Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4358
Roberto A. Valdeón
Drawing on the concept of “political sectarianism” proposed by Finkel et al. and on Entman’s classification of media biases, this paper aims to study polarization in three mainstream Spanish news websites, i.e. El País, El Mundo and Abc, during the COVID-19 pandemic through a cross-sectional analysis. For that purpose, a corpus of 900 articles was gathered during June 2020, following the end of the state of emergency and the strict lockdown enforced by the central government to fight the COVID-19 pandemic. The analysis relies on concepts used by communication and discourse analysts, i.e. framing and narratives. I have also drawn on the work of Bednarek on semantic choices. The study, which focuses on the headlines and the leads, shows that El Mundo and Abc were more critical of the central government’s handling of the health crisis, while El País was critical of Madrid’s conservative government. This points to the existence of distortion and content bias in the three newspapers. However, the most significant finding is the fact that El País is the only medium that clearly opted for a selection bias, omitting any news that could have been construed as critical of the central coalition government.
{"title":"Polarization in the Spanish press: A study of political sectarianism during the COVID-19 pandemic","authors":"Roberto A. Valdeón","doi":"10.35869/vial.v0i20.4358","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4358","url":null,"abstract":"Drawing on the concept of “political sectarianism” proposed by Finkel et al. and on Entman’s classification of media biases, this paper aims to study polarization in three mainstream Spanish news websites, i.e. El País, El Mundo and Abc, during the COVID-19 pandemic through a cross-sectional analysis. For that purpose, a corpus of 900 articles was gathered during June 2020, following the end of the state of emergency and the strict lockdown enforced by the central government to fight the COVID-19 pandemic. The analysis relies on concepts used by communication and discourse analysts, i.e. framing and narratives. I have also drawn on the work of Bednarek on semantic choices. The study, which focuses on the headlines and the leads, shows that El Mundo and Abc were more critical of the central government’s handling of the health crisis, while El País was critical of Madrid’s conservative government. This points to the existence of distortion and content bias in the three newspapers. However, the most significant finding is the fact that El País is the only medium that clearly opted for a selection bias, omitting any news that could have been construed as critical of the central coalition government.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47936816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4357
J. Pérez-Guerra, Elizaveta A. Smirnova
This study focuses on the analysis of linguistic complexity in professional academic writing in light of the empirical evidence provided by a 1,597,000-word corpus of ‘hard’ (life and physical sciences) and ‘soft’ (arts and social) scientific research articles published in leading peer-review journals. Specifically, this investigation aims both to describe the complexity features of texts written by professional authors and to test the hypothesis that linguistic complexity varies across disciplines. Since previous studies have revealed that automatic complexity indices do not sufficiently succeed in providing a comprehensive description of complexity of texts, in this paper complexity has been measured in two ways: quantitatively through the indexes provided by Lu’s (2010) L2 Syntactic Complexity Analyser, and through the more qualitative analysis of a selection of metrics associated with clausal and phrasal complexity in seminal studies. The data show, first, that syntactic complexity indices (basically, strategies of coordination and subordination) are statistically relevant to the characterisation of specifically the soft-science disciplines; second, that there is a continuum across subdisciplines within the broad distinction of soft versus hard genres; and, third, that the soft genre demonstrates a more stable productivity of clausal-complexity strategies, while phrasal-complexity features are more pervasive in the hard-science subcorpus.
