Este artículo analiza las diferencias encontradas en algunos anuncios de televisión británicos y españoles emitidos al principio de la pandemia de COVID-19, concretamente durante marzo y abril de 2020, es decir, durante las primeras semanas de confinamiento. Se analizaron cuarenta anuncios emitidos en Gran Bretaña y España, identificando expresiones que remitiesen a las dimensiones culturales de identidad, de género, de evitación de la incertidumbre y de orientación a largo plazo. Esta última dimensión no se suele analizar en la literatura intercultural, por lo que añade valor a este estudio. En este análisis, de carácter cualitativo y cuantitativo, se demuestra que, aunque tradicionalmente se describen importantes diferencias en la publicidad que se hace en estos dos países debido a sus también diferentes valores culturales, en un momento de pandemia global, los valores y preferencias se asemejan mucho, llegando a utilizarse las mismas expresiones de forma repetida en los anuncios de ambos grupos culturales. En concreto, los anuncios dirigidos al público británico apelaron a valores culturales femeninos y tribales-colectivistas, cuando los anuncios de este grupo cultural exhiben normalmente rasgos de masculinidad y de individualismo. Es decir, este artículo demuestra la importancia que tiene el contexto a la hora de analizar el discurso de los hablantes, hasta el punto de que un grupo cultural puede resaltar unos valores culturales con los que no es tradicionalmente asociado. Como se aprecia aquí, las similitudes en el estilo comunicativo superan a las diferencias que puedan presentar estos dos países, cuando tradicionalmente no debería ser así. This article discusses the differences found in some British and Spanish television advertisements issued at the beginning ofthe COVID-19 pandemic and more specifically during the months of March and April 2020, i.e., during the first weeks of confinement. Forty advertisements issued in Great Britain and Spain were analysed, identifying expressions referring to the cultural dimensions of identity, gender, uncertainty avoidance and long-term orientation. The last dimension is not usually included in intercultural communication analysis, so its inclusion here adds value to this study. This qualitative and quantitative analysis shows thatalthough there are traditionally large differences in advertising in these two countries, due to their also different cultural values, at a time of a global pandemic, values and preferences are very similar, and the same expressions are repeatedly used in the advertisements of both cultural groups.In particular, advertisements aimed at the British audience appealed to feminine and tribal-collectivist cultural values, although adverts for this cultural group typically exhibit traits of masculinity and individualism. Thus, this article demonstrates the importance of context when analysing the speakers' discourse,to the point that a cultural group can highlight cultural value
{"title":"Identidad, género, incertidumbre y orientación a largo/corto plazo en los anuncios británicos y españoles al comienzo de la pandemia de COVID-19","authors":"R. M. Pacheco Baldó","doi":"10.20420/rlfe.2023.621","DOIUrl":"https://doi.org/10.20420/rlfe.2023.621","url":null,"abstract":"Este artículo analiza las diferencias encontradas en algunos anuncios de televisión británicos y españoles emitidos al principio de la pandemia de COVID-19, concretamente durante marzo y abril de 2020, es decir, durante las primeras semanas de confinamiento. Se analizaron cuarenta anuncios emitidos en Gran Bretaña y España, identificando expresiones que remitiesen a las dimensiones culturales de identidad, de género, de evitación de la incertidumbre y de orientación a largo plazo. Esta última dimensión no se suele analizar en la literatura intercultural, por lo que añade valor a este estudio. En este análisis, de carácter cualitativo y cuantitativo, se demuestra que, aunque tradicionalmente se describen importantes diferencias en la publicidad que se hace en estos dos países debido a sus también diferentes valores culturales, en un momento de pandemia global, los valores y preferencias se asemejan mucho, llegando a utilizarse las mismas expresiones de forma repetida en los anuncios de ambos grupos culturales. En concreto, los anuncios dirigidos al público británico apelaron a valores culturales femeninos y tribales-colectivistas, cuando los anuncios de este grupo cultural exhiben normalmente rasgos de masculinidad y de individualismo. Es decir, este artículo demuestra la importancia que tiene el contexto a la hora de analizar el discurso de los hablantes, hasta el punto de que un grupo cultural puede resaltar unos valores culturales con los que no es tradicionalmente asociado. Como se aprecia aquí, las similitudes en el estilo comunicativo superan a las diferencias que puedan presentar estos dos países, cuando tradicionalmente no debería ser así.