Colombian Applied Linguistics Journal最新文献

英文中文

El discurso del racismo: estructuras y estrategias discursivas 种族主义话语：话语结构和策略

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-11-07 DOI: 10.14483/22487085.13857

Sandra Soler Castillo

Este artículo analiza el tema del racismo y su relación con el discurso. Plantea el problema de la representación del sujeto racializado, en particular el sujeto negro, a partir de la existencia de un discurso hegemónico blanco europeo que se ha ido construyendo históricamente en torno al concepto de raza, ello en una lógica de clasificación y categorización a partir de rasgos fenotípicos y características culturales que ha terminado en la muerte, la opresión y la exclusión de millones de seres humanos. El texto presentado se basa en la experiencia investigativa de la autora, con más de quince años de trabajo en el tema del racismo; también, en el trabajo de algunos de los investigadores más importantes del análisis crítico del discurso, quienes han trabajado el racismo. Se parte de la identificación de estructuras y estrategias discursivas centradas fundamentalmente en la referenciación, predicación, argumentación y el uso de recursos estilísticos y narrativos.

这篇文章探讨了种族主义及其与话语的关系。出现的问题是:代表racializado主体,特别是从黑家伙,存在欧洲白人霸权演讲,消失了的建筑围绕种族的概念,它在历史上一个分类和逻辑分类从fenotípicos特征和文化特性已经在死亡、压迫和排斥亿人类。本文基于作者在种族主义问题上超过15年的研究经验;此外，在一些最重要的批评话语分析研究人员的工作中，他们研究了种族主义。它从识别结构和话语策略开始，主要集中在引用、说教、论证以及文体和叙事资源的使用。

引用次数: 2

English Learners’ Identity Formation as Low and High Investors in their Learning Process 英语学习者在学习过程中作为低投资者和高投资者的身份形成

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-11-07 DOI: 10.14483/22487085.13239

Maritza Collazos Moná, Luis Fernando Gómez Rodríguez

This article reports the fndings of a descriptive case study that analyzed how unfair social relationships established in an EFL (English as a Foreign Language) classroom inﬂuenced a group of adolescent English language learners’ academic investment and identity construction at a school in Bogotá, Colombia. Data associated with students’ social behaviors and identities were collected through feld notes, a questionnaire, and an interview. Norton’s theory of identity and investment served as the basis to analyze the data from a social perspective. Three main fndings emerged from the data: First, EFL learners identifed themselves as high investors and low investors in their learning, depending on their own opinions about the usefulness of English in their lives. Second, power relationships based on domination and oppression reduced productive investment in the classroom. Third, some high investors resisted unfair relationships of power by investing through collaborative learning. Consequently, participants created diverse English learners’ identities (dominant, submissive, resistant, and productive), which inﬂuenced their academic investment negatively or positively.

本文报告了一项描述性案例研究的结果，该研究分析了在哥伦比亚波哥大的一所学校，在英语作为外语的课堂上建立的不公平的社会关系如何影响一群青少年英语学习者的学术投资和身份建构。通过实地记录、问卷调查和访谈收集与学生社会行为和身份相关的数据。诺顿的身份与投资理论作为从社会角度分析数据的基础。数据中出现了三个主要发现:首先，英语学习者将自己定义为学习的高投资者和低投资者，这取决于他们对英语在生活中有用性的看法。其次，基于支配和压迫的权力关系减少了课堂上的生产性投资。第三，部分高投资者通过协作学习的方式进行投资，抵制不公平的权力关系。因此，参与者创造了不同的英语学习者身份(支配型、顺从型、抵抗型和生产性)，这对他们的学术投资产生了消极或积极的影响。

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引用次数: 3

Smartphone Screen Recording Apps: An Effective Tool to Enhance Fluency in the English Language 智能手机屏幕录制应用程序:提高英语流利度的有效工具

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-11-07 DOI: 10.14483/22487085.14202

