Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11 th grade students. Pedagogical interventions involved all students (16), nonetheless convenience sampling was used to narrow research data to six participants. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes. Keywords: Video-mediated listening, meaning-making process, multiliteracies, EFL learning.
{"title":"Video-Mediated Listening and Multiliteracies","authors":"Jhon Jairo Losada Rivas, D. Cardozo","doi":"10.14483/22487085.12349","DOIUrl":"https://doi.org/10.14483/22487085.12349","url":null,"abstract":"Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11 th grade students. Pedagogical interventions involved all students (16), nonetheless convenience sampling was used to narrow research data to six participants. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes. Keywords: Video-mediated listening, meaning-making process, multiliteracies, EFL learning.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"11-24"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43422195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Few studies have analyzed the impact of language awareness and metacognitive strategies for intelligibility in the context of English as an International Language. This qualitative action research study examined the impact of using three metacognitive strategies: overviewing, goal setting, and self-evaluating to raise adult learners’ awareness of stress and intonation at a private language center in Bogota. Ten participants enrolled in an advanced English course showed lack of awareness of the use of suprasegmentals (stress or intonation) to communicate intelligibly in a preliminary oral interview. The implementation took three cycles. Each one lasted an hour every day for two weeks. During the first week, the participants were trained to use one metacognitive strategy. During the second week, they identified a suprasegmental feature from video or audio input. Finally, they monitored the use of such a feature through the strategy they had learnt in the first week. The data collection instruments were learning logs, recorded artifacts, and field notes. The results showed that students raised awareness in a triadic process that involves metalinguistic, learning, and self-awareness. Results may be useful to revisit the current teaching of pronunciation and to provide insights about the use of elements from the lingua franca core in the Colombian context.
{"title":"Using Metacognitive Strategies to Raise Awareness of Stress and Intonation","authors":"Diana Carolina Peñuela","doi":"10.14483/22487085.12383","DOIUrl":"https://doi.org/10.14483/22487085.12383","url":null,"abstract":"Few studies have analyzed the impact of language awareness and metacognitive strategies for intelligibility in the context of English as an International Language. This qualitative action research study examined the impact of using three metacognitive strategies: overviewing, goal setting, and self-evaluating to raise adult learners’ awareness of stress and intonation at a private language center in Bogota. Ten participants enrolled in an advanced English course showed lack of awareness of the use of suprasegmentals (stress or intonation) to communicate intelligibly in a preliminary oral interview. The implementation took three cycles. Each one lasted an hour every day for two weeks. During the first week, the participants were trained to use one metacognitive strategy. During the second week, they identified a suprasegmental feature from video or audio input. Finally, they monitored the use of such a feature through the strategy they had learnt in the first week. The data collection instruments were learning logs, recorded artifacts, and field notes. The results showed that students raised awareness in a triadic process that involves metalinguistic, learning, and self-awareness. Results may be useful to revisit the current teaching of pronunciation and to provide insights about the use of elements from the lingua franca core in the Colombian context.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"91-104"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims at sharing an experience in which an Intercultural Competences based course was taught to university level students in a Colombian higher education institution. Topics such as minority groups, national identity and racism were included in the course syllabus in order to raise students´ awareness regarding the importance of interculturality. Students´ posts and survey responses are shared in order to portray their perceptions regarding the course and its influence on the development of intercultural competences.
{"title":"Promoting Meaningful Encounters as a Way to Enhance Intercultural Competences","authors":"Laura Lucia Carreño Bolivar","doi":"10.14483/22487085.11987","DOIUrl":"https://doi.org/10.14483/22487085.11987","url":null,"abstract":"This article aims at sharing an experience in which an Intercultural Competences based course was taught to university level students in a Colombian higher education institution. Topics such as minority groups, national identity and racism were included in the course syllabus in order to raise students´ awareness regarding the importance of interculturality. Students´ posts and survey responses are shared in order to portray their perceptions regarding the course and its influence on the development of intercultural competences.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"120-135"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43065473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sergio Ramiro García Trejos, Rolney Leonardo Diaz Pascuas, Marco Tulio Artunduaga Cuéllar
english teachers frequently find students with a low level of oral proficiency but who want to put the language they are learning into practice. The lack of opportunities to use the language inside the classroom added to the lack of time and spaces to interact with others outside the classroom make the situation even more complex. This article contains the results of an Action Research study which aimed at exploring the impact of using Skype as a complementary tool to foster oral production in a group of students in a private university in Neiva, Colombia. Four students from the first level of English with a basic command of the language took part in this study. Theoretical constructs such the use of Skype in EFL, Computer-Mediated Communication (CMC), social networking, cooperative learning and oral production in CMC were taken into account. The pedagogical interventions in the study consisted of six Skype video- conferences between a teacher-researcher and the four participants. To collect data, video-conference transcripts, field notes and students’ journals were used. The data were analyzed using qualitative methods. Findings evidence that Skype impacts the EFL context in areas like language learning, social interaction and emotional influences. key words : Skype, CMC, oral production, social networking, cooperative learning.