\u0000\u0000This article discusses the differences found in some British and Spanish television advertisements issued at the beginning ofthe COVID-19 pandemic and more specifically during the months of March and April 2020, i.e., during the first weeks of confinement. Forty advertisements issued in Great Britain and Spain were analysed, identifying expressions referring to the cultural dimensions of identity, gender, uncertainty avoidance and long-term orientation. The last dimension is not usually included in intercultural communication analysis, so its inclusion here adds value to this study. This qualitative and quantitative analysis shows thatalthough there are traditionally large differences in advertising in these two countries, due to their also different cultural values, at a time of a global pandemic, values and preferences are very similar, and the same expressions are repeatedly used in the advertisements of both cultural groups.In particular, advertisements aimed at the British audience appealed to feminine and tribal-collectivist cultural values, although adverts for this cultural group typically exhibit traits of masculinity and individualism. Thus, this article demonstrates the importance of context when analysing the speakers' discourse,to the point that a cultural group can highlight cultural value","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848291","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}
The content of this book can be fully appreciated within the context of Malaysia, a country that is home to approximately thirty-four million people with multi-ethnic backgrounds. While the official language is Malay, a multitude of languages are spoken in Malaysia. The country aspires to educate professionally competent citizens in order to increase their opportunities for advancement and to enhance the country’s ability for international relations and international trade. Rashid et al. (2017) point out that educational reform initiatives in Malaysia have often focused on language policy that places the English language at the center of curricular changes as English is viewed as the tool that may make it possible for the country to keep pace with its economic objectives. Within this view, English teachers have become key players in the implementation of educational reforms.
{"title":"Book Review: Shin Yi Chew and Lee Luan Ng (2021). Interpersonal Interactions and Language Learning: Face-to-Face vs. Computer-Mediated Communication. Palgrave Macmillan","authors":"Concepción Godev","doi":"10.20420/rlfe.2023.624","DOIUrl":"https://doi.org/10.20420/rlfe.2023.624","url":null,"abstract":"The content of this book can be fully appreciated within the context of Malaysia, a country that is home to approximately thirty-four million people with multi-ethnic backgrounds. While the official language is Malay, a multitude of languages are spoken in Malaysia. The country aspires to educate professionally competent citizens in order to increase their opportunities for advancement and to enhance the country’s ability for international relations and international trade. Rashid et al. (2017) point out that educational reform initiatives in Malaysia have often focused on language policy that places the English language at the center of curricular changes as English is viewed as the tool that may make it possible for the country to keep pace with its economic objectives. Within this view, English teachers have become key players in the implementation of educational reforms.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41521234","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}
A partir de un enfoque macrotextual, el estudio pretende poner de relieve el español como lengua de especialidad en el ámbito de la salud. Se examinan, en concreto, su pertenencia al discurso científico-técnico y sus características lingüísticas y pragmáticas más relevantes, como los procesos de neología y las construcciones epónimas. Partiendo de estas consideraciones, el objetivo del trabajo será investigar en qué consiste un epónimo, una estructura altamente productiva en la lengua de la medicina, y averiguar cuáles son las dificultudes y los problemas relacionados con su traducción en la pareja de lenguas italiano y español, y las posibles soluciones. Starting from a macro-textual perspective, this study aims at focusing on Spanish as a language of specialisation in healthcare. Specifically, its relevance to technical-scientific discourse and its main linguistic and pragmatic characteristics will be investigated, such as neology processes and eponym constructions. Considering these factors, this work aims at examining an extremely productive structure in the language of medicine, namely the eponym, and verifying what difficulties and problems exist while translating between Italian and Spanish, as well as possible solutions. The contrastive analysis will be based onsome eponymous constructions collected in specialised journals and monolingual dictionaries, and will focus on a historical explanation regarding their etymological origin.
