Elia - 2002 - Nº 3

URI permanente para esta colecciónhttps://hdl.handle.net/11441/2479

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Garden-path utterances and relevance
(Universidad de Sevilla, 2002) Merino Ferradá, María del Carmen
An appropriate account of how the interpretation process of garden-path utterances develops should include an analysis of those psycholinguistic aspects related to the recovery of the semantic representations of the utterance as well as a pragmatic explanation of how those representations are used in the construction of a final interpretation. To investigate how lexical access could take place in the case of ambiguous words, two psycholinguistic models are briefly reviewed: the selective model and the exhaustive model. An argument is put forward for the exhaustive model, that is, for a modular view of the lexical processing system. Thus, we argue that in the processing of a garden-path utterance, upon encountering an ambiguous word, all of its meanings are initially activated. Once access has been completed and the selection phase reached, pragmatic factors come into play, in the process of selecting one of the possibilities and building an interpretation from it. Relevance theory, a cognitive-pragmatic account of communication, explains why a given interpretation is initially selected, why it is later rejected as contextually inappropriate and why the processor tries a second line of interpretation which will finally produce the desired results.
Adverb orientation: semantics and pragmatics
(Universidad de Sevilla, 2002) García Núñez, José María
Orientation is a well known property of some adverbs in English. Early approaches to the topic simply offered a systematisation of paraphrase relations between these adverbs and the corresponding adjectives. Current cognitive (Nakamura, 1997) and Event Logic (García Núñez, 1999) approaches have discovered simpler semantic components in adverb orientation. This study presents cases of Subject Oriented Adverbs pragmatically oriented to non explicit participants, and demonstrates that the proposed analyses in terms of simpler meaning components provide a good basis for a predictive and explanatory account of adverb orientation to both explicit and implicit participants.
What can pragmatic inference tell us about the syntax and semantics of secondaty predication?
(Universidad de Sevilla, 2002) Gonzálvez García, Francisco
This paper addresses the theoretical and descriptive relevance of pragmatic inference with the purpose of exploring the syntax-semantics interface in secondary predication in English. Most standard syntactic analyses proceed on the assumption that there is a uniform, one-to-one correspondence of the postverbal NP (NP2 henceforth) and the following XP with the semantic interpretation of these phrases as direct object and complement/modifier (or adjunct), respectively. However, upon closer examination of sentences like “I found John gone/out of sight” or “I have a tooth missing”, it appears that such an assumption can be challenged on both theoretical and descriptive grounds. Since these pragmatically marked predication structures involve the cancellation of the conventional implicature of the NP1 V NP2 string, it is suggested that the syntactic analysis of these instances cannot be established solely on the basis of formal properties alone, but rather needs to be seen in terms of the interaction of the inherent meaning and form properties of the syntactic constituents of the construction with the actual interpretation of these properties by the subject/speaker in a given discourse scenario. At a descriptive level, it is argued that these marked instances of secondary predication can be more aptly analyzed, both syntactically and semantically, as involving complex predicates taking the postverbal NP2 as their sole object argument.
Un ejemplo de estrategia retórica: la paradoja en el lenguaje publicitario
(Universidad de Sevilla, 2002) Díez Arroyo, Marisa
Although the bulk of studies devoted to advertising has risen in recent years, most of the works continue to be devoted to advertising as mass-media. In this paper I would like to look at this field of communication giving prominence to the discursive strategies used in the elaboration of the slogan, with special emphasis on paradox as a rhetorical device. My aim is to show how copywriters have fought out their way to regain the consumer's trust, a trust which has been undermined by the proliferation of messages. This task will be carried out paying attention to the language used by advertisers in written slogans. As a result, emphasis will be placed on incongruity at two levels: the semantic and the pragmatic. Given the special characterization of advertising communication, the methodology employed makes use of two main perspectives. Firstly, the rhetorical perspective will help us understand the keys to persuasion, as well as the effect sought by flouting stylistic rules. Secondly, the pragmatic perspective, on surveillance of Sperber & Wilson's Relevance Theory, will offer an account of the role played by inferences, weak implicatures, contextual effects or processing effort in advertising communication.
