Elia - 2000 - Nº 1
URI permanente para esta colecciónhttps://hdl.handle.net/11441/2477
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Artículo Los textos en los gráficos de los artículos médicos: aproximación pragmática(Universidad de Sevilla, 2000) Gómez Morón, ReyesThe 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.Artículo Modulating grammar trough modality : a discourse approach.(Universidad de Sevilla, 2000) Gonzálvez García, FranciscoThis 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.Artículo 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, CristinaThe 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.Artículo El español en el aula de inglés: un estudio empírico(Universidad de Sevilla, 2000) Martín Martín, José MiguelThis 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.Artículo 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.Artículo Análisis metodológico de programas "CALL"(Universidad de Sevilla, 2000) Sánchez Ortega, AndrésIn 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.Artículo El "hablante nativo" de la lengua meta: ¿qué importancia tiene para la enseñanza de la L2?(Universidad de Sevilla, 2000) Chacón Beltrán, Manuel RubénThis 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.Artículo La función pragmática del acento en la expresión de la emoción(2000) Narbona Reina, Beatriz; Universidad de Sevilla. Departamento de Filología Inglesa (Lengua Inglesa)Artículo 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)Artículo 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)Artículo 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)