本研究采用宏观文本方法，旨在强调西班牙语是卫生领域的一种专业语言。本文的主要目的是分析西班牙语在科学技术话语中的地位及其最相关的语言和语用特征，如新词过程和同名结构。基于上述考虑,在什么是调查工作的目标是一个jaffa,生产高度医学的语言结构,找出哪些dificultudes问题和他的伴侣的语种翻译意大利语和西班牙语,和可能的解决方法。本研究从宏观文本的角度，着重探讨西班牙语作为一种医疗专业语言。具体而言，将研究其与技术科学话语的相关性及其主要语言和语用特征，如新词过程和名称结构。考虑到这些因素，这项工作的目的是检查医学语言中极其富有成果的结构，即名称，并检查在意大利语和西班牙语之间翻译时存在的困难和问题，以及可能的解决办法。The contrastive分析will be based onsome eponymous constructions指导in specialised的and monolingual dictionaries, and will focus on a历史解释他们etymological origin。
{"title":"Los epónimos médicos: ¿un reto para el traductor? Una perspectiva contrastada español-italiano","authors":"Claudia Colantonio","doi":"10.20420/rlfe.2023.620","DOIUrl":"https://doi.org/10.20420/rlfe.2023.620","url":null,"abstract":"A partir de un enfoque macrotextual, el estudio pretende poner de relieve el español como lengua de especialidad en el ámbito de la salud. Se examinan, en concreto, su pertenencia al discurso científico-técnico y sus características lingüísticas y pragmáticas más relevantes, como los procesos de neología y las construcciones epónimas. Partiendo de estas consideraciones, el objetivo del trabajo será investigar en qué consiste un epónimo, una estructura altamente productiva en la lengua de la medicina, y averiguar cuáles son las dificultudes y los problemas relacionados con su traducción en la pareja de lenguas italiano y español, y las posibles soluciones.\u0000\u0000Starting from a macro-textual perspective, this study aims at focusing on Spanish as a language of specialisation in healthcare. Specifically, its relevance to technical-scientific discourse and its main linguistic and pragmatic characteristics will be investigated, such as neology processes and eponym constructions. Considering these factors, this work aims at examining an extremely productive structure in the language of medicine, namely the eponym, and verifying what difficulties and problems exist while translating between Italian and Spanish, as well as possible solutions. The contrastive analysis will be based onsome eponymous constructions collected in specialised journals and monolingual dictionaries, and will focus on a historical explanation regarding their etymological origin.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42990718","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}
A topic of debate in English for Academic Purposes reading comprehension courses in Spanish speaking universities is the roleof grammar in in-house materials. This study explored and analysed the way in which these materials deal with contrastive grammar, in order to promote reflection and discussion on the subject of English-Spanish contrastive grammar explanations. Results showed that there are inaccuracies in the metalanguage used, in the Spanish-English contrastive analysis of some morphosyntactic structures and in the choices of instances of direct translation from English into Spanish. It is concluded that Spanish teachers of English academic reading comprehension should be provided with reference materials that allow them to describe in a well-founded manner the differences and similarities between the linguistic resources used in these two languages. Un tema de debate en los cursos de comprensión lectora de Inglés con Fines Académicos en las universidades de habla hispana es el papel de la gramática en los materiales internos. En este estudio se explora y analiza la forma en que estos materiales abordan la gramática contrastiva, con el fin de promover la reflexión y el debate sobre el tema de las explicaciones gramaticales contrastivas inglés-español. Los resultados mostraron que existen imprecisiones en el metalenguaje utilizado, en el análisis contrastivo español-inglés de algunas estructuras morfosintácticas y en la elección de instancias de traducción directa del inglés al español. Se concluye que los profesores españoles de comprensión lectora de Inglés con Fines Académicos deben contar con materiales de referencia que les permitan describir de manera fundamentada las diferencias y similitudes entre los recursos lingüísticos utilizados en estas dos lenguas.
