Pub Date : 2014-06-05DOI: 10.6035/LANGUAGEV.2014.6.5
Bettina Beinhoff
Aquest article estudia la representacio del desenvolupament de la parla i les destreses especialment perceptives en les descripcions de nivell del MCER. Les seccions del MCER relacionades amb la parla i les descripcions relacionades amb el llenguatge son imprecises i cap de les hipotesis que s’hi presenten (com ara la suposada progressio lineal entre nivells) s’han contrastat suficientment. Aquest article presenta un estudi exploratori sobre la percepcio de la parla en els aprenents de llengues a diferents nivells de domini i amb llengues maternes (L1) diferents (espanyol i alemany). L’estudi es basa en les transcripcions de relats curts, i investiga el tipus d’influencia que el nivell de domini de la segona llengua (en aquest cas l’angles) dels oients i el coneixement de la L1 tenen en com es percep la intel·ligibilitat. Els resultats mostren que el nivell de domini i el coneixement de la L1 influeixen en la intel·ligibilitat (malgrat que no com s’esperava) i confirmen parcialment la idea d’una progressio lineal tal i com es proposa al MCER.
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Pub Date : 2014-06-05DOI: 10.6035/LANGUAGEV.2014.6.7
A. Meijer
{"title":"Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra. English-Medium Instruction at Universities: Global Challenges","authors":"A. Meijer","doi":"10.6035/LANGUAGEV.2014.6.7","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2014.6.7","url":null,"abstract":"","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369337","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}
Pub Date : 2014-06-05DOI: 10.6035/LANGUAGEV.2014.6.3
S. Papageorgiou
One of the main aims of the Common European Framework of Reference is to help providers and users of assessments “describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications” (Council of Europe 2001: 21). Providers of language assessments both inside and outside Europe follow various methodologies to align their assessments with the CEFR levels, as several case studies show (Figueras and Noijons 2009; Martyniuk 2010). This paper discusses the use of the CEFR in the field of language assessment, focusing in particular on issues related to alignment. The paper presents the types of validity evidence that should be accumulated to support an alignment claim and concludes with directions for future research in order to further enhance our understanding of using the CEFR for the design of assessments and the interpretation of assessment results.
《欧洲共同参考框架》的主要目标之一是帮助评估的提供者和使用者"说明现有标准、测试和考试所要求的熟练程度，以便在不同的资格制度之间进行比较"(欧洲委员会2001年:21)。正如几个案例研究所显示的那样，欧洲内外的语言评估提供商采用各种方法使其评估与CEFR水平保持一致(Figueras and Noijons 2009;Martyniuk 2010)。本文讨论了CEFR在语言评估领域的应用，特别关注与一致性相关的问题。本文提出了支持一致性声明需要积累的有效性证据类型，并总结了未来的研究方向，以进一步提高我们对使用CEFR设计评估和解释评估结果的理解。
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Pub Date : 2014-06-05DOI: 10.6035/LANGUAGEV.2014.6.6
Nuria del Campo Martínez
Aquest article tracta la motivacio i les restriccions de la produccio de significat il·locutiu. Dintre del marc del Model lexico-construccional (MLC), exploro com s’enten el nostre coneixement de l’il·locucio pel que fa als models situacionals d’alt nivell que s’activen per a produir significat en l’acte de parla i com aquestes operacions motiven el valor convencionalitzat de les expressions linguistiques. Amb aco, analitzo els processos de realitzacio de la construccio Aux. + PN en relacio amb el seu potencial per tal d’explotar la base semantica dels actes directius. Estudiare les realitzacions linguistiques mes convencionals de la construccio i explorare com aquestes realitzacions s’utilitzen per a produir un significat directiu. El resultat oferix una visio completa de la naturalesa construciconal del significat de l’il·locucio basada en dades produides de forma natural.