Catherine Vanessa Pardo Soto, Cecilia Cisterna Zenteno

This investigation intended to assess the effectiveness of smartphone video recording applications in increasing the speaking fluency of students of English as a foreign language (EFL). The study was conducted on a group of thirty-one 7th grade students aged between 12 and 13 years and enrolled in a subsidised school in Chile. The convenience sampling method was employed to select the participating students and the participants’ manner of communication was analysed through several English speaking sessions in which they used their smartphone video recording applications. Data collection was undertaken through pre- and post-speaking tasks used in this action research. The collected data were examined using a specific analytic rubric and a focus group interview. Data analysis was accomplished via two techniques: a simple percentage analysis and a thematic examination. The findings revealed an increase in the speaking fluency of the participating students, specifically with regard to the ‘pace’ criterion identified in the analytic rubric used to assess improvement in the speaking performance of students as evidenced by video recordings. Also, the results of the focus group interview conducted with the students evidenced the participants’ positive response to the use of smartphone recording video applications in ameliorating their English communication fluency.

本调查旨在评估智能手机视频录制应用程序在提高英语作为外语(EFL)学生口语流利度方面的有效性。这项研究是对31名年龄在12到13岁之间的七年级学生进行的，他们在智利的一所补贴学校就读。采用方便抽样的方法来选择参与的学生，并通过他们使用智能手机视频录制应用程序的几次英语会话来分析参与者的交流方式。数据收集是通过本次行动研究中使用的演讲前和演讲后任务进行的。收集的数据使用特定的分析标题和焦点小组访谈进行检查。数据分析是通过两种技术完成的:简单的百分比分析和专题检查。研究结果显示，参与的学生的口语流利程度有所提高，特别是在“速度”标准方面，该标准是在分析标准中确定的，用于评估学生口语表现的改善，录像可以证明这一点。此外，与学生进行的焦点小组访谈结果证明，参与者对使用智能手机录制视频应用程序改善其英语沟通流畅性的积极反应。

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引用次数: 4

Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers 语文评估素养与职前语文教师的专业发展

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-11-07 DOI: 10.14483/22487085.14514

Frank Giraldo, Daniel Murcia Quintero

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

语言评估素养(LAL)研究的重点是定义参与语言评估活动的利益相关者需要掌握的知识、技能和原则。然而，关于外语学习与语言教师专业发展之间关系的研究却很少。因此，本探索性行动研究考察了哥伦比亚语言教学项目中语言评估课程对职前教师的影响。数据通过问卷调查、访谈、教师和研究者期刊以及课堂观察等方式收集。研究结果显示，课程提升了参与者在语言评估设计实践中的理论、技术和操作维度。此外，它还促进了他们的学习和专业发展。因此，本研究认为，LAL课程从根本上改变了语言评估观念，并鼓励职前教师认真设计评估，这一特征在其他地方涉及这一利益相关者群体的LAL研究中没有明确提及。

引用次数: 15

The Use of Infographics to Enhance Reading Comprehension Skills among Learners 利用信息图表提高学习者的阅读理解能力

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-11-07 DOI: 10.14483/22487085.12963

Lorena Andrea López Cupita, Laura Milena Puerta Franco

This article describes a pedagogical intervention carried out at a public university in Colombia. A total of 26 psychology students, aged between 19 and 26 years old, taking English classes for academic purposes, and in their fourth semester, participated in this study. This intervention was implemented for an academic semester and aimed to help learners develop their English reading skills—from literal to critical comprehension of short academic texts— through the use of infographics, which are visual tools that combine texts and graphs to help users communicate information. Teachers used students’ infographics to assess their understanding of short academic texts in English, and they interviewed students to learn their opinions on the intervention. Further, teachers implemented a colour-coding technique in interview transcripts to show relevant patterns in the student opinions. This data analysis indicated that the students clearly understood the ideas from the texts because they were able to go beyond reading to dynamise information in the infographics while using the visual aids as mediators in expressing their ideas. In conclusion, the infographics were beneficial in developing the students’ reading skills. They presented an opportunity for the students to paraphrase main ideas from the texts and represent their understanding of the readings. In addition, this pedagogical intervention was useful for teachers because it enabled them to explore reading comprehension using a new strategy that might be helpful in English classes.