{"title":"Exploring English-Spanish contrastive grammar explanations in English for Academic Purposes reading comprehension materials at university level","authors":"D. Moyetta, Fabián Negrelli","doi":"10.20420/rlfe.2023.615","DOIUrl":"https://doi.org/10.20420/rlfe.2023.615","url":null,"abstract":"A topic of debate in English for Academic Purposes reading comprehension courses in Spanish speaking universities is the roleof grammar in in-house materials. This study explored and analysed the way in which these materials deal with contrastive grammar, in order to promote reflection and discussion on the subject of English-Spanish contrastive grammar explanations. Results showed that there are inaccuracies in the metalanguage used, in the Spanish-English contrastive analysis of some morphosyntactic structures and in the choices of instances of direct translation from English into Spanish. It is concluded that Spanish teachers of English academic reading comprehension should be provided with reference materials that allow them to describe in a well-founded manner the differences and similarities between the linguistic resources used in these two languages.\u0000\u0000\u0000Un tema de debate en los cursos de comprensión lectora de Inglés con Fines Académicos en las universidades de habla hispana es el papel de la gramática en los materiales internos. En este estudio se explora y analiza la forma en que estos materiales abordan la gramática contrastiva, con el fin de promover la reflexión y el debate sobre el tema de las explicaciones gramaticales contrastivas inglés-español. Los resultados mostraron que existen imprecisiones en el metalenguaje utilizado, en el análisis contrastivo español-inglés de algunas estructuras morfosintácticas y en la elección de instancias de traducción directa del inglés al español. Se concluye que los profesores españoles de comprensión lectora de Inglés con Fines Académicos deben contar con materiales de referencia que les permitan describir de manera fundamentada las diferencias y similitudes entre los recursos lingüísticos utilizados en estas dos lenguas.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44944414","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}
After a brief introduction of ‘stance’ as a term and its potential importance in the field of tourism, the review highlights some of the main aspects of ‘Stance devices in tourism related research articles’, a recent publication authored by Francisco Álvarez-Gil. The motivation for this publication is briefly explained, followed by a brief summary of the main content and a summary of each chapter. The limitations mentioned by the author are briefly noted with an additional point about how the book could serve the language-teaching community if taken up by language teachers of English for tourism and business studies.
{"title":"Book Review: Álvarez-Gil, Francisco J. (2022). Stance devices in tourism related research articles: A corpus-based study. Peter Lang","authors":"Nashwa Nashaat-Sobhy","doi":"10.20420/rlfe.2023.625","DOIUrl":"https://doi.org/10.20420/rlfe.2023.625","url":null,"abstract":"After a brief introduction of ‘stance’ as a term and its potential importance in the field of tourism, the review highlights some of the main aspects of ‘Stance devices in tourism related research articles’, a recent publication authored by Francisco Álvarez-Gil. The motivation for this publication is briefly explained, followed by a brief summary of the main content and a summary of each chapter. The limitations mentioned by the author are briefly noted with an additional point about how the book could serve the language-teaching community if taken up by language teachers of English for tourism and business studies.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42265249","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}
Las creencias sobre el aprendizaje de un idioma influyen en las expectativas, opiniones y motivaciones de los estudiantes, facilitando o dificultando el proceso de adquisición de una lengua. Se presenta una investigación que describe y analiza las creencias sobre el aprendizaje del inglés de 261 estudiantes que cursan el sexto semestre la licenciatura en educación primaria o la licenciatura en educación preescolar, pertenecientes a tres escuelas normales del estado de Chihuahua, en México. El estudio se enmarca en el enfoque cuantitativo, y utiliza un diseño no experimental con alcance longitudinal de aproximación, a través del método de la encuesta y la aplicación del instrumento BALLI (Inventario de Creencias sobre el Aprendizaje de la Lengua) creado por Horwitz (1987). Los resultados muestran que el alumnado valora la práctica y repetición para adquirir la lengua extranjera, les parece importante la gramática y el vocabulario de la misma, y le otorgan mayor peso a la exposición a la lengua extranjera que a los aspectos culturales. Students’ beliefs about learning a language influence their expectations, opinions and motivation, thus facilitating or inhibiting the language acquisition process. The purpose of this research is to describe and analyze the beliefs about English learning of 261 students that are in the sixth semester of the bachelor’s degree in elementary education or preschool education, who attend one of the three normal schools of the state of Chihuahua, in Mexico. The information regarding students’ beliefs can be used by teachers in their class’methodology, teaching approach and curricular design of the second language. The study uses the quantitative approach and a non-experimental design with a longitudinal approximation study, by employing the survey method and the BALLI instrument (Beliefs about Language Learning Inventory) created by Horwitz(1987). The results show that students value practice and repetition in order to learn the second language. Also, they think that grammar and vocabulary are important, and give a greater weight to being exposed to the language rather than the cultural aspects of it.