Una aproximación pragmática al uso de anglicismos en el derecho español
(Universidad de Sevilla, 2002) Sánchez-Reyes Peñamaría, Sonsoles; Durán Martínez, Ramiro
Spanish jurists have inveterately seemed prone to the use of foreign terms to wrap up the most commonplace concepts of their discipline. If the usage of Latin aphorisms such as `rebus sic stantibus´ or `in dubio pro reo´, household words for jurisconsults, could be amply justified by the Latin roots of Spanish law, there is no such explanation for the recent proliferation of anglicisms, of which legal experts avail themselves notwithstanding the fact that these borrowings could easily be replaced by their existent Spanish equivalents. The tendency is particularly common in legal expressions relating to economics, business transactions and international relationships, undoubtedly favoured by the twofold evidence of the foundational English coinage of some of these concepts and contractual figures and the ever-increasing status of English as lingua franca. Spanish legislation explicitly recommends the usage of vernacular vocables when they can be found effortlesly: thus, “arrendamiento financiero” instead of “leasing” and “franquicia” in lieu of “franchising”, but jurists seem reluctant to do so. We hazard a pragmatic interpretation of the inferential kind for this phenomenon: the introduction of anglicisms in legal speech adds to it a cryptic component of high cultural standard and cosmopolitan outlook on the part of the speaker that contributes greatly to his/her prestige.
The use of acronyms in nursing English: implications for the development of communicative competence
(Universidad de Sevilla, 2002) Fijo León, María Isabel
This paper analyzes the use of acronyms in nursing English, and its implications for the development of the communicative competence of the speakers of this special language. The starting assumption is that profuse use of acronyms is a defining feature of scientific genre and hence of nursing language. Evidence for this assumption is provided by the data obtained from a corpus of articles published in specialized nursing journals. The paper is organized as follows. First, the term ‘acronym’ is defined. Then, nursing acronyms are classified according to their degree of lexicalization. Next, I focus on acronym formation. Finally, I deal with the rules that govern acronym usage, and examine several examples to see both compliance and non-compliance with these rules. From the analysis of these examples, several conclusions are drawn.
Comprehending narrative: the cognitive dimension
(Universidad de Sevilla, 2002) Jacobs, Roderick A.
Readers of narratives construct complex mental models or "spaces" within which to locate themselves. During this process, readers construct, activate, and adjust a spatio-temporal focus to integrate interpretation of individual sentences in a global interpretation. This focus, the ‘deictic center’, shifts constantly. Although linguistic markings help orient the readers, they must draw not only on complex inferential skill but also schematic socio-cultural knowledge. This can create difficulties for readers from other linguistic and cultural environments. Examples from several narratives and a poem are examined, and the cognitive skills required are considered. In each, a base reality “of this time, of that place’ is established, and readers are moved from that mental space to spaces representing other times and places, real and hypothetical, which may include counterparts of events and participants already encountered. The notion of ‘sameness’ is thus a complex one, since it links counterparts across different kinds of spaces. In our examples, each author uses sometimes subtle linguistic markers pointing to sociocultural schemata assumed familiar to the assumed readership. Readers from other social and cultural contexts must surmount the differences in order to construct a plausible cognitive model of the narrative.
Translators' English-Spanish metaphorical competence: impact on the target system
(Universidad de Sevilla, 2002) Samaniego Fernández, Eva
In spite of the large number of interlinguistic competences and skills generally mentioned in translation studies as being essential for translators, metaphorical competence does not figure as one of the relevant ones. And yet, it has a deep impact on the conceptual development of the target system, as we will try to demonstrate on the basis of a study and subsequent report carried out on a reduced corpus of target novel metaphors in newspaper texts published in Spanish and their corresponding source metaphors in English. Many of the translations of these metaphorical expressions are coherent with the principle of ‘transparency’; thus, their meanings in Spanish can be guessed at because they appeal to our recognition of underlying symbolism, even if the translations do not exist as common expressions in Spanish.
Mental imagery: a tool to promote creativity in the FL classroom
(Universidad de Sevilla, 2002) Ávila López, Francisco Javier
Recent psychological research suggests that much of our of learning includes imagery as part of the cognitive processes. Mental imagery can lead to significant improvement in learning given proper guidance. One of the most important reasons for that cognitive potential is the close relationship between mental imagery and creativity. Research points to the ability to generate and manipulate mental imagery as one of the main components of creativity; guided mental imagery training can help to awaken a sense of creativity atrophied by an educational system that focuses mainly on concepts and numbers. After discussing the relationship between mental imagery and creativity, a number of activities for the FL classroom are proposed and analyzed.