本文描述了在哥伦比亚一所公立大学进行的教学干预。共有26名年龄在19岁至26岁之间的心理学学生参加了本研究，他们在第四学期参加了以学术为目的的英语课程。这一干预措施实施了一个学期，旨在通过使用信息图表帮助学习者提高他们的英语阅读技能——从字面理解到对简短学术文章的批判性理解——信息图表是一种结合文本和图表的视觉工具，帮助用户交流信息。教师使用学生的信息图表来评估他们对英语短文本的理解，并对学生进行访谈以了解他们对干预的看法。此外，教师在访谈笔录中实施了颜色编码技术，以显示学生意见中的相关模式。这一数据分析表明，学生们清楚地理解了文本中的观点，因为他们能够超越阅读，在使用视觉辅助工具作为表达观点的媒介的同时，激活信息图表中的信息。总之，信息图表有助于培养学生的阅读能力。他们提供了一个机会，让学生从文本中解释主要思想，并代表他们对阅读材料的理解。此外，这种教学干预对教师来说是有用的，因为它使他们能够使用一种可能有助于英语课堂的新策略来探索阅读理解。

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引用次数: 5

Increased indoleamine 2,3-dioxygenase activity and expression in prostate cancer following targeted immunotherapy. 靶向免疫疗法后前列腺癌中吲哚胺-2,3-二氧酶活性和表达的增加。

IF 5.8 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-10-01 Epub Date: 2019-10-12 DOI: 10.1007/s00262-019-02394-w

Chris D Zahm, Laura E Johnson, Douglas G McNeel

Background: We previously found that PD-L1 expression is increased on tumor cells following vaccination treatments that lead to increased tumor-specific T cells that secrete IFNγ. Indoleamine 2,3-dioxygenase (IDO) is another IFNγ inducible gene that has potent immunosuppressive effects. There have been reports of IDO expression in prostate cancer; however, it is unknown whether IDO expression might similarly increase in prostate tumors following T-cell-based immunotherapy.

Methods: Blood samples from normal male blood donors (n = 12) and patients with different stages of prostate cancer (n = 89), including patients with metastatic, castration-resistant prostate cancer treated with a DNA vaccine and/or pembrolizumab, were evaluated for IDO activity by kynurenine and tryptophan levels. Metastatic tissue biopsies obtained pre- and post-treatments were evaluated for IDO expression. IDO suppression of vaccine-induced T-cell function was assessed by ELISPOT.

Results: Overall, IDO activity was increased in patients with more advanced prostate cancer. This activity, and IDO expression as detected immunohistochemically, increased following treatment with either a DNA vaccine encoding the prostatic acid phosphatase (PAP) tumor antigen or PD-1 blockade with pembrolizumab. Increased IDO activity after treatment was associated with the absence of clinical effect, as assessed by lack of PSA decline following treatment. Increased antigen-specific T-cell response, as measured by IFNγ release, to the vaccine target antigen was detected following in vitro stimulation of peripheral blood cells with 1-methyltryptophan.

Conclusions: These findings suggest that IDO expression is a mechanism of immune evasion used by prostate cancer and that future clinical trials using T-cell-based immune strategies might best include IDO inhibition.