{"title":"Creencias sobre el aprendizaje del inglés de estudiantes normalistas del estado de Chihuahua","authors":"A. Arán, Vera Lucía Ríos Cepeda","doi":"10.20420/rlfe.2023.616","DOIUrl":"https://doi.org/10.20420/rlfe.2023.616","url":null,"abstract":"Las creencias sobre el aprendizaje de un idioma influyen en las expectativas, opiniones y motivaciones de los estudiantes, facilitando o dificultando el proceso de adquisición de una lengua. Se presenta una investigación que describe y analiza las creencias sobre el aprendizaje del inglés de 261 estudiantes que cursan el sexto semestre la licenciatura en educación primaria o la licenciatura en educación preescolar, pertenecientes a tres escuelas normales del estado de Chihuahua, en México. El estudio se enmarca en el enfoque cuantitativo, y utiliza un diseño no experimental con alcance longitudinal de aproximación, a través del método de la encuesta y la aplicación del instrumento BALLI (Inventario de Creencias sobre el Aprendizaje de la Lengua) creado por Horwitz (1987). Los resultados muestran que el alumnado valora la práctica y repetición para adquirir la lengua extranjera, les parece importante la gramática y el vocabulario de la misma, y le otorgan mayor peso a la exposición a la lengua extranjera que a los aspectos culturales.\u0000\u0000Students’ beliefs about learning a language influence their expectations, opinions and motivation, thus facilitating or inhibiting the language acquisition process. The purpose of this research is to describe and analyze the beliefs about English learning of 261 students that are in the sixth semester of the bachelor’s degree in elementary education or preschool education, who attend one of the three normal schools of the state of Chihuahua, in Mexico. The information regarding students’ beliefs can be used by teachers in their class’methodology, teaching approach and curricular design of the second language. The study uses the quantitative approach and a non-experimental design with a longitudinal approximation study, by employing the survey method and the BALLI instrument (Beliefs about Language Learning Inventory) created by Horwitz(1987). The results show that students value practice and repetition in order to learn the second language. Also, they think that grammar and vocabulary are important, and give a greater weight to being exposed to the language rather than the cultural aspects of it.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44137782","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}
El alumnado de Francés para objetivos universitarios (FOU) se caracteriza por su heterogeneidad en cuanto al nivel de lengua, a su motivación y al área de conocimiento donde aplican la lengua extranjera. En este contexto, el docente debe llevar a cabo un proceso de enseñanza adaptativa y mutualizada, con el fin de ofrecer recursos a los estudiantes para que puedan cubrir sus necesidades lingüísticas de forma autónoma. Este artículo se centra en la adquisición de un fenómeno concreto: las construcciones verbonominales, término que, para nosotros, engloba las colocaciones y las construcciones con verbo soporte (CVS), en las que la selección imprevisible del verbo dificulta su aprendizaje. Debido al tratamiento deficitario de estos datos fraseológicos en las obras lexicográficas bilingües, nos proponemos mostrar las aplicaciones didácticas de la herramienta lexicométrica, Sketch Engine, para el aprendizaje de estas construcciones en el aula de FOU. French with University Objectives (FUO) students are characterized by their heterogeneity in terms of language level, their motivation and the area of knowledge where they apply the foreign language. In this context, the teacher must carry out an adaptive and mutualized teaching process, with the purpose of offering sharedresources to the students,so that they can fulfill their linguistic needs autonomously. This article focuses on the acquisition of a specific phenomenon: verbonominal constructions, term which, for us, comprehendscollocations and support verb constructions (SVC), whose unpredictable selection of the verb hinder their learning. Because of the scarce treatment of these phraseological data in bilingual lexicographical works, we propose to show the didactic applications of the lexicometric tool, Sketch Engine, to learn these constructions in FUO class.