{"title":"Motivation and constraints of illocution in the lexical constructional model: the case of the Aux NP construction","authors":"Nuria del Campo Martínez","doi":"10.6035/LANGUAGEV.2014.6.6","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2014.6.6","url":null,"abstract":"Aquest article tracta la motivacio i les restriccions de la produccio de significat il·locutiu. Dintre del marc del Model lexico-construccional (MLC), exploro com s’enten el nostre coneixement de l’il·locucio pel que fa als models situacionals d’alt nivell que s’activen per a produir significat en l’acte de parla i com aquestes operacions motiven el valor convencionalitzat de les expressions linguistiques. Amb aco, analitzo els processos de realitzacio de la construccio Aux. + PN en relacio amb el seu potencial per tal d’explotar la base semantica dels actes directius. Estudiare les realitzacions linguistiques mes convencionals de la construccio i explorare com aquestes realitzacions s’utilitzen per a produir un significat directiu. El resultat oferix una visio completa de la naturalesa construciconal del significat de l’il·locucio basada en dades produides de forma natural.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369331","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}
Pub Date : 2013-12-26DOI: 10.6035/LanguageV.2013.5.10
L. R. Polo
Reviewed by Laura Ramirez PoloUniversitat de Valencia, Spain 1. INTRODUCTION Over the past 30 years, translators have been continuously incorporating the new advances in technology into their daily work. Nowadays, it is inconceivable that a professional does not use a computer with at least a word processor and some tool allowing terminology to be managed and looked up, be it some application on the Internet or a simple spreadsheet.
{"title":"Managing the translation workflow with a Computer Assisted Translation Tool: SDL Trados 2011","authors":"L. R. Polo","doi":"10.6035/LanguageV.2013.5.10","DOIUrl":"https://doi.org/10.6035/LanguageV.2013.5.10","url":null,"abstract":"Reviewed by Laura Ramirez PoloUniversitat de Valencia, Spain \u0000 \u00001. INTRODUCTION \u0000Over the past 30 years, translators have been continuously incorporating the new advances in technology into their daily work. Nowadays, it is inconceivable that a professional does not use a computer with at least a word processor and some tool allowing terminology to be managed and looked up, be it some application on the Internet or a simple spreadsheet.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369219","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}
Pub Date : 2013-12-26DOI: 10.6035/LANGUAGEV.2013.5.5
C. Guinda
The objective of this paper is to present an alternative model for CLIL/ELF teacher education, called the Teacher Target Model, which may help hard-science teachers undertake English-medium instruction more efficiently. Conceived as a visual educational trope for changing mentalities and practices, it derives from the needs analysis of a group of polytechnic teachers who have participated in the cycles of inservice training seminars given at the Polytechnic University of Madrid since 2009. Their notions, impressions, and video-recorded performances reveal that in general they hold a monolithic conception of classroom interactions and teaching procedures, with an ensuing impoverishment of genre and language repertoires. To bridge this gap, the model proposed here cross-weaves five discursive strands converging in university lectures, namely disciplinary discourse, (meta)discourse of the medium, embedded genres, lecture phase, and teaching style, thus fostering natural communication beyond the delivery of technical content and bringing ELF instruction closer to the CLIL dynamics.
{"title":"Teacher Targets: A model for CLIL and ELF teacher education in polytechnic settings","authors":"C. Guinda","doi":"10.6035/LANGUAGEV.2013.5.5","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2013.5.5","url":null,"abstract":"The objective of this paper is to present an alternative model for CLIL/ELF teacher education, called the Teacher Target Model, which may help hard-science teachers undertake English-medium instruction more efficiently. Conceived as a visual educational trope for changing mentalities and practices, it derives from the needs analysis of a group of polytechnic teachers who have participated in the cycles of inservice training seminars given at the Polytechnic University of Madrid since 2009. Their notions, impressions, and video-recorded performances reveal that in general they hold a monolithic conception of classroom interactions and teaching procedures, with an ensuing impoverishment of genre and language repertoires. To bridge this gap, the model proposed here cross-weaves five discursive strands converging in university lectures, namely disciplinary discourse, (meta)discourse of the medium, embedded genres, lecture phase, and teaching style, thus fostering natural communication beyond the delivery of technical content and bringing ELF instruction closer to the CLIL dynamics.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369245","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}
Pub Date : 2013-12-26DOI: 10.6035/LANGUAGEV.2013.5.8
Ana Bocanegra-Valle
Reviewed by Ana Bocanegra-ValleUniversidad de Cadiz, Spain Multilingual Higher Education. Beyond English Medium Orientations deals with the complexity of learning and teaching in multilingual higher education (HE) environments. Multilingual Matters has included this volume in the series “Bilingual Education and Bilingualism”, the same series that includes the latest books published on Content and language integrated learning (CLIL) (see Fortanet-Gomez 2013) or English-medium instruction in HE (see Doiz et al. 2013). [...]
