Elia - 2018 - Nº 18
URI permanente para esta colecciónhttps://hdl.handle.net/11441/81337
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Artículo Applicability and variation of Swales' Cars model to applied linguistics article abstracts(Universidad de Sevilla, 2018) Sánchez, Jorge AlbertoThis study examines, from a diachronic-comparative perspective, the applicability and variation of the Create a Research Space (CARS) model to informative abstracts of empirical applied linguistics research articles (RAs) in English published in two high impact academic journals (TESOL Quarterly and Reading Research Quarterly). A pilot study of a smaller sample of 20 abstracts chosen from the 92-abstract corpus published in a twenty-year period (1981–2001) with a five-year interval between each year of publication showed that CARS was applicable to only part of the data and that there were also other rhetorical categories not captured by this framework. The move-step analysis of the 92-abstract corpus indicated that ‘Announcing present research’, within the move ‘Occupying the niche’, was the most commonly used step and with the most variation over time. As regards the categories not captured by CARS, it was found that the step ‘Drawing conclusions’, within the move ‘Discussing the research’, was employed in almost half of the abstracts of the corpus and it also varied in the years analyzed. The moves ‘Occupying the niche’ and the sections not captured by CARS, i.e., ‘Describing the methodology’, ‘Summarizing the results’, and ‘Discussing the research’, were the most commonly used and with most variation in the corpus over time. These results suggest that most authors from both journals announce the present research and to inform about the rest of the RA, they include the rhetorical sections ‘Describing the methodology’, ‘Summarizing the results’, and ‘Discussing the research’.Artículo Codeswitching practices in the discourse of two lecturers in English-medium instruction at university(Universidad de Sevilla, 2018) Sánchez-García, DaviniaThe present study focuses on analyzing the pedagogical functions of codeswitching (Milroy & Muysken, 1995; Canagarajah, 1995, 2011; Auer, 1998; Bista, 2010; García & Wei, 2014) as one of the most pervasive compensatory strategies used by lecturers in English-medium instruction at university. The corpus examined includes 8 lectures taught in English by two different lecturers and belonging to two subjects within a Business Administration degree in Spain. Findings suggest that there seems to be four pedagogical purposes as the main motivators behind codeswitching practices. In addition, results indicate that the personal teaching style of lecturers and the nature of the academic disciplines are likely to largely determine the use of this compensatory strategy.Artículo Pre-service primary school teachers' reflections on EFL students' awareness of gramatical forms in online communication(Universidad de Sevilla, 2018) Kapranov, OleksandrThis article involves an empirical study of pre-service primary school teachers’ essays on primary school students’ awareness of grammatical forms of English as a Foreign Language (EFL) in online communication. 10 pre-service primary school teachers (hereafter – participants) were matched with their respective control group of 10 non-teacher students enrolled in the same EFL course at a large university in Norway. The specific aim of the study was to analyse the participants’ reflective essays and to juxtapose them with the essays written by the controls in order to reveal possible differences between the two groups. The participants’ and the respective controls’ reflective essays about primary school students’ awareness of EFL grammatical forms in online communication in English were further analysed by means of a mixed- method design comprised of a quantitative analysis with the computer software program WordSmith (Scott, 2012) and a qualitative framing analysis. The results of data analysis indicate that the frames found in participants’ reflective essays fall within 6 categories, namely “Attention to Grammar”, “Encouragement”, “Individual Differences”, “Informal Language”, “No Attention to Grammar”, and “Subjective Opinion”. These findings are further discussed in the article.Artículo Anglicismos y Galicismos en artículos periodísticos sobre moda(Universidad de Sevilla, 2018) Rodríguez Gutiérrez, Yliana VirginiaEn el campo semántico de la moda existen hoy varios términos tomados en préstamo del inglés y del francés. Si bien el segundo cuenta con una tradición más antigua, en los últimos años el inglés ha tomado gran protagonismo. En este trabajo estudio los anglicismos y galicismos presentes en un corpus constituido por artículos periodísticos de una revista publicada en español. A partir del análisis cuantitativo y cualitativo de 71 entradas léxicas, analizo -desde una perspectiva sincrónica- la incorporación de los préstamos al español, atendiendo tanto a su propagación y adaptación como al grado de aceptabilidad asignado por hablantes encuestados para tal finalidad. A modo de conclusión, valoro la relación entre la norma social y la prescriptiva. Al considerar la inclusión de las palabras en los diccionarios consultados, las ocurrencias en el corpus, la adaptación, y la aceptación de los préstamos, se observa que no todas las palabras que cuentan con propagación, adaptación y aceptación en el sistema receptor han sido normativizadas.Artículo Raising awareness about heritage language learners in the L2 Spanish classroom: teacher beliefs and attitudes(Universidad de Sevilla, 2018) George, Ángela; Salgado-Robles, FranciscoWith the growing number of English language