{"title":"Las herramientas lexicométricas en clase de Francés para objetivos universitarios: el aprendizaje autónomo de las construcciones verbonominales específicas a través de Sketch Engine","authors":"Hélène Cruz Modesti","doi":"10.20420/rlfe.2023.613","DOIUrl":"https://doi.org/10.20420/rlfe.2023.613","url":null,"abstract":"El alumnado de Francés para objetivos universitarios (FOU) se caracteriza por su heterogeneidad en cuanto al nivel de lengua, a su motivación y al área de conocimiento donde aplican la lengua extranjera. En este contexto, el docente debe llevar a cabo un proceso de enseñanza adaptativa y mutualizada, con el fin de ofrecer recursos a los estudiantes para que puedan cubrir sus necesidades lingüísticas de forma autónoma. Este artículo se centra en la adquisición de un fenómeno concreto: las construcciones verbonominales, término que, para nosotros, engloba las colocaciones y las construcciones con verbo soporte (CVS), en las que la selección imprevisible del verbo dificulta su aprendizaje. Debido al tratamiento deficitario de estos datos fraseológicos en las obras lexicográficas bilingües, nos proponemos mostrar las aplicaciones didácticas de la herramienta lexicométrica, Sketch Engine, para el aprendizaje de estas construcciones en el aula de FOU. \u0000\u0000French with University Objectives (FUO) students are characterized by their heterogeneity in terms of language level, their motivation and the area of knowledge where they apply the foreign language. In this context, the teacher must carry out an adaptive and mutualized teaching process, with the purpose of offering sharedresources to the students,so that they can fulfill their linguistic needs autonomously. This article focuses on the acquisition of a specific phenomenon: verbonominal constructions, term which, for us, comprehendscollocations and support verb constructions (SVC), whose unpredictable selection of the verb hinder their learning. Because of the scarce treatment of these phraseological data in bilingual lexicographical works, we propose to show the didactic applications of the lexicometric tool, Sketch Engine, to learn these constructions in FUO class.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42164795","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}
María Enriqueta Cortés de los Ríos, Fatima Azahraa El Yamlahi
Brand designers often consciously or unconsciouslymake use of cognitive operationsto convey positive values to brand names.This paper aims to look into the most prominent axiological values in Moroccan drink brand names and how they are introducedthrough cognitive operations such as comparison metaphors, correlation metaphors, domain expansion, domain reduction and metonymic chains.In addition, we will show the verbal or visual modes in which they are manifested. To this end, we have selected a corpus of sample brands taken fromthe Office Marocain dela Propriété Industrielle et Commerciale (OMPIC). This work has been structured according to the Cognitive Theory of Metaphor and Metonymy (Lakoff & Johnson 1980, 1999; Ruiz de Mendoza & Pérez, 2011) and extended to axiological semantics(Krzeszowski 1997, 2004) and to specialized discourse (Felices Lago, 1996a,1999, 2002; Koller, 2009, among others). With this study we will give an account of the cognitive means used to denote values linked to this product category. Los diseñadores de marcas suelen hacer uso, consciente o inconscientemente, de operaciones cognitivas para transmitir valores positivos a los nombres de marcas. Este artículo pretende estudiar los valores axiológicos más destacados en los nombres de marcas de bebidas marroquíes y cómo se introducen a través de operaciones cognitivas tales como las metáforas de comparación, las metáforas de correlación, las metonimias de expansión, las metonimias de reducción y las cadenas metonímicas. Además, mostraremos los modos verbales o visuales en las que se manifiestan. Para ello, hemos seleccionado un corpus de dichas marcas de la Office Marocain de la Propriété Industrielle et Commerciale (OMPIC). Este trabajo se ha estructurado según la Teoría Cognitiva de la Metáfora y la Metonimia (Lakoff & Johnson 1980, 1999; Ruiz de Mendoza & Pérez, 2011) y se ha extendido a la semántica axiológica (Krzeszowski 1997, 2004) y al discurso especializado (Felices Lago, 1996, 1999, 2002; Koller, 2009 entre otros). Con este estudio daremos cuenta de los medios cognitivos utilizados para denotar valores vinculados a esta categoría de producto.