{"title":"How complex is professional academic writing? A corpus-based analysis of research articles in 'hard' and 'soft' disciplines","authors":"J. Pérez-Guerra, Elizaveta A. Smirnova","doi":"10.35869/vial.v0i20.4357","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4357","url":null,"abstract":"This study focuses on the analysis of linguistic complexity in professional academic writing in light of the empirical evidence provided by a 1,597,000-word corpus of ‘hard’ (life and physical sciences) and ‘soft’ (arts and social) scientific research articles published in leading peer-review journals. Specifically, this investigation aims both to describe the complexity features of texts written by professional authors and to test the hypothesis that linguistic complexity varies across disciplines. Since previous studies have revealed that automatic complexity indices do not sufficiently succeed in providing a comprehensive description of complexity of texts, in this paper complexity has been measured in two ways: quantitatively through the indexes provided by Lu’s (2010) L2 Syntactic Complexity Analyser, and through the more qualitative analysis of a selection of metrics associated with clausal and phrasal complexity in seminal studies. The data show, first, that syntactic complexity indices (basically, strategies of coordination and subordination) are statistically relevant to the characterisation of specifically the soft-science disciplines; second, that there is a continuum across subdisciplines within the broad distinction of soft versus hard genres; and, third, that the soft genre demonstrates a more stable productivity of clausal-complexity strategies, while phrasal-complexity features are more pervasive in the hard-science subcorpus.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41565156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4354
María Basterrechea, Francisco Gallardo-del-Puerto
A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others’ language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners’ ability to attend to language, and much less on the type of grammatical features they focus on in LREs. This study examines young EFL learners’ (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.
{"title":"Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production","authors":"María Basterrechea, Francisco Gallardo-del-Puerto","doi":"10.35869/vial.v0i20.4354","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4354","url":null,"abstract":"A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others’ language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners’ ability to attend to language, and much less on the type of grammatical features they focus on in LREs. \u0000This study examines young EFL learners’ (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42354675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4353
Irene Alonso Arruabarrena, David Lasagabaster Herrarte
In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.
{"title":"An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students","authors":"Irene Alonso Arruabarrena, David Lasagabaster Herrarte","doi":"10.35869/vial.v0i20.4353","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4353","url":null,"abstract":"In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4355
Irene Castellano-Risco, Marta Martín-Gilete, Alberto Hijazo-Gascón, I. Ibarretxe-Antuñano
{"title":"Metaphors set in motion in the context of L2 academic spoken discourse","authors":"Irene Castellano-Risco, Marta Martín-Gilete, Alberto Hijazo-Gascón, I. Ibarretxe-Antuñano","doi":"10.35869/vial.v0i20.4355","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4355","url":null,"abstract":"","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.35869/vial.v0i20.4356
F. J. Cortés-Rodríguez, C. Rodríguez-Juárez
Texts written in Simplified Technical English present semantic and syntactic restrictions with respect to standard English that should be considered in the implementation of natural language processing systems dealing with controlled natural languages. This paper explores the syntax and semantics of adjuncts in a controlled natural language, namely, the Simplified Technical English (ASD-STE100) used in the Airbus corpus with a view to observing how the peculiarities identified in the behaviour of Airbus adverbials should be reflected in the computational treatment of these constituents. Thus, our main aim is to contribute to the computational implementation of the prototype ARTEMIS by designing the parsing rules and the catalogue of feature-bearing matrixes that encode the grammatical constraints of Airbus adjuncts. The parsing rules reflect the positional preferences of the various peripheral types and capture the semantic variability of adjuncts in the corpus. In addition, they provide a weight factor that predicts the scale of markedness of these constituents with respect to the different positions that they occupy in the clause. On the whole, these properties offer a precise description of the syntactic features of adverbials that will facilitate their automatic processing.