Una forma de reducir la ansiedad en los exámenes orales de inglés como lengua extranjera: técnica de reevaluación positiva
(Universidad de Sevilla, 2002) Rubio Alcalá, Fernando D.
This paper deals with a research project, which aims to analyze the application of a technique in order to reduce anxiety in foreign language oral exams. After considering reasons for the existence of exam anxiety and some options for anxiety reduction, the technique of positive reevaluation is described and presented as a possible alternative. An empirical study carried out with secondary-school students showed reduction of anxiety when using this technique.The study attempts to verify the hypothesis that anxiety levels drop when candidates, who perceive the oral exam negatively, reevaluate their own performance at the start of the exam and succeed in perceiving it positively. To facilitate this, examiners model their discourse at the very beginning of the oral exam, providing candidates with comprehensible input and the opportunity to reduce their anxiety.
Incidencia de los factores afectivos en la elección de estrategias de aprendizaje y uso de una L2
(Universidad de Sevilla, 2002) Lorenzo, Francisco J.
Affective factors have more often than not been given passing attention when describing the process of second language acquisition. This paper points out that however relevant cognition can be, learners also experience an affective involvement when learning a language. Empirical research has repeatedly turned its attention to affect to account for variation in second language learning but this connection takes place in a theoretical vacuum. This paper aims at presenting a framework that links affect to one of the most undisputed cognitive mechanisms in second language acquisition, that of strategies. Once this framework has been dealt with, this paper emphasizes the central role that affect should have in second language research.
Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
(Universidad de Sevilla, 2002) Safont, Maria Pilar; Campoy, Mari Carmen
The purpose of this paper is to examine the presentation of request realisation strategies in three major learner dictionaries, namely the Longman Dictionary of Contemporary English (1995), the Collins Cobuild English Language Dictionary (1995) and the Oxford Advanced Learners Dictionary (1995). In so doing, we have followed research analysing pragmatic items in ELT materials (Boxer and Pickering, 1995; Meier, 1997; Alcón and Tricker, 2000), on the one hand, and studies on the presentation of pragmatic information in dictionaries (Zgusta, 1988; Nuccorini, 1993) on the other. Our analysis of request acts linguistic formulations in dictionaries was conducted on the basis of Trosborg's taxonomies of request strategies and request head act modification (1995) and on Bardovi-Harlig and Hartford's Maxim of congruence (1991). Results show that in line with previous studies on the presentation of pragmatic information in other ELT materials, dictionaries present pragmatic items without relating them to their actual context of language use. Furthermore, contrary to Nuccorini's assumption (1993), we have found that information about request acts in dictionaries may not be wide enough for foreign language learners to promote their ability to use the target language appropriately. Key words: requests, interlanguage pragmatics, dictionary skills.
Practice opportunities and pragmatic change in a second language context: the case of request
(Universidad de Sevilla, 2002) Alcón Soler, Eva; Codina Espurz, Victoria
Pragmatic competence is considered to be part of a non-native speakers (NNSs) communicative competence and has been included in the models of communicative ability (Canale and Swain, 1980; Bachman, 1990; Celce- Murcia et al., 1995. This paper examines learners’ development of pragmatic competence in a second language context. Fifteen Spanish students who had spent a term at the University of Liverpool as Socrates students and three native English University lecturers participated in the study. A total of 30 sessions (10 upon arrival, 10 mid-study and 10 at the end) were taped and transcribed with the consent of participants. Evidence for the realization of the speech act of requesting is examined within the framework of status congruence (Bardovi-Hartford, 1990), taking into account frequency and form in native and non-native advising sessions. Then, on the basis of the theoretical condition for language learning (Pica, 1994, 1996), we analyze non-native speakers’ change towards native speaker’s ability of requesting. Results of the study show that, although learners moved towards using more requests, they failed to develop the full range of request strategies and appropriate linguistic forms. Results of the study indicate that native speakers' input and learners’ opportunities for output are not enough for pragmatic development, and a focus on form (Doughty and Williams, 1998) regarding appropriate forms of the speech act of requesting is suggested.