品牌设计师经常有意识或无意识地利用认知操作来传达品牌名称的积极价值。本文旨在探讨摩洛哥饮料品牌名称中最突出的价值论价值，以及它们是如何通过比较隐喻、关联隐喻、领域扩展、领域缩减和转喻链等认知操作被引入的。此外，我们将展示它们表现出来的语言或视觉模式。为此，我们从摩洛哥工商业主管部门(OMPIC)挑选了一批品牌样本。这项工作是根据隐喻和转喻的认知理论(Lakoff & Johnson 1980, 1999;Ruiz de Mendoza & prez, 2011)，并扩展到价值论语义(Krzeszowski, 1997,2004)和专业话语(Felices Lago, 1996a, 1999,2002;Koller, 2009等)。通过这项研究，我们将给出用于表示与该产品类别相关的价值的认知手段的说明。Los diseñadores de marcas suelenenhahaer usso，良心或不良心，de operaciones cognitivas para transvalores positive和Los nombres de marcas。埃斯特危象pretende学习洛杉矶英勇axiologicos mas destacados在洛杉矶数量de马卡报从事marroquies y科莫se introducen traves de operaciones cognitivas故事科莫las metaforas de comparacion las metaforas de correlacion las metonimias de扩张,拉斯维加斯metonimias de reduccion y las cadena metonimicas。Además, mostraremolos模式的语言，视觉效果，甚至是独特的视觉表现。马拉多纳，他选择了马拉多纳工业和商业主管办公室(OMPIC)的市场主体。Este trabajo se ha structurado según la Teoría Cognitiva de la Metáfora y la metonia (Lakoff & Johnson 1980, 1999;Ruiz de Mendoza & prez, 2011) y se ha extendido a la semántica axiológica (Krzeszowski, 1997, 2004) y al discurso specializado (Felices Lago, 1996, 1999, 2002;科勒，2009年3月)。我们的研究团队将研究如何利用认知媒介，如何利用知识媒介，如何利用知识媒介，以及如何利用知识媒介categoría。
{"title":"A linguistic analysis of the dominant axiological values in Moroccan drink brand names","authors":"María Enriqueta Cortés de los Ríos, Fatima Azahraa El Yamlahi","doi":"10.20420/rlfe.2023.622","DOIUrl":"https://doi.org/10.20420/rlfe.2023.622","url":null,"abstract":"Brand designers often consciously or unconsciouslymake use of cognitive operationsto convey positive values to brand names.This paper aims to look into the most prominent axiological values in Moroccan drink brand names and how they are introducedthrough cognitive operations such as comparison metaphors, correlation metaphors, domain expansion, domain reduction and metonymic chains.In addition, we will show the verbal or visual modes in which they are manifested. To this end, we have selected a corpus of sample brands taken fromthe Office Marocain dela Propriété Industrielle et Commerciale (OMPIC). This work has been structured according to the Cognitive Theory of Metaphor and Metonymy (Lakoff & Johnson 1980, 1999; Ruiz de Mendoza & Pérez, 2011) and extended to axiological semantics(Krzeszowski 1997, 2004) and to specialized discourse (Felices Lago, 1996a,1999, 2002; Koller, 2009, among others). With this study we will give an account of the cognitive means used to denote values linked to this product category.\u0000\u0000Los diseñadores de marcas suelen hacer uso, consciente o inconscientemente, de operaciones cognitivas para transmitir valores positivos a los nombres de marcas. Este artículo pretende estudiar los valores axiológicos más destacados en los nombres de marcas de bebidas marroquíes y cómo se introducen a través de operaciones cognitivas tales como las metáforas de comparación, las metáforas de correlación, las metonimias de expansión, las metonimias de reducción y las cadenas metonímicas. Además, mostraremos los modos verbales o visuales en las que se manifiestan. Para ello, hemos seleccionado un corpus de dichas marcas de la Office Marocain de la Propriété Industrielle et Commerciale (OMPIC). Este trabajo se ha estructurado según la Teoría Cognitiva de la Metáfora y la Metonimia (Lakoff & Johnson 1980, 1999; Ruiz de Mendoza & Pérez, 2011) y se ha extendido a la semántica axiológica (Krzeszowski 1997, 2004) y al discurso especializado (Felices Lago, 1996, 1999, 2002; Koller, 2009 entre otros). Con este estudio daremos cuenta de los medios cognitivos utilizados para denotar valores vinculados a esta categoría de producto.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67540799","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}
Research has shown that language barriers can impede access to healthcare and impact healthcare outcomes. Traditional Spanish courses havebeen criticized for not effectively addressing learners’ specific needs, while Language for Specific Purposes (LSP) courses on healthcare frequently lack a credible methodological foundation. The current study uses a Task Based Language Teaching (TBLT) framework to conduct a needs analysis exploring the most vital Spanish language needs of nurses while also evaluating the effectiveness of previous language teaching in satisfying those needs. Surveys and interviews among 45 nurses and advanced nursing students show that the majority of participants recognized a need for healthcare-based Spanish instruction. The analysis uncovered specific linguistic features and real-world tasks designated as essential needs for nurses. La investigación ha demostrado que las barreras del idioma pueden impedir el acceso a la atención médica y afectar los resultados de la atención médica. Los cursos tradicionales de español han sido criticados por no abordar de manera efectiva las necesidades específicas de los estudiantes, mientras que los cursos de Lenguaje para Fines Específicos (LSP) sobre atención médica a menudo carecen de una base metodológica creíble. El estudio actual utiliza un marco de enseñanza de idiomas basado en tareas (TBLT) para realizar un análisis de necesidades que explora las necesidades más vitales del idioma español de las enfermeras y, al mismo tiempo, evalúa la eficacia de la enseñanza previa del idioma para satisfacer esas necesidades. Las encuestas y entrevistas entre 45 enfermeras y estudiantes avanzados de enfermería muestran que la mayoría de los participantes reconocieron la necesidad de instrucción en español basada en la atención médica. El análisis descubrió características lingüísticas específicas y tareas del mundo real designadas como necesidades esenciales para las enfermeras.