{"title":"Skype sessions as a way to provide additional oral practice of English university students","authors":"Sergio Ramiro García Trejos, Rolney Leonardo Diaz Pascuas, Marco Tulio Artunduaga Cuéllar","doi":"10.14483/22487085.10826","DOIUrl":"https://doi.org/10.14483/22487085.10826","url":null,"abstract":"english teachers frequently find students with a low level of oral proficiency but who want to put the language they are learning into practice. The lack of opportunities to use the language inside the classroom added to the lack of time and spaces to interact with others outside the classroom make the situation even more complex. This article contains the results of an Action Research study which aimed at exploring the impact of using Skype as a complementary tool to foster oral production in a group of students in a private university in Neiva, Colombia. Four students from the first level of English with a basic command of the language took part in this study. Theoretical constructs such the use of Skype in EFL, Computer-Mediated Communication (CMC), social networking, cooperative learning and oral production in CMC were taken into account. The pedagogical interventions in the study consisted of six Skype video- conferences between a teacher-researcher and the four participants. To collect data, video-conference transcripts, field notes and students’ journals were used. The data were analyzed using qualitative methods. Findings evidence that Skype impacts the EFL context in areas like language learning, social interaction and emotional influences. key words : Skype, CMC, oral production, social networking, cooperative learning.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"62-78"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teletandem is a virtual context of learning languages based on principles of autonomy and reciprocity in which two peers collaborate to learn the language of each other. Usually, the interactions occur in institutional groups mediated by a professor or a graduate student. This paper aims to describe the role of a mediator and the process of mediation in Portuguese and Spanish Teletandem. Previous studies have analyzed how the Teletandem practice in the context of very close languages, such as Portuguese and Spanish, presents some inherent specificity related to the natural possibility of certain intercommunication between the interactants (Ramos, Carvalho, & Messias, 2013; Silva-Oyama, 2010). In this case, it is necessary to observe the process of mediation more closely and consider the relevance of cultural and linguistic aspects. The theoretical assumptions that guide our description and discussion are based on sociocultural theory for second language learning and assume that the learning process happens through interactions between people and the environment in a cooperative manner (Vygotsky, 1978). The methodological perspective that anchors this study is grounded theory (Charmaz, 2006), which is based on a systematic collection of data that, after analysis, originate concepts. The reflection corroborates the fact that the development of the process depends on the involvement of the mediator in different roles and suggests that the principles of autonomy and reciprocity are directly related to the mediation process and can contribute to an effective collaborative context of language learning.
