En este artículo damos cuenta de la incidencia del contexto jurídico y bilingüe en la enseñanza-aprendizaje del francés jurídico (FOS). Así, fenómenos como la diglosia, bilingüismo y bijuridismo repercuten en la configuración de un sistema jurídico. Para ello, se toma como ejemplo Marruecos como país del Magreb francófono cuyo sistema jurídico está caracterizado tanto por una dualidad jurídica (derecho islámico y derecho francés) como lingüística (árabe y francés). El análisis del corpus representativo revela que las asimetrías conceptuales entre dos sistemas jurídicos expresados en lengua francesa solo se pueden enseñar y aprender aplicando un enfoque contextual e intercultural.
{"title":"L'enseignement-apprentissage du français juridique en contexte francophone: Approche contextuelle et interculturelle","authors":"Khatima El Krirh","doi":"10.20420/RLFE.2020.359","DOIUrl":"https://doi.org/10.20420/RLFE.2020.359","url":null,"abstract":"En este artículo damos cuenta de la incidencia del contexto jurídico y bilingüe en la enseñanza-aprendizaje del francés jurídico (FOS). Así, fenómenos como la diglosia, bilingüismo y bijuridismo repercuten en la configuración de un sistema jurídico. Para ello, se toma como ejemplo Marruecos como país del Magreb francófono cuyo sistema jurídico está caracterizado tanto por una dualidad jurídica (derecho islámico y derecho francés) como lingüística (árabe y francés). El análisis del corpus representativo revela que las asimetrías conceptuales entre dos sistemas jurídicos expresados en lengua francesa solo se pueden enseñar y aprender aplicando un enfoque contextual e intercultural.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67540430","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}
Este estudio examinó la efectividad del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) respecto al dominio del inglés y la incorporación de su sintaxis en un grupo de estudiantes andaluces. Alumnos de instituto (n = 22) matriculados en clases AICLE y clases no-AICLE del mismo centro educativo (I.E.S. Mariana Pineda) realizaron un examen de inglés adaptado de la Prueba de Evaluación de Bachillerato para el Acceso a la Universidad. Se evaluó el grado de desarrollo de la sintaxis del inglés en los alumnos empleando una prueba de Imitación Elicitada (EI) en conjunción con un diseño experimental basado en las propiedades sintácticas del inglés. Se incluyeron como covariables en el análisis el nivel académico y socioeconómico previos a la intervención, así como el sexo del alumnado. Los alumnos AICLE obtuvieron mejores resultados que los no-AICLE en la prueba sintáctica (p = 0.002) y en el examen de inglés (p < 0.001). Los resultados evidenciaron una correlación significativa positiva entre la puntuación obtenida en el examen inglés y en la prueba EI para el grupo AICLE (p < 0.01), pero no para el no-AICLE (p = 0.39). Estos resultados proponen una metodología para evaluar la sintaxis inglesa de los estudiantes CLIL.
