manchester. Despite the fact that both individuals reside in a monolingual area, phone calls and interactions with family members and peers in Spanish keep their L1 from being fully inactive. The results of a questionnaire and an interview to both of them shows that whereas Participant 1 feels more connected to her Spanish language and roots, Participant 2 seems more attached to her L2 and C2. Oral tasks, i.e Discourse Completion Task (DCT), Lexical Decision Task (LDT) are employed to conduct this study. The findings of these assessments show striking differences between these potential attriters and two monolingual control subjects. The particular focus is on lexical components in formal and informal contexts, and both participants were similarly impacted, despite some interesting differences between them.
A Corpus Linguistic Study on The “American Dream” in the Works of F. Scott Fitzgerald and James Truslow
(2023) Dios Moreno, Andrea de; López Soto, María Teresa; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)
The idea of the American Dream has been depicted by many authors since James Truslow defined it in the 30’s. This study presents a comparison between how F. Scott Fitzgerald and James Truslow represent the American Dream using the Corpus Linguistics for the exact purpose of demonstrating the proposed hypothesis which states that Fitzgerald gives a more depicted version of the concept of the American Dream, while Truslow stays positive about the concept and presents America as a promised land. The study has demonstrated that Fitzgerald reflects the idea of a corrupted AD whereas Truslow depicted the concept in a positive and almost fanciful way through their use of the language and semantic categories. That is why the semantic category is social classes is more present in Fitzgerald’s works rather than, for example, words related to effort and hard work that are more often in Truslow’s works.
From Vietnam to Afghanistan: Bruce Springsteen and the Aftermaths of War
(2023) Álvarez Reyes, Paula; Cobo Piñero, Rocío; Universidad de Sevilla. Departamento de Filología Inglesa (Literatura Inglesa y Norteamericana)

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