由Ana Bocanegra-ValleUniversidad de Cadiz，西班牙多语言高等教育。《超越英语媒介取向》探讨了多语言高等教育环境中学习与教学的复杂性。《Multilingual Matters》将本卷收录在“双语教育和双语”系列中，该系列还收录了最新出版的关于内容和语言综合学习(CLIL)(见Fortanet-Gomez 2013)或高等教育英语教学(见Doiz et al. 2013)的书籍。[…]
{"title":"Christa van der Walt. Multilingual Higher Education. Beyond English Medium Orientations","authors":"Ana Bocanegra-Valle","doi":"10.6035/LANGUAGEV.2013.5.8","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2013.5.8","url":null,"abstract":"Reviewed by Ana Bocanegra-ValleUniversidad de Cadiz, Spain \u0000 \u0000Multilingual Higher Education. Beyond English Medium Orientations deals with the complexity of learning and teaching in multilingual higher education (HE) environments. Multilingual Matters has included this volume in the series “Bilingual Education and Bilingualism”, the same series that includes the latest books published on Content and language integrated learning (CLIL) (see Fortanet-Gomez 2013) or English-medium instruction in HE (see Doiz et al. 2013). [...]","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369298","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}
Pub Date : 2013-12-26DOI: 10.6035/LANGUAGEV.2013.5.3
J. M. G. Ardeo
This paper deals with the current coexistence of ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) courses in tertiary educational settings in the Basque Country. The University of the Basque Country (UBC) is immersed in an ongoing process of internationalization and, consequently, its language teachers are witnessing an unstoppable process of Anglicization. At present, and presumably in the medium and long term, institutional decisions will continue to support CLIL in preference to ESP. In order to analyse this process within the UBC, quantitative data about these two linguistic approaches are gathered and compared with data from 2005. A questionnaire aimed at gathering the opinions of engineering students who currently take both types of courses is also used as a source of qualitative data. The main conclusion of this exploratory study is that both types of courses seem to be compatible. However, language teachers, English-medium content teachers and students are facing a tough challenge, since neither of the two types of course is a panacea.
{"title":"In)compatibility of CLIL and ESP courses at university","authors":"J. M. G. Ardeo","doi":"10.6035/LANGUAGEV.2013.5.3","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2013.5.3","url":null,"abstract":"This paper deals with the current coexistence of ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) courses in tertiary educational settings in the Basque Country. The University of the Basque Country (UBC) is immersed in an ongoing process of internationalization and, consequently, its language teachers are witnessing an unstoppable process of Anglicization. At present, and presumably in the medium and long term, institutional decisions will continue to support CLIL in preference to ESP. In order to analyse this process within the UBC, quantitative data about these two linguistic approaches are gathered and compared with data from 2005. A questionnaire aimed at gathering the opinions of engineering students who currently take both types of courses is also used as a source of qualitative data. The main conclusion of this exploratory study is that both types of courses seem to be compatible. However, language teachers, English-medium content teachers and students are facing a tough challenge, since neither of the two types of course is a panacea.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369234","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}
Pub Date : 2013-12-26DOI: 10.6035/LANGUAGEV.2013.5.4
I. Álvarez
This paper aims to outline a theory-based Content and Language Integrated Learning (CLIL) course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning, and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.
{"title":"A holistic experience in the integrated learning of specialized English and content in engineering degrees","authors":"I. Álvarez","doi":"10.6035/LANGUAGEV.2013.5.4","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2013.5.4","url":null,"abstract":"This paper aims to outline a theory-based Content and Language Integrated Learning (CLIL) course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning, and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369240","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}
Pub Date : 2013-12-26DOI: 10.6035/LANGUAGEV.2013.5.9
S. Smala
{"title":"Immaculada Fortanet-Gómez. CLIL in Higher Education. Towards a Multilingual Language Policy","authors":"S. Smala","doi":"10.6035/LANGUAGEV.2013.5.9","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2013.5.9","url":null,"abstract":"","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369304","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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