{"title":"Assessing the development of second language syntax in Content and Language Integrated Learning","authors":"Mariana Ortiz","doi":"10.20420/RLFE.2020.361","DOIUrl":"https://doi.org/10.20420/RLFE.2020.361","url":null,"abstract":"Este estudio examinó la efectividad del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) respecto al dominio del inglés y la incorporación de su sintaxis en un grupo de estudiantes andaluces. Alumnos de instituto (n = 22) matriculados en clases AICLE y clases no-AICLE del mismo centro educativo (I.E.S. Mariana Pineda) realizaron un examen de inglés adaptado de la Prueba de Evaluación de Bachillerato para el Acceso a la Universidad. Se evaluó el grado de desarrollo de la sintaxis del inglés en los alumnos empleando una prueba de Imitación Elicitada (EI) en conjunción con un diseño experimental basado en las propiedades sintácticas del inglés. Se incluyeron como covariables en el análisis el nivel académico y socioeconómico previos a la intervención, así como el sexo del alumnado. Los alumnos AICLE obtuvieron mejores resultados que los no-AICLE en la prueba sintáctica (p = 0.002) y en el examen de inglés (p < 0.001). Los resultados evidenciaron una correlación significativa positiva entre la puntuación obtenida en el examen inglés y en la prueba EI para el grupo AICLE (p < 0.01), pero no para el no-AICLE (p = 0.39). Estos resultados proponen una metodología para evaluar la sintaxis inglesa de los estudiantes CLIL.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67540441","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}
Spanish heritage language learners (HLLs) are heterogeneous in nature. Thus, how can we assess these students? Most of the literature on this has been on placement exams (Polinsky & Kagan, 2017, among others), but the focus of this article is on assessment in Spanish heritage courses. Placement test results should be indicators of what should be included in the curriculum. One of the main challenges is the lack of the following components: specific proficiency indicators for HLLs, consensus in defining key concepts, understanding dialect variation, assessment for measuring linguistic skills, and finally research on HLLs’ assessment (Malone, Kreeft Peyton, & Kim, 2014). Thus, assessment is the biggest challenge in HL education due to the dominant monolingual ideologies, so formative assessment practices are recommended to confront them by allowing HLLs to negotiate their linguistic identities via multilingual perspectives (King, Liu, & Schwedhelm, 2018). What are specific tools or activities to negotiate these? Personal narratives of US Latinos were collected by Carreira and Beeman (2014) for the sake of reflections of HLLs as language brokers. González-Davies (2004, 2018) also mentions the importance of peer-to-peer strategies for translation competence. These projects can also become group projects, like the manifestos implemented by Moreno and MacGregor-Mendoza (2019) in a course in which language, culture, and community are the goals. All these activities are examples of the kinds of assessment that may be effective in the heritage classroom and may guide their instructors. The goal of this article is to suggest activities to connect HLLs with their communities at the same time that their learning gains are assessed in terms of language proficiency.
{"title":"Assessment in Spanish heritage language programs","authors":"Clara Burgo","doi":"10.20420/RLFE.2020.354","DOIUrl":"https://doi.org/10.20420/RLFE.2020.354","url":null,"abstract":"Spanish heritage language learners (HLLs) are heterogeneous in nature. Thus, how can we assess these students? Most of the literature on this has been on placement exams (Polinsky & Kagan, 2017, among others), but the focus of this article is on assessment in Spanish heritage courses. Placement test results should be indicators of what should be included in the curriculum. One of the main challenges is the lack of the following components: specific proficiency indicators for HLLs, consensus in defining key concepts, understanding dialect variation, assessment for measuring linguistic skills, and finally research on HLLs’ assessment (Malone, Kreeft Peyton, & Kim, 2014). Thus, assessment is the biggest challenge in HL education due to the dominant monolingual ideologies, so formative assessment practices are recommended to confront them by allowing HLLs to negotiate their linguistic identities via multilingual perspectives (King, Liu, & Schwedhelm, 2018). What are specific tools or activities to negotiate these? Personal narratives of US Latinos were collected by Carreira and Beeman (2014) for the sake of reflections of HLLs as language brokers. González-Davies (2004, 2018) also mentions the importance of peer-to-peer strategies for translation competence. These projects can also become group projects, like the manifestos implemented by Moreno and MacGregor-Mendoza (2019) in a course in which language, culture, and community are the goals. All these activities are examples of the kinds of assessment that may be effective in the heritage classroom and may guide their instructors. The goal of this article is to suggest activities to connect HLLs with their communities at the same time that their learning gains are assessed in terms of language proficiency.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49015394","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 presente estudio aspira a explorar el lenguaje de la fotografía. En particular, pretende descubrir los principales rasgos léxico-semánticos del inglés de la fotografía. Se trata de un estudio de carácter cualitativo, basado en corpus de casi un millón de palabras cuyas fuentes han sido blogs sobre la fotografía, escritos por fotógrafos profesionales y nativos. Los resultados demuestran que se trata de un léxico de gran riqueza y variedad. Por una parte, destaca su carácter interdisciplinario; la fotografía no se limita a usar sus propias palabras, sino que comparte gran número de voces con otras disciplinas. Hemos localizado numerosos ejemplos de palabras heredadas del campo de la pintura, óptica, informática, entre otros. Por otra parte, hemos concluido que el lenguaje fotográfico presenta un carácter agresivo. Este estudio pretende contribuir por un lado al campo del Inglés para Fines Específicos, y, por el otro, a la fotografía, cuya importancia en la sociedad actual está creciendo.