Developing pragmatic competence in the EFL setting: the case of request in tourism texts
(Universidad de Sevilla, 2002) Usó Juan, Esther; Salazar Campillo, Patricia
In this paper we present an analysis of how the speech act of requesting is offered in several EFL (English as a Foreign Language) materials from the discipline of tourism. Our objective is to examine which is the most common request structure presented in the recorded material in order to see the range of requests presented to students. The request strategies are analysed according to the taxonomy proposed by Trosborg (1995), who divided them into four main categories: indirect requests, conventionally indirect (heareroriented conditions), conventionally indirect (speaker-oriented conditions), and direct requests. In a previous study (Salazar and Usó, in press) we analysed the request strategies presented in the written materials and the exercises students had to perform in order to practise this speech act. We found that the second category, conventionally indirect requests (heareroriented conditions), is the most common category used by all textbooks under study. Results from the present study corroborate the finding that the second category is the most frequent strategy used in the tapescripts students have to listen to. There seems to be a connection between the request structures students are presented with in the written texts and the recorded materials. We propose several tasks in order to widen the scope of the requests taught to students so as to incorporate pragmatic aspects.
Intercultural communicative competence: a step beyond communicative competence
(Universidad de Sevilla, 2002) Coperías Aguilar, María José
The concept of "communicative competence", first proposed by Hymes, referred basically to abilities speakers have in their first language. This term, however, was appropriated and reworked (Canale & Swain 1980; van Ek 1986) within the field of foreign language teaching and new approaches or dimensions (sociolingustic, socio-cultural, social, etc.) were added to the original idea. Consequently, the prescriptive model based upon native speaker competence started to be put into question and the replacement of the native speaker by the intercultural speaker as a reference point for the foreign language learner was suggested (Byram & Zarate 1994). Stemming from all these considerations, a model was proposed (Byram 1997) for Intercultural Communicative Competence (ICC), involving one step further in communicative competence.
A communicative view of the rightful place of nonverbal communication in native -and foreign- language teaching
(Universidad de Sevilla, 2002) Brosnahan, Leger
Nonverbal communication, an essential component of all languages, has been, for a number of historical reasons, almost completely neglected in the teaching of both native and foreign languages. Speech has often been added to reading and writing as proper goals of language teaching, but the need for knowing nonverbal communication if one is speaking face-to-face with another is only slowly being realized. What is needed are two-language, detailed, descriptive contrasts of the nonverbal communication of the native and the target dialects or languages. No such contrast is currently more needed than one contrasting the nonverbal-communication systems of Standard Spanish and Standard American English.
Developing secondary students' comunicative competence: politics and reality
(Universidad de Sevilla, 2002) Halbach, Ana
That theory and practice do not always go hand in hand is something of a commonplace. The same holds true for what is legislated about how languages should be taught, and how they really are taught in schools. This relation between politics and classroom reality is the topic of the present paper. In it secondary school teachers' attitude towards language teaching and students' perception of the way in which languages are taught are compared with what, according to government policies should be going on in classrooms. At the end of the paper, possible reasons for the divergence between one and the other are forwarded.
Contrastive perspectives on the reliability of grammar testing: The case of the verb phrase in L2 English
(Universidad de Sevilla, 2002) Jacobs, Geert; Braecke, Chis
In this article we present the preliminary results of empirical research on the reliability of grammar testing. The following testing techniques are examined: multiple choice, translation, gap-filling and, finally, performance. In particular, for the purposes of this paper we set up four different tests to identify knowledge of the English verb phrase among native speakers of Dutch. Drawing from a detailed examination of selected results it is concluded that a renewed interest in a contrastive approach to language testing and practice is to be recommended.
Foreign language instruction in the US: making reading instruction communicative
(Universidad de Sevilla, 2002) Chandler, Paul Michael
Foreign/L2 reading in the United States has evolved during the 1990s with the widespread acceptance of the interactive theory of reading. Nevertheless, the communicative language teaching approach often translates into a reduced role for reading in the classroom, and many traditional pedagogical materials are still used in language programs around the US. To foment communicative reading instruction, this paper provides an overview of some of the unique features presented in six currently used language methodology texts, providing a snapshot of how reading instruction is taught to future teachers. Finally, a framework for presenting reading through communicative activities is suggested, one which is both information- and task-based, allowing for easy adjustment to learners´ needs.

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