learners throughout the United States enrolled in the foreign language class representing their heritage language, it is increasingly important for foreign language methodology courses to address how to plan for, instruct, and assess the diverse needs of these students in the K-12 foreign language classroom. Their needs as heritage language learners are different than those of second language learners. Therefore, in order to teach these language learners, teachers should possess specific competencies, not typically evident in foreign language teaching methodology courses. The present study is a preliminary effort to integrate a module on teaching heritage language learners into a foreign language teaching methodology course and to evaluate the development of teacher candidates’ declarative knowledge, beliefs, and conceptualizations about heritage language learners and heritage language instruction. Participants (N=30) are pre-service 9-12 Spanish teachers at two postsecondary institutions in the Eastern United States. The results demonstrate that teacher candidates move beyond conceiving heritage language learners as similar to second language learners and proceed toward perceiving them as culturally and linguistically diverse learners of Spanish, as evidenced through surveys and lesson plans.Artículo How to tailor tell tools for older L2 learners(Universidad de Sevilla, 2018) Olivares-Cuhat, GabrielaNowadays, many second language (L2) courses comprise a mix of online learning and face-to-face activities. As a result, this incorporation of blended learning and class instruction has allowed L2 students to learn more autonomously, become more engaged with the language learning process and achieve better results. However, blended L2 instructional strategies are mostly intended for young and traditional college-age students without considering the older learners. This article investigates the suitability of the blended L2 learning format for this latter student population and seeks to establish guidelines for the design of an L2 language course well adapted to the specific weaknesses and strengths of older adults. To this end, the early effects of aging on L2 acquisition and cognitive processes are first reviewed. Next, good practices in the use of technology-enhanced language learning (TELL) tools with older students are discussed. Finally, recommendations for blended L2 course design are provided.Artículo Prólogo. Elia, 18(Universidad de Sevilla, 2018) Echitchi, RaymondArtículo La traducción en el aula de lenguas para fines específicos: antiguas herramientas en nuevos contextos(Universidad de Sevilla, 2018) Barbasán Ortuño, Inmaculada; Pérez-Sabater, Carmen; Montero-Fleta, BegoñaLa traducción ha experimentado un proceso de ostracismo durante muchos años debido a nuevas metodologías que tendían a evitar el uso de la lengua materna en el aula, al menos en estadios no iniciales de aprendizaje. Este trabajo plantea la hipótesis de si el uso pedagógico de la traducción L1-L2 en un curso de Lenguas para Fines Específicos (LFE) puede tener un papel relevante en el aprendizaje de la L2. Se analiza en detalle en qué medida las actividades de traducción de frases cortas debidamente diseñadas y dirigidas por el docente son una herramienta válida para mejorar la expresión escrita de dos grupos de alumnos con nivel intermedio alto de conocimientos de lengua: estudiantes anglófonos que cursan español como segunda lengua y estudiantes españoles de inglés, todos ellos cursan grados en tecnologías de la información. Las frases cortas diseñadas para practicar ciertas estructuras gramaticales como el uso del artículo de referencia genérica y vocabulario específico de tecnologías de la información resaltan las diferencias entre los dos sistemas lingüísticos. La aplicación de una prueba de expresión escrita inicial y otra final así como un cuestionario inicial y otro final sirven para comprobar que la traducción ayuda en la mejora en el dominio de la producción escrita y que el alumnado de lenguas de especialidad actual valora mucho las tareas de traducción L1-L2 en el aula. La comparación de los dos grupos resalta las interferencias sintácticas y léxicas experimentadas en la traducción en función de la L1 del alumno.Artículo A corpus-based study of adverbs of frequency in a goal-oriented distance learning forum(Universidad de Sevilla, 2018) Bobkina, Jelena; Stefanova Radoulska, SvetlanaThis paper reports on a corpus-based study that investigated the use of frequency adverbs in students’ posts in a goal-oriented virtual forum. The participants in the study were undergraduate students enrolled in two distance learning undergraduate degrees at the International University of la Rioja (Spain), and whose English language level was B1. The forum was part of one of the modules taught within a BEd program with a major in English Language Teaching. The study used a mixed-method approach and the results showed that the erroneous usage of the selected set of adverbs represents 7.47% of the total number of errors. For the classification of the errors, an error taxonomy was designed, including 9 error types. Findings revealed that the most common error types were those related to the position of frequency adverbs in the clause. The paper argues for the unique value of data gathered from virtual forums for the design of preventionoriented teaching material, based on predictable errors.Artículo Escritura translaticia y su utilidad para el aprendizaje incidental de vocabulario(Universidad de Sevilla. Grupo de Investigacion "La Lengua Inglesa en el Ambito Universitario", 2018) Ramírez Gálvez, Belén; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)