{"title":"Interdisciplinariedad y agresividad. Características del lenguaje de la fotografía en lengua inglesa","authors":"Iryna Mykytka","doi":"10.20420/RLFE.2020.358","DOIUrl":"https://doi.org/10.20420/RLFE.2020.358","url":null,"abstract":"El presente estudio aspira a explorar el lenguaje de la fotografía. En particular, pretende descubrir los principales rasgos léxico-semánticos del inglés de la fotografía. Se trata de un estudio de carácter cualitativo, basado en corpus de casi un millón de palabras cuyas fuentes han sido blogs sobre la fotografía, escritos por fotógrafos profesionales y nativos. Los resultados demuestran que se trata de un léxico de gran riqueza y variedad. Por una parte, destaca su carácter interdisciplinario; la fotografía no se limita a usar sus propias palabras, sino que comparte gran número de voces con otras disciplinas. Hemos localizado numerosos ejemplos de palabras heredadas del campo de la pintura, óptica, informática, entre otros. Por otra parte, hemos concluido que el lenguaje fotográfico presenta un carácter agresivo. Este estudio pretende contribuir por un lado al campo del Inglés para Fines Específicos, y, por el otro, a la fotografía, cuya importancia en la sociedad actual está creciendo.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43490339","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}
There is a greater demand for a wider range of translation services that increasingly involve scientific, commercial, legal, or technical documents. Translation is no longer limited to literary works which have historically been the main focus of the translation industry in Indonesia. As it is believed that university is the best place for translator training (Bernardini, 2004; Maia, 2012), there have been attempts to put legal and economic translation into the curriculum with the premise that students should be exposed to different types of text to ensure that the materials used in translation classes are relevant to market needs (Kelly, 2000; Heidari and Mowlaie, 2016) However, translating business texts is quite challenging for students because it requires knowledge of text type and genre differences in the SL and TL, and the awareness of the relationship between context and register in terms of field, mode, and tenor are vital for the translator (Beeby, 2000). This paper discusses errors produced by Indonesian novice translators in translating terminology in business texts. The samples used in this study were produced by students at the English Department of Politeknik Negeri Padang in West Sumatra, Indonesia. The institution is a vocational college that trains students in practical competencies, including to work as professional translators. The aim of this paper is to identify the strategies used by students in solving translation problems in an effort to better understand the issues faced in the field of translation in Indonesia.
{"title":"Error analysis of economic terms in the work of Indonesian novice translation","authors":"Indah Sari","doi":"10.20420/rlfe.2020.317","DOIUrl":"https://doi.org/10.20420/rlfe.2020.317","url":null,"abstract":"There is a greater demand for a wider range of translation services that increasingly involve scientific, commercial, legal, or technical documents. Translation is no longer limited to literary works which have historically been the main focus of the translation industry in Indonesia. As it is believed that university is the best place for translator training (Bernardini, 2004; Maia, 2012), there have been attempts to put legal and economic translation into the curriculum with the premise that students should be exposed to different types of text to ensure that the materials used in translation classes are relevant to market needs (Kelly, 2000; Heidari and Mowlaie, 2016) However, translating business texts is quite challenging for students because it requires knowledge of text type and genre differences in the SL and TL, and the awareness of the relationship between context and register in terms of field, mode, and tenor are vital for the translator (Beeby, 2000). This paper discusses errors produced by Indonesian novice translators in translating terminology in business texts. The samples used in this study were produced by students at the English Department of Politeknik Negeri Padang in West Sumatra, Indonesia. The institution is a vocational college that trains students in practical competencies, including to work as professional translators. The aim of this paper is to identify the strategies used by students in solving translation problems in an effort to better understand the issues faced in the field of translation in Indonesia.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84708028","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}
Current ways of informal globalized communication involve digital genres facilitating increasingly dialogical, immediate interactions. One representative example is found in blogs, where users’ interaction is enabled through the genre of the comment to a previous post. In a corpus of 15 entries from 5 travel blogs, 318 comments have been analysed to study international participation in the blogosphere by different English users, native and non-native speakers. First, the quantity and length of their contributions are studied to consider the possible impact of their linguacultural background in ELF digital communication. Second, a discursive data-driven analysis of travel blog comments is provided, highlighting its most salient features, in order to better comprehend this specific digital discourse and to favour international successful participation in such a web-mediated environment.
{"title":"International participation and discursive choices in the digital genre of the travel blog comment","authors":"D. Pascual","doi":"10.20420/RLFE.2020.321","DOIUrl":"https://doi.org/10.20420/RLFE.2020.321","url":null,"abstract":"Current ways of informal globalized communication involve digital genres facilitating increasingly dialogical, immediate interactions. One representative example is found in blogs, where users’ interaction is enabled through the genre of the comment to a previous post. In a corpus of 15 entries from 5 travel blogs, 318 comments have been analysed to study international participation in the blogosphere by different English users, native and non-native speakers. First, the quantity and length of their contributions are studied to consider the possible impact of their linguacultural background in ELF digital communication. Second, a discursive data-driven analysis of travel blog comments is provided, highlighting its most salient features, in order to better comprehend this specific digital discourse and to favour international successful participation in such a web-mediated environment.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72423894","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 cultural content of textbooks has become an important issue since the main goal of teaching English as a foreign language has shifted from communicative competence to intercultural citizenship. This paper reviews the trends in teaching culture in EFL and examines different approaches to the cultural analysis of textbooks. Then, our study analyses the cultural content of two editions of an intermediate (B1) EFL textbook using our own cultural content checklist. By comparing older and more recent editions, we examine how comprehensive the cultural content is in each book and determine how many thematic categories are covered in both textbooks.
{"title":"The development of culture in English foreign language textbooks: the case of English File","authors":"A. Larrea-Espinar, A. Raigón-Rodríguez","doi":"10.20420/RLFE.2019.384","DOIUrl":"https://doi.org/10.20420/RLFE.2019.384","url":null,"abstract":"The cultural content of textbooks has become an important issue since the main goal of teaching English as a foreign language has shifted from communicative competence to intercultural citizenship. This paper reviews the trends in teaching culture in EFL and examines different approaches to the cultural analysis of textbooks. Then, our study analyses the cultural content of two editions of an intermediate (B1) EFL textbook using our own cultural content checklist. By comparing older and more recent editions, we examine how comprehensive the cultural content is in each book and determine how many thematic categories are covered in both textbooks.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155941","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}
En el ambito de la Traduccion Audiovisual (TAV), el eufemismo y el disfemismo son dos procesos linguisticos que todavia no se han estudiado en profundidad. Este articulo pretende mostrar el uso y el comportamiento de estos fenomenos en textos audiovisuales utilizando una metodologia que parte de un analisis deductivo de los datos, a traves del estudio de su uso en seis peliculas estadounidenses de ciencia ficcion estrenadas entre 2009 y 2015. Para ello, se han analizado la version original de los filmes seleccionados y sus versiones subtitulada y doblada al espanol con el objetivo de averiguar que funcion cumplen los procesos de eufemismo y disfemismo, cuando se emplean y con que frecuencia en funcion de la modalidad de TAV de que se trate. A partir de los datos, queremos determinar si, actualmente, estos procesos linguisticos son normas empleadas por los traductores habitualmente para salvar las restricciones que imponen el medio y las modalidades de TAV.
{"title":"Una aproximación al eufemismo y el disfemismo en la Traducción Audiovisual","authors":"Marta González-Quevedo","doi":"10.20420/RLFE.2019.381","DOIUrl":"https://doi.org/10.20420/RLFE.2019.381","url":null,"abstract":"En el ambito de la Traduccion Audiovisual (TAV), el eufemismo y el disfemismo son dos procesos linguisticos que todavia no se han estudiado en profundidad. Este articulo pretende mostrar el uso y el comportamiento de estos fenomenos en textos audiovisuales utilizando una metodologia que parte de un analisis deductivo de los datos, a traves del estudio de su uso en seis peliculas estadounidenses de ciencia ficcion estrenadas entre 2009 y 2015. Para ello, se han analizado la version original de los filmes seleccionados y sus versiones subtitulada y doblada al espanol con el objetivo de averiguar que funcion cumplen los procesos de eufemismo y disfemismo, cuando se emplean y con que frecuencia en funcion de la modalidad de TAV de que se trate. A partir de los datos, queremos determinar si, actualmente, estos procesos linguisticos son normas empleadas por los traductores habitualmente para salvar las restricciones que imponen el medio y las modalidades de TAV.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200296","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}
espanolEste trabajo trata sobre la relacion entre modalidad y evidencialidad. Esta centrado especificamente en el uso de la expresion I think en combinacion con otros elementos modales, asi como los posibles efectos pragmaticos observados en muestras de textos obtenidas del Coruna Corpus of English Scientific Writing. Asimismo, analizamos si la variable de disciplina podria tener algun efecto sobre las funciones que la expresion lleva a cabo en estos textos. Aunque todavia queda mucho por investigar en textos academicos desde una perspectiva diacronica, hay algunos estudios previos sobre elementos de posicionamiento realizados en el ambito de la pragmatica historica (cf. Gray, Biber y Hiltunen 2011; Moskowich and Crespo 2014; Alonso-Almeida 2015; Alvarez-Gil, 2017, 2018, 2019). Siguiendo esta tradicion, nos centramos en la expresion I think, siguiendo el trabajo de van der Auwera y Plungian (1998) para la descripcion de la modalidad y los tipos modales EnglishThe present paper deals with the relationship between modality and evidentiality, focussed specifically on the use of the expression I think in combination with other modal devices, as well as the possible pragmatic effects observed in text samples obtained from the Coruna Corpus of English Scientific Writing and whether the variable of discipline might have some effect on the functions the expression represents in these texts. Even if much research is still to be done in academic texts from a diachronic perspective, there are some previous studies on stance devices carried out within the arena of historical pragmatics (cf. Gray, Biber and Hiltunen 2011; Moskowich and Crespo 2014; AlonsoAlmeida 2015; Alvarez-Gil 2017, 2018, 2019). Following this tradition, we focus on the expression I think, following the work of van der Auwera and Plungian (1998) for the description of modality and modal types.
本文讨论了情态与证据的关系。它特别侧重于将I Think表达与其他情态元素结合使用，以及从《科鲁纳英语科学写作语料库》获得的文本样本中观察到的可能的语用效果。此外，我们还分析了学科变量是否会对表达式在这些文本中执行的功能产生任何影响。虽然从历时的角度来看，学术文本中还有很多工作要做，但以前有一些关于历史语用学领域定位要素的研究（参见Gray，Biber和Hiltunen 2011；Moskowich和Crespo 2014；阿隆索-阿尔梅达2015；阿尔瓦雷斯-吉尔，2017，2018，2019）。遵循这一传统，我们专注于表达I Think，遵循Van der Auwera和Plungian（1998）关于描述英语情态和情态类型的工作。本文讨论了情态与证据之间的关系，特别侧重于表达I Think与其他情态装置的结合使用，以及从《科鲁纳英语科学写作语料库》获得的文本样本中观察到的可能的语用效果，以及学科变量是否会对这些文本中表达的功能产生一些影响。即使从历时的角度来看，学术文本中仍有许多研究要做，但以前也有一些关于在历史语用学领域内进行的立场装置的研究（参见Gray，Biber和Hiltunen 2011；莫斯科和克雷斯波2014年；阿隆索尔梅达2015年；阿尔瓦雷斯-吉尔2017年，2018年，2019年）。遵循这一传统，我们专注于表达我认为，遵循Van der Auwera和Plungian（1998）关于描述模态和模态类型的工作。
{"title":"Analysis of the linguistic expression I think in a corpus of late Modern English scientific texts","authors":"Francisco J. Álvarez-Gil, Natalia García Alonso","doi":"10.20420/RLFE.2019.380","DOIUrl":"https://doi.org/10.20420/RLFE.2019.380","url":null,"abstract":"espanolEste trabajo trata sobre la relacion entre modalidad y evidencialidad. Esta centrado especificamente en el uso de la expresion I think en combinacion con otros elementos modales, asi como los posibles efectos pragmaticos observados en muestras de textos obtenidas del Coruna Corpus of English Scientific Writing. Asimismo, analizamos si la variable de disciplina podria tener algun efecto sobre las funciones que la expresion lleva a cabo en estos textos. Aunque todavia queda mucho por investigar en textos academicos desde una perspectiva diacronica, hay algunos estudios previos sobre elementos de posicionamiento realizados en el ambito de la pragmatica historica (cf. Gray, Biber y Hiltunen 2011; Moskowich and Crespo 2014; Alonso-Almeida 2015; Alvarez-Gil, 2017, 2018, 2019). Siguiendo esta tradicion, nos centramos en la expresion I think, siguiendo el trabajo de van der Auwera y Plungian (1998) para la descripcion de la modalidad y los tipos modales EnglishThe present paper deals with the relationship between modality and evidentiality, focussed specifically on the use of the expression I think in combination with other modal devices, as well as the possible pragmatic effects observed in text samples obtained from the Coruna Corpus of English Scientific Writing and whether the variable of discipline might have some effect on the functions the expression represents in these texts. Even if much research is still to be done in academic texts from a diachronic perspective, there are some previous studies on stance devices carried out within the arena of historical pragmatics (cf. Gray, Biber and Hiltunen 2011; Moskowich and Crespo 2014; AlonsoAlmeida 2015; Alvarez-Gil 2017, 2018, 2019). Following this tradition, we focus on the expression I think, following the work of van der Auwera and Plungian (1998) for the description of modality and modal types.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45879749","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}
espanolEl siguiente estudio describe las percepciones de los estudiantes de cursos de espanol como lengua extranjera sobre la creacion de cursos de espanol con fines especificos (EFE)2 o espanol para las profesiones, especificamente para la carrera de comunicacion en la Universidad de Houston en los Estados Unidos. Con el uso de metodos cualitativos y cualitativos se entrevistaron 60 estudiantes del area de comunicacion para reconocer el interes de los participantes en un curso enfocado en su carrera y sobre los contenidos de este. Los resultados mostraron que un 88 % de los participants estan interesados en tomar cursos de EFE porque lo ven como una necesidad en la ciudad de Houston y en Los Estados Unidos. Dentro de sus motivaciones principales estan: mejorar oportunidades de trabajo, obtener creditos para su carrera y comunicarse con hispanos en la ciudad. Con respecto al contenido del curso, los encuestados afirmaron que desean recibir un vocabulario enfocado en lo que estudian, conocer los detalles culturales relacionados con la carrera y tener acceso a ejercicios donde mejoren sus habilidades interpersonales EnglishThe following study delves into perceptions of students on the topic of the creation of courses in Spanish for specific purposes (SSP) or Spanish for the professions, specifically for the Communication degree at the University of Houston in the United States. With the use of quantitative and qualitative methods, 60 Communication students were interviewed to recognize their interest in a course focused on their degree and its contents. The results showed that 88% of the participants were interested in taking SSP courses because perceive it as a necessity in the city of Houston and in the United States. Their principal motivations are: to improve work opportunities, obtain credits for their degree, and communicate with Hispanics in the city. In regards to the course content, the respondents declared that they wanted to concentrate on vocabulary based around what they study, know the cultural details related to their communication degree and have access to exercises to improve their interpersonal skills.
以下研究描述了西班牙语作为外语课程的学生对创建西班牙语特定目的(EFE)2或西班牙语专业课程的看法，特别是在美国休斯顿大学的传播职业。本研究采用定性和定性的方法，对60名传播学领域的学生进行了访谈，以确定参与者对以职业为重点的课程及其内容的兴趣。结果显示，88%的参与者对参加EFE课程感兴趣，因为他们认为这在休斯顿市和美国是必要的。他的主要动机包括:改善工作机会，获得职业学分，与城市的拉美裔交流。内容方面,被调查者表示,他们希望获得词汇课程集中学习,了解细节与职业有关的文化和获得锻炼,改善人际关系技巧EnglishThe以下study delves into perceptions of students on the议题of the creation of in[为特定目的的公共安全部)or…for the professions,= =地理= =根据美国人口普查，该镇的土地面积为。采用定量和定性的方法，对60名传播学学生进行了采访，以确认他们对以学位和课程内容为重点的课程的兴趣。结果表明，88%的参与者对参加SSP课程感兴趣，因为他们认为这是休斯顿市和美国的一种需要。他们的主要动机是:改善工作机会，获得学位学分，并与该市的西班牙裔交流。关于课程内容，受访者表示，他们希望根据所学习的内容集中注意词汇，了解与其沟通程度相关的文化细节，并有机会参加提高人际交往技能的练习。
{"title":"Percepciones de los estudiantes de español sobre la creación de un curso para la carrera de comunicación","authors":"Edgar Mauricio Vargas Blanco, K. Montgomery","doi":"10.20420/RLFE.2019.253","DOIUrl":"https://doi.org/10.20420/RLFE.2019.253","url":null,"abstract":"espanolEl siguiente estudio describe las percepciones de los estudiantes de cursos de espanol como lengua extranjera sobre la creacion de cursos de espanol con fines especificos (EFE)2 o espanol para las profesiones, especificamente para la carrera de comunicacion en la Universidad de Houston en los Estados Unidos. Con el uso de metodos cualitativos y cualitativos se entrevistaron 60 estudiantes del area de comunicacion para reconocer el interes de los participantes en un curso enfocado en su carrera y sobre los contenidos de este. Los resultados mostraron que un 88 % de los participants estan interesados en tomar cursos de EFE porque lo ven como una necesidad en la ciudad de Houston y en Los Estados Unidos. Dentro de sus motivaciones principales estan: mejorar oportunidades de trabajo, obtener creditos para su carrera y comunicarse con hispanos en la ciudad. Con respecto al contenido del curso, los encuestados afirmaron que desean recibir un vocabulario enfocado en lo que estudian, conocer los detalles culturales relacionados con la carrera y tener acceso a ejercicios donde mejoren sus habilidades interpersonales EnglishThe following study delves into perceptions of students on the topic of the creation of courses in Spanish for specific purposes (SSP) or Spanish for the professions, specifically for the Communication degree at the University of Houston in the United States. With the use of quantitative and qualitative methods, 60 Communication students were interviewed to recognize their interest in a course focused on their degree and its contents. The results showed that 88% of the participants were interested in taking SSP courses because perceive it as a necessity in the city of Houston and in the United States. Their principal motivations are: to improve work opportunities, obtain credits for their degree, and communicate with Hispanics in the city. In regards to the course content, the respondents declared that they wanted to concentrate on vocabulary based around what they study, know the cultural details related to their communication degree and have access to exercises to improve their interpersonal skills.","PeriodicalId":41771,"journal":{"name":"LFE-Revista de Lenguas para Fines Especificos","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687196","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：