{"title":"Computational analysis of adjuncts in ASD-STE100 for the NLP parser ARTEMIS","authors":"F. J. Cortés-Rodríguez, C. Rodríguez-Juárez","doi":"10.35869/vial.v0i20.4356","DOIUrl":"https://doi.org/10.35869/vial.v0i20.4356","url":null,"abstract":"Texts written in Simplified Technical English present semantic and syntactic restrictions with respect to standard English that should be considered in the implementation of natural language processing systems dealing with controlled natural languages. This paper explores the syntax and semantics of adjuncts in a controlled natural language, namely, the Simplified Technical English (ASD-STE100) used in the Airbus corpus with a view to observing how the peculiarities identified in the behaviour of Airbus adverbials should be reflected in the computational treatment of these constituents. Thus, our main aim is to contribute to the computational implementation of the prototype ARTEMIS by designing the parsing rules and the catalogue of feature-bearing matrixes that encode the grammatical constraints of Airbus adjuncts. The parsing rules reflect the positional preferences of the various peripheral types and capture the semantic variability of adjuncts in the corpus. In addition, they provide a weight factor that predicts the scale of markedness of these constituents with respect to the different positions that they occupy in the clause. On the whole, these properties offer a precise description of the syntactic features of adverbials that will facilitate their automatic processing.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46793657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The almost complete non-existence in Spanish of the remarkably productive English resultative construction with dead/to death, together with the semantico-pragmatic connotations entailed by the choice of each of these two attributes, bring to the fore in the present paper a syntactic and semanticopragmatic contrastive analysis of this peculiar structure. Our objective is twofold: (a) to prove that both attributes are in complementary distribution and cannot -be, consequently, systematically interchanged: specifically, that the adjectival alternative is required when the verb it complements ensures "death" outside the resultative pattern and that its prepositional counterpart is chosen, in tum, when "death" is not guaranteed by the semantics of the verbal constituent; and (b) to explain how the aforementioned pragmatic contrast is translated into Spanish: whereas in English such a pragmatic contrast is formally encoded, in Spanish it is morphologically expressed through singular/plural number in the translation of the English verb.
{"title":"Dead or To Death? On Translating into Spanish the Semantico-Pragmatic Implications Derived from the English Resultative Construction","authors":"Beatriz Rodríguez Arrizabalaga","doi":"10.35869/vial.v0i0.3870","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3870","url":null,"abstract":"The almost complete non-existence in Spanish of the remarkably productive English resultative construction with dead/to death, together with the semantico-pragmatic connotations entailed by the choice of each of these two attributes, bring to the fore in the present paper a syntactic and semanticopragmatic contrastive analysis of this peculiar structure. Our objective is twofold: (a) to prove that both attributes are in complementary distribution and cannot -be, consequently, systematically interchanged: specifically, that the adjectival alternative is required when the verb it complements ensures \"death\" outside the resultative pattern and that its prepositional counterpart is chosen, in tum, when \"death\" is not guaranteed by the semantics of the verbal constituent; and (b) to explain how the aforementioned pragmatic contrast is translated into Spanish: whereas in English such a pragmatic contrast is formally encoded, in Spanish it is morphologically expressed through singular/plural number in the translation of the English verb.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47448109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The essay presents recent developments in the field of learner corpora, with special reference to some written corpora that have been collected in European academic contexts. One particular corpus, "The International Corpus of Learner English" (ICLE), is dealt with in more detail since it allows cross-linguistic comparison among 11 different national subcorpora. The research that has already been carried out on ICLE ranges from ad hoe case studies of mistakes made by specific groups of learners to wider and more systematic investigations of areas of difficulty and of features of "foreign-soundings" across different mother tongue groups, and from the discussion of corpus design criteria to the empirical testing of Second Language Acquisition hypotheses and findings. Using an already existing learner corpus, joining a project in progress or building a new learner corpus appear to be useful and challenging enterprises which may help reconcile research and teaching needs especially in the field of English, which is the most highly required foreign language in European universities.