{"title":"Portuguese and Spanish Teletandem: The Role of Mediators","authors":"K. Ramos, K. Carvalho","doi":"10.14483/22487085.12055","DOIUrl":"https://doi.org/10.14483/22487085.12055","url":null,"abstract":"Teletandem is a virtual context of learning languages based on principles of autonomy and reciprocity in which two peers collaborate to learn the language of each other. Usually, the interactions occur in institutional groups mediated by a professor or a graduate student. This paper aims to describe the role of a mediator and the process of mediation in Portuguese and Spanish Teletandem. Previous studies have analyzed how the Teletandem practice in the context of very close languages, such as Portuguese and Spanish, presents some inherent specificity related to the natural possibility of certain intercommunication between the interactants (Ramos, Carvalho, & Messias, 2013; Silva-Oyama, 2010). In this case, it is necessary to observe the process of mediation more closely and consider the relevance of cultural and linguistic aspects. The theoretical assumptions that guide our description and discussion are based on sociocultural theory for second language learning and assume that the learning process happens through interactions between people and the environment in a cooperative manner (Vygotsky, 1978). The methodological perspective that anchors this study is grounded theory (Charmaz, 2006), which is based on a systematic collection of data that, after analysis, originate concepts. The reflection corroborates the fact that the development of the process depends on the involvement of the mediator in different roles and suggests that the principles of autonomy and reciprocity are directly related to the mediation process and can contribute to an effective collaborative context of language learning.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"35-48"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Sharif, L. Yarmohammadi, F. Sadighi, M. Yamini, M. Bagheri
This study was an attempt to compare and contrast the realization patterns of condolence speech act in English and Persian and to examine Iranian EFL learners’ realization of this speech act in English. The study was further interested in investigating whether Iranian EFL learners’ realization of condolence speech act is associated with their level of L2 proficiency. To this end, a Discourse Completion Test (DCT) was administered to 82 undergraduate Iranian EFL students in English. The participants were divided into three levels of language proficiency (elementary level, intermediate level, and advanced level) based on their scores on the Oxford Quick Placement Test (OQPT). For baseline comparisons, the EFL learners also received the translated version of the same DCT in Persian, and the English DCT was administered to 20 native speakers (NSs) of American English. The data were analyzed based on Elwood’s (2004) coding scheme. The results revealed that English and Persian NSs and Iranian EFL learners had access to the same condolence strategies, yet they differed in the semantic formulas, content, or forms they adopted to formulize their condolence expressions. In addition, level of L2 proficiency was found to be associated with Iranian EFL learners’ realization of condolence speech act.
{"title":"Iranian EFL Learners’ Realization of Condolence Speech Act: An Interlanguage Pragmatics Study","authors":"M. Sharif, L. Yarmohammadi, F. Sadighi, M. Yamini, M. Bagheri","doi":"10.14483/22487085.11780","DOIUrl":"https://doi.org/10.14483/22487085.11780","url":null,"abstract":"This study was an attempt to compare and contrast the realization patterns of condolence speech act in English and Persian and to examine Iranian EFL learners’ realization of this speech act in English. The study was further interested in investigating whether Iranian EFL learners’ realization of condolence speech act is associated with their level of L2 proficiency. To this end, a Discourse Completion Test (DCT) was administered to 82 undergraduate Iranian EFL students in English. The participants were divided into three levels of language proficiency (elementary level, intermediate level, and advanced level) based on their scores on the Oxford Quick Placement Test (OQPT). For baseline comparisons, the EFL learners also received the translated version of the same DCT in Persian, and the English DCT was administered to 20 native speakers (NSs) of American English. The data were analyzed based on Elwood’s (2004) coding scheme. The results revealed that English and Persian NSs and Iranian EFL learners had access to the same condolence strategies, yet they differed in the semantic formulas, content, or forms they adopted to formulize their condolence expressions. In addition, level of L2 proficiency was found to be associated with Iranian EFL learners’ realization of condolence speech act.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"105-119"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43649460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article on principles and practices in Content and Language Integrated Learning (CLIL) is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Perez Canado, 2017), and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008), these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007) was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.
{"title":"Una herramienta de observación para la pedagogía de comprensión en contenido y de lenguaje integrado: Ejemplos de la Educación Primaria","authors":"Taina M Wewer","doi":"10.14483/22487085.11576","DOIUrl":"https://doi.org/10.14483/22487085.11576","url":null,"abstract":"This article on principles and practices in Content and Language Integrated Learning (CLIL) is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Perez Canado, 2017), and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008), these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007) was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"19 1","pages":"277-292"},"PeriodicalIF":0.3,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Explorando el desarrollo del discurso oral en el aula de ingles como lengua extranjera: perspectivas de Ecuador, Honduras, Chile y Colombia","authors":"Amparo Clavijo Olarte","doi":"10.14483/22487085.12379","DOIUrl":"https://doi.org/10.14483/22487085.12379","url":null,"abstract":"","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"19 1","pages":"161-162"},"PeriodicalIF":0.3,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47813329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes how classroom interaction occurs between teacher educators (TEs) and students in three undergraduate programs of English language teacher education (ELTE) in Bogota, Colombia. Thirty-four sessions of classroom instruction of nine TEs were observed and transcribed. Data were analyzed under two methodologies—ethnomethodological conversation analysis (ECA) and self-evaluation of teacher talk (SETT). Findings reveal that ELTE classes are divided into transactional episodes that do not necessarily happen in the same order and that are composed of interaction patterns with an extended pedagogical purpose. Further analysis of these interaction patterns unveils that both TEs and students come into the classroom with a pre-planned conversational agenda which contains pedagogical and interactional purposes. Imbalance between both agendas creates instructional paradoxes that send mixed messages to students about how to interact with TEs in class activities. These findings open a discussion on how the identified patterns create a type of classroom interaction that is rather transactional than spontaneous. This discussion in turn contributes to discovering how classroom interaction may occur in ELTE undergraduate programs and how much of it truly achieves pedagogical and interactional goals.