{"title":"Spanish for nursing: A needs analysis for a Spanish for nursing course","authors":"Lindsay Helms, Hannah Pitner, Rebecca Adams","doi":"10.20420/rlfe.2023.617","DOIUrl":"https://doi.org/10.20420/rlfe.2023.617","url":null,"abstract":"Research has shown that language barriers can impede access to healthcare and impact healthcare outcomes. Traditional Spanish courses havebeen criticized for not effectively addressing learners’ specific needs, while Language for Specific Purposes (LSP) courses on healthcare frequently lack a credible methodological foundation. The current study uses a Task Based Language Teaching (TBLT) framework to conduct a needs analysis exploring the most vital Spanish language needs of nurses while also evaluating the effectiveness of previous language teaching in satisfying those needs. Surveys and interviews among 45 nurses and advanced nursing students show that the majority of participants recognized a need for healthcare-based Spanish instruction. The analysis uncovered specific linguistic features and real-world tasks designated as essential needs for nurses. \u0000\u0000La investigación ha demostrado que las barreras del idioma pueden impedir el acceso a la atención médica y afectar los resultados de la atención médica. Los cursos tradicionales de español han sido criticados por no abordar de manera efectiva las necesidades específicas de los estudiantes, mientras que los cursos de Lenguaje para Fines Específicos (LSP) sobre atención médica a menudo carecen de una base metodológica creíble. El estudio actual utiliza un marco de enseñanza de idiomas basado en tareas (TBLT) para realizar un análisis de necesidades que explora las necesidades más vitales del idioma español de las enfermeras y, al mismo tiempo, evalúa la eficacia de la enseñanza previa del idioma para satisfacer esas necesidades. Las encuestas y entrevistas entre 45 enfermeras y estudiantes avanzados de enfermería muestran que la mayoría de los participantes reconocieron la necesidad de instrucción en español basada en la atención médica. El análisis descubrió características lingüísticas específicas y tareas del mundo real designadas como necesidades esenciales para las enfermeras.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106694","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}
In Teaching World Languages for Specific Purposes: A Practical Guide, the author, Diana Ruggiero, Associate Professor of Spanish at the University of Memphis, draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that already have a foundation in language teaching in general and encourages them to build their own WLSP courses using their unique strengths and perspectives. Chapters 1-4 provide context for teaching WLSP, addressing issues such as the definition, scope, and benefits of WLSP, as well as preparation to teach WLSP. Chapters 5-11 address curricular development in community service learning (CSL), to which the author devotes considerable attention, the integration of WLSP into foreign languages classes, interpreting, culture, heritage language learners, and WSLSP during COVID-19. Lastly, the book concludes with a collection of teaching materials appendices ranging from specific online and print resources to a sample syllabus, lesson plans, assignments, and assessments.
{"title":"Book Review: Ruggiero, Diana (2022). Teaching World Languages for Specific Purposes: A Practical Guide. Georgetown University Press, pp. 121","authors":"Jeffrey Killman","doi":"10.20420/rlfe.2023.623","DOIUrl":"https://doi.org/10.20420/rlfe.2023.623","url":null,"abstract":"In Teaching World Languages for Specific Purposes: A Practical Guide, the author, Diana Ruggiero, Associate Professor of Spanish at the University of Memphis, draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that already have a foundation in language teaching in general and encourages them to build their own WLSP courses using their unique strengths and perspectives. Chapters 1-4 provide context for teaching WLSP, addressing issues such as the definition, scope, and benefits of WLSP, as well as preparation to teach WLSP. Chapters 5-11 address curricular development in community service learning (CSL), to which the author devotes considerable attention, the integration of WLSP into foreign languages classes, interpreting, culture, heritage language learners, and WSLSP during COVID-19. Lastly, the book concludes with a collection of teaching materials appendices ranging from specific online and print resources to a sample syllabus, lesson plans, assignments, and assessments.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49080656","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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