背景：我们之前发现，在疫苗接种治疗后，肿瘤细胞上的 PD-L1 表达会增加，从而导致分泌 IFNγ 的肿瘤特异性 T 细胞增加。吲哚胺 2,3-二氧化酶（IDO）是另一种 IFNγ 诱导基因，具有强大的免疫抑制作用。已有关于 IDO 在前列腺癌中表达的报道，但 IDO 的表达是否会在基于 T 细胞的免疫疗法后在前列腺肿瘤中同样增加尚不清楚：方法：通过犬尿氨酸和色氨酸水平对正常男性献血者（12 人）和不同阶段的前列腺癌患者（89 人）（包括接受 DNA 疫苗和/或 pembrolizumab 治疗的转移性阉割耐药前列腺癌患者）的血液样本进行 IDO 活性评估。对治疗前和治疗后获得的转移组织活检进行了 IDO 表达评估。通过 ELISPOT 评估 IDO 对疫苗诱导的 T 细胞功能的抑制作用：结果：总体而言，晚期前列腺癌患者的 IDO 活性增加。在使用编码前列腺酸性磷酸酶（PAP）肿瘤抗原的DNA疫苗或使用pembrolizumab进行PD-1阻断治疗后，IDO活性和免疫组织化学检测到的IDO表达均有所增加。治疗后 IDO 活性的增加与临床效果的缺失有关，临床效果的评估标准是治疗后 PSA 没有下降。用1-甲基色氨酸体外刺激外周血细胞后，检测到抗原特异性T细胞对疫苗靶抗原的反应增加，以IFNγ释放量来衡量：这些研究结果表明，IDO表达是前列腺癌使用的一种免疫逃避机制，未来使用基于T细胞的免疫策略进行临床试验时，最好包括抑制IDO。

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引用次数: 0

New Editors and New Challenge at the Colombian Applied Linguistics Journal - CALJ 哥伦比亚应用语言学期刊CALJ的新编辑和新挑战

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-07-01 DOI: 10.14483/22487085.15526

Álvaro Hernán Quintero Polo, S. Medina

引用次数: 1

Teaching English through Task and Project-Based Learning to Embera Chamí Students Embera Chamí学生的任务型和项目型英语教学

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-04-23 DOI: 10.14483/22487085.13109

Luis Rojas, Jenifer Rueda Varon

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

作为哥伦比亚教育部制定的建议课程的一部分，就读于全国公立学校的双语土著学生将发展英语语言技能。CaquetáFlorencia的Embera Chamí学生就是这样，他们学习英语的条件与西班牙语单语学生不同。本研究的目的是分析双语土著学生通过任务和项目学习英语的困难和优势。本研究的分析是通过经验系统化的方法进行的。研究结果表明，这两种学习方法提高了土著学生的口语技能，促进了词汇识别。然而，学生们提到，出于特定目的学习英语更有趣。

引用次数: 2

Colombian Applied Linguistics Journal: A consolidated scientific community locally and globally 哥伦比亚应用语言学杂志：一个本地和全球的综合科学社区

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-04-23 DOI: 10.14483/22487085.14814

Amparo Clavijo-Olarte

引用次数: 2

The contribution of customized lessons with cultural content in the learning of EFL among undergraduates 文化内容定制课程对大学生英语学习的贡献

IF 0.3 Q4 LINGUISTICS

Colombian Applied Linguistics Journal

Pub Date : 2019-04-23 DOI: 10.14483/22487085.11877

Hans Humberto Oviedo Gómez, Henry Alberto Álvarez Guayara

This qualitative descriptive action research study explores the contribution of customized lessons with cultural content in the learning of English as a Foreign Language (EFL).. This study was conducted with a group of 17 undergraduates from the English Language Teaching (ELT) program at a state university in south-eastern Colombia. Data were collected via students’ artefacts (EFL lessons developed by the participants) with corresponding self-assessment, teachers’ field notes, and surveys on students’ perceptions. Findings suggest that designing customized lessons anchored in principles of second language acquisition results in more effective language learning. Additionally, using cultural content in the lessons makes communication more meaningful as undergraduates develop cultural knowledge and understanding. Finally, addressing learning styles and providing learning strategies in the lessons greatly contribute to EFL learning among undergraduates.

这项定性描述性行动研究探讨了具有文化内容的定制课程在外语学习中的贡献。。这项研究由哥伦比亚东南部一所州立大学英语教学项目的17名本科生组成。数据是通过学生的手工艺品（参与者开发的EFL课程）、相应的自我评估、教师的现场笔记和学生感知调查收集的。研究结果表明，以第二语言习得原则为基础设计定制课程会带来更有效的语言学习。此外，在课程中使用文化内容会使交流更有意义，因为本科生会发展文化知识和理解。最后，在课堂上解决学习风格和提供学习策略对大学生的英语学习有很大的帮助。

引用次数: 6

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Colombian Applied Linguistics Journal

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