{"title":"Classroom Interaction in ELTE Undergraduate Programs: Characteristics and Pedagogical Implications","authors":"Edgar Lucero, Megan Rouse","doi":"10.14483/22487085.10801","DOIUrl":"https://doi.org/10.14483/22487085.10801","url":null,"abstract":"This article describes how classroom interaction occurs between teacher educators (TEs) and students in three undergraduate programs of English language teacher education (ELTE) in Bogota, Colombia. Thirty-four sessions of classroom instruction of nine TEs were observed and transcribed. Data were analyzed under two methodologies—ethnomethodological conversation analysis (ECA) and self-evaluation of teacher talk (SETT). Findings reveal that ELTE classes are divided into transactional episodes that do not necessarily happen in the same order and that are composed of interaction patterns with an extended pedagogical purpose. Further analysis of these interaction patterns unveils that both TEs and students come into the classroom with a pre-planned conversational agenda which contains pedagogical and interactional purposes. Imbalance between both agendas creates instructional paradoxes that send mixed messages to students about how to interact with TEs in class activities. These findings open a discussion on how the identified patterns create a type of classroom interaction that is rather transactional than spontaneous. This discussion in turn contributes to discovering how classroom interaction may occur in ELTE undergraduate programs and how much of it truly achieves pedagogical and interactional goals.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"19 1","pages":"193-208"},"PeriodicalIF":0.3,"publicationDate":"2017-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the last few decades, the gender variable has been investigated in terms of linguistic variation. A number of studies (mainly phonological in nature) have been carried out which have generated preliminary conclusions such as women are more conservative and use more standard forms of language than men or that men are more innovative than women (Chambers, 2009; Labov, 1994). Generally, we are aware that new words are created every day which is indicative of the dynamism of languages and the changes taking place in a given society. The study of new lexical entities, called neologisms, allows us to understand how language speakers adapt to social changes. The two issues mentioned above are our main motivation to conduct this investigation which will be based on a linguistic approach with a focus on neology. Hence, this paper focuses on Spanish neological units produced by women and men as found in contemporary newspaper articles and blogs through a qualitative analysis of neologisms used by women and men as well as a qualitative analysis of the formation of these neologisms. Finally, we present a comparison between the results obtained in both types of text.
{"title":"Women and Men Facing Lexical Innovation","authors":"P. González","doi":"10.14483/22487085.10627","DOIUrl":"https://doi.org/10.14483/22487085.10627","url":null,"abstract":"Over the last few decades, the gender variable has been investigated in terms of linguistic variation. A number of studies (mainly phonological in nature) have been carried out which have generated preliminary conclusions such as women are more conservative and use more standard forms of language than men or that men are more innovative than women (Chambers, 2009; Labov, 1994). Generally, we are aware that new words are created every day which is indicative of the dynamism of languages and the changes taking place in a given society. The study of new lexical entities, called neologisms, allows us to understand how language speakers adapt to social changes. The two issues mentioned above are our main motivation to conduct this investigation which will be based on a linguistic approach with a focus on neology. Hence, this paper focuses on Spanish neological units produced by women and men as found in contemporary newspaper articles and blogs through a qualitative analysis of neologisms used by women and men as well as a qualitative analysis of the formation of these neologisms. Finally, we present a comparison between the results obtained in both types of text.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"19 1","pages":"219-233"},"PeriodicalIF":0.3,"publicationDate":"2017-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47202874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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