{"title":"Computer learner corpora, or how can we turn our students' interlanguage into a resource for EFL research and teaching?","authors":"María Teresa Prat Zagrebelsky","doi":"10.35869/vial.v0i0.3869","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3869","url":null,"abstract":"The essay presents recent developments in the field of learner corpora, with special reference to some written corpora that have been collected in European academic contexts. One particular corpus, \"The International Corpus of Learner English\" (ICLE), is dealt with in more detail since it allows cross-linguistic comparison among 11 different national subcorpora. The research that has already been carried out on ICLE ranges from ad hoe case studies of mistakes made by specific groups of learners to wider and more systematic investigations of areas of difficulty and of features of \"foreign-soundings\" across different mother tongue groups, and from the discussion of corpus design criteria to the empirical testing of Second Language Acquisition hypotheses and findings. Using an already existing learner corpus, joining a project in progress or building a new learner corpus appear to be useful and challenging enterprises which may help reconcile research and teaching needs especially in the field of English, which is the most highly required foreign language in European universities.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48213006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the area of second language acquisition it has been assumed that the three conditions to acquire different aspects of the target language include pertinent input, opportunities for output and feedback. Regarding the first condition and focusing on pragmatic issues, learners' opportunities for input in the foreign language classroom are limited to two main sources, namely those of materials and teachers' output. Previous research examining the presentation of pragmatic information in English as a Foreign Language (EFL) materials has demonstrated an artificial and decontextualised use of language. However, paying attention to the second source, there are no previous studies which have focused on both teachers' awareness and production of a particular pragmatic aspect. In this respect, the present study aims at analysing a group of university teachers' degree of grammatical and pragmatic awareness on the one hand, and their production of exhortative speech acts, those of requesting, suggesting and advising, on the other. In so doing, we attempt to ascertain whether teachers' output may be regarded as appropriate input in the foreign language classroom. Results show that teachers are more aware of grammatical errors than pragmatic violations. Moreover, their production of the three speech acts analysed, particularly suggestions and advice acts, make us finally state, in line with Bardovi-Harlig (1992, 1996), that it would be beneficial to develop teacher training programs on pragmatics.
{"title":"Input in the EFT Setting: focus on the teachers' awareness and use of requests, suggestions and advice acts","authors":"Alicia Martínez Flor","doi":"10.35869/vial.v0i0.3868","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3868","url":null,"abstract":"Within the area of second language acquisition it has been assumed that the three conditions to acquire different aspects of the target language include pertinent input, opportunities for output and feedback. Regarding the first condition and focusing on pragmatic issues, learners' opportunities for input in the foreign language classroom are limited to two main sources, namely those of materials and teachers' output. Previous research examining the presentation of pragmatic information in English as a Foreign Language (EFL) materials has demonstrated an artificial and decontextualised use of language. However, paying attention to the second source, there are no previous studies which have focused on both teachers' awareness and production of a particular pragmatic aspect. In this respect, the present study aims at analysing a group of university teachers' degree of grammatical and pragmatic awareness on the one hand, and their production of exhortative speech acts, those of requesting, suggesting and advising, on the other. In so doing, we attempt to ascertain whether teachers' output may be regarded as appropriate input in the foreign language classroom. Results show that teachers are more aware of grammatical errors than pragmatic violations. Moreover, their production of the three speech acts analysed, particularly suggestions and advice acts, make us finally state, in line with Bardovi-Harlig (1992, 1996), that it would be beneficial to develop teacher training programs on pragmatics.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42182995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El campo de estudio de las alteraciones del lenguaje desde la perspectiva lingüística, conocido también como lingüística clínica, es un área de reciente interés y desarrollo en nuestro país, aunque ya en los años 80 surgió como estudio consolidado en Inglaterra. Si bien se trata de un nuevo desarrollo de la investigación lingüística, no esta exento de problemática si tomamos en cuenta la perspectiva interlingüística, comparación de lenguas, y la intralingüística, por cuanto se refiere a la evaluación de los niveles lingi.ifsticos en una lengua dada y en una patología concreta. Desde estas líneas pretendemos abordar estos aspectos a partir del estudio de una alteración cognitiva y clínica como es el síndrome de Williams.
{"title":"Estudios inter e intralingüísticos de las alteraciones del lenguaje: la validez de los planteamientos","authors":"Elena Garayzábal Heinze","doi":"10.35869/vial.v0i0.3866","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3866","url":null,"abstract":"El campo de estudio de las alteraciones del lenguaje desde la perspectiva lingüística, conocido también como lingüística clínica, es un área de reciente interés y desarrollo en nuestro país, aunque ya en los años 80 surgió como estudio consolidado en Inglaterra. Si bien se trata de un nuevo desarrollo de la investigación lingüística, no esta exento de problemática si tomamos en cuenta la perspectiva interlingüística, comparación de lenguas, y la intralingüística, por cuanto se refiere a la evaluación de los niveles lingi.ifsticos en una lengua dada y en una patología concreta. Desde estas líneas pretendemos abordar estos aspectos a partir del estudio de una alteración cognitiva y clínica como es el síndrome de